jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 143 change of character of candidates for civil servants of ministry of transportation after following character building course dyan apriyani1, giri kurnia widyasari21,2 balai diklat pembangunan karakter sdm transportasi, kementerian perhubungan1dyan.mspc@gmail.com, 2ponjil0227@gmail.com abstractthe construction of the character has long been echoed by the first presidentof the republic of indonesia, ir. sukarno in 1961. bung karno said: thisnation must be built by prioritizing character building, because thischaracter building will make indonesia a great, advanced, and prosperousand dignified nation. this study is to find out the change in character of theprospective civil servants of the ministry of transportation of the secondgeneration while participating in character development training in the hrdevelopment training center for human resources development. theresearch data was obtained by questionnaires given before (pretest) andafter (posttest) the implementation of the training. this research isdescriptive quantitative research. the results and discussion of this study isthat there is a change in character in prospective civil servants of thetransportation ministry after carrying out character building training.changes in the character of participants in accordance with the learningagenda that is owned in accordance with the curriculum, namely: 1.intrapersonal; 2. interpersonal; 3. professional relationship; 4. godrelationship. keywords: character building. character. introductioncharacter is the attitude and nature that exist in man. the character and personality isformed by the values chosen, carried out continuously which is manifested in an action(wening, 2012).strong character and personality is demonstrated through the orderly, independent,respectful attitude of others, caring and affectionate, responsible, fair and acting as goodcitizens and prioritizing the public interest (wahyu, 2011).muchlas explained that the character is closely related to the value of human behaviorrelated to god, self, fellow human beings, environment and nationality which ismanifested in thoughts, attitudes, feelings, words, and actions based on religious norms,law, manners, culture , customs and traditions, and aesthetics which then emerge ineveryday behavior to act and act (alawiyah, 2012).as a candidate for state apparatus who served as a public servant requires a strongattitude or character. for that character that has been embedded since childhood that if jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 144 already good, will be improved more. while the characters are less appropriate will bechanged to be better as a servant or public servant.according to research conducted in united states precisely done at harvard univesity,revealed that one's success is not determined by the knowledge and technical skills(hard skill), but determined by the skills of managing yourself and others (soft skill).this research revealed 80% success comes from soft skill and hard skill only 20%(astuty, 2010).character building is a process or effort undertaken to foster, improve and or form thecharacter, psychological nature, morals (character), human beings (community) so as toshow good character and behavior based on the value of pancasila (module educationand traning lan ri) (masrukhin, 2013). from the definition of character developmentcan be interpreted:1. a business or process to foster human behavior that has been owned for morality(good character) to be good.2. improving the nature, character that has been owned by humans, which was notgood enough to be better in order to organize the government as a civil servant3. to form a character or a better character so as to display a conducive character inthe life of society, nation and state in accordance with the values of pancasila. evaluation is one way used to determine whether an activity that has been implementedneeds improvement and development and refinement. as revealed (aryanti, supriyono,& ishaq, 2016) that: evaluation can be used to determine the level of participants'learning achievement and the effectiveness of the training program that has been or isbeing implemented or the impact of the implementation of the training program. methodsthe subject of this research is the prospective civil servants of the ministry oftransportation, group ii, force ii 2018 3rd platoon, totaling 33 people. acceptance ofcpns class ii on average from secondary school education. the character developmenttraining at the human resource development training center was held on april 3-82018.this research data is primary data obtained from dissemination of research instrumentspecially designed by researcher in accordance with research purpose. the instrumentsused are questionnaires or questionnaires given to the training participants at thebeginning and end of the training.the analysis technique used in this research is experimental research datamanagement. by using pretest and posttest. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 145 result and discussion resultcurriculum of character building course is divided into four learning agenda, that isbuilding a good relationship with self (intrapersonal relationship), build and manageinterrelationship with others (interpersonal relationship), build and manage goodrelationship with work (professional relationship), and build and manage goodrelationships with god almighty (god relationship).1. intrapersonal relationship table 1. test of normality statistic df sig. statistic df sig. pretest 0.188 33 0.005 0.956 33 0.195 posttest 0.167 33 0.02 0.939 33 0.065 intrapersonal relationship kolmogorov-smirnova shapiro-wilk r1 testing criteria:if (sig)> 0.05, then accept h0.hypothesis formula tested:h0 : normally distributed dataha : data is not normally distributedbecause the sample size is 33 people then the sig used is shapiro-wilk. fromtable 1, a sig of 0.195 for pretest and 0.65 for the posttest indicates > 0.05. thismeans that the resulting data is normally distributed. because the resulting datais normally distributed, it is continued on the homogeneity test of the varianceand the test of significance of the two mean differences table. 2 independent samples test testing criteria:if (sig)> 0.05, then accept h0.hypothesis formula tested: jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 146 h0 : there is no character change in interpersonal relationship during thetraining of character building.ha : there is a character change in interpersonal relationship during thetraining of character building. from table 2, the sig for the homogeneity test of variance is in equal variancesassumed, which means that both groups are homogeneous. 2. interpersonal relationship table 3. test of normality statistic df sig. statistic df sig. pretest .136 33 .124 .963 33 .305 posttest .138 33 .110 .949 33 .124 interpersonal relationship kolmogorov-smirnov a shapiro-wilk r2 testing criteria:if (sig)> 0.05, then accept h0.hypothesis formula tested:h0 : normally distributed dataha : data is not normally distributedfrom table 3, sig. of 0.305 for pretest and 0.124 for the posttest which bothshow> 0.05. this means that the resulting data is normally distributed. table. 4 independent samples test testing criteria:if (sig)> 0.05, then accept h0.hypothesis formula tested:h0 : there is no character change in interpersonal relationships during thecharacter building training.ha : there is a character change in interpersonal relationship during thecharacter building training. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 147 3. professional relationship table 5. test of normality statistic df sig. statistic df sig. pretest .083 33 .200 * .976 33 .660 posttest .099 33 .200 * .969 33 .452 professional relationship kolmogorov-smirnov a shapiro-wilk r3 testing criteria:if (sig)> 0.05, then accept h0.hypothesis formula tested:h0 : normally distributed dataha : data is not normally distributedfrom table 3, sig is generated. of 0.660 for pretest and 0.452 for the posttestwhich both show> 0.05. this means that the resulting data is normallydistributed. table 6. independent samples test testing criteria:if (sig)> 0.05, then accept h0.hypothesis formula tested:h0 : there is no character change in professional relationship during thecharacter building training.ha : there is a character change in professional relationship during thecharacter building training. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 148 4. god relationship table 7. test of normality statistic df sig. statistic df sig. pretest .136 33 .127 .947 33 .109 posttest .205 33 .001 .947 33 .106 god relationshhip kolmogorov-smirnov a shapiro-wilk r4 testing criteria:if (sig)> 0.05, then accept h0.hypothesis formula tested:h0 : normally distributed dataha : data is not normally distributedfrom table 7, the result is sig. of 0.109 for pretest and 0.106 for the posttestwhich both show> 0.05. this means that the resulting data is normallydistributed. table 8. independent samples test testing criteria:if (sig)> 0.05, then accept h0.hypothesis formula tested:h0 : there is no character change god relationship almighty during the trainingof character building.ha : there is a character change god relationship during the training ofcharacter building. discussion1. intrapersonal relationshipfrom the t-test results to test the hypothesis by looking at the sig value. if the valueof sig> α then accept h0 jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 149 from table 2, in column sig. (2-taled) and line equal variances assumed obtained sig =0 so sig <0.05 means reject ho. so, there is a character change in interpersonalrelationship during the training of character building. this is confirmed by the comments written by most of the training participants thatafter attending the training activities of character development, the participants canadd discipline in using the time. they can take time between activities and rest. preferurgent interests rather than less important times. for examples they use more time toprepare the upcoming activities compared to playing mobile phones. participants arealso more concerned about the environment, taking and disposing of garbage in place,maintaining the completeness, cleanliness and tidiness of clothes. 2. interpersonal relationshipfrom table 4 in column sig. (2-taled) and line equal variances assumed obtained sig =0 so sig < 0.05 means reject ho. so, there is a character change in interpersonalrelationship during the character building training. participants also stated that during the training the participants become more able tocommunicate with other people, especially new people known. those who had beenembarrassed, began to greet and interact with new people known. in teamwork too,they can suppress the ego, hear the opinions of others, dare to express opinions ingroups and mutual respect. 3. professional relationshipmanaging relationships with work / problems (professional relationship)from table 6 in column sig. (2-taled) and line equal variances assumed obtained sig =0 so sig < 0.05 means reject ho. so, there is a character change in professionalrelationship during the character building training. in managing relationships with work / problems, participants can apply theexperience gained in completing the work or problems it faces. in addition,participants are brave to innovate and find new ways to complete a job. 4. god relationship.from table 8 in column sig. (2-taled) and line equal variances assumed obtained sig =0 so sig <0.05 means reject ho. so, there is a character change god relationship duringthe training of character building. during the training activities, the participants felt a very significant change in attitude.they revealed during this time many of the participants who are not on time inrunning the 5 times of worship, especially for the muslims. as long as they undergotheir training activities become more timely in conducting the worship and performedin congregation in the mosque (for the muslims). participants also felt mutual respectbetween religions. at the time of the muslim participants performing the fridayprayer service, for other religions also perform the activities of worship in the same jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 150 place and time. participants feel the difference does not hinder the activitiesundertaken. as expressed by wening (2012) that character or character is determined by the valuechosen by a person and carried out continuously and manifested in action. characterbuilding training, which is carried out for seven days with programs and activitiescarried out continuously, shows an increase or change in the attitude of the participants.of the four agendas given in training, interpersonal, intrapersonal, professional, andgod relations, the average resulted in an increase conclusionfrom research that has been done about the change of character of civil servicecandidate of ministry of transportation during mnegkuti training of characterdevelopment that is:1. in intrapersonal relationship, participants experience a change of attitude.participants can self-manage in terms of time for the better. participants becomemore disciplined in taking advantage of the time given, more disciplined to thecompleteness of the appearance and concern for the environment. for examplespicking up garbage and throwing garbage in place, keeping the environment clean.2. intrapersonal relationship as well as teamwork, participants can better expresscommunication better. participants who had been embarrassed to meet newpeople, now more open, dare to greet and communicate with new people. incooperation, participants are more daring to express opinions and ideas in solvinga problem in front of his group, suppressing the ego by wanting to hear opinionsfrom others.3. professional relationship / problems solving, participants are bold about tryingnew things, innovating, using the knowledge and experience they already have insolving problems or jobs.4. in god relationship, participants feel a significant change. when worship is rare ornot timely, so, more timely in the implementation and performed in congregationfor the muslims. appreciate the differences in beliefs they feel, and the differencesdo not make them more respectful. bibliographyalawiyah, f. (2012). pembangunan karakter melalui pendidikan (policy anddevelopment of character building through education). pembangunan karakter melalui pendidikan (policy and development of character building through education), 3(1), 87–102.aryanti, t., supriyono, & ishaq, m. (2016). evaluasi program pendidikan dan pelatihan. jurnal pendidikan nonformal, 10(5), 1–13.astuty, i. (2010). evaluasi program pelatihan soft skill mahasisa: pendekatanexperimental research. jbti, 1, 207–218. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 151 masrukhin, a. (2013). model pembelajaran character building dan implikasinyaterhadap perilaku mahasiswa. humaniora, 2(45), 1229–1236.wahyu. (2011). masalah dan usaha membangun karakter bangsa. jurnal komunitas, 3(2), 138–149.wening, s. (2012). pembentukan karekter bangsa melalui pendidikan nilai. jurnal pendidikan karakter, ii(1), 55–66. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 95 the role of a family in controling environmental influence in children novi widiastuti1, sri hartini2, anita rakhman3 1,2,3 ikip siliwangi 1noviw9@gmail.com abstract home is the first school for children. this means that parents are the first teachers for children. parental involvement can help teachers build knowledge as well as instill attitudes towards children in instilling discipline and reducing life problems and raising awareness for learning. the success or failure of a person in learning is due to several factors that influence the achievement of learning outcomes, which come from within the person who is learning and some are from outside himself. one external factor is family. this study aims to determine the function of the family in overcoming the influence of the environment of early childhood on jl. grandparent prosecutor, cipadung, cibiru sub-district, bandung city. formulation of this research problem how is the function of the family in protecting early childhood from the influence of the community environment? the results of the study concluded that the role of the family in early childhood social development can be successful if parents as the main members of the family can provide good service to early childhood to help development needs and foster children's confidence. keywords: family, environment, early childood introduction the family is a group consisting of fathers, mothers, and children and families who are residents of the house. the parent factor greatly influences the child's success in learning. high or low parental education, the size of the income, enough or less attention and guidance of parents, whether or not the parents are intimate, close or not the relationship between parents and children calm or not the situation in the house, all of which also influence the achievement of learning outcomes in children. the family is the source of all child development. what children will become in the future, family will have an influence. likewise in embracing faith. parents play a big role in shaping the attitude of the child's personality, especially the attitude of children in religion. parents have a big role in instilling a big religious attitude in children, because it is very useless if the child has a religious outside but in the heart of the child does not instill a religious spirit. so religious attitude is very important to instill in children. mailto:1noviw9@gmail.com jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 96 in instilling the role of parents given to children, parents must also be guided by cultural values contained in the community. because cultural values in society are the basis of all norms or rules that apply in society. so that these customs can also bind children in behavior in society. in instilling the role of parents given to children, parents must also be guided by cultural values contained in the community. because cultural values in society are the basis of all norms or rules that apply in society. so that these customs can also bind children in behavior in society. family the family is two or more individuals who are joined because of blood relations, marital relations or adoption and they live in one household, interact with each other and in their respective roles creating and maintaining culture (friedman, 2010). furthermore harnilawati (2013) explains the definition of family, according to duval, the family is a group of people who are connected by marriage ties, adoption, birth that aims to create and maintain a common effort, improve the physical, mental and emotional development of each family member. according to helvie the family is a group of people who live in one household in a consistent closeness and close relationship. parent according to miami in munir (2010: p.2) it was stated that "parents are men and women who are bound in marriage and are ready to assume the responsibilities of being the father and mother of the children they are born with. furthermore maulani et al. in pratiwi (2010: p.15) argues the role of parents is a set of behaviors of two fathers working together and responsibly based on their offspring as role models of children since the formation of conception or zygotes consistently against certain stimuli in the form of body shape or moral attitude and spiritual and emotional independent children ". family function according to silalahi (2010) in (rochaniningsih, 2014) there are eight family functions, namely: 1) religious function by giving examples of religious rituals adopted by the family to children. 2) socio-cultural function through the habit of reading stories or legends, introducing music, arts and regional dances. 3) the function of love, by giving examples of how to interact with others. 4) the protection function, by giving examples of healthy living, encourages children to want to tell what is felt. 5) reproductive function, by explaining the importance of personal hygiene especially after going to the bathroom. 6) the function of socialization and education is done by teaching good interaction habits. 7) economic functions, through fostering children's behavior in economic aspects such as saving habits, saving lives, managing their money and so on. 8) environmental maintenance function, by giving examples of ways to clean houses, care for plants, and raise pets. furthermore, the function of the family according to davis in murdianto (2003), namely: 1). reproduction, as a replacement / lost factor or as a social system sustainability; 2). maintenance, which is caring for and caring for children until the child is able to be independent; 3). economics, is able to distribute and meet the needs of the family 4). care of the ages; care for family members who are elderly; 5). political jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 97 center; providing strategic space / position for children means that parents do not dominate the development of children which is more democratic; 6). physical protection means that parents are able to prepare physical needs, especially in the form of clothing and food and shelter to family members. environment according to marlina gazali (1998: p.24), the environment can be interpreted as anything that is outside the child. in the sense of the environment is everything that is around the child, both in the form of objects, events that occur and the condition of the community, especially those that can give a strong influence on students, namely the environment in which the educational process takes place and the environment of children getting along daily day. in line with the understanding of the environment above, zakiyah drajat (1996: p.63) states that the environment includes climate, shelter, customs, knowledge, education and nature. in other words, the environment is everything that appears and exists in the ever-expanding nature of life. thus, it can be concluded that the environment is all that appears around us and there are many factors that influence human development and behavior. early childhood according to the republic of indonesia law no. 20 of 2003 concerning the national education system article 1 item 14 which states that early childhood education is a coaching effort aimed at children from birth until the age of six carried out through the provision of educational stimuli to help physical and spiritual growth and development so that children have readiness in entering further education. the development of children aged 0 to 8 years is a golden period where children begin to know the world and will determine how it will grow, develop, live and be creative in living their lives, this period only happens once in life and has a tremendous impact when the child is growing up and the child will also experience a very rapid growth and development. method the study was conducted in the area jl. embah jaksa, kel. cipadung, kecamatan cibiru, kota bandung. the research subjects in this study amounted to 3 people consisting of parents who have early childhood, chairman of the rw, teachers at educational institutions for early childhood learning, on jl. embah jaksa, kel. cipadung, kecamatan cibiru, kota bandung the general objective of this study is to determine the function of the family in overcoming the influence of early childhood environments on jl. embah jaksa, kel. cipadung, kecamatan cibiru, kota bandung. the method used in collecting this research data is a qualitative approach. research activities are focused on the function of the family in overcoming the influence of the environment of early childhood. this discussion is carried out by comparing supporting theories and empirical results. the process in this study refers to triangulation of data in order to reveal data against jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 98 parents. the author makes observations, interviews and documentation studies, then the authors review the results of the notes, thus at this stage will get the main things related to the focus of research on the function of the family in overcoming the influence of early childhood environment. furthermore, the data display stage is also performed as a conclusion and verification of the data stage where the meaning and conclusion of the research results have been carried out. result and discussion result based on field studies, the family has made a habituation of children to be able to be independent and make free but responsible decisions in their personal lives, which are more mature and grow up ready for life outside the family. based on the description of family members, the child's character has been formed through a system of transformation of parents' behavior in the family, the form of social relationships with peers or other people, and also through humanistic communication, but the thing that really plays a role here is the parents, because in character formation early childhood is family education in this case (parents). the role of community education has been carried out by families when parents can spend time with their children, can also be facilitated so that children can play with their parents' supervision. early childhood social development has been done through the role of the family in providing a choice with whom the child can behave and communicate well. these activities are under the supervision of family members of early childhood. discussion the discussion on the function of the family in overcoming the environmental influence of early childhood societies is presented qualitatively by the author. it is known that a good education of children between home, school and in the community will succeed if every early age child receives continuous educational services with the value of moral education and good habits from each family. this is a process that can help young children get to know themselves in the community. based on field studies, the family has made a habituation of children to be able to be independent and make free but responsible decisions in their personal lives, which are more mature and grow up ready for life outside the family. this is in line with what was stated by davis in murdianto (2003), which said that one of the functions of the family is maintenance, which is caring for and raising children until the child is able to be independent. based on the description of family members, the child's character has been formed through a system of transformation of parents' behavior in the family, the form of social relationships with peers or other people, and also through humanistic communication, but the thing that really plays a role here is the parents, because in character formation early childhood is family education in this case (parents). this is the reason for early childhood growth and development in the family environment, the role of parents is needed in the formation of early childhood attitudes and identities, which can contribute in increasing the level of self-confidence of young children in an effort to provide opportunities for actualization with his peers also with other communities. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 99 the role of community education has been carried out by families when parents can spend time with their children, can also be facilitated so that children can play with their parents' supervision. early childhood social development has been done through the role of the family in providing a choice with whom the child can behave and communicate well. these activities are under the supervision of family members of early childhood. as expressed by yuliani (2008), suggests that one element of social development is personality development. the role of parents as the main members of the family is to provide many opportunities for children to build trust, make various choices and feel successful from the choices they make themselves. conclusion the results of the research have concluded that the family can help early childhood children to recognize their own needs and feelings, because this is an important thing in building trust in early childhood. the role of the family in early childhood social development will be successful if parents as the main family members can provide good services to children to help their development needs and foster children's confidence. reference friedman, m. (2010). buku ajar keperawatan keluarga. riset, teori, & praktik. edisi 5. jakarta : egc gazali, m. (1998). dasar-dasar pendidikan. bandung: mizan. harnilawati. (2013). konsep dan proses keperawatann keluarga. sulawesi selatan: pustaka as salam munir, z. (2010). pengertian orang tua. bandung: pt refika aditama. murdianto, utomo, bambang s. (2003). modul mata kuliah sosiologi pedesaan. bogor: jurusan sosial ekonomi pertamina, fakultas pertanian ipb. pratiwi, s.m.m, (2010). kecerdasan moral anak usia prasekolah etnis cina ditinjau dari gaya pengasuhan orangtua. tesis. (tidak diterbitkan). fak. psikologi universitas gadjah mada. yogyakarta. rochaniningsih, ns. (2014). dampak pergeseran peran dan fungsi keluarga pada perilaku menyimpang remaja. jurnal pembangunan pendidikan: fondasi dan aplikasi volume 2, nomor 1. smp negeri 1 piyungan bantul.yogyakarta.suhendi, hendi dan ramdani wahyu. (2001). pengantar studi sosiologi keluarga. bandung: pustaka setia. undangundang ri no. 20 tahun 2003 tentang sistem pendidikan nasional pasal 1 butir 14 yuliani n. s. (2008). konsep dasar pendidikan anak usia dini, hlm.72; carol seefeldt & barbara a. wasik, early childhood education, terj. pius nasar, pendidikan anak usia dini (jakarta: indeks), hlm. 42-43 zakiyah daradjat dkk, 1996. ilmu pendidikan islam, jakarta: bumi aksara. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 24 an implementation of participative iqro method in the oriented of al-quran education center on the purpose of learning goal and objectives for early children (case study on the group b students of tpq assalam in west bandung regency) chandra asri windarsih ikip siliwangi chandraasriwd@yahoo.com abstract learning to read and write the quran using the iqro method has been used for a long time and applied to children. the basic reason is that with iqro it is very easy for children to follow, the book is cheap consisting of six books that have a certain level. this research wants to collaborate with the learning goal method and objectives oriented. hopefully, that early childhood is easy to understand and easy to remember letters, to be able to read the quran correctly. formulation of the problem "how is the application of participatory learning iqro method in tpq oriented to the purpose of learning activities for early childhood". the objective of the research is to find the general description, planning, implementation, and evaluation, participatory learning of the iqro method in tpq through the learning goal method and objectives oriented on children. this research used a qualitative method with analytical descriptive. the researcher analyzes data, find information, relationships, basic frameworks, carefully compare, and report in narrative form. the result is that children who are included in participating and have goals in iqro learning will be able to more quickly and master learning. location of research in tpq (alquran education center) assalam pakusarakan earth complex ii rt 03/25 tanimulya ngamprah kab. west bandung. keywords: participatory learning, alquran education center, early childhood introduction we must educate children from childhood. with the many ways or methods of learning in children's learning techniques are required to be able to prepare themselves to be human beings who succeed in school without forgetting spiritual intelligence. in the golden age, children begin to react to stimuli given either from themselves or from other people and their environment. this period of sensitivity children need the right conditions and stimulation so that children's growth and development is achieved optimally. this condition requires the role of educators (parents, teachers, or adults) who understand the development and potential of children, santoso, (2018: 61). as an additional and complementary element (complementary education), out of school education presents subjects outside the curriculum. in harmony with the opinion of santika (2016: 166-174). participatory learning, in essence, can be interpreted as an effort of educators to include students in learning activities. characteristics of participatory learning are: educators/teachers play a role only to help students to have initiatives to participate in learning activities, encourage students to find a comfortable atmosphere, conducive, fun, in learning, participating in group learning activities, supporting students to be able to increase the desire for achievement. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 25 the participation of students in learning through the stages of learning activities, namely the program planning stage (planning program), implementation (implementation program), evaluation (evaluation program) learning activities. educators encourage students to find solutions (problem-solving). learning objectives (learning goals and objectives oriented), created with a framework that has been compiled and then formulated according to the needs of students without forgetting the experiences, abilities of children, environment, abilities, and seeing various backgrounds, opportunities, and obstacles that will be faced. with the aim to understand and express what must be prepared and done in participatory learning. one way to learn to read and write the quran uses the iqro method which has been used for a long time and applied to children. irliana, 2016 stated that learning system with iqro is very effective because anyone will find it easy and the level of difficulty is small so that old, young children easily learn, especially for those who have mastered reading, writing arabic letters, and reciting will be felt pleasant. some of the reasons that support this method are because it is widely used in kindergarten, taam, ra, tpq even in the mosque. if iqro one has finished then it will be continued with iqro 2 and so on with ebta first as a test to move volumes. based on the findings in the field with the convenience obtained this study wants to collaborate with participatory learning programs with the aim of children easily understand learning to read the quran. this is evident in their ability to recite or read the quran which is smoother than reading alfabeth's letters and some even do not recognize alfabeth's letters but can recite. (irliana, faiqotul, hikmah, et al, 2016: 206) theories of the study and research method islamic rule in education adheres to several methods for preparing and educating children with proper education and educating pious people at all times. each of these methods has an effect on humans, especially for children, these methods move their feelings and direct them right on target, right according to the expectations of learning. as stated by maghribi (2004: 367) in saputra rahmat (2014: 111), namely educators act as facilitators and pump up enthusiasm in participatory methods while children must play an active role and take initiative, and the teacher as a supporter. things that are organized in learning include, organizing children's playgrounds, playing media, learning religion, sports, study schedules, and various kinds of learning activities. these things do not seem too complicated, but if not organized can lead to learning not optimal. according to azwardi (2015: 108-114) initially the role of educators was more dominant in providing children's needs, starting from the preparation of teaching materials and implementation to being guided over time, the child will begin to be released but still guided so that over time the child will begin to be released but still under the control of the educator can take the most effective and efficient learning initiative for him. the iqro method prioritizes the personal abilities of each student. every child has their own words depending on their ability and tenacity in learning. this difference is caused by the iqro method not being classical but individually. children who are creative, diligent, and study hard will be more racing results and cannot be equated with other children (srijatun, 2017: 25). in research on the application of participatory learning iqro methods in tpq with the aim of children can participate in learning. this means to know, reveal, and examine the application of participatory learning iqro methods in tpa that have learning objectives. the learning model can be interpreted as a patterned system to be used in compiling guidelines in the form of curriculum, prota, promes, arranging material, organizing learners, and choosing devices and systems in a learning condition, (nasrun and feriansyah, 2018: 671). this research used a qualitative method in the form of a complete description of what is done both in the form of speech, writing, behavior that can be observed, observed, from someone or group, community, institutions, and other organizations studied from jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 26 various viewpoints that are complete and intact, comprehensive, holistic. with an analytical descriptive approach, do not use a measuring instrument. it is called naturalistic because the research is natural, not artificial and naturally it is not manipulated, experimented or tested. qualitative research has many similarities to the characteristics in the al-quran education center. the similarity is to have a holistic, dynamic, and human characteristics, showing processes and meanings and based on empathy to capture and appreciate the perspective of the subject or participant being studied. techniques for collecting data with case studies through observation, interviews, questionnaires, and documentation studies. observations were made directly into the al-quran education center in the west bandung regency. whereas for interviews conducted on organizers and teachers or ustadzah (female teacher) who teach and guide santri (students) in al-quran education center, west bandung regency. questionnaires are used to collect a number of relevant data, consisting of questions, documentation studies, journals, research results, and a history of the implementation of the al-quran education center. so that program can be formulated to share information on how participatory learning methods of iqro have goals in learning. the steps are taken (1) analyze field observations, (2) prepared research plans, (3) initial product developments, (4) trials, (5) improve initial products, (6)) main field tests (7) revised product (8) main test to see the results of product effectiveness, (9) final revision (10) distribution and implementation., (puspitorini, 2017: 333-341) results and discussions community education as an educational path that is close to the needs of the community, is no stranger to participatory learning that is always integrated into community education programs (setiawan, 2015: 5). al quran assalam education center as an out of school education has 63 students who are guided by 6 ustazah (female teacher) and one ustad (male teacher). for pre-kindergarten / early childhood children there were 27 people, and teenagers numbered 8 people, and elementary school children. learning starts at 4:00 p.m. and finishes at 5:00 p.m. when learning the quran is a lot of methods used from starting to learn alif, ba, ta, tsa, in surau-surau,tajuq, mushola (a small house for islamic people pray), then found the faster iqro method, the albana method, the tilawati method, and many other methods. learning is an activity carried out by teachers in certain conditions so that the cognitive, affective, and psychomotor of students change for the better (bistari, 2018: 13). the uniqueness of iqro that learning must be personal, not classical because every child has their own page so that its application can be applied maximally. learning as an effort that has a system and is carried out by educators to create good conditions for children. sometimes people generally only look at the results regardless of the process, while learning cannot be instant needing guidance, need to be motivated, need to be encouraged and continuous stimulus. participatory learning activities arise from the use of effective strategies for children as an effort by educators to involve children in learning steps. the principle of objective and objective oriented learning that learning with participation techniques is planned and the implementation remains in the objectives that have been applied before. early childhood is directly involved and given the responsibility of completing one stage in the iqro book in a certain period of time so that the child can be motivated and have a predetermined period. high ability of children to understand learning to read the quran with iqro is sometimes a child early experience difficulties so that must be assisted, guided, motivated, given a stimulus to achieve the correct goal that is to be able to read the quran with the tartil. because reading the quran as a divine word must be truly tartil (related to the jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 27 sound/ how to pronounce it), it must be in accordance with tajweed (related to the rule when reading quran) which is to issue letters from its place and the letter must be appropriate. the steps taken in stages are to guide children in developing participatory learning activities with the following objectives: a. helping children to make a pleasant learning atmosphere not bored. b. helping children make groups and study groups. c. helping children create an effective framework of learning design. d. helping students in determining learning needs in their groups. e. helping students to be given time to share learning experiences. f. helps in assessing the results, processes, and effects of learning activities. after being planned by the teacher and practiced using learning objectives with children's participation, the santri (students) of group b children had significant ease in memorizing letters and being able to read fluently. this non-formal learning turned out to be very helpful for children in group b to understand the right way with their participation in learning. helping learning to make it easier for children who did not know to know, who were not interested in becoming interested, even supported by the many television programs that presented the amazing tahfidz-tahfidz (a person who memorized the quran). it is expected that more and more young children can master the reading of the quran. because as parents, they want their descendants to survive in the afterlife. conclusions and recommendations the global picture of the level of achievement of the implementation of participatory learning in the iqro method in the al-quran education center has the aim of including children's participation in learning at first the child is still confused and feeling but over time early childhood is increasingly understood. for participatory planning of the iqro method in the al-quran education center, which is oriented towards the goal by the way the child is involved, it can be prepared properly by the ustadzah (female teacher) and even if there are obstacles, either the children or their mentors can handle it well. whereas the application of participatory learning in the iqro method in the al quran education center which is oriented towards the learning objectives is when the child is confused because he has to determine and try to make the achievement but after the child is done it is more comfortable and understands the intent. participatory learning evaluation method or iqro system in tpq assalam which aims at learning by emphasizing the participation of the students, in this case, group b children need improvements to get maximum results. it is expected that by using this participatory method, a child can more easily learn iqro in order to be able to read the quran pleasantly and its application is easy in the field. as well as donating the right way to stimulate children with this method to practitioners in the al quran education center. the suggestion is that there are still many al-quran education centers that are monotonous in their learning methods, traditional thinking is not developed, and the knowledge of educators is limited so that they are only stuck with one method or system without trying the other methods. there are also many obstacles that are felt by clerics and religious teachers in developing rapid, precise learning and achieving targets for children's learning. there needs to be a standard learning program that can support and provide training, training or courses for ustad (male teacher) and ustadzah (female teacher) so that participatory learning can be applied in the al-quran education center around the west bandung regency where the population is heterogeneous and is a new district. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 28 the general trend of the problem is that there are indications that the implementation of participatory learning in the iqro method in the al-quran education center in west bandung still has not touched it thoroughly, is still as it is, sober, not maximized, not yet grounded, not yet implemented in the education center al quran in the west bandung regency. bibliography azwardi, paud learning management education manager vol 9 no. 1 maret 2015, hal: 108-114, https://ejournal.unib.ac.id/index.php/manajerpendidikan/article/download/1104/915 himmah, f irliana, application of iqro method to learning calistung citizens learning merpati basic functional literacy, pancaran vol 5 no. 4, november 2016, hal: 201212, https://jurnal.unej.ac.id/index.php/pancaran/article/download/3780/2964/ morrison s. george. 2012. basics of early childhood education, jakarta, indeks. nasrun, dkk, mentoring innovative learning models in kec. primary schools medan selayang medan,jurnal pengabdian kepada masyarakat, vol 24 no.2, april-juni 2018, hal: 671-176, e issn 2502-7220 https://jurnal.unimed.ac.id/2012/index.php/jpkm/article/viewfile/10359/9302 puspitorini, w. fundamental oriented learning model with water play for children 5-6 years, jurnal pendidikan usia dini, vol 11 no. 2, november 2017, e 25030566https://doi.org/10.21009/jpud.112.11. http://journal.unj.ac.id/unj/index.php/jpud/article/view/4889 santika t, learning management of the creative innovative literacy program (lkf) in margamulya village, kec. telukjambe barat, kab. karawang, e plus eksistensi pls universitas sultan ageng tirtayasa, vol 1 no. 2 agustus 2016, hal: 166-174. http://jurnal.untirta.ac.id/index.php/e-plus/article/view/1162/927 santoso, application of the concept of edutainment in learning in paud, inppendas jurnal ilmiah kependidikan, issn 2615.5443 vol 1 no.1 februari 2018 hal: 61-68 https://jurnal.umk.ac.id/index.php/pendas/article/viewfile/2376/1361 saputra, r , the concept of child education in islam at tadib jurnal ilmiah pendidikan agama islam, issn 2085-2525, vol vi no. 1 , april september 2014 http://staindirundeng.ac.id/wp-content/uploads/2015/10/jurnal-at-tadib-vol-6.pdf setiawan, we, participatory learning model in increasing the independence of women as heads of familie, universitas negeri palangkaraya, 2016 http://ejournal.upi.edu/index.php/pnfi/article/download/5587/3793 sudjana. 2010. out-of-school education learning strategies. bandung; falah production. law nolte, dorothy dan rachel harris, children learn from their lives world classic parenting values, translators:helly prajitno soetjipto, yogyakarta : pustaka pelajar, 2016 lutfhi a,m dkk, model of religious culture education and humanity, nadwa jurnal pendidikan islam, e 2502-8057, vol 12 no.2, 2018, hal: 331-344 http://journal.walisongo.ac.id/index.php/nadwa yusuf basuni b, concepts and effective learning indicators, journal of learning and scientific studies,vol 1 no. 2, oktober 2017-maret 2018, hal: 13-20 http://jurnal.untan.ac.id/index.php/jurnalkpk/article/download/25082/75676576424 empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 116 the role of tbm sukamulya cerdas managers in increasing literacy in the community environment through the literacy campaign program rini rahayu pkbm az-zahra, bandung jawa barat indonesia rinirahayu150@gmail.com received: juni, 2020; accepted: september, 2020 abstract the background of the researchers conducting this research is to increase community literacy, but literacy is meant not only that people can read, write and count, but the public can know all important aspects other than education as an investment for the future of them as well as to advance the nation and the state we are in accordance with the times at this time. the current achievement that has been obtained by the indonesian state is one proof that indonesia has gone through a literacy crisis in this case literacy. the research objective is to find out how the role of the tbm sukamulya cerdas manager in increasing literacy in the community through the village literacy program. theories used in this research are tbm theory, literacy theory and literacy village theory. researchers used interview and observation techniques with qualitative descriptive methods to obtain information from informants. the sample in this study was a tbm manager and three representatives of tbm sukamulya cerdas visitors. the results of research at tbm sukamulya is the role of tbm sukamulya cerdas in increasing literacy in the community through the village literacy program that has run well seen from the achievement of increasing the ability of literacy in the surrounding communities through the role of managers who provide programs that are in accordance with the concept of literacy villages. the role of tbm managers is crucial in improving community capacity in literacy. keywords: village literacy, literacy, and management of tbm. abstrak latar belakang para peneliti yang melakukan penelitian ini adalah untuk meningkatkan literasi masyarakat, tetapi melek huruf dimaksudkan tidak hanya agar orang dapat membaca, menulis, dan menghitung, masyarakat dapat mengetahui semua aspek penting selain pendidikan sebagai investasi untuk masa depan mereka juga. untuk memajukan bangsa dan negara kita sesuai dengan perkembangan zaman saat ini. prestasi saat ini yang telah diperoleh oleh negara indonesia adalah salah satu bukti bahwa indonesia telah mengalami krisis melek huruf dalam hal ini melek huruf. tujuan penelitian adalah untuk mengetahui bagaimana peran manajer tbm sukamulya cerdas dalam meningkatkan literasi di masyarakat melalui program literasi desa. teori yang digunakan dalam penelitian ini adalah teori tbm, teori literacy dan teori desa literasi. peneliti menggunakan teknik wawancara dan observasi dengan metode deskriptif kualitatif untuk mendapatkan informasi dari informan. sampel dalam penelitian ini adalah manajer tbm dan tiga perwakilan pengunjung tbm sukamulya cerdas. hasil penelitian di tbm sukamulya adalah peran tbm sukamulya cerdas dalam meningkatkan literasi di masyarakat melalui program literasi desa yang telah berjalan dengan baik dilihat dari pencapaian peningkatan kemampuan literasi di masyarakat sekitar melalui peran manajer yang memberikan program yang sesuai dengan konsep desa literasi. peran manajer tbm sangat penting dalam meningkatkan kapasitas masyarakat dalam melek huruf. kata kunci: kampung literasi, literasi dan pengelolaan tbm rahayu, r. (2020). the role of tbm sukamulya cerdas managers in increasing literacy in thecommunity environment through the literacy campaign program 117 how to cite: rahayu, r. (2020). the role of tbm sukamulya cerdas managers in increasing literacy in the community environment through the literacy campaign program. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 116-121. introduction education has a very important role to build society so that they can be independent, competitive and intelligent. one of the success factors in education is the increase in literacy rates in the community. quoted from detainees, according to the director of the development of literacy and equality (bindiktara) abdul kahar (putri, 2019) achievement of eradicating illiteracy in 2018 in the state of indonesia, the indonesian population has successfully attained 97.932% thus leaving 2.068% (3.474 million people) still illiterate. although it has been reduced, but eradicating illiteracy still continues. our main goal is to solve illiteracy and free the country from illiteracy. literacy is meant not just that people can read, write and count, but the public can know all important aspects besides education as an investment for their future and to advance our nation and country in accordance with the development of the times at this time. the current achievement that has been obtained by the indonesian state is one proof that indonesia has gone through a literacy crisis in this case literacy. the next stage that must be done is to develop interest in reading and community empowerment through programs that can support the development. non-formal or non-formal education as one of education that can facilitate the community outside the formal channels, through several existing programs, including community reading gardens (tbm), literacy villages, and street libraries. these programs are movement programs to develop literacy in the community. according to atalia praratya kamil (abdalloh, 2018) expressed that in the west java province the literacy movement needs to be supported by the government, because in the current global era demanding the government to be able to facilitate the entire education system. as one of the follow-up actions as well as the application, the government, especially west java, has supported the success of the development of the non-formal education world by developing community reading gardens. understanding tbm according to sutarno ns (rahayu & widiastuti, 2018, p. 60) is a place that provides facilities in the form of reading material and programs related to developing an interest in reading for the surrounding community that is deliberately built by government, private or self-management. the tbm was built with the hope of helping to increase the ability, knowledge and skills of people who are literate or for those who cannot continue their education in formal schools as one of their provisions to be able to work or gain wider insights. literacy that we know may be limited to knowing or literacy alone, but literacy for now has a broad meaning that contains a variety of meanings. several types of literacy that exist today are computer literacy, media literacy, technical literacy, economic literacy, information literacy, and finally there is moral literacy. a person can be said to be literate if he is able to use and understand something through reading and then can apply it in his life. literacy programs that are developing now have begun to innovate and vary thanks to the support of the local government as one of the supporters in the world of education. the program includes the literacy village, the literacy village being one of the community foundations to build the quality of human resources through activities organized by all local government officials so that all communities can realize the importance of reading. rahayu, r. (2020). the role of tbm sukamulya cerdas managers in increasing literacy in thecommunity environment through the literacy campaign program 118 theoritical review garden reading the community (tbm) tbm according to sutarno ns (rahayu & widiastuti, 2018, p. 60) is a place that provides facilities in the form of reading material as well as programs related to developing an interest in reading for surrounding communities that are deliberately built by the government, private or self-managed. the role of tbm will run with its semesters if tbm has been able to properly carry out its role and already has a position or status in the community along with clear functions and duties. in accordance with the rules issued by the directorate of community education, the directorate of pnfi ministry of national education that the role of tbm is as a learning facility, center for information development, as well as a place of recreation as well as a place of education. (saepudin, sukaesih, & rusmana, 2017) the purpose of making tbm is as one of the people's access to learning, reading material services that are evenly and afforded by the community at large. in addition, the existence of tbm can improve literacy and reading skills, develop and cultivate the hobby of reading, create a society that likes to read and learn, support the community to be lifelong learners, and realize the independence and quality of people who have skills, knowledge, cultured and civilized. (saepudin, sukaesih, & rusmana, 2017) literacy literacy according to saryono (suwandi, 2019) is a person's understanding of the information they get from good reading and writing habits so that a person can have the ability to think critically, creatively and can judge someone and evaluate the information obtained. cooper (kusmana, 2017) states that literacy has an understanding of literacy, literacy, literacy or proficiency in reading and writing. the literacy dimensions agreed upon in the world economic forum include literacy, literacy, numeracy, literacy, scientific literacy, digital literacy, financial literacy, as well as cultural and citizenship literacy. ministry of education and culture (culture, 2017) village of literacy literacy village, according to the ministry of education and culture (community, 2017) is a village or settlement that was created to help increase interest in reading and community knowledge and can create a community that has six basic components of literacy. the expected results from the literacy village through the activities carried out are: 1. the availability of information and knowledge service facilities in the non-formal education path in the form of book reading material or non-books provided at tbm, reading corners or others which are non-formal education programs equipped with information technology. 2. society can have the knowledge, skills and attitude development to improve the quality of life. 3. there are information services and sources of access to information for the community, especially those related to the six literacy components. ministry of education and culture (community, 2017) method this research uses a descriptive method with a qualitative approach. according to (sugiyono, 2014) a research method based on post positivism philosophy, which is used to examine natural rahayu, r. (2020). the role of tbm sukamulya cerdas managers in increasing literacy in thecommunity environment through the literacy campaign program 119 objects (as opposed to experiments) where researchers are key instruments. data collection techniques are carried out by triangulation (combined), data analysis is inductive / qualitative, and the results of qualitative research emphasize the meaning rather than generalization. according to (sugiyono, 2014) the source of the data can be determined purposefully, that is chosen with specific considerations and goals. for research data, researchers took a random sample, arguing that the education of managers and their role in tbm while for visitors were chosen on the grounds that they were involved in implementing programs in tbm. the number of samples in the study was one tbm manager and three tbm visitor representatives. data collection techniques through interviews and observations. by selecting the sample above, we can find out how the role of tbm managers in increasing literacy in the community through the village literacy program as one of the innovations in increasing literacy in the community. the research site was conducted at tbm sukamulya cerdas sukamulya village, cinambo district, bandung city results and discussion results following are the results of researchers' interviews with the tbm sukamulya cerdas manager about the role of the tbm sukamulya cerdas manager in increasing literacy in the community through the literacy village program: the making of this tbm began with my concern for the community's low interest in reading at the time and then i planned to make this tbm. at the beginning of managing the perceived constraints were still difficulties in getting tbm facilities such as places that were still not feasible as well as books that were still in production for a long time and did not fit the needs of the community. for this reason, we, the managers at that time, carried out a ball pick-up strategy and continued to invite the public to want to read. furthermore, the manager explained about the results of the strategy "the results obtained from the strategy the community has begun to come to tbm to read and look for information". the increase in visitors at that time began to appear. tbm manager explained about the innovative programs in tbm. "there are eight programs in tbm sukamulya cerdas, starting from the literacy village, the sunday reading or gemma movement, the parent reading book, the rw one tbm, the little angel of the environmentalists, book grants, literacy campaign and finally there is a literacy tourism village program. in addition, the manager also said about the response or response from the government apparatus regarding the existence of tbm sukamulya cerdas, "the local government is very supportive and responds well, one of them by striving that tbm is in every rw in cinambo sub-district". the next question about the literacy improvement program in tbm for the community is "the program is one of the strategies to increase literacy among the community, especially services in the field of education namely gemma (reading week movement). the reason why this program is one of the strategies is that it is one of the literacy village programs and does not only involve people and reading activities, but there is also a literacy dimension found in it ". finally, the tbm manager explained about the obstacles in implementing the program, following the results of the interview "the perceived weakness of the moment is minimal, rahayu, r. (2020). the role of tbm sukamulya cerdas managers in increasing literacy in thecommunity environment through the literacy campaign program 120 because alhamdulillah everything was done with the support of various parties not only from me as the manager but the government apparatus and the community also contributed". furthermore, researchers will explain the results of field interviews of a sample of visitors to the tbm sukamulya cerdas, but the researchers will present the conclusions of the three sample visitors. following are the conclusions from the results of the interview: researchers gave questions about the facilities available at tbm "existing facilities or infrastructures for this time have been very developed compared to the beginning, the books have varied, especially now that there is a book donation program from the ministry". furthermore, regarding the implementation of the program "tbm program implementation is in accordance with the needs of the community as one of the ways to increase literacy in the community especially the residents of cinambo sub-district. in response to the implementation of the visitor's program, it was stated that "we really responded well to the programs that were held because the manager was very facilitating and did not forget to give motivation to us". the next question is about the benefits and driving factors of visitors coming to tbm. "many of the benefits we get are not just information from books or reading material that we read, but other activities also add to our insight that learning is important, but also always encouraged to attend tbm. not only because the programs are interesting, but we can stay in touch with the people ". discussion from the explanation above, the role of the tbm sukamulya cerdas manager in increasing literacy in the community through the village literacy program has been going well and has a positive impact on increasing literacy in the community. tbm sukamulya was built in accordance with the role and objectives of tbm in general. the purpose of making tbm is as one of the people's access to learning, reading material services that are evenly and afforded by the community at large. in addition, the existence of tbm can improve literacy and reading skills, develop and cultivate the hobby of reading, create a society that likes to read and learn, support the community to be lifelong learners, and realize the independence and quality of people who have skills, knowledge, cultured and civilized. (saepudin, sukaesih, & rusmana, 2017) . in addition, the programs provided for the community are very helpful to the community in obtaining information, these programs prove that the role of the manager can function properly. for the program which is one of the benchmarks of literacy development is a literacy village in which there are also other activities, one of which is moving the reading week. this program has other goals besides increasing reading interest, the public will also be able to learn about culture, economics, and information technology. the concept of the program that is held is very attractive to the community, because the managers and government officials follow the development of the current era. besides that, literacy villages also have principles in the implementation of their activities in order to achieve maximum results and in accordance with their conditions. according to ministry of education and culture (community, 2017) is "from, by and for the community" in that sense: 1) literacy villages must provide services based on the initiatives of various parties ranging from institutions, community organizations, government and community leaders. 2) activities carried out must include all groups and various elements of society. rahayu, r. (2020). the role of tbm sukamulya cerdas managers in increasing literacy in thecommunity environment through the literacy campaign program 121 3) the basis of all activities and programs is from the interests of the surrounding community in developing the environment and achieving a good quality of life. conclusion from the research above, the conclusion about the role of the sukamulya cerdas tbm manager in increasing literacy in the community through the village literacy program has been going well seen from the achievement of increasing the literacy ability of the surrounding community through the role of the manager who provides programs that are in line with the concept of literacy villages. the role of tbm managers is crucial in improving community capacity in literacy. the community has begun to enjoy the results of their participation in every tbm activity in sukamulya cerdas especially in the literacy village program. references abdalloh, m. (2018, november 28). tingkatkan minat literasi harus dilakukan sejak dini . retrieved mei 12, 2019, from ayobandung.com: https://www.ayobandung.com/read/2018/11/28/41093/tingkatkan-minat-literasi-harusdilakukan-sejak-dini kusmana, s. (2017). pengembangan literasi dalam kurikulum pendidikan dasar dan menengah. diglosia, vol 1 no. 1, hal. 140-150 putri, n. n. (2019, februari 12 ). hingga 2018, 97% penduduk indonesia bebas buta aksara. retrieved mei 12, 2019, from detiknews: https://news.detik.com/berita/4425343/hingga2018-97-penduduk-indonesia-bebas-buta-aksara rahayu, r., & widiastuti, n. (2018). upaya pengelola taman bacaan masyarakat dalam memperkuat minat membaca (studi kasus tbm silayung desa ciburuy kecamatan padalarang). comm edu, vol 1 no. 2, hal. 57-65 saepudin, e., sukaesih, & rusmana, a. (2017). peran taman bacaan masyarakat (tbm) bagi anak-anak usia dini. jurnal kajian informasi dan perpustakaan, vol 5 no. 1, hal.1-12 sugiyono. (2014). metode penelitian kuantitatif kualitatif dan r&d. candung: alfabeta. suwandi, s. (2019). pendidikan literasi. bandung: pt remaja rosdakarya offset. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 81 study of the results of the department of transportation employee training needs analysis at bekasi college of land transportation sarwandi education and character building training center for transportation human resource sarwandi.diklathub@yahoo.co.id abstract training needs analysis (tna) is the initial and strategic step in the implementation of training programs, so special attention needs to be paid to management. this research was developed to see the results of the analysis of the training needs of the transportation agency staff conducted by the bekasi college of land transportation in order to get an overview in preparing education and training programs. the method used is case study. the analysis is organizational level analysis, operational level analysis, and individual level analysis to get training participants who are in line with agency/ agency needs in improving the performance and quality of training. the results of the training needs analysis conducted on 521 transportation agencies were obtained data from the transportation agency that sent 52 forms provincial and city/ regency transportation agencies, with 179 candidates for 11 types of training. from the number of training programs that will be implemented, the training participants are more likely to choosemotor vehicle testing training . keywords: needs analysis, training. preliminary in the last decade in various developed countries succeeded in reducing the number of traffic accidents. but in developing countries including indonesia have not succeeded in reducing the number of traffic accidents. it can be seen from the road traffic accident data from 20 1 3-201 7 below is sourced from the indonesian national police in the central bureau of statistics census data. accident of year 20 16 the number of accidents declined again, namely 106 . 644 cases, but the death toll increased to 31.262 people, seriously injured 20.075 people, 120 minor injuries, 532 people, with losses reaching 229.137 billion. in the year 2017 the number of accidents again increased to 103,228 cases with 30,568 people died , seriously injured 14,395 people, lightly injured 119,945 people, with a loss of 215,446 billion. based on accident data above it is clear that the condition need serious attention to education and training agencies such as bekasi college of land transportation as a place of education, training and development nexus employee sector, especially in land jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 82 transportation. this is due to the low quality and competency of human resources in regional government compared to human resource in the central government, so that it has an impact on the level of service, and the safety of users of transportation services. educational development that aims to build public awareness requires approaches that are more appropriate to the needs of the community, especially through non-formal and informal education (saepudin & mulyono, 2018). efforts to improve the competence of human resources in the field of transportation are absolutely carried out through various forms of programs providing skills and knowledge such as education and training . this is in accordance with the opinion of notoatmodjo (1999: 4), explaining that "education and training aims to improve the quality of abilities involving work ability, thinking and skills. furthermore, fitriana & mulyono (2019) states that the process of education and training with a more structured system with the involvement of students through non-formal education will build personal awareness that is internalized and will last long in the personality values of the individual concerned. even better education approaches in raising awareness in the use of public transportation, need to be instilled early to better build trafficconscious habits early on (nova & widiastuti, 2019). in improving the ability and skills of employees in the field of land transportation, it is provided through education and technical training. the implementation of technical education and training cannot be immediately followed by all employees of the transportation office, but there are stages and requirements that must be met. to determine the training participants, a training needs analysis phase needs to be carried out based on an in-depth analysis of the technical training needs that are appropriate for the employees of the provincial and district/ city relations office. the process of identifying needs has become an important part of the education and training process which is one of the main characters in non-formal education (mulyono, 2012). training needs analysis is the first step in the planning function of management training to training needs identify and urged the perceived need for an agency/ institution. if the process of determining training needs is carried out carefully and in detail, the training program will run well and the training objectives can be achieved as expected. training needs analysis planned and conducted to obtain some data or information on the condition and needs of employees in their duties. needs analysis helps organizations and individuals to find solutions to problems to improve performance. therefore the training needs analysis carried out before the implementation of the training must involve three analytical activities namely organizational analysis, performance analysis and individual analysis. the implementation of community education programs that are in accordance with the needs of the community will strengthen the process of program jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 83 implementation due to a sense of responsibility and interest because of the suitability between the material and the real needs felt by participants in education and training (ardiwinata & mulyono, 2018). however most training institution in the ministry of transportation have not done a comprehensive analysis of training needs, one at the bekasi college of land transportation. this can be seen from the lack of interest of employees to participate in training, so that the impact on the small number of participants in the training program, even every training activity is always short of participants. this is a record for institutions that administer education and training so that needs analysis activities are used as references and even benchmarks for organizers in preparing and implementing training programs, so that training programs are carried out in accordance with the goals and objectives. based on the description above, the author feels called to find out more about the results of the analysis of the training needs of employees of the transportation department at the bekasi land transportation college. research methods in this study, the objective to be achieved is to find out the results of the analysis of the training needs of the transportation agency staff at the bekasi college of land transportation. the expected benefits of this study include information and consideration in preparing training programs to improve employee performance and the quality of training . the method used in this study is the case study method. the purpose of the case study is to provide a detailed description of the background, traits and characteristics that are typical of the case, or the status of the individual, which then from these characteristics will be made a common thing. methods empirically the case study, is expected to provide description or illustration, painting in a systematic, factual, accurate and detailed the facts in a place or institution under investigation (mulyono, 2018). the research data needed is obtained through interviews and documentation studies . the research subjects were selected purposively consisting of the training head executive and training staff at the bekasi college of land transportation 2018 budget year totaling 3 people. research result based on the results of interviews and documentation studies conducted with the head of the training and training staff, data was obtained from training needs analysis jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 84 of employees of the transportation office by the bekasi college of land transportation budget year 2017 as follows: 1. the number of provincial, city/ district transportation agencies that fill out and return the form of data for the prospective employee training participants as many as 52 transportation offices from 521 the number of transportation offices (provinces, cities / districts) throughout indonesia . 2. the number of data forms for employee transportation services for prospective trainees was 179 people from 37,320 people, the number of employees at the transportation office at throughout indonesia. 3. the number of education and training programs that will be held by the office of training in land transportation are 11 types of training. the number of prospective participants for each training course is detailed as follows: a. urban transportation management (1 generation) of 19 people, b. llaj facilities ( 1 generation) as many as 27 people, c. traffic impact analysis (2 forces) of 27 people, d. crossing arrangement and control techniques (1 class) of 21 people, e. level crossing safety (1 class) of 11 people, f. collection and llaj data processor ( 2 batches) of 17 people, g. train operating techniques (1 generation) of 5 people, h. testing of motorized vehicles (2 generations) as many as 52 people. judging from the data from the training needs analysis obtained by the bekasi college of land transportation, in the implementation of training needs analysis for the fiscal year 2017 still very low interest in transportation services and the desires of employees who need and want to take part in training. based on the training program data that will be conducted, the program is considered to be of little interest, namely the trains technical training program, while the training program which many interested in is the motorized vehicle testing training program. discussion from the results of the analysis of the training needs of the transportation agency staff carried out by the bekasi college of land transportation , it can be illustrated that the level of participation of agencies and employees of the transportation office is still very low on training needs. this means that the level of development of knowledge and skill very low employee and organizational performance improvement is very slow, so it's obvious impact on the low level of service to users of transport services. the jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 85 assessment of training program needs becomes very urgent to build awareness of competencies that are appropriate and in accordance with existing needs (admowirio, 2012). however, the results of this training needs analysis cannot be used as the right reason that the agencies and employees of the provincial, city/ district transportation offices are interested in participating in the training . this result could be because the implementation of the analysis of the training needs of the transportation agency staff was carried out by the bekasi college of land transportation mostly only up to the level of leaders/ head of the transportation department alone, and did not reach the level of employees, so that the resulting data is not maximal (simamora, 1995). in general , the training needs analysis carried out by government education and training institutions is still in the process of finding data and information on employees who are interested in training, have not carried out a comprehensive training needs analysis, which is in accordance with the concept. therefore, to obtain maximum results, the implementation of needs analysis must be based on concepts/ theories. the learning approach which emphasizes more on the process of involving students becomes one of the main strengthens to develop training that is in accordance with the needs of the field and the objectives of the government itself, thus giving birth to the concept of perfect education and training (darma, 1998). training needs analysis is a scientific activity to identify supporting factors and obstacles to employee competencies in order to achieve goals (goals and objectives) that lead to improving employee performance. training needs analysis is carried out before the training program is designed. training needs analysis is a systematic investigation of performance discrepancies to describe gaps, determine why they occur, and decide whether training is a potential solution. training needs analysis to be understood and carried out by the bekasi college of land transportation in order to choose what education and training program should be implemented immediately for the transportation agency staff who are in accordance with their duties. this is very important for employees the transportation agency that participates in the training program is in accordance with their duties and responsibilities, and the results obtained during the training can be implemented in their respective workplaces. training needs analysis factor training is critical in developing an effective training program. when the work is analyzed from the point of view that is done, how to do it, why it is done, on what basis and with what conditions, it is possible to design a realistic training eye to equip employees to carry out their work (stanley, 1984). jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 86 before the implementation of a training needs analysis, bekasi college of land transportation should also set implemented objective of training needs analysis, so that clicking generate as much data/ information that is relevant to know or determine if you need/ absence of training within the organization. if you need training, what specific knowledge, what abilities, what type of skills, and what other characteristics should be given to participants during the training. in addition to setting the objectives of the analysis, it is also necessary to set the right targets so that the training provided is useful to help improve the knowledge and skills of employees to support the performance of the organization or transportation agency where employees work (taudjiri, 1997). therefore, in the implementation of the training needs analysis, bekasi college of land transportation must carry out a thorough analysis starting from the level oforganization, operational level, to employee level. the analysis that must be done is : 1) organizational analysis in this stage the types of problems that occur in the scope of the organization are identified. organizational analysis is needed to find out which training is conducted at which level diagnosis includes organizational effectiveness and efficiency, career path planning, technological change, and organizational culture. the activities carried out in this analysis are :  analyzing short-term plans, monitoring and long-term transportation services of the province, city / district to fulfill these objectives, planning needs to be made regarding knowledge, skills, behavior needed in the future, including the development of the institution / agency itself. plans are stated in a statement of the type of activity/ business, the ultimate goal of the activity, resources and funds to support these activities. similarly, other factors included in non-training need to be considered.  analyzing organizational climate analyzing organizational climate is very important for a training, especially concerning issues of attitudes, morals, discipline, leadership, job satisfaction, communication.  analyzing organizational structure this field concerns issues of job description, rights, and obligations, information channels, all of this needs clarity to avoid mistakes, release responsibility and other irregularities that are not in accordance with procedures / rules that exist within an organization. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 87 2) operational analysis operational analysis is carried out to determine the behaviors that must exist in an employee to be able to work as expected. in this case, these behaviors are asked to refer to work standards. this operational analysis emphasizes the level of ability, knowledge, skills, attitudes and behaviorwhich must be fulfilled by an employee . 3) individual analysis individual analysis is used to find out how well an employee does his job. the focus of individual analysis is on the level of employee performance (individual performance ) and work experience the employee . analysis of training needs can produce maximum data/ information if the implementation is carried out starting from the organizational level, operational level, to the individual level. therefore, the analysis of training needs must be the main key in the implementation of training to produce quality training and in accordance with the needs of employees. the role of the manager becomes very important to develop the development of training and education programs that run on the corridors of mutually beneficial cooperation and strengthen the outcomes of program outcomes (mulyono, 2018). conclusions and recommendations based on data from the training needs analysis of employees of the transportation agency by the bekasi land transportation college, conclusions were obtained , first; the number obtained was 52 provincial and municipal / regency transportation offices, with 179 candidates. the few agencies and employees of the transportation office who filled in the data on prospective training participants showed that there was still low interest from agencies and employees of the transportation office to participate in training in order to develop employees' knowledge and skills in improving the quality of services for transplantation service users, second; the implementation of training needs analysis is still limited to the level of the organization to the individual level, so the results of the training needs analysis collected have not been maximized. suggestions from this research are that the implementation of training needs analysis must be carried out comprehensively starting from the organizational level analysis, operational level, to the individual level so that the results obtained are maximized, and data from the training needs analysis can improve the quality of training and employee performance. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 88 bibliography admodiwirio, s. (2002). manajemen pelatihan. jakarta: pt ardadizya jaya. ardiwinata, j. s., & mulyono, d. (2018). community education in the development of the community. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 7(1), 25-35. dharma, a. (1998). perencanaan pelatihan. jakarta: pusdiklat pegawai depdikbud. fitriana, w., & mulyono, d. (2019). implication of internship iii programs on social competency of siliwangi ikip penmas students. p2m stkip siliwangi, 6(1), 14-20. nova, d. d. r., & widiastuti, n. (2019). pembentukan karakter mandiri anak melalui kegiatan naik transportasi umum. comm-edu (community education journal), 2(2), 113-118. mulyono, d. (2012). menegaskan karakter pendidikan nonformal. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 1(1). mulyono, d. (2018). the strategy of managers in moving business learning group program in pkbm srikandi cimahi city. journal of educational experts (jee), 1(1), 37-44. saepudin, a., & mulyono, d. (2019). community education in community development. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 8(1), 65-73. simamora, h. (1995). manajemen sumber daya manusia. yogyakarta: stie ykpn. stanley, la (1984). guide to needs assessment training , international center for public enterprise in developing countries. titova, lubjana.yugoslavia. taudjiri, y. (1997). analisis kebutuhan pelatihan dalam menunjang pelatihan di ppptmgb . bandung: ikip bandung. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 236 student life skills development through scouting extracurricular activities tresi tiara intania fatimah smk teknologi industri pembangunan cimahi tresi.tiara@gmail.com received: juni, 2020; accepted: september, 2020 abstract the purpose of this research is to know the development of students' life skills through extracurricular scout activities in preparation for interacting in the community, in addition to having skills in academic field students must also be equipped with various life skills. the scout movement is one form of nonformal education that aims to help students as part of the community in order to understand the values, attitudes, knowledge and functional skills necessary to build a nation's life and state. the method of research used is qualitative research through case studies conducted by conducting research in the field directly, interviews and documentation studies on the implementation of education of life skills through an extracurricular scout activities at vocasional high school smk teknologi industri pembangunan cimahi. keywords: life skill, scout extracurricular abstrak tujuan dari penelitian ini adalah untuk mengetahui perkembangan kecakapan hidup siswa melalui kegiatan ekstrakurikuler pramuka sebagai persiapan untuk berinteraksi di dalam masyarakat, selain memiliki kecakapan dalam bidang akademik siswa juga harus dibekali dengan berbagai kecakapan hidup. gerakan kepramukaan merupakan salah satu bentuk pendidikan non formal yang bertujuan untuk membantu siswa sebagai bagian dari masyarakat agar memahami tentang nilai-nilai, sikap, pengetahuan dan keterampilan fungsional yang diperlukan untuk membangun kehidupan berbangsa dan bernegara. metode penelitian yang digunakan adalah penelitian kualitatif melalui studi kasus (case study) yang dilakukan dengan cara melakukan penelitian di lapangan secara langsung, wawancara dan studi dokumentasi mengenai implementasi pendidikan kecakapan hidup melalui kegiatan ekstrakurikuler pramuka di smk teknologi industri pembangunan cimahi. kata kunci: kecakapan hidup, ekstrakurikuler pramuka how to cite: fatimah, t.t.i. (2020). student life skills development through scouting extracurricular activities. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 236-241. introduction national education functions are to develop capabilities and create the character and civilization of a dignified nation in order to educate a nation that aims to develop the potential of learners to become human beings who believe in and have faith in god almighty, have noble, healthy, knowledgeable, skilled, creative, independent , and become democratic citizens and responsible (sudjana, 2010). along with the development of technology, education in indonesia, there have been developments in various fields, so that the demand to improve the quality of human resources who have personality and independence as provisions in facing competition and demands in the era of the industrial revolution 4.0 is something that must be considered by the government. sari. improving children's language skills through the media illustrated story book 237 the aim of education is essentially an effort to create a learning atmosphere and learning process that can provide students with their life in the future. in addition to the provision of knowledge, students must also be equipped with various life skills (noor, 2015). under the sisdiknas law no. 20 of 2003, indirectly mentioning that students as learners can develop their potential independently without pressure, and students have the right to obtain education about life skills through scout activities so that they can explore their potential to the fullest. the consideration of the scout movement is governed by law number 12 year 2010 stating that the development of personality aimed to develop self-potential and have noble, self-control and life skills for every citizen to achieving community welfare. life proficiency is one of the survival skills that a person must have, and students as part of the community must have the ability to survive as a basic provision for interacting in the community. the introduction of life skills education is essentially an effort to minimize the difference (gap) between the education world with real life so that education will be more realistic and more constectual with daily real life values. theoretical studies life skill-oriented education becomes an alternative to prospective education reform to anticipate future demands. so it can be said that life skill education is an education that essentially orientation to equip students ' skills that concern aspects of knowledge, attitudes that include physical and mental, and vocational skills related to the development of students so as to face the demands and challenges of life in life.(wahyuni & indrasari, 2017). life skills consist of two types, namely first, the skills of generic life skill consisting of personal prowess (self-skills and thinking skills) and social skills (communication skills with empathy and cooperation skills). both specific life skill skills consisting of academic proficiency and vocational proficiency (wahyuni & indrasari, 2017) life skill is the skill that a person must have in order to be happy in life. life skill is the proficiency needed to work in addition to academic skills. it is a skill that is owned by a person to be able to face the problems of life actively and proactive so that it can solve the problem. when a person has the courage to live his or her life, that person will live his or her life with a feeling of happiness and gratitude. scout movement is one of the containers that serves to build human resources to have a life skills that actively educate students as the successor generation of the nation to develop into a national succession cadres and able to interact in society to achieve the purpose of life of nation and state. the scout movement is one form of non-formal education aimed at helping students as part of the community to understand about the values, attitudes, knowledge and functional skills needed to build national and state life. the activity of scout at the school in the form of extracurricular conducted aims to associate the knowledge obtained in the condition of the environment that is certainly very different from the condition of the school. if students do not have sensitivity and also self-reliance and skills will certainly be difficult to interact in communities that have a very diverse background. life skills are very beneficial for students in developing their potential in the future. to train the students ' life skills, smk pembangunan industri, cimahi provides an extracurricular scout container as a means of developing a life skills through a variety of scouting activities, including the practice of scouting training, line up training, pioneering, kacu education, bantara education. the inauguration of kacu, and the inauguration of bantara, sari. improving children's language skills through the media illustrated story book 238 it is hoped that when finished following the training, students are able to develop themselves and have a life skills that can be beneficial to the surrounding community. based on the background then the author is interested to examine the development of students' life skills through the extracurricular scout activities in vocasional high school smk teknologi industri pembangunan cimahi method this research uses qualitative approach, while the qualitative research method according to sugiyono (2015: 13) that the method of qualitative research is a method based on the philosophy of postpositivism this method is also referred to as artistic method, because the research process is more art (less patterned), and is referred to as interachievement of data found in the field, qualitative research also has natural settings as a source of direct data, descriptive, more processes are turned off in the results, analyses in qualitative research tend to be inductive analyses and meanings are essential. in this case, research is used to study cases (case study), namely: a study conducted to study intensively about the current background, as well as environmental interactions of a social unit, individuals, groups, institution, or community. there are two data sources used in this research i.e. primary data and secondary data. where the primary data is intended is a direct information about the implementation of education of life skills through the extracurricular scout activities. this primary data is later the key data needed in this study, and secondary research data is a personal record, as well as an archive – a written archive as well as an image that is considered relevant. researchers use these secondary data to reinforce the discovery and complement the information – information that has been collected directly with scout, coach, mentor and student. the subject of research is the student of smk teknologi industri pembangunan as many as 25 people who follow the extracurricular scout. the location of this research is smk teknologi industri pembangunan cimahi. the data collection methods used are observations, interviews, and document activities. the observation method is conducted with the aim of obtaining information on the implementation of education of life skills through scout extracurricular activities in smk teknologi industri pembangunan cimahi. the method of interview used by this research is done to collect information by asking questions to the informant, the research informant which becomes the primary data source determined by the purposive technique. criteria for determining the research informant is based on consider the position/position, competence and mastery of problems relevant to the research object. based on these criteria, then the parties that are used as a research informant are as follows: scoutmaster, trainer, mentor and student as a scout member of smk teknologi industri pembangunan cimahi, which is considered to have adequate knowledge or information relating to the implementation of education of life skills through an extracurricular scout activities. the secondary data source of the study was obtained through various theories and information obtained indirectly from the source, which is a variety of books containing the policy theory of pu-blik, public policy implementation theory, as well as various documents and writing about the scout program, covering photos of the educational activities of life skills through the cocurricular activities in the smk teknologi industri pembangunan cimahi. sari. improving children's language skills through the media illustrated story book 239 the instrument on this research is its own researcher, a sample of the main data sources in this study, namely scoutmaster, trainer, mentor and student in smk teknologi industri pembangunan cimahi, while the student team is an additional data source. in this research researchers are also planners, data collector executor, analyzing, data commentators and also as activity reporter, when conducting observations, interviews and documentation researchers need observation guidelines, guidelines interviews, cameras and stationery. this research uses four technical components of data analysis, where the component is a cycle in the research that is: 1) data colection, researchers collect data from observations, interviews, documentation, and then recorded to describe and reflect on what is seen in the field. the collection of such data is done directly and indirectly. 2) data reduction, researchers simplify the data obtained from the field through observation, interviews and documentation. then the data is processed and presented scientifically. 3) presentation of data, obtained data presented in the form of narrative that makes it easier for researchers to see the idea of research that is then presented more simply. 4) the conclusion, the conclusion is taken thoroughly and carefully so that the conclusions are presented quality and have strong validity. results and discussion results scout activities in smk teknologi industri pembangunan cimahi consists of several trainings, and compulsory training that must be attended by the students include: 1) general proficiency, 2) training p3k, 3) morse password training, 4) pioneering training, 5) scout history training. through the compulsory training students also get training in the form of survival ability. training in scout that is generic life skill is given in the form of simulation training, training using educational games, and training because of the ambalan. the training was organized with the aim that students can form self-skills, thinking skills, giving empathy, forming personality, mentally and also character building, so that it is always an example for the surrounding environment. in addition, students also learn how to survive because students as young generations of the nation's successors must have a level of resilience based on the spirit of pancasila and uphold the values of togetherness because the future students are expected able to conduct development for indonesian society, nation, and country. in addition to gaining the skills of living generic life skills, through student scout training has the opportunity to obtain scholarships. active students in following the extracurricular scout activities give students an opportunity in the academic field, students get a scholarship and can pursue studies to the university through through the achievement path, and this is one of the life skills of the specific life skill obtained by students through scouting activities. in the activities of scouting students also have a container of units of work as a means for the scout enforcers, they are built directly by several agencies, including police, tni, bpom ri, mui, kpu, department of health, forestry service and still much more. in the extracurricular scout activities, students have the opportunity to participate in community activities such as in the event of their disasters with a sigber will help, and through the activities of scouting students can also train souls of entrepreneurship for survival after graduating from school. education of life skills for students through scout activities is oriented activities to develop the ability and form the character and civilization of the nation dignified in order to educate the life of the nation, the aim of indonesia's national education aims to develop the potential of sari. improving children's language skills through the media illustrated story book 240 learners to become human beings who believe and fear the almighty god, noble morality, healthy sciences, proficient, creative, independent and become citizens who democratic and responsible can be achieved. the assessment of the students is conducted with attention to activity and attendance during extracurricular activities. then the next assessment is the assessment of peer tutor, where through the practice of tutor students can train communication and also train the confidence directly in the field by building a level brother. in addition the sku rating (general proficiency requirement) is also an important assessment factor for the level increase in the scout. and the last one that is not less important is the assessment of the ability of students in practicing tri satya and basic darma. students get a one-time, weekly education, organized every saturday. and the scout activity is an extracurricular activity that must be followed by all students at x. students receive training from a student contractor who is in charge of scout extracurricular, in addition to the student's coach also get training from coaches, mentors and also peer tutors who are higher-level students. through various exercises, students gain an understanding of the importance of survival as part of life skills, discussion after following a series of activities of life skills through the scout extracurricular activities, students acquire tkk (special proficiency marks), which are mounted in the right arm shirt surrounding the mark of the kwarda, through the training activities of the student leadership is well developed, it is followed by the development of the student's character for the better. in addition, education of the life skills students learn also increases their survival ability and adaptability to the surrounding environment. adaptability is the ability of living creatures to conform to the environment of his life. there are several ways of adjusting that can be done, namely by adjusting the shape of the body organs, adjustment of body organs work, and behavior in responding to environmental change (rohadi et al., 2016). according to zubaidah, 2016, adaptability is the ability to respond to changes in economic and market conditions as well as mastering new skills quickly. this capability is one of the most needed competencies in the world of 21st century work. practice life skills through extracurricular scout activities, teaching students to recognize their own potential and ability to read opportunities and the ability to take risks so that students are able to survive community life. the aim of educational life skills according to yuliwulandana, 2015, is : 1) to increase the strength and integrity of the family through education; 2) teaching concepts and principles relating to family life; 3) digging personal behaviors and values and assisting community members to understand the behaviors and values of other members; 4) to develop interpersonal skills, which contribute to family welfare; 5) to reduce family problems so that they can increase the productivity of each family member and to support the delivery of family education programs and support appropriatecommunity programs. conclusion students ' active participation in life skills training through scout extracurricular indirectly teaches students to be more confident and have a high level of survival in community sari. improving children's language skills through the media illustrated story book 241 interaction. these survival skills are important skills that students must use and train at all times. academically smart alone turns out to be insufficient to interact in a compound society, students as young generations living in the 21st century are required to cherish, socialize well and peacefully coexist in the environment with a very diverse culture (this is a very much appreciated life skill of the 21st century). the education of the life skills students gained through the extracurricular scout activities in the school have provided positive benefits for the development of the students ' character and personality as a manifestation of the students' accountability. responsibilities toward others, the responsibility of the environment and the responsibility of the one true god as his being. references noor, a. h. (2015). pendidikan kecakapan hidup (life skill) di pondok pesantren dalam meningkatkan kemandirian santri. empowerment, 3 (1), 1–31. rohadi, t. t., haryono, a. t., & paramita, p. d. (2016). pengaruh kemampuan adaptasi dengan lingkungan, perilaku masyarakat dan stres kerja terhadap produktivitas yang berdampak pada kinerja pemetik teh (studi kasus di perkebunan teh medini kabupaten kendal). journal of management, 2(2). sudjana. (2010). pendidikan non formal : wawasan, sejarah perkembangan, filsafat & teori pendukung, serta asas. bandung. falah production. sugiyono. (2015). metode penelitian pendidikan, pendekatan kualitatif, kuantitatif, dan r&d (21st ed.). bandung : alfabeta, cv wahyuni, s., & indrasari, d. y. (2017). implementasi pendidikan life skill di smk negeri 1 bondowoso ( implementation of life skills education in smk negeri 1 bondowoso ). jurnal edukasi, iv(1), 24–29. yuliwulandana, n. (2015). pengembangan muatan kecakapan hidup (life skill) pada pembelajaran di sekolah. tarbawiyah jurnal ilmiah pendidikan, 12(2), 191–206. zubaidah, s. (2016). keterampilan abad ke-21 : keterampilan yang diajarkan melalui pembelajaran. seminar nasional pendidikan dengan tema : "isu-isu strategis pembelajaran mipa abad 21, kalimantan barat : 30 november 2016. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 210 empowering mothers home appliances through study career mlm (multi level marketing) with capital social dian meta ariani1, tita rosita2 1 pt. fajar puncak pratama – bandung – jawa baratindonesia 2 ikip siliwangi – cimahi – indonesia 1dianmetanr@gmail.com, 2titarosita54@gmail.com received: juni, 2020; accepted: september, 2020 abstract one of the efforts undertaken by community members, especially housewives in meeting their needs, is to trade or run a business. the trading business they run requires a lot of networks consisting of upline and downline, so that the social relations that exist between upline and downline really require social capital. tupperware is a product that uses the mlm marketing method with a worldwide trademark and has a reputation as an exclusive manufacturer of household appliances. the research method used is descriptive qualitative. the location of this research is the office of tupperware pt. fajar puncak pratama bandung. with a sample of two manager, two team captain and three consultants. the research objective is to find out the form of social capital owned by business people in the tupperware mlm community and the constraints faced. data collection techniques used were observation and interviews. the results showed that 1) one of the tupperware branches in bandung was pt. fajar puncak pratama, which is owned by ms. sofia agnani. 2) social capital that is built into tupperware members includes three things, namely, networking, norms, trust. 3) there are two obstacles faced in maintaining social capital for the continuation of the tupperware mlm business, namely the denial of agreement and the emergence of unusual requirements. the conclusion of this research is tupperware business in bandung, one of which is centered in the office of pt. fajar puncak pratama has become an mlm business that can help improve community empowerment, especially housewives, as one of the targets in developing this business. keywords: social capital, multi level marketing, tupperware abstrak salah satu usaha yang dilakukan anggota masyarakat khususnya ibu rumah tangga dalam memenuhi kebutuhannya adalah dengan berdagang atau menjalankan suatu bisnis. usaha dagang yang mereka jalani membutuhkan banyak jaringan yang terdiri dari upline dan downline, sehingga hubungan sosial yang terjalin antara upline dan downline sangat memerlukan adanya modal sosial. tupperware adalah salah satu produk yang menggunakan metode pemasaran mlm dengan merek dagang yang telah mendunia dan memiliki reputasi sebagai produsen peralatan rumah tangga yang eksklusif. metode penelitian yang digunakan adalah deskriptif kualitatif. lokasi penelitian ini adalah dikantor tupperware pt. fajar puncak pratama bandung. dengan sampel dua orang manajer, dua orang tim kapten dan tiga orang konsultan. tujuan penelitian mengetahui bentuk modal sosial yang dimiliki oleh pelaku bisnis dalam masyarakat mlm tupperware dan kendala yang dihadapi. teknik pengumpulan data yang digunakan adalah observasi dan wawancara. hasil penelitian menunjukkan bahwa 1) salah satu cabang tupperware yang berada di bandung adalah pt. fajar puncak pratama yang dimiliki oleh ibu sofia agnani. 2) modal sosial yang terbangun dalam member tupperware meliputi tiga hal yaitu, jaringan, norma, kepercayaan. 3) terdapat dua kendala yang dihadapi dalam menjaga modal sosial untuk kelangsungan bisnis mlm tupperware, yaitu pengingkaran terhadap kesepakatan dan munculnya persyaratan-persyaratan yang tidak lazim. kesimpulan penelitian ini adalah bisnis tupperware di kota bandung salah satunya berpusat dicabang kantor pt. fajar puncak pratama menjadi salah satu bisnis mlm yang dapat membantu meningkatkan pemberdayaan masyarakat terutama ibu rumah tangga sebagai salah satu sasaran dalam pengembangan bisnis ini. kata kunci: modal sosial, multi level marketing, tupperware ariani & rosita. empowering mothers home appliances through study career mlm (multi levelmarketing) with capital social 211 how to cite: ariani, d.m. & rosita, t. (2020). empowering mothers home appliances through study career mlm (multi level marketing) with capital social. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 210-216. introduction society means a group of people who occupy an area by applying certain rules and norms that must be obeyed by every member of the community. in indonesia, especially the city of bandung and its surroundings there are around 49.4 million people belonging to urban communities including housewives. with a large number of community members, an interaction occurs between members. this interaction is also useful in meeting the needs of every member, one of which is the need in the economic field. to meet the daily needs of a society, a system of buying and selling interactions is needed. according to baudrillard (2009: 139), in a consumer society controlled by code, human relations are transformed in relation to or other objects. based on the results of rini's research (2012: 160) that in consumer societies, material objects produced for consumption are not only used to satisfy needs such as clothing, food, and shelter immediately, but also function as "markers" and communicators of differences. interpersonal differences such as honor, prestige, level of power in social groups. one of the efforts done by the community in meeting their needs is by trading or running a business. by trading, it can not only fulfill its own needs because it makes money, but can also meet the needs of other community members. with so many facilities in the city, the merchant community has formed a community that has the same vision and mission in meeting the needs of the brand, one of which is multi level marketing (mlm). mlm is considered as a more efficient and effective marketing method at the retail level (retail sales) because of the magnitude and breadth of the movements of the individuals who launch this marketing program compared to the usual marketing system. mlm is currently considering a new breakthrough in the world of commerce and business to get money. this can be seen from the number of mlm companies that are developing in indonesia and the number of people who are interested in joining the programs offered by these companies. mlm is just one method to market a product to the public. one of the products of mlm itself is tupperware which is growing in the community. according to rini (2012: 163) mentioned that mlm is a marketing system that is carried out through many levels or levels, which are usually known as the plain (top level) and down the line (bottom level). likewise, that is contained in the tupperware mlm marketing business. the marketing business that they live in requires a lot of networks consisting of uplines and downlines, so that the social relations that exist between upline and downline require social capital. it aims to increase tupperware's mlm marketing efforts, because indirectly the existence of social capital also greatly affects network relationships with consumers. based on this background, the study with the title "empowering housewives through career levels mlm (multi level marketing) with social capital" is interesting to study. ariani & rosita. empowering mothers home appliances through study career mlm (multi levelmarketing) with capital social 212 theoritical review capital social burt (kusumastuti, 2015) defines social capital as the ability of people to associate with one another, so that it becomes a very important force, not only for economic aspects, but also for every other aspect of social existence. social capital has three typologies (abdullah, 2013), as well as an expression of energy or power that can optimize the potential of other capital. the typology of social capital includes social capital as an adhesive / binding, social capital as a connector / bridge and social capital as a connection or access. in the context of empowering social capital into basic capital that makes other capital effective such as human capital, environmental capital, financial capital. multi level marketing etymologically multi level marketing (mlm) means multi-tiered marketing (harefa, 1999: 4). mlm is one of the various ways that companies can choose to market their products. according to hanefa (mardalis & hasanah, 2016). in mlm, customers are empowered to carry out marketing or distribution tasks independently without direct intervention of the company and for their rewards in the form of discounts, commissions or incentives determined by the manufacturer company in stages according to the amount of sales value (usually called a volume point or business point) notified to independent distributors since they registered as members. community development according to oos m. anwas (2014: 49) the definition of empowerment emphasizes aspects of delegating power, giving authority, or transferring power to individuals or communities so that they are able to regulate themselves from their environment in accordance with their desires, potentials and abilities. according to friedmann (noor, 2011) to empower people (empowering) can be assessed from 3 (three) aspects: 1) first, enabling is to create an atmosphere that allows the potential of the community to develop. the assumption is the understanding that every person, every society has the potential that can be developed meaning that there is no person or society without power; 2) second, empowering is to strengthen the potential of the community through concrete steps that involve providing various inputs and opening up opportunities that will make the community more empowered; 3) third, protecting that is protecting and defending the interests of the weak community. to increase community participation in the decisionmaking process concerning themselves and their communities is an important element, so that community empowerment is very closely related to strengthening, civilizing and the experience of democracy. method the research method used is descriptive method with a qualitative approach. in the opinion of sugiyono (2014) qualitative research methods are research methods based on the philosophy of post positivism, which are used to examine natural objects, (as opposed to experiments) were in this study, researchers as key instruments. the location of this research is the office of tupperware pt. fajar puncak pratama bandung. data collection techniques using combined techniques or triangulation. as for the data analysis technique in accordance with the opinion of mules and humberman (sugiyono 2014), it was suggested that the activities in the qualitative data analysis were carried out interactively and continued continuously until they ariani & rosita. empowering mothers home appliances through study career mlm (multi levelmarketing) with capital social 213 were finished, so that the data was already saturated. activities in data analysis are data reduction, data display and data conclusions or verification. according to sugiyono (2014) the source of the data can be determined purposefully, that is chosen with specific considerations and goals. for research data, researchers took a random sample, arguing that managers and consultants as people who are directly involved in the empowerment process and mlm business people who are the main actors and can provide accurate information. the number of samples in the study was two manager, two team captain of pt. fajar puncak pratama bandung and three consultants. data collection techniques through interviews and observations. by selecting the sample above, you can find out how to empower housewives through mlm (multi level marketing) career paths with social capital. results and discussion resultsocial capital is more devoted to the upline and downline parties. in addition, theresearcher also explores issues relating to obstacles encountered in maintaining socialcapital so that tupperware's business continues to advance.the location of the study was conducted at tupperware pt fajar puncak pratama whichaddressed jl. buah batu no. 86 bandung. pt fajar puncak pratama is one of thetupperware distributors in bandung which has a downline of more than 50 people.the focus of the study refers to the formulation of the problem, namely regarding theintricacies of tupperware's business, the social capital that is built up among tupperwaremembers in fajar puncak pratama who on average works as housewives, and theobstacles faced by tupperware members.the subjects in this study were members of tupperware who joined pt. fajar puncakpratama on jl. buah batu, bandung. the subjects involved in tupperware pt. fajarpuncak pratama numbered approximately 100 people. while the informants taken by theresearchers were only from the upline and downline parties who worked at pt. fajarpuncak pratama. researchers have selected several people from the upline who wereused as informants in this study. of the many subjects / informants that have beenselected, several key informants and supporting informants have been screened.this is based on the completeness of information and data that can be obtained from thesubject / informant. for further information, the division of key informants andsupporting informants will be explained as in table 3.1 and table 3.2 below: table 3.1 main informant data main informant age position ai siti h 40 manager sumartini 44 manager primary research data sources, 2019 ariani & rosita. empowering mothers home appliances through study career mlm (multi levelmarketing) with capital social 214 table 3.2 supporting informant data supporting informan age position ani suwarni 35 teamcaptain salwa 39 teamcaptain dika tri 48 consultant suswani 42 consultant chesie 37 consultantprimary research data source, 2019 researchers have several reasons in choosing subjects / informants to complete theprimary data needed by researchers. the reasons include the following: 1. researchershave high social capital to the subject / informant. 2. the subject / informant has a lot ofexperience in the field of marketing business so they have understood about the obstaclesencountered in developing their business. table 3.3 interview results name income perceived benefits before after ani suwarni rp 800.000 rp 1.500.000 increased income makes families more prosperous salwa rp 1.000.000 rp. 1.800.000 can help the family economy and can buy their ownneeds without asking for money from their husband dika tri rp. 1.800.000 rp. 2.600.00 income increases and can save dewi rp.1.500.00 rp. 2. 400.00 income increases, so that financial needs can be met chesie rp. 1.200.000 rp. 2.100.000 increased income can help a more prosperous familyeconomy from the table above it can be seen that housewives who join tupperware's multi-levelmarketing business have increased incomes and a sense of empowerment by helping thefamily economy. they feel more valuable because the focus on taking care of thehousehold can also generate rupiah and socialize.a competitive career path in the tupperware marketing system that can influencebonuses and commissions is an attraction for housewives to continue to increase thenumber of bonuses and downlines so that more housewives can be empowered. discussion in accordance with the results of research conducted by researchers through interviews and field observations, it can be concluded that housewives can feel the results of empowerment done through mlm. housewives can help improve the family economy by staying at home. in addition, they can socialize with other neighbors to help reduce poverty and unemployment. this is in accordance with aspects of community empowerment namely friedman (noor, 2011) to empower people (empowering) can be assessed from 3 (three) aspects: 1) first, enabling is creating an atmosphere that allows the potential of the community to develop. the assumption is the understanding that every person, every society has the potential that can be developed meaning that there is no person or society without power; 2) second, empowering is to strengthen the potential of the community through concrete steps that involve providing various ariani & rosita. empowering mothers home appliances through study career mlm (multi levelmarketing) with capital social 215 inputs and opening up opportunities that will make the community more empowered; 3) third, protecting that is protecting and defending the interests of the weak community. to increase community participation in the decision-making process concerning themselves and their communities is an important element, so that community empowerment is very closely related to strengthening, civilizing and the experience of democracy. in addition to empowerment, we must look at the aspects above, so for social capital to continue to run optimally and have potential, we must pay attention to social capital having three typologies (abdullah, 2013), as well as an expression of energy or strength that can optimize the potential of other capital. the typology of social capital includes social capital as an adhesive / binder, social capital as a buffer / bridge and social capital as a connection or access. in the context of empowering social capital into basic capital that makes other capital effective such as human capital, environmental capital, financial capital. conclusion the conclusions that can be drawn from this research are as follows: 1) one of tupperware's businesses in the city of bandung is centered in the branch office of pt. fajar puncak pratama. distributor of pt. fajar puncak pratama is ms. sofia agnani. the advantages of pt. fajar puncak pratama is the role of distributors who always supervise and pay attention to the employees who work in the office. 2) the social capital that is built in tupperware's multilevel marketing (mlm) community includes three things, namely tupperware's mlm business, network consisting of consultants, team captains, managers, group managers, and distributors, reciprocity norms (reciprocal relationships), and trust in terms of taking goods from downline to upline. 3) constraints faced in maintaining social capital for the continuation of the tupperware mlm business include two things, namely the denial of agreement, and the emergence of unusual requirements, as well as high economic interests that defeat social capital. 4) tupperware is able to empower housewives by providing conveniences in increasing the family economy only with social capital owned. acknowledgments this research supported by the distributor tupperware pt. fajar puncak pratama mrs sofia agnani and all group managers, managers, team captain, consultant thanks for sharing the experiences about business career path program tupperware in pt. fajar puncak pratama. my gratitude for ikip siliwangi especially in non-formal education study program. all friends, batch 2018. thank you for caring and sharing many things and bring positive vibes to finish this research. references abdullah, s. (2013 ). potensi dan kekuatan modal sosial dalam suatu komunitas . socius, vol 1 no.12, hal.15-21. anwas, o. m. (2014). pemberdayaan masyarakat di era globalisasi. bandung: alfabeta. harefa, a. (1999). multi level marketing: alternatif karier dan usaha menyongsong millenium ketiga. jakarta: pt gramedia pustaka utama. jean, b. (2009). masyarakat konsumsi (la societe de consummation). yogyakarta: kreasi wacana. kusumastuti, a. (2015). modal sosial dan mekanisme adaptasi masyarakat pedesaan dalam pengelolaan dan pembangunan infrastruktur. jurnal sosiologi, vol 20 no.1, hal.81-97. ariani & rosita. empowering mothers home appliances through study career mlm (multi levelmarketing) with capital social 216 mardalis, a., & hasanah, n. (2016). multi-level marketing (mlm) perspektif ekonomi islam. falah jurnal ekonomi syariah , vol 1 no.1, hal 29-37. noor, m. (2011). pemberdayaan masyarakat. jurnal ilmiah civis, vol 1 no.2, hal. 87-99. sugiyono. (2014). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. sulistyo, r. h. (2012). perilaku ekonomi dalam jejaring masyarakat konsumsi perkotaan. jurnal forum ilmu sosial, vol 39 no.2, hal. 160-170. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 177 the effort of life skill programs in growing the development of citizen entrepreneurs, learning civility paket c pkbm az-zahra juju juariah tk az-zahra bandung, jawa barat indonesia juariahjuju1975@gmail.com received: juni, 2020; accepted: september, 2020 abstract the background of this research is the low data for entrepreneurs in indonesia reaching 3.1 percent of the population of around 260 million people or around 8.06 million people, so that the pkbm management seeks to improve through entrepreneurship programs as an alternative towards self-reliant learning citizens. the purpose of this research is to find out how the efforts of life skill programs in developing the entrepreneurial spirit of citizens learn the equality of the paket c pkbm az-zahra. the theory used in this research is the theory of life skills, entrepreneurship, equality, and pkbm theory. researchers used interview and observation techniques with qualitative descriptive methods with qualitative approaches to obtain information from informants. the sample in this study was a pkbm manager, one tutor, and five students of the az-zahra pkbm paket c was randomly selected. the results of the research are the efforts of the program to grow and develop the spirit of entrepreneurship already running, but it still needs to be developed in accordance with existing theories. the conclusion is that the life skill program is already running, but to foster an entrepreneurial spirit an innovative learning process needs to be carried out and it provides motivation so that students can become entrepreneurs after graduation instead of being employees in factories. keywords: entrepreneurship, equality, life skills, and pkbm abstrak latarbelakang penelitian ini adalah adalah masih rendahnya data untuk wirausaha di indonesia mencapai 3,1 persen dari jumlah penduduk sekitar 260 juta jiwa atau sekitar 8,06 juta jiwa, sehingga pengelola pkbm berupaya melakukan peningkatan melalui program kewirausahaan sebagai salah satu alternative kearah kemandiriaan warga belajar. tujuan penelitian adalah untuk mengetahui bagaimana upaya program life skill dalam menumbuh kembangkan jiwa kewirausahaan warga belajar kesetraaan paket c pkbm az-zahra. teori yang digunakan dalam penelitian ini adalah teori life skill, kewirausahaan, kesetaraan, dan teori pkbm. peneliti menggunakan teknik wawancara dan observasi dengan metode deskriptif kualitatif dengan pendekatan kualitatif untuk mendapatkan informasi dari narasumber. sampel dalam penelitian ini adalah seorang pengelola pkbm, satu orang tutor, dan lima orang peserta didik paket c pkbm az-zahra yang dipilih secara random. hasil penelitian adalah upaya program untuk menumbuh dan mengembangkan jiwa wirausaha sudah berjalan, namun masih perlu di kembangkan sesuai dengan teori yang ada. kesimpulannya adalah program life skill sudah berjalan, namun untuk menumbuhkan jiwa kewirausahaan perlu dilakukan proses pembelajaran yang inovatif serta memberikan motivasi agar peserta didik dapat menjadi seorang wirausaha setelah lulus bukan menjadi pegawai di pabrik kata kunci: kewirausahaan, kesetaraan, life skill, dan pkbm. how to cite: juariyah, j. (2020). the effort of life skill programs in growing the development of citizen entrepreneurs, learning civility paket c pkbm az-zahra. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 177-182. juariah. the effort of life skill programs in growing the development of citizen entrepreneurs, learningcivility paket c pkbm az-zahra 178 introduction education has a very important role in helping to reduce unemployment and poverty in indonesia. the role is carried out through one of the national education channels, namely nonformal education. non-formal education is an educational channel that has a role to facilitate the community that cannot be handled by formal education or people who have dropped out of school. non-formal education units are very diverse, ranging from community learning activity centers (pkbm), course and training institutions (lkp), taklim assembly, training institutions, and similar education units. the center for community learning activities (pkbm) (irmawati, 2017) is a non-formal education unit that has a variety of programs to meet the needs of the community on the basis of, by and for the community. pkbm has an important goal for development, according to sihombing and gutama (irmawati, 2017) pkbm's goals are 1) to build the community to be empowered or in other words, to become an independent community; 2) the creation of a society that can live well from an economic and social perspective; 3) the community has a high social concern for the surrounding environment, especially the environment in which they live and the community can solve the social problems it faces. residents studying in non-formal education programs can benefit from each program provided and can create learning citizens who have the knowledge and skills to use in meeting their needs. through the paket c pkbm's silence program, it carries out its objectives. equality education (irmawati, 2017) is a non-formal education program that organizes elementary, junior and senior high school equivalents that cover paket a, b and paket c. equivalence education has an influence on learning citizens, this influence can be social and also influence the economy. residents learn in paket c equivalence not only provided the general lessons obtained from formal schools, but residents learn to be equipped with life skills. life’s kill according to darwyansyah et al (nurdin, 2016) is the development of one's skills in order to survive to live, develop, and grow and have the ability to communicate well between other communities both individually and in groups in dealing with certain problems. life skills developed at pkbm az-zahra are entrepreneurship. data for entrepreneurs in indonesia reached 3.1 percent of the population of around 260 million people or around 8.06 million people, according to endang suwartini as director of the lmea claiming entrepreneurship in indonesia will increase to reach 5 percent or the same as malaysia at this time. (siregar, 2019). entrepreneurship or entrepreneur (krisdayanthi, 2018) in indonesian can be interpreted as an entrepreneur or an entrepreneur. entrepreneurs have the understanding that someone who has the ability to see and assess opportunities, manage the resources needed and can make appropriate decisions in order to be able to be sustainable successful. the characteristics of someone having an entrepreneurial spirit can be seen from: 1) self confidence; 2) task and outcome oriented; 3) can make decisions; 4) spirited leader; 5) thinks of the future; 6) creative soul; 7) innovative; 8) be honest. pkbm az-zahra has a life skill program aimed at all students in paket c equality as one of the development of students' abilities and provisioning for them after graduating from paket c. life skill according to ahmadi (2013, p. 129) life skill is an education that gives every student the opportunity to increase their potential and provide opportunities so that they can gain expertise to become an income. life skills are divided into five types, namely self-knowledge, thinking skills, social skills, science skills and vocational skills. (auliah & husain, 2015, p. 64) according to slamet (wahyuni & indrasari, 2017) life skills in education can be carried out by referring to two main types of skills namely: juariah. the effort of life skill programs in growing the development of citizen entrepreneurs, learningcivility paket c pkbm az-zahra 179 1) generic life skills which consist of personal skills (self-awareness skills and thinking skills) and social skills (communication skills with empathy and cooperation skills). 2) life skill specific skills, namely: a) academic skills and b) vocational skills. entrepreneurship entrepreneurship or entrepreneur (krisdayanthi, 2018) in indonesian can be interpreted as an entrepreneur or an entrepreneur. entrepreneurs have the understanding that someone who has the ability to see and assess opportunities, manage the resources needed and can make appropriate decisions in order to be able to be sustainable successful. according to gordon (kaswan & akhyadi, 2017) entrepreneurship has an understanding that entrepreneurship is making a profit by starting and managing a business on an initiative and high risk basis. the elements of entrepreneurship (kaswan & akhyadi, 2017) include: 1) the courage to start, is the most important thing an entrepreneur must have to be able to start because entrepreneurs need responsibility, hard work, facing problems, all things needed to start a business . 2) management, an entrepreneur must understand and master the functions of management starting from planning, organizing, leading and controlling. 3) initiative, entrepreneurs must be able to take the initiative even though their plans are not yet perfect for starting a business. 4) risk, every entrepreneur is required to be ready to dare to bear the risk of capital when starting a business. 5) profit is the most important line in a business. equality equality education (irmawati, 2017) is a non-formal education program that organizes elementary, junior and senior high school equivalents that cover paket a, b and paket c. the objectives of the equality education according to the ministry of national education (rachman, 2009) are: 1) as a self-actualization of students so that it can be used to solve problems faced. 2) providing opportunities for educational institutions to develop learning that is appropriate and broad. 3) optimizing the existing human resources in the institution, and the community in accordance with school-based management. community learning activity center (pkbm) the center for community learning activities (pkbm) (irmawati, 2017) is a non-formal education unit that has a variety of programs to meet the needs of the community on the basis of, by and for the community. pkbm has an important goal for development, according to sihombing and gutama (irmawati, 2017) pkbm's goals are 1) to build the community to be empowered or in other words to become an independent community; 2) the creation of a society that can live well from an economic and social perspective; 3) the community has a high social concern for the surrounding environment, especially the environment in which they live and the community can solve the social problems it faces. method for the research method, researchers used a qualitative descriptive method with a qualitative approach. according to (sugiyono, 2014) research methods based on the philosophy of post positivism, which are used to examine natural objects (as opposed to experiments) where the researcher is a key instrument, for data collection techniques carried out in triangulation or combination and data analysis techniques are inductive / qualitative so the results of qualitative research emphasize more on meaning than generalization. juariah. the effort of life skill programs in growing the development of citizen entrepreneurs, learningcivility paket c pkbm az-zahra 180 sources of data can be done in a purposive way, is a selection with specific considerations and goals (sugiyono, 2014). whereas the selection of samples is done randomly or on the grounds that the representative sample selected are competent people and can assist in this research. the research sample was one person, one pkbm tutor and five students. researchers used data collection techniques in the form of interviews and observations. by selecting the sample, the researcher can find out how the life skill program efforts in fostering the entrepreneurial spirit of citizens learning equality paket c. the place of research is conducted at pkbm az-zahra kp. garung rt 01 rw 08 laksana village, ibun district, bandung regency. results and discussion results the results of interviews about how the life skills program in fostering an entrepreneurial spirit of citizens learning the equality of paket c is as follows: the interview for the manager of the pkbm initials as is "the life skill program process is carried out after the students have finished participating in the subject learning, students are given skills regarding sewing and also catering." "students are enthusiastic every time they follow the skills even though they have to go home late in the evening and the tutors who teach are also happy." "after graduating, many worked in factories using sewing skills or even opened their own businesses like baking cakes." "the perceived obstacle is to motivate them to be able to open their own business, but they still do not have confidence." "in addition to providing practical and theory, we usually also bring speakers to provide motivation to students to start their own businesses after graduation". the second interview was conducted to the tutor with the initials s, with the following researchers describing the results of the interview: "the skills program is conducted when the students have finished learning the subjects, they are equipped with sewing skills and also hopeful." "the response from students is very good." "after completing education in pkbm, there are students who work according to their diplomas and also with the skills they have, but there are also those who open their own businesses." "the obstacle is the difficulty in providing motivation so that they are ready to become entrepreneurs". "other efforts we have made at pkbm to help foster their entrepreneurial spirit, one of which is to bring in speakers to provide motivation as another way". after conducting interviews with tutors or educators, researchers continued interviews with five students as follows the first student initials ud, following the results of his interview "the learning process of life skills in class are very interesting for me who still doesn't know computer training". "the method provided is good and not saturated, tutors usually provide more practical methods than the theories presented". "the thing that makes me want to take part in this training is the learning atmosphere." "after participating i can operate computer training and also learn cooking". the second student had the initials, the results of the interview were "the learning was good and relaxed, so i was interested in participating and learning". "more practice than theory." "the reason i participated is my need, computer training as a provision for me to apply for a job later." "after following we can use a computer and also get a new recipe because here is not just computer training but there are also obedient caterers". juariah. the effort of life skill programs in growing the development of citizen entrepreneurs, learningcivility paket c pkbm az-zahra 181 interviewing the three students with the initial d, the researcher explained the results of his research as follows "the training provided was interesting and suited my needs". "given the good and not saturated, tutors usually provide more practical methods than the theory presented". "the reason i participated was the training that was given and also the tutors". "the results obtained are the ability to cook and also the computer as a capability after graduating from paket c". the four students with the initials w gave the following interview results "the learning is good and relaxed, so i am interested in participating and learning". "more practice than theory." "my motivation or reason to be involved in this training is my need to prepare after graduating from pkbm". "after joining, i was able to master computer skills and also catering". the fifth student initials cp, following the results of an interview with researchers "the learning process are very relaxed and interesting and not saturated". "the theory given is very minimal but practice is very often". "according to my training needs". "after joining, i was able to master computer skills and also catering". discussion from the results of interviews and observations in the field, it can be concluded that life skill activities as a way to foster the entrepreneurial spirit of students or learning residents are already running. however, it is necessary to have the will and to start a business from oneself besides the skills obtained to work. entrepreneurial spirit (sukirman, 2017) is a strong trust and acceptance of entrepreneurial behavior, willingness to work hard, and maintain relationships between members, which means there is a strong desire from members to remain in psycholos ties to the company. in addition, in the learning process that is already done well, but it is better if in the implementation of the learning process the tutors provide motivation so that students are motivated to open their own businesses with the capabilities they have after attending the training. in other words, students must be motivated to become entrepreneurs rather than workers. in order to produce a good generation of entrepreneurs, it is in accordance with the opinion (kaswan & akhyadi, 2017) that the elements of entrepreneurship must be considered. the elements of entrepreneurship include: 1) courage to start, is the most important thing an entrepreneur must have in order to start because entrepreneurship requires responsibility, hard work, facing problems, all things needed to start a business. 2) management, an entrepreneur must understand and master the functions of management starting from planning, organizing, leading and controlling. 3) initiative, entrepreneurs must be able to take the initiative even though their plans are not yet perfect for starting a business. 4) risk, every entrepreneur is required to be ready to dare to bear the risk of capital when starting a business. 5) profit is the most important line in a business. conclusion the life skill program has been running seen from pkbm graduates. pkbm graduates use the skills acquired while studying to apply for jobs. but to foster an entrepreneurial spirit innovative learning processes need to be carried out and provide motivation so that students can become an entrepreneur after graduation rather than being an employee in the factory. the entrepreneurial spirit grows through the elements of entrepreneurship that starts from the courage to start, manage, initiative, risk and profit. after that, pkbm managers and tutors should continue to control all graduates. juariah. the effort of life skill programs in growing the development of citizen entrepreneurs, learningcivility paket c pkbm az-zahra 182 references ahmadi. (2013). manajemen kurikulum pendidikan kecakapan hidup. yogyakarta : pustaka ivada. auliah, a., & husain, h. (2015). pengembangan model perkuliahan berwawasan kewirausahaan untuk meningkatkan kecakapan hidup (life skill) mahsiswa calon guru. jurnal chemica, vol 16 no.1, hal.61-71 . irmawati, a. (2017 ). peran pusat kegiatan belajar masyarakat (pkbm) dalam mengurangi buta aksara di kabupaten karimun. jurnal pendidikan dan kebudayaan, vol 2 no.1, hal.81-98. kaswan, & akhyadi, a. s. (2017). social entrepreneurship mengubah masalah sosial menjadi peluang usaha. bandung: alfabeta. krisdayanthi, a. (2018). menumbuhkan jiwa kewirausahaan pada aud sebagai bekal keacakapan hidup. pratama widya, vol 3 no. 2, hal.20-27. nurdin, a. (2016). pendidkan life skill dalam menumbuhkan kewirausahaan pada peserta didik pendidkan nonformal paket c. tarbawi, vol 2 no.2, hal.109-118. rachman, h. a. (2009). dimensi kecakapan hidup (life skill) dalam pembelajaran pendidikan jasmani. jurnal pendidikan jasmani indonesia, vol 6 no. 2, hal.19-26. siregar, t. (2019, maret 21). jumlah wirausaha di indonesia tembus 8 juta jiwa. retrieved from rri.co.id: http://m.rri.co.id/ post/berita/651422/ekonomi/jumlah_wiusaha_di_indonesia_tembus_8_juta_jiwa.html sugiyono. (2014). metode penelitian kuantitatif kualitatif dan r&d. candung: alfabeta. sukirman. (2017). jiwa kewirausahaan dan nilai kewirausahaan meningkatkan kemandirian usaha melalui perilaku kewirausahaan. jurnal ekonomi dan bisnis, vol 20 no. 1, hal.113-132. wahyuni, s., & indrasari, d. y. (2017). implementasi pendidikan life skill di smk negeri 1 bondowoso . jurnal edukasi, vol 4 no. 1, hal. 24-29 jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 109 how non-native early childhood learn english (a descriptive study on a group of sundanese early childhood in cijeungjing sub-district, ciamis regency, west java – indonesia) dani ardiansyah pp paud dan dikmas jawa barat – indonesia dani.ardian@yahoo.com received: january, 2020; accepted: february, 2020 abstract learning english for non-native early childhood is not easy (hashemi & azizinezhad, 2011), it includes in indonesia notably in ciamis regency, west java. it needs the appropriate methods, techniques and materials to help the non-native early childhood ease learning english. this study aims to report what appropriate method, technique, and material applied to teach english to non-native sundanese early childhood in ciamis regency, west java province. this study was carried out to a group of six non-native sundanese early childhood. afterwards, the writers set forth a research question: what appropriate method, technique, and material applied to teach english to non-native sundanese early childhood? to answer the research question, the writers employed a desriptive study as suggested by wragg (1999) and fraenkel, wallen, and hyun (2012) at which they observed the process of teaching and learning english towards non-native sundanese early childhood during september 2018 february 2019. the results showed that the appropriate method applied in teaching english to non-native sundanese early childhood was the audio-lingual method (alm). meanwhile, the appropriate technique applied in teaching english to non-native sundanese early childhood was drilling. in addition, the appropriate material applied in teaching english to non-native sundanese early childhood was video such as blippi. to sum up, through employing the appropriate method, technique, and material, the non-native sundanese early childhood feel enjoyed and excited in learning english listening and conversation. keywords: non-native early childhood, learning english abstrak belajar bahasa inggris untuk anak usia dini non-pribumi tidaklah mudah (hashemi & azizinezhad, 2011), termasuk di indonesia khususnya di kabupaten ciamis, jawa barat. dibutuhkan metode, teknik, dan bahan yang tepat untuk membantu anak usia dini yang tidak asli belajar bahasa inggris dengan mudah. penelitian ini bertujuan untuk melaporkan metode, teknik, dan materi apa yang diterapkan untuk mengajar bahasa inggris kepada anak usia dini sunda non-pribumi di kabupaten ciamis, provinsi jawa barat. penelitian ini dilakukan pada sekelompok enam anak usia dini sunda non-pribumi. setelah itu, penulis mengajukan pertanyaan penelitian: apa metode, teknik, dan bahan yang tepat yang diterapkan untuk mengajar bahasa inggris kepada anak usia dini sunda yang bukan penduduk asli? untuk menjawab pertanyaan penelitian, penulis menggunakan studi deskriptif seperti yang disarankan oleh wragg (1999) dan fraenkel, wallen, dan hyun (2012) di mana mereka mengamati proses pengajaran dan pembelajaran bahasa inggris menuju anak usia dini sunda non-pribumi selama september 2018 februari 2019. hasilnya menunjukkan bahwa metode yang tepat diterapkan ardiansyah, d. how non-native early childhood learn english (a descriptive study on a group ofsundanese early childhood in cijeungjing sub-district, ciamis regency, west java – indonesia) 110 dalam pengajaran bahasa inggris kepada anak usia dini sunda non-pribumi adalah metode audio-lingual (alm). sementara itu, teknik yang tepat diterapkan dalam mengajar bahasa inggris ke anak usia dini sunda non-pribumi adalah pengeboran. selain itu, bahan yang sesuai diterapkan dalam mengajar bahasa inggris ke anak usia dini sunda non-pribumi adalah video seperti blippi. singkatnya, dengan menggunakan metode, teknik, dan bahan yang tepat, anak usia dini sunda yang bukan asli merasa senang dan bersemangat dalam belajar mendengarkan dan berbicara bahasa inggris. kata kunci: anak usia dini asli, belajar bahasa inggris how to cite: ardiansyah, d. (2020). how non-native early childhood learn english (a descriptive study on a group of sundanese early childhood in cijeungjing sub-district, ciamis regency, west java – indonesia). empowerment: jurnal ilmiah program studi pendidikan luar sekolah 9 (2), 109-115. introduction early childhoodrefers to children whose ages between 0 – 8 years (whitehead, 2007: xi). in the writers’ point of view, its range of ages aforementioned is endorsed in usa or europe. meanwhile in indonesia, the term of early childhood refers to children whose ages between 0 – 6 years (the act of national education system, number 20, year 2003, article 1, item 14). furthermore, the act of national education system, number 20, year 2003, article 1, item 14 states: “pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia 6 (enam) tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut.” based on the aforementioned statement, the term of early childhood in indonesia refers to the children whose age between 0 – 6 years old. in line with the education, it functions to develop and prepare the early childhood’s physic and psychology in order to have the best preparation when they start their education in primary school level. regarding early childhood education, the indonesian government has prepared the curriculum, namely 2013 curriculum. furthermore, the basic framework and structure of the 2013 curriculum for early childhoodeducation covers: 1. the ability of religious and moral values 2. the ability of physical motor 3. the ability of cognitive 4. the ability of social emotional 5. the ability of language 6. the ability of art (basic framework and structure of the 2013 curriculum, 2015: 30-33) referring to the basic framework and structure of the 2013 curriculum aforementioned, in this present study the writers only focus on the ability of language. based on the neurological experts, the ages between 0 – 8 are called as critical period. critical period itself is very urgent for the early childhood to learn everything connected to his/ her language mastery. thus, the experts of neurology claim that critical period is the best ages for early childhood to learn languages. in this context, early childhood learns not only first language (l1), but also second ardiansyah, d. how non-native early childhood learn english (a descriptive study on a group ofsundanese early childhood in cijeungjing sub-district, ciamis regency, west java – indonesia) 111 language (l2) and foreign language (fl). in addition, neurologically critical period really supports brainto complete mastery of a language. it is no longer possible because it will end around the onset of puberty. that is why learning a fl such english should be started earlier (lenneberg, 1967 in mandel, 1993: 116). in indonesia, early childhood learn vernacular such sundanese, javanese, betawinese, maduranese, balinese, and so forth as their l1. meanwhile, they learn bahasa indonesia as their l2, and learn english or arabic as their fl. referring to fl in indonesia; most of early childhoods are taught english than arabic. hence, english begins to be introduced by the government at formal school besides by their parents at home. regarding to learning english to early childhood, uysala and yavuzb (2015: 19) claim that early childhoodwho learn at 4 – 6 years, normally they learn at preschool level before learning at primary school, they normally have a huge curiosity and enthusiasm in learning a foreign language. they are talkative, energetic, and responsive during learning a foreign language through imitating various expressions while doing physical activities. this present study is also in line with some previous studies carried out by some researchers in teaching english to early childhood. the first study was undertaken by millington (2011), entitled ‘using songs effectively to teach english to young learners.’ the second study was carried out by stakanova and tolstikhina (2014), entitled ‘different approaches to teaching english as a foreign language to young learners.’ meanwhile, the third study was done by uysala and yavuzb (2015), entitled ‘teaching english to very young learners.’ the present study also tends to set forth a research question. (1)what methods are appropriate to teach english toearly childhood?; (2)what media are suitable to teach english to early childhood? to find out the answer, the writer answers those research questions in the results and discussion session. method in this present study, the writersemployed qualitative descriptive study. according to wragg (1999, p. 3) descriptive study refers to the design at which the observer observes the series of activities done by students at the classroom. meanwhile, fraenkel, wallen, hyun (2012: 15) state that the qualitative descriptive is design which describes in giving state of affairs as fully and carefully as possible. in relation to the source of data, the writersobserved a group of six non-native sundanese early childhoods at which the writers involved as the participant observer. the writers observed the teaching method, the teaching media, and the improvement of the early childhoods’ english speaking ability. the observation itself was carried out once in a week during september 2018 up to february 2019. dealing with the unit of analysis, the writers focused on the early childhoods’ english speaking ability. the writers wrote what teaching methods, techniques, and media used in teaching and learning process, besides every utterance uttered by every young child in a field note. ardiansyah, d. how non-native early childhood learn english (a descriptive study on a group ofsundanese early childhood in cijeungjing sub-district, ciamis regency, west java – indonesia) 112 results and discussion results in analysing the data, the writers analysed what methods, techniques, and media used in teaching english to a group of the sundanese early childhoods during september 2018 february 2019. the data were noted in the field note as follow: observation date time observation result sept 2nd 2018 10:0011:30 a.m. the writers used grammar translation method(gtm) in teaching english greetings to the sundanese early childhood. its results showed that this method gave a quite significant understanding to the sundanese early childhood. sept 9th 2018 10:0011:30 a.m. the writers used total physical response (tpr) in teaching english greetings to the sundanese early childhood. its results showed that this method gave a significant understanding to the sundanese early childhood. this method was combined through using song and video. sept 16th 2018 10:0011:30 a.m. the writers used the audio-lingual method (alm) in teaching english greetings to the sundanese early childhood. its results showed that this method also gave a significant understanding to the sundanese early childhood. this method was combined through drilling technique. sept 23rd, 30th, & 7th2018 10:0011:30 a.m. the writers used grammar translation method(gtm) in teaching english alphabet to the sundanese early childhood. its results showed that this method gave only a quite significant performance to the sundanese early childhood. it means that the sundanese early childhood have only a quite understanding towards learning english alphabet. oct 14th, 21st, & 28th2018 10:0011:30 a.m. the writers used total physical response (tpr) in teaching english alphabet to the sundanese early childhood. its results showed that this method gave a significant performance to the sundanese early childhood. it means that the sundanese early childhood have higher understanding towards learning english alphabet because they learnt through song and watching english alphabet video. nov 4th, 11th, & 18th2018 10:0011:30 a.m. the writers used the audio-lingual method (alm) in teaching english alphabet to the sundanese early childhood. its results showed that this method also gave a significant performance to the sundanese early childhood. it was showed that the sundanese early childhoodhad done several repetitionsthrough drilling technique in learning english alphabet song. nov 25th, & dec 2nd2018 10:0011:30 a.m. the writers used grammar translation method(gtm) in teaching colours and days to the sundanese early childhood. its results showed that some sundanese early childhood got a quite understanding and still trouble applied in their speaking. dec 9th, & 16th 2018 10:0011:30 a.m. the writers used total physical response (tpr) in teaching colours and days to the sundanese early childhood. the process of teaching was combined with song and movie. its ardiansyah, d. how non-native early childhood learn english (a descriptive study on a group ofsundanese early childhood in cijeungjing sub-district, ciamis regency, west java – indonesia) 113 results showed that the sundanese early childhood began to memorize colours and days well. besides, they can apply colours and days in their speaking. dec 23rd, & 30th2018 10:0011:30 a.m. the writers used the audio-lingual method (alm) in teaching colours and days to the sundanese early childhood. the process of teaching was combined with drilling technique. its results showed that the sundanese early childhood had significantlymemorized when they applied colours and days in their speaking. the drilling technique combined by using song and video can give significant effect to their speaking performance. jan 6th,&13th& 20th2019 10:0011:30 a.m. the writers used grammar translation method(gtm) in teaching demonstrative pronouns to the sundanese early childhood. its results showed that some sundanese early childhood got trouble to understand and applied it in their speaking. jan 20th, & 27th 2019 10:0011:30 a.m. the writers used total physical response (tpr) in teaching demonstrative pronouns to the sundanese early childhood. the process of teaching was combined with song and video. its results showed that the sundanese early childhood began to understand and they applied it better in their speaking. feb 3rd, & 10th2019 10:0011:30 a.m. the writers used the audio-lingual method (alm) in teaching demonstrative pronouns to the sundanese early childhood. the process of teaching was combined with drilling technique. its results showed that the sundanese early childhood had significantly understood when applied the lesson in their speaking. the drilling technique combined by using song and video can give significant effect to their speaking performance. feb 17th2019 10:0011:30 a.m. in these meetings, the writers gave an examination to the sundanese early childhood to recall their understanding towards the lesson given. through singing they can memorize the whole lessons given. besides, the sundanese early childhood performances were categorized good and very good. feb 24th 2019 in these meetings, the writers evaluated the methods used in teaching english to the sundanese early childhood during 6 months. based on the results, total physical response (tpr) and the audio-lingual method (alm) methods were regarded as the proper methods used to teach the sundanese early childhood. in addition, total physical response (tpr) has some unique characteristics at which the method is commonly used combined by song andvideo. meanwhile, the audio-lingual method (alm) method has also a unique characteristic at which the method has special technique combined altogether, namely drilling technique. discussion based on the data gained from the observations such written in the fieldnote, the writers assert that method is very important during teaching english to early childhood. teaching english to ardiansyah, d. how non-native early childhood learn english (a descriptive study on a group ofsundanese early childhood in cijeungjing sub-district, ciamis regency, west java – indonesia) 114 early childhood only focuses on listening and speaking. hence, the proper media and techniques are very urgent to be selected. based on the data written in the field note, from the whole teaching methods, onlytotal physical response (tpr) and the audio-lingual method (alm) that give the significant enhancements towards the early childhood’s english listening and speaking skills. those evidences showed that total physical response (tpr) method combined with song and video can enhance the early childhoods’ eagerness, enjoyment, and their listening and speaking skills. furthermore, the audio-lingual method (alm) can also enhance the early childhood’s listening and speaking skills because the method is combined with drilling technique. referring to the research questions mentioned in the preceding point, the writers tend to answer them. (1)what methods are appropriate to teach english toearly childhood? based on the data written in the field note, total physical response (tpr) and the audio-lingual method (alm)are the proper methods giving the significant effect to the sundanese early childhoods’ listening and speaking skills. dealing with the second research question, (2)what media are suitable to teach english to early childhood? based on the data written in the field note, the media that can give a significant effect are song and video. those media can be applied through combining with total physical response (tpr) method. based on the results of the present study, those are in harmony with the results of the previous studies undertaken by millington (2011), stakanova and tolstikhina (2014), and uysala and yavuzb (2015). further, those are also in line with asher’s (1977) statement as quoted in linse (2005: 30) who claims that the appropriate method in teaching listeningto the early childhood refers to do number of activities directly related to physical activity and movement. this characteristic is in harmony with total physical response (tpr)method. asher (1977) believes that the more frequent and intensive stimulates the early childhoods’memory, the stronger and easier their memorial association remember (recall) and imitate verbally with the metrics activity. in addition, linse (2005) recommends that the use of the total physical response (tpr) method can be combined with songs, video, finger-plays, and story-telling. furthermore, the advantages of the total physical response (tpr) method combined with song, video, finger play and story-telling for early childhood can stimulate them to enjoy learning and imitating what they learn from their teacher. furthermore, according to celce-murcia (2001) as quoted in linse (2005), the audio-lingual method in teaching english can emphasize the development of language habits and sentence patterns. this method has 2 techniques which can be combined together. those are drilling and dialogue. conclusions regarding to the aforementioned results and discussion, the writers take the conclusions. those are as follow: 1. the appropriate methods applied to teach english toearly childhoodreferring to total physical response (tpr) and the audio-lingual method (alm). those two methods give ardiansyah, d. how non-native early childhood learn english (a descriptive study on a group ofsundanese early childhood in cijeungjing sub-district, ciamis regency, west java – indonesia) 115 the significant effect to the sundanese early childhood to learn english listening and speaking. 2. in addition, the suitable media applied to teach english to early childhood referring to song and video. the aforementioned media give significant effect to the sundanese early childhood when they learn english listening and speaking skills. references fraenkel, j.r., wallen, n.e., hyun, h.h. (2012). how to design and evaluate research in education, eight edition. new york: the mcgraw-hill companies. hashemi, m., & azizinezhad, m. (2011). teaching english to children:a unique, challenging experiencefor teachers, effective teaching ideas. procedia social and behavioral sciences, 30 (-), 2083 – 2087. mandel, l. (2001). literacy development in the early years: helping children read and write, 4th edition. boston, mass.: allyn & bacon. millington. (2011). using songs effectively to teach english to young learners. journal of language education in asia, 2 (1), 134 141. linse, c.t. (2005). practical english language teaching young learners. new york: mcgraw hill companies, inc. stakanova and tolstikhina. (2014). different approaches to teaching english as a foreign language to young learners. procedia social and behavioral sciences, 146 (-), 456 – 460. uysala and yavuzb. (2015). teaching english to very young learners. procedia social and behavioral sciences, 197, 19 – 22. whitehead, m. (2007). developing language and literacy with early childhood, third edition. london: paul chapman publishing. wragg, e.c. (1999). an introduction to classroom observation. london: routledge. the act of national education system, number 20, year 2003 about national education system of indonesia. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 73 efforts to improve the ability of reading early age children through the method of singing wawa wartini ikip siliwangi wawairwan7@gmail.com abstract language is a very important tool in the child's life, because with the language of children can communicate with others, the language aspect developed is reading in early childhood. early reading can be said of the early ability to pass the child in the process of mastering the ability to read thoroughly. this encourages researchers to conduct a study on efforts to improve early childhood reading skills in paud sri rejeki in rw 06 rt 03 setiamanah village, cimahi district, central cimahi city. the research is based on the problems found in paud sri rejeki rw 06 group b that is the ability to read the children who mostly are in the less category. the purpose of this research is to know the ability of children to read early before, during learning process, and result of reading ability of early child after using method of singing. the method used is descriptive study with qualitative approach. subjects in this study were students paud sri rejeki rw 06 cimahi which amounted to 5 people. the data collected is data of observation, interview and documentation study. the results showed that the use of singing method can improve reading ability of early child so that children can recognize letters, recognize words, and know the sentence. in other words, the method of singing can increase interest in reading early childhood. keywords: early childhood, reading ability, method of singing. a. introduction early childhood development is a very decisive period for the lives of children in the future. this period can be said to be a very fundamental period for the life of the next child, because at this time the rapid development of children, especially in the cognitive, language, social, motor and physical aspects. paud is a form of early childhood education in the path of non-formal education for children ages four to six years. early childhood education is essentially education that is organized with the aim of facilitating the growth and development of children as a whole. the development of language skills in paud aims to enable children to communicate effectively and generate interest in being able to speak good indonesian. language is an important communication tool in human life, language is used to express thoughts, ideas, information, and feelings to others in the form of symbols or symbols such as using oral, written, numbered gestures and facial expressions. language skills according to (tarigan, 1993: 1) consist of listening skills, reading skills, speaking skills and writing skills. reading skills at paud can be carried out based on the basic principles of early childhood education, namely through playing. mailto:wawairwan7@gmail.com jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 74 looking at the phenomena occurring in the field, especially in the paud sri rejeki rw 06 in setiamanah village, central cimahi., the learning process to improve children's reading skills is less varied and pleasant so that children appear to be less responsive, because improving reading skills gives children more direct reading methods. . conditions like this are felt to be unpleasant, because paud's children generally like to play. moving on from the problems above, the writer will try to develop the children's reading skills through the use of syllables through singing methods to foster children's reading interest in language learning. reading hobby must be developed early, this is considering the basic potential that must be owned by each child. the study provides identification of problems in the form of methods used by teachers in an effort to improve children's reading skills through the singing method in the b paud sri fortune rw 06 in the village of setiamanah in central cimahi. based on the problems mentioned above, several problems can be identified. as for problems that can be identified as follows: 1. not yet optimal reading ability of early childhood on paud sri rejeki rw 06 in setiamanah village, central cimahi. 2. not yet optimal way of teaching reading in early childhood through the method of singing on paud sri fortune rw 06 in the village of setiamanah in central cimahi. 3. there are signs of the difference in reading ability of early childhood before and after the learning process using the method of singing on paud sri fortune rw 06 in the setiamanah sub-district of central cimahi. b. theoritical review basically all children in this world especially in early childhood wherever they come from have the same penchant for playing. playing is an activity that is unique and very different from other activities such as work that is often done by adults in achieving an end result. thus the knowledge of learning theory and the learning process for early childhood is very beneficial not only for teachers in paud institutions, but also has benefits for parents and adults who have the responsibility to teach their children wherever and whenever they are. every child born has been equipped with a number of language capacities or potential. the potential of this language will develop when the time comes. every child born is also equipped with a tool called lad (language acquisition device) which is translated here as a language acquisition tool (ppb). the sensitive period of child development is the initial period for learning, namely through the stages of interest and curiosity in something. this period cannot come a second time or repeat. during this period the interest of children is getting higher and the child becom es sensitive or easily stimulated towards the environmental aspects that are around him. thus, it is important for an educator to understand this process because each stage has opportunities that are beneficial for children's development. the world of children is the world of play, which is a very interesting phenomenon for educators, psychologists, and philosophers long ago. talk is a form of language that uses articulation or words that are used to convey intentions (tarigan , 1993: 3) that speaking is the ability to say sounds of articulation or words to express, express and convey thoughts, ideas, and feelings. storytelling method means telling jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 75 stories by speaking. what distinguishes between telling stories with other methods of telling stories is the more prominent technical aspects of storytelling. the development of speech is a process that uses expressive language in forming meaning. the study of the development of speech in children is inseparable from the fact that there are differences in the speed of speech, as well as the quality and quantity of children in producing language (dhieni, 2007: 3). language development is one of the scopes of developing the formation of behavior that must be developed in early childhood. most patterns of language development in children are only obtained through conversation interactions, as well as dialogue with adults. (agung et al., 2015:1). playing in a school setting can be described as a range of unity that ends in free play, playing with guidance and ending with playing directed. in directed play, the teacher teaches how to complete a specific task, such as singing a song, along with playing fingers and playing in a circle are examples of directed play. ability is ability, the power to do something ability is also something that someone wants to achieve in doing something. language development is best when children act as conversation partners and enter into real conversation or dialogue. however, there is always a difference in language between one child and another child. moreover, if the child is influenced by a culture that is unique from his social life ". children's language skills can be improved through activities to retell the story content of children aged 4-5 years in the play group (fauziddin, 2017: 42). children will be able to express their thoughts through simple language correctly (depdiknas, 2006). the method comes from the greek "methodos" which means the way or path that is taken. in connection with scientific endeavors, the method concerns the problem of how to work to be able to understand the objects that are subject to the relevant knowledge. according to (nuraeni, 2013: 46) interpreting qualitative descriptive method is a method in examining the status of a group of humans, an object, a condition, a system of thought, or a class of events in the present. methods of early childhood learning are ways or techniques used so that learning objectives are achieved. the use of appropriate teaching methods and in accordance with the character of children will be able to facilitate the development of various potentials and abilities of children optimally and the growth of positive attitudes and behaviors for children. (depdiknas, 2003) further complements the benefits of other learning media, namely; media can make abstract subject matter more concrete, media can overcome constraints of space and time constraints, media can help overcome the limitations of the human senses media can present learning objects in the form of rare and dangerous objects or events into the classroom, and the media can give a deep impression and longer stored in students. reading is a fundamental ability that must be possessed by children in order to be able to obtain information through written media for the survival of the child further. most learning activities are filled with reading activities. so, mastering the ability to read for children will greatly help children to get the opportunity to get and understand various knowledge earlier. reading the beginning is the ability to recognize letters one by one and combine these letters into simple words (ratnasari, 2017: 1). reading in early childhood is more emphasized in the preparation of reading or the initial stage of the child to be able to read in further education which is more emphasized in the introduction of known letter symbols to understand the meaning of the words in the story. the ability to read the child's beginning will develop along with the child's mental and jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 76 cognitive development. this is because children will find themselves from their experiences in accordance with what is seen and what is heard. children will be able to express their thoughts through simple language correctly (depdiknas, 2006). language learning in kindergarten (tk) is directed at developing children's ability to communicate in indonesian, namely the ability to listen, speak, write and read. this is in accordance with what was stated by (tarigan, 1994: 1), for that, what can be done is an effort to introduce letters, which is the basis for reading. raines and canad dalam (dhieni, 2007: 3.17) according to heinich, molenda, and russell in (badru, 2008: 26) "media is a communication channel. media comes from latin and is a plural form of the word medium which literally means intermediary, namely intermediary source message (a saurce) with the recipient message (a receiver). learning media always consists of two important elements, namely elements of equipment or hardware (hardware) and the elements of the message it carries (message / sopfware). in early childhood learning situations there are messages that must be communicated. the message is usually the content of the theme or topic of learning. learning media is everything that can channel messages, can stimulate the thoughts, feelings, and willingness of students so that it can encourage the creation of learning processes in students. media singing media are various types of components in the student environment that can stimulate them to learn. through learning media which is a component to stimulate student learning, the learning media used in this study are singing media. (depdiknas, 2003) further complements the benefits of other learning media, namely; media can make abstract subject matter more concrete, media can overcome constraints of space and time constraints, media can help overcome the limitations of the human senses media can present learning objects in the form of rare and dangerous objects or events into the classroom, and the media can give a deep impression and longer stored in students. singing is an activity to express the feeling that is in human beings through tone and words. from some experts' opinions, it was concluded that the singing method is a method that emphasizes the words that are sounded in a pleasant atmosphere so that the child does not feel bored. in providing teaching reading skills using the singing method, there are several steps that must be taken by the teacher and child in conducting this learning activity. the methods used in the singing method are three methods, namely the overall method, the method of methods and mixed methods (ministry of national education, 1996: 65). c. results and discussion result this study aims to examine how the efforts to improve early childhood reading skills through the method of singing on paud sri fortune rw 06 in the setiamanah sub-district of central cimahi. presentation of data from the results of this study relates to objective conditions. paud sri rejeki is one part of paud who was in the city of cimahi, precisely located on the rt 03 rw 06 in setiamanah village, cimahi sub-district, cimahi city, west java province. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 77 paud sri rejeki consists of two groups, namely group a aged 3-5 years and group b aged 56 years with a total of around 102 students. the learning process to teach paud sri rejeki was held at the daarur rohman tpa a. implementation of early childhood reading learning activities in paud sri rejeki rw 06 setiamanah village cimahi tengah. learning activities for early childhood, especially learning activities to increase interest in reading early childhood, should be prepared by education in a holistic situation by using strategies, methods, materials / materials, and media that are interesting and easy for children to follow. early reading can be said to be the initial ability passed by the child in the process of mastering the ability to read thoroughly. the use of teaching methods and assisted with appropriate and accurate learning media will be able to develop children's language skills, in addition children will feel happy and relaxed while doing reading learning activities. learning activities in children must always be narrated to the needs of children. looking at the phenomena occurring in the field, especially in the b paud sri rejeki rw 06 kelurahan of setiamanah, central cimahi, the learning process to improve children's reading skills is less varied and pleasant so that children appear to be less responsive, because improving reading skills gives children more direct reading methods. . conditions like this are felt to be unpleasant, because paud's children generally like to play. b. improving teaching reading in early childhood through the method of singing at paud sri rejeki rw 06 setiamanah village, cimahi tengah. furthermore, to improve the ability to read early childhood in learning activities through singing methods needs to be improved so that there is an increase in the scientific field of early childhood education, so that it can provide scientific contributions to improve early childhood reading skills through singing methods. in paud sri rejeki began to be applied to the use of the singing method in order to increase interest in reading early childhood, and it was seen a fairly good response from children and cognitively seen children more quickly remember syllables in the language. c. interview results how the results of early childhood reading ability after using the singing method in paud sri rejeki rw 06 setiamanah village, cimahi tengah. from the results of interviews conducted by researchers on the two teachers, it can be concluded that the teaching in developing interest in reading early childhood at paud sri rejeki has used many letters and syllables directly to children, so that many children do not respond and the results there are children who are very difficult to read and also lack the availability of learning media and facilities that are less supportive in learning to know the language to increase children's reading interest, even though the age of group b children must be prepared especially in reading to enter the next level, namely elementary school. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 78 discussion reading is a fundamental ability that must be possessed by children in order to be able to get information through written media for the survival of the child further. children like to follow the rhythm and sing, children show spontaneous desires in the symbols and voices that are released soon after they speak the words. singing is an activity to express the feeling that is in human beings through tone and words. from the results of interviews conducted by researchers on the two teachers it can be concluded that children are still unable to distinguish syllables, interest in reading and singing children is still lacking, and the use of instructional media is only letters and reading books for early childhood, so there are children who are hard to read. paud sri rejeki actually has been using the singing method but because of lack of vocabulary new songs have resulted in less varied teaching, and early childhood learning has begun to be applied to increase children's interest in reading with the singing method and given new song variations and shown letters and syllables so that children respond quickly and remember and feel happy. learning by using singing methods accelerates children to recognize and show consonants, compose simple words, arrange simple sentences and read simple words and sentences. this is because one of the learning processes is fun and can be easily accepted by children rather than information that is compelling by looking and listening, but the child directly applies it. from the results of interviews conducted by researchers on the two teachers, it can be concluded that the results of early childhood reading skills after using the singing method on paud sri rejeki rw 06 in the setiamanah sub-district of cimahi tengah, seen from the learning results after using the singing method, showed sufficient response good from children so there is an increase that is so fast, children recognize letters and syllables faster. and can increase children's reading interest. but learning must be further improved, especially in improving the syllable singing practice and word consonants so that the child's stimulus is rapidly developing, so as to increase the interest in reading early childhood. d. conclusion based on the results of research on "efforts to improve the reading ability of early childhood through the singing method" conducted at paud sri rejeki rw 06 rt 03 setiamanah village, central cimahi district, cimahi city. can be concluded that : 1. the initial condition of developing interest in reading early childhood on paud sri rejeki rw 06 before conducting research using the singing method has not experienced development in learning, and the learning process to increase interest in reading children is less varied and pleasant so that children are less responsive and enthusiastic, because in increasing interest in reading children prioritize direct reading methods. this condition in recognizing words, composing words, remembering words, imitating 1-2 simple words, differentiating words, connecting and mentioning simple writing with symbols that symbolize it, children are so difficult in accepting the learning given by the teacher. such conditions are felt to be unpleasant, because early childhood in paud generally like to play. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 79 2. in the implementation of learning in paud sri rejeki rw 06, the use of teaching methods and assisted with appropriate and accurate learning media will be able to develop children's language skills, in addition children will feel happy and relaxed when doing reading learning activities. learning activities in children must always be narrated to the needs of children. in paud sri rejeki began to be applied to the use of the singing method in order to increase interest in reading early childhood, and it was seen a fairly good response from children and cognitively seen children more quickly remember syllables in the language. 3. the method of singing letters and words has contributed and influences the level of reading ability of early childhood on paud sri rejeki rw 06. the results of this study indicate that the use of singing methods can improve the reading ability of early childhood, so that children can recognize letters, recognize the word , and recognize sentences. e. references agung dkk. (2015). meningkatkan perkembangan bahasa melalui model pembelajaran kooperatif time token berbantuan media flash card pada anak kelompok b tk kemala bhayangkari denpasar. e-journal pg-paud universitas pendidikan ganeshajurusan pendidikan guru vol-3 no 1. depdiknas. (2006). pedoman pembelajaran ditaman kanak-kanak. jakarta : depdiknas. depdiknas. (2003). pedoman pembelajaran ditaman kanak-kanak. jakarta : depdiknas. depdiknas. (1996). pedoman pembelajaran ditaman kanak-kanak. jakarta : depdiknas. dhieni, (2008). metode pengembangan bahasa. jakarta : universitas jakarta. ratnasari. (2017). pengembangan media visual kartu angka efektif untuk mengenalkan huruf vokal a, i, u, e, o pada anak usia dini 3-4 tahun paud labshool jember. jurnal ilmiah pendidikan prasekolah dan sekolah awal. indria fauziddin.(2017). upaya meningkatkan kemampuan bahasa anak usia 4-5 tahun melalui kegiatan menceritakan kembali isi cerita di kelompok bermain aisyiyah gobah kecamatan tambang. jurnal obsesi, 42-51. nuraeni. (2013). memahami penelitian ilmiah. bandung: stkip siliwangi bandung. tarigan (1990). membaca sebagai suatu keterampilan berbahasa. bandung:angkasa. zaman. (2008). media dan sumber belajar tk. jakarta: universitas jakarta. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 10, nomor 1 february 2021, p-issn no. 2252-4738 e-issn : 2580-7692 73 implementation of the student-led conference method to develop children's self-reliance dwiyani hermawati 1 , ani rohaeni 2 , sri nurhayati 3 , ansori 4 1,2,3, 4 program magister pendidikan masyarakat ikip siliwangi 1 dwihermawati314@gmail.com received: january, 2021; accepted: february, 2021 abstract this research aims to get an overview of the student-led conference (slc) method in developing the character of children's self-reliance in the pelopor nature school of rancaekek subdistrict, bandung regency. the research uses qualitative research. the method used to analyze the data is a qualitative descriptive approach. the subjects of this study were group b children, consisting of 15 children, parents of 5 students and two teachers. research involves gathering information by observation, interviewing, and documentation. the data comes from formal documents such as observation sheets, and informal observations. a data analysis process using miles & huberman's interactive data collection, data visualization, data reduction, and drawing of a conclusion. the study showed that students who have been taught by the slc method gain a certain amount of self-reliance. this is indicated by the child's confidence, courage, willingness to take risks and pride in doing their work. keywords: early childhood, student-led conference method, self-reliance abstrak penelitian ini bertujuan untuk mendapat gambaran tentang penerapan metode student led conference (slc) dalam membentuk karakter kemandirian anak di sekolah alam pelopor kecamatan rancaekek kabupaten bandung. penelitian yang digunakan adalah penelitian kualitatif. jenis pendekatan yang digunakan adalah pendekatan deskriptif kualitatif. subjek dalam penelitian ini adalah anak kelompok b terdiri dari 15 anak, orang tua siswa sebanyak 5 orang serta 2 orang guru. teknik pengumpulan data adalah observasi, wawancara, dan dokumentasi. instumen pengumpulan data yang digunakan adalah peneliti, lembar observasi, dan wawancara. proses analisis data dilakukan dengan menggunakan model analisis interaktif miles & huberman yaitu data collection, data display, data reduction, dan conclusion drawing. hasil penelitian ini menunjukkan bahwa penerapan metode student led conference (slc) dapat membentuk karakter kemandirian anak, hal ini ditunjukkan dengan anak memiliki rasa percaya diri, berani tampil di depan orang lain, dan bangga pada hasil karyanya. kata kunci: anak, metode student led conference, kemandirian how to cite: hermawati, d., rohaeni, a., nurhayati, s. & ansori. (2021). implementation of the student-led conference method to develop children's self-reliance. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (1), 73-79. introduction character education is one of the key topics of this era, so that each institution inserts character education into its school curriculum. law no. 20 of 2003 (dpr, 2003) states that the objective of national education is to develop the potential of learners to have intelligence, personality and noble character. this means that the sisdiknas law of 2003 mandates education to establish intelligent human beings, but human beings with personality or character, so that generations of nations will be born that grow and develop with the noble character and values of nation and religion. hermawati, rohaeni, nurhayati, ansori, implementation of the student-led conference method to develop children's self-reliance 74 the headmaster and teachers continue to pursue strategies and methods for carrying out teaching and learning activities, including evaluating the development of children at school in order to achieve educational objectives based on the vision and mission of their respective schools to shape the child's character. many characters have to be developed by the child, including self-reliance. self-reliance is critical to the development of children from an early age, as the child will not always be with the parents, so the child must be prepared to face all possibilities when the child is not with the parents. in addition, children who have been trained in self-reliance from an early age will learn to take responsibility for their actions, dare to make their own decisions, have high confidence, and adapt to the environment. based on the results of the research carried out by rizkyani et al., (2019) , she explained how teachers and parents believe that the child's self-reliance is essential because, with it, the child can do everything on its own and not depend on others. in the meantime, morrison, (2012) has revealed that self-reliance itself means the child's ability to do the task on its own, to take care of himself, and to start the project without always having to say what to do. haryati, (2019) argues that the development of self-reliance is the ability to do things on its own and not to depend on others. self-reliance has been the main character of early life. the formation of early childhood requires a gradual process and a level of development. selfreliance will encourage children to learn how to understand the behavioral choices and risks that the child must take into account. (yamin, 2013) instilling the self-reliance upon children cannot be done overnight. but through gradual adjustment, it can be achieved. susanto, (2016) concludes that building self-reliance is still at a simple level, yet with continued development. in line with what was already discussed, children's self-reliance can be established early through simple activities, as part of what's considered a daily routine (nova et al., 2019) developing the self-reliance of children can require using different types of stimulation, motivation, habituation and accuracy techniques. according to mulyasa, (2012) habituation occurs when people intentionally and repetitively do something in order to become more familiar with it. habituation is advisable in character building beginning at a young age. to encourage and stimulate the child continually, so that the child grows a sense of responsibility and self-reliance. the importance of parents and teachers in helping children develop good character parents have an important role in developing the character of children in their home, while teachers have a strong effect upon children at school. however, the two may be unable to develop character in line with the character formation when they are separated. one of the things that can be done in order to establish collaboration between teachers, parents and children is through the student-led conference method. according to palil & yuniro, (2019) student led conference is a type of communication evaluation designed to measure student learning. based on the above discussion, it can be concluded that the slc is a novel method for parents to learn about their children's development at the end of the semester. the minimum studentled conference is conducted once per year on two separate occasions. according to west, (2017) student-led conferences are an alternative method of reporting progress to parents. hermawati, rohaeni, nurhayati, ansori, implementation of the student-led conference method to develop children's self-reliance 75 haryati, (2019) states that, slc aims, 1) to make the learning process in the classroom and in school in line with the aspects of communication that occur at home and at school, 2) so that parents understand how to help their children succeed in school, and 3) so that children can easily excel because they have clear targets in learning and believe that teachers and parents always have a way to support their success. guyton dan fielstein, 1989; little dan allan, 1989 dalam hackmann, (1996) also stated that student-led conferences provide an effective method for encouraging students to report their progress to their parents. referring to the results of research conducted by chaerunnisa, (2019) revealed that the student led conference (slc) method has a positive impact on students of islamic elementary school dian didaktika, especially in terms of public speaking skills, in addition, the student led conference (slc) method can improve critical thinking communication skills and teamwork because children have double intelligence so that children become bold, confident in achieving their learning outcomes, can instill a responsible attitude, can be emotionally close to parents and honest. one of the main findings discovered by west, l.kelly (2017) that there were four major themes that emerged from the analysis of the data; they were: ownership, responsibility, preparation and family involvement. the research indicated the various styles and formats to a student-led conference but key components included the preparation for the child and teacher, the conference itself, and portfolio artifacts and/or goal-setting opportunities within the conference. at the end of the day, the researcher concluded how assistance is required in implementing and sustaining the student-led conferencing process. based on the background above, it encourages researchers to describe about developing the self-reliance of children aged 5-6 years by using the student led conference method that is currently being implemented by the school alam perintis rancaekek district bandung regency. method this research used the descriptive qualitative method. according to sugiyono (2020), the qualitative research method is postpositivism or interpretive method, used to research on natural object conditions, where researchers are as critical instruments, data collection techniques are carried out in a joint triangulated observation, interview, documentation), data obtained tends to qualitative data, data analysis inductive/qualitative, and qualitative research results are to understand the meaning, understand the uniqueness, construct phenomena, and hypothesis. qualitative research aims to understand phenomena from a participant's point of view, social, and institutional context with the primary objective of explaining a problem but generating generalizations (anggito & setiawan, 2018). in this study, researchers wanted to get an overview of the formation of self-reliance on children aged 5-6 years through the studentled conference (slc) method at the perintis nature school rancaekek subdistrict, bandung regency. therefore, researchers use descriptive qualitative research types. the data collected is in the form of words that describe the conditions in the field as they are. this research was conducted at the pelopor nature school of rancaekek subdistrict, bandung regency. the study subjects were children aged 5-6 years totaled 15 children and two teachers. data collection techniques through observation, interviews, and documentation. while in the field, researchers analyzed data using miles and huberman models. according to miles and huberman in sugiyono, (2020) explained the techniques of analyzing data ranging from data hermawati, rohaeni, nurhayati, ansori, implementation of the student-led conference method to develop children's self-reliance 76 plan, data presentation, data reduction, and concluding, in the form of interaction with data collection as a cyclical process. data analysis has four flows: data collection, data reduction, data presentation, and conclusion/verification.. results and discussion results this research was carried out at the pelopor nature school of rancaekek subdistrict, bandung regency. this study aims to describe the establishment of self-reliance of children aged 5-6 years through the student-led conference (slc) method in the pelopor nature schools of rancaekek subdistrict, bandung regency. implementation of student-led conference method based on the findings in the field, the implementation of the student-led conference (slc) method in the pelopor nature school of rancaekek subdistrict, bandung regency, is carried out every day after the core learning activities, namely in recalling activities and peak theme activities as a report on children's development achievements to parents. based on the interviews with the teachers of perintis nature school, in the recalling activities, all children who have completed the task or made the work on that day, the children are asked to present their work. no specific measures were taken at the time of the recall. nevertheless, the teacher said the recalling activities as an evaluation and appreciation to the children who have completed their duties. in the recalling activity, the children sat in a semicircle, and the teacher asked the children about the impression after doing the learning activities that day. then the teacher asked one of the children to choose the children's work that he had made to be presented. then the child chooses the work that he has made and which he thinks is engaging or has its meaning for the child. furthermore, children present their work usually begins with the name of the children's work made, then mentions the materials and tools used, then tells how to make it. all children have their turn to present their work that day. while the student-led conference (slc) method, carried out at the top of the theme activities as a report on development achievements to parents. in this activity, the teacher mentioned that teachers, children, and parents must do some preparations. the preparation stage. the teacher's preparation is to make a display or set up a class or location used as a place for children's presentations. according to the teacher, for student-led conference (slc) activities at the top of the theme or the end of the semester, the pelopor nature school usually displays a place in the outdoor, this allows teachers, parents, and children to easily communicate, coordinate and collaborate, besides, in this activity parents and children collaborate to create works together. the child will present their work with parents so that it requires a comfortable place, cool air due to the conditions in the outdoors. then the teacher makes a schedule of implementation activities by making an invitation letter to parents to be present during the implementation. the task of children in preparing for the student-led conference (slc) is to arrange their work for one semester in the form of portfolio or in the form of work. of course, teachers are involved in this preparation. this preparation is done 2 or 3 days before the implementation begins with consideration so that teachers and children are not busy during the implementation. hermawati, rohaeni, nurhayati, ansori, implementation of the student-led conference method to develop children's self-reliance 77 the implementation stage. according to the teacher, parents gather in the area where the child will present his work at the implementation stage. the child is then called to the stage and chooses one of the children's work for one semester to be presented. parents listened to their children who are presenting their work. parents can also ask questions to the child. parents and teachers gave encouragement and appreciation after the completion of the presentation. based on the interviews with teachers, there are some obstacles in student-led conference (slc) activities, which is that children do not want to appear in front. the solution done by the teacher is the teacher helps the child by positioning himself as a teacher who wants to join the child, not the child who has to follow the teacher who seems pushy. besides, another obstacle that is often faced is when in front, the child is just silent. the solution provided by the teacher is to stimulate the child with some questions so that the child will explain. previously, children were motivated and appreciated in advance with questions that lured them to answer the teacher's questions. then the teacher directs the question to the work that the child will present. the teacher also mentioned that not all children can present their work at the beginning, especially children who still do not have confidence. children who have barriers to speech include quiet children. therefore, teachers help children by motivating through questions that provoke children to reveal or present their work. child's self-reliance based on interviews with parents about the child's self-reliance, parents say that before the child enters the pelopor nature school, the child is still spoiled, hard to share, hard to apologize, unruly, shy, and doesn't want to be far from the mother. some of the reasons parents send their children to perintis nature school are locations that follow the child's characteristics, good facilities, and educating children to be independent, fun learning activities. parents say that at the height of their theme activities, they are always invited to report on children's developmental achievements. according to parents in this reporting activity, children present their work for one semester by choosing one of their work and presenting the child to their parents. parents are pleased to see the progress the child has made. according to them, with such reporting, children become very confident, children become independent and dare to perform in front of others, and feel proud of their work. discussions based on interviews, observations and documentation, researchers will discuss the studentled conference (slc) approach to children's independence in the pioneer nature school of rancaekek subdistrict, bandung regency. implementation of the student-lead conference method perintis nature school conducts the student-led conference (slc) method every day after the core learning activities, namely by recalling and reporting child development achievements to parents at the end of the semester. in recalling activities, teachers do not prepare specific steps related to the student-led conference (slc) method because, in this condition, teachers evaluate the results of children's activities spontaneously and are evaluations at the end of daily learning. in contrast to the student-led conference (slc) method used at the end of the semester to report on the achievements of children's development over one semester, at the end of the semester, teachers involve parents and hermawati, rohaeni, nurhayati, ansori, implementation of the student-led conference method to develop children's self-reliance 78 children so that parents can learn about the progress of children's development in real time. in addition, children can demonstrate the abilities that have been achieved during the semester. this is supported by haryati's statement (2019) the aim of the student-led conference (slc) is 1) to bring the learning process in the classroom and at school in line with the communication aspects that occur at home and at school, 2) to make parents understand how to help their children succeed at school, and 3) so that children can certainly excel because they have clear learning objectives and believe that teachers and parents always have a way to support their success. it is in line with hackmann (1996) that the primary purpose of student-led conferences is to encourage students to take personal responsibility for reporting their academic progress to their parents. the use of the student-led conference (slc) method performed at the end of each lesson at alam perintis school and at the end of the semester affects children's independence. the child who initially lacked confidence, shy, spoiled, the student-led conference (slc) method, turned him into a child who had high confidence, dared to appear in front of others, and did not depend on others to be responsible for his duties. this is in line with what rizkyani et al. (2019) said, how teachers and parents believe that the child's self-reliance is essential for the child to develop because, with it, the child can do everything on its own and not depend on others. in the meantime, morrison (2012) has revealed that self-reliance itself means the child's ability to do the task on its own, to take care of himself, and to start the project without always having to say what to do. conclusions on the basis of this study in sekolah alam perintis kecamatan rancaek bandung regency, it can be concluded that the implementation of the student-led conference (slc) method at the end of day-to-day learning and reporting on child development in parents has resulted in the independence of children from children who have confidence, dare to perform in front of others and feel proud of their work. references anggito, a., & setiawan, j. (2018). metode penelitian kualitatif. jejak. chaerunnisa, y. (2019). kemampuan public speaking siswa dengan menggunakan metode student led conference (slc) di sekolah dasar islam (studi kasus sd islam dian didaktika). universitas pembangunan nasional “veteran” jakarta. dpr, r. (2003). undang-undang republik indonesia nomor 20 tahun 2003 teundang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional, pub. l. no. bab ii, pasal 3, 1 (2003). www.hukumonline.comntang sistem pendidikan nasional. 1–21. hackmann, d. g. (1996). student-led conferences at the middle level: promoting student responsibility. nassp bulletin, 80(578), 31–36. https://doi.org/10.1177/019263659608057805 haryati, t. (2019). student led conference (slc), apa sih itu. morrison, g. . (2012). dasar-dasar pendidikan anak usia dini. indeks. mulyasa. (2012). manajemen paud. pt. remaja rosakarya. palil, n., & yuniro. (2019). student led conference. the naff. rizkyani, f., adriany, v., & syaodih, e. (2019). kemandirian anak usia dini menurut pandangan guru dan orang tua. 16(229), 121–129. hermawati, rohaeni, nurhayati, ansori, implementation of the student-led conference method to develop children's self-reliance 79 https://doi.org/10.17509/edukid.v16i2.19805 sugiyono. (2020). metode penelitian kualitatif (s. y. suryandari (ed.); ke-3). alfabeta. susanto, a. (2016). pendidikan anak usia dini (b. aksara (ed.)). west, k. l. (2017). teacher perceptions and benefits of student-led conferencing in southern and central illinois elementary schools. yamin, m. (2013). panduan pendidikan anak usia dini. gunung persada press group. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 306 parent involvement in instilling social care attitudes to early childhood through the friday blessing program cipta rumsari1, sri nurhayati2 1, 2 ikip siliwangi – cimahi – jawa barat – indonesia 1 nengcipta@gmail.com received: agustus, 2020; accepted: september, 2020 abstract this research aims to describe parents' involvement in instilling social care attitudes to early childhood through the friday blessing program at paud mawar kota bandung. the data collected in this study uses semi-structured interview techniques, participatory observations, and documentation studies. the method used is descriptive with a post positivistic approach with a simple research design. this study's respondents were a paud principal, two tutors, and two parents of paud mawar students selected purposively. the results showed that parental involvement as a supporter, social agent, and streamline the program. while the factors inhibiting parental involvement are the busyness of parents and the lack of awareness of the importance of parental involvement in early childhood education programs. friday blessing program in instilling social care in children is already underway judging by the participation of parents of students who participate in every activity carried out from preparation to implementation. children's social care is instilled in a way that, together with parents and teachers, donate the dhuafa in the friday blessing program. keywords: parent involvement, social care attitudes, early childhood abstrak penelitian ini bertujuan mendeskripsikan tentang keterlibatan orangtua dalam menanamkan sikap peduli sosial kepada anak usia dini melalui program jumat berkah di paud mawar kota bandung. pengumpulan data dalam penelitian ini menggunakan teknik wawancara semi terstruktur, observasi partisipatif dan studi dokumentasi. metode yang digunakan adalah deskriptif dengan pendekatan post positivistik simple research design. responden penelitian ini adalah seorang kepala sekolah paud, dua orang tutor dan dua orang orangtua siswa paud mawar yang dipilih secara purposif. hasil penelitian menunjukkan bahwa keterlibatan orang tua sebagai pendukung, agen sosial, dan memperlancar program. sedangkan faktor penghambat keterlibatan orangtua adalah kesibukan orangtua serta kurangnya kesadaran akan pentingnya keterlibatan orangtua dalam program pendidikan anak usia dini. program jum’at berkah dalam menanamkan kepedulian sosial kepada anak sudah berjalan dilihat dari partisipasi orangtua siswa yang ikut terlibat dalam setiap kegiatan yang dilaksanakan mulai dari persiapan hingga pelaksanaan. kepedulian social anak ditanamkan dengan cara bersama-sama memberikan bantuan kepada dhuafa yang menerima bantuan dalam program jumat berkah. kata kunci: keterlibatan orangtua sikap peduli sosial, anak usia dini how to cite: rumsari, c & nurhayati, s. (2020). parent involvement in instilling social care attitudes to early childhood through the friday blessing program. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 306-312. introduction the early childhood education program is a basic education level that can develop children's potential through stimulation from home. the first educational foundation for children in families with a continuation to strengthen early childhood education in the sensitive period or golden age is realized through the early childhood education, one of which is paud. a sensitive period in children should be utilized as best as possible through early childhood rumsari & nurhayati. parent involvement in instilling social care attitudes to early childhood throughthe friday blessing program 307 education (paud). paud is done to aid physical and spiritual growth and development on formal, informal, and informal paths. the implementation of education is a shared responsibility between parents, the community, and the government. the law of the republic of indonesia number 20 of 2003 on the national education system in chapter xv article 56 states that the community plays a role in improving the quality of education services through the board of education and school committees/ madrassas. citizen participation is also fundamental in a democracy, and this is the foundation of parenting and community involvement in education. the importance of the role of parental involvement in preparing their child is stated in retnaningtyas research (amini, 2015), which states that parents who are involved in parenting in kindergarten will strengthen the parent's relationship with the child, parents will gain additional knowledge about the child's growth when the parent participates in routine activities in the child's school and can apply his new knowledge when educating his child at home. concerning the impact of parental involvement, research from henderson and mapp (amini, 2015) states that when it comes to parental engagement with the quality of the school, there are two points of research conclusion as follows: (1) schools that work well with parents can improve teacher morale, and get higher assessments from parents, (2) schools whose parents are involved have better support and reputation in the community. children who are in the developmental stage are not only intellectual, or language that develops but emotions and behaviors will develop because basically, the development tends to be more qualitative and related to the maturation of the function of the individual organs, emotions, and behaviors that will shape the character of a child (izzati, 2008). each child's emotions and behaviors will be different, depending on the influence of the child's experience and environment. it is in this character development that the government also does not stay silent in taking over. through the world of education, the government tries to help the child develop the primary character he has. one of the children's characters that must be developed in the world of education is social care. the character of social care is fundamental to develop early on in the child. according to narwanti (2011), social care is an attitude and action that always wants to assist others and communities in need. attitudes and actions that always want to provide assistance need to be developed in children, especially early childhood. attitudes and actions that reflect social care need to be developed so that the child does not have negative traits such as indifferent, individualism, stupid times, to social problems, picky friends, and fading gotong royong culture. paud mawar, located in bandung, is an effort to develop children's social care and facilitate the involvement of parents of students making the friday blessing program. the program is sharing food every friday to people around the school. this activity is carried out together by children, parents, and teachers. rumsari & nurhayati. parent involvement in instilling social care attitudes to early childhood throughthe friday blessing program 308 parents’ involvement according to akbar (2017), parental involvement is significant because parents greatly influence the child's success, where the parents in the child's education will engage in homework activities, giving the child various opportunities to observe and learn from the model provided by the parents. parental involvement also gives children a sense of security and connection. especially as children get older, parental involvement informs that children are critical to parents. the common objectives of family involvement in the implementation of education are explained in article 2 according to the directorate of family education development (2017), namely: (1) increasing care and shared responsibility between education units, families, and communities towards the implementation of education, (2) encouraging the strengthening of child character education, (3) increasing the family's concern for the education of the child, (4) building synergy between academic units, families, and communities, (5) realizing a safe education unit environment, comfortable and pleasant. types of engagement according to morrison (2012) state that there are six types of engagement that schools can emphasize in partnership with parents, namely (1) type of parenting knowledge and skills, (2) communication between home and school, (3) volunteering in school and the community, (4) home learning (5) decision making, (6) collaborating with the community. social care there are about 18 characters proposed by the government to be developed in children. one of the most important characters that need to be developed in a child is a social care character. according to listyarti (2010), social care is an attitude and action that always wants to assist others and communities in need. while according to the paud study center of the research institute universitas negri yogyakarta (2009), social care or caring for others is an attitude of children who can understand others' condition according to their views. understanding this attitude should be with exercises in the way the child is faced with real citations. in social care, students are expected to develop attitudes and actions that always want to assist others. according to s. nasution (budiyanto, 2016), this social care character needs students as supplies to live in their social environment. the most crucial social element is human interaction. the most feared thing when interacting with other students is that the child's friends will tend to choose one group of friends or choose a friend who is one of the top class just wanting to be friends with a child who is one of them. furthermore, those who have low incomes are ashamed and reluctant to be friends with the higher class. method in this study, researchers used descriptive methods with a simple research design approach. sugiyono (2017) argues that descriptive research methods are research methods based on postpositivist philosophy used to research natural objects (as opposed to experiments) wherein this study, researchers as a critical instrument. furthermore, data collection techniques use interview, observation, and documentation studies techniques. data analysis is done using triangulation. according to miles and huberman (sugiyono, 2017), activities in qualitative data analysis are conducted interactively and continuously until complete, so that the data is saturated. activities in data analysis are data reduction, data display, and data conclusion or verification. the collection of data sources for respondents is done purposively with specific considerations and objectives by being done randomly or randomly (sugiyono, 2017). as for the respondents in this study, there was one principal, two class teachers, and two parents because the person rumsari & nurhayati. parent involvement in instilling social care attitudes to early childhood throughthe friday blessing program 309 involved in this study influenced the study results and according to the science owned by the respondents. the research site was conducted at paud mawar cibeunying kaler bandung. results and discussion result based on the results of interviews conducted by researchers at paud mawar, parents' involvement in the development of social care attitudes through the friday blessing program are as follows: the first interview researchers conducted to the principal with the initial "t," along with the interview "parental involvement in attitude development usually we do by carrying out the parent class activities that the school makes for once a month. besides, the school communicates between parents and the school needs know the child". furthermore, respondent t again explained the child's development after engaging parents in the activities "the development of the child's social attitude develops well after participating in the activities that the school does. the activity is one of the friday programs blessing". respondent t explained the program implementation process that "friday program is voluntary implementation where parents work with other parents to implement it." the friday blessing difficulties in implementation are "when children do not want to participate in activities directly shared to the community in the school environment may be because the condition of the feeling is no longer good." the researcher did the next interview to respondent m as a tutor that "social care attitude development activities conducted by children have been excellent, with the program implemented every friday." furthermore, regarding the development of children, respondent m said that "children have started to change social care attitudes since participating in activities carried out by the school, let alone the school involving parents in every activity. this can also improve the relationship between the child and the parent". the problem felt by the tutor at the time of implementation is, "if the child's emotional or physical condition is not good, they do not want to participate in the activity, and there is also a child who is still shy if not accompanied by a parent." however, the tutor explained the solution to the obstacles faced following the result "the solution we give gifts to children who are passionate and diligent in participating in activities and compact with their parents." the researcher went on to tell the respondent "l" that "attitude development programs have been well done by children, one of the friday program blessing." furthermore, regarding the development of children, "all children have had changes to social care attitudes and engaging parents in friday activities is a blessing to add to the children's changes." as for the constraints, the respondent l said that "the condition of the child if the child is no longer feeling good or sensitive and they do not want to participate in activities because the parent does not accompany them if the parent is not present." respondent m said about the solution to the obstacles is, in a way, "giving gifts to children who are passionate and diligent in participating in activities and compact with their parents." based on the interviews with parents with initials, a obtained findings on the positive impact of the friday blessing program involving parents, among others: "if i think the program is very good. because of the many positive aspects, which i feel, besides of course being able to share with others. thempakmpakkan between parents also gets better, the relationship of parents and mothers, with the children also i think become more solid. maybe it's because of the cooperation that each activity does. furthermore, the same respondent explained about the rumsari & nurhayati. parent involvement in instilling social care attitudes to early childhood throughthe friday blessing program 310 process of people involvement in the friday blessing program, namely "for the concept, every week we raise funds from parents. the amount varies depending on how much his parents want to donate. only the minimum average of rp.5000, the maximum is up to rp.20.000. continue to kencleng children every week is also included in the budget of friday blessing funds." next, respondent a explained the type of parental involvement consists of adjusting menu to the week's budget, conditions, and situation. "for the menu i for picket parents to cook. usually, rice, stir-fry and protein. so about once a friday blessing three parents cook. they cooks at each other's houses and then takes the dishes to school to be wrapped together. the funds are from the money that's been raised. just because it is not mandatory the amount of funds is different. if if it is not possible to cook we replace the menu with snacks such as; lontong, wet pastries and others. one activity requires rice, side dishes, rice paper, plastic spoons, mineral water and crepe to wrap it. if there's any leftovers, we'll keep the funds for the next week." then for the blessing friday program's target, respondent a explained that "the target every week is different, but because it takes the kids. the target is not far from the school environment. usually online motorcycle drivers, scavengers, builders who happen to work in school districts, beggars, angkot drivers have also been, and people who run out friday in mosques near schools. the last thing about obstacles is "there must be a mother. the kids are one of them, yes, because the kids are still active, so when everyone flocks down to the field, they have to pay extra attention. usually mothers and some parents also come to watch. continue from the fund, sometimes there may be parents who forget so with a limited budget must think hard for the selection of menus etc. because i also help as many mothers do, and sometimes be active." the next respondent, d, explained that "the program is very good. because many positive aspects of certainly being able to share with others and parent and tutor relationships, with children also i think it becomes more solid." furthermore, respondent d explained about the concept of activities "the concept is every week we raise funds from parents. the amount varies depending on how much his parents want to donate. only the minimum average of rp.5000, the maximum is up to rp.20.000. continue to kencleng children every week is also included in the budget of friday blessing fund.” image 1: activities of friday blessing rumsari & nurhayati. parent involvement in instilling social care attitudes to early childhood throughthe friday blessing program 311 discussion the results of this study show that parental involvement through social sharing programs in paud mawar has gone well where parents of paud mawar have implemented this type of parental involvement. morrison's type of parental involvement (2012) states that there are six types of engagement that schools can emphasize in partnership with parents, namely (1) type of parenting knowledge and skills, (2) communication between home and school, (3) volunteering in school and in the community, (4) learning at home (5) decision making, (6) collaborating with the community. in addition, the characteristics of involvement in school activities is one of supporting children this is in line with the opinion of tolada (yuliasari, fitria, & zirmansyah, 2019)which states that there are 4 characteristics of parental involvement in their child's education, namely providing support to children in activities, providing additional learning guidance, caring about children's home work and engaging in school activities. the activities carried out by paud mawar are social care activities where the implementation of the activity involves the surrounding community in need as the target of the activity. according to listyarti (listyarti, 2010) social care is an attitude and action that always wants to provide assistance to others and communities in need. furthermore, rosita, nurhayati, jumiatin, rosmiati, &amp; abdu (2020) explained that the attitude of sharing, responsibility, helping each other and interacting with each other in solving a problem is formed from planting cooperative characters that must be trained early on, so that children are used to living together and able to cooperate when they grow up, because humans are social beings that can not be separated from others. furthermore, based on the interview results, there are obstacles in the school activities, one of which is about funding where the funding of activities is charged to parents in the implementation of friday blessings activities. funding is very important in making activities and needs to be taken into account. in the opinion of sukwiaty (yuliasari, fitria, & zirmansyah, 2019) money is one element that can not be ignored. money is an exchange tool and a means of value, the small amount of activity can be measured from the amount of money that is in a company. however, looking at the activities results, it has been seen that parents give a lot of support to the school where the parents' view of the activities can affect the activities carried out in the school. conclusion friday blessing program in instilling social engagement in children has gone well, judging by the participation of parents of students who participate in every activity carried out where parents want to participate in every preparation until implementation. however, to continue to run correctly, the school can seek the application of funds for each program through the submission of proposals. references akbar, z. (2017). program peningkatan keterlibatan orangtua melalui kegiatan seni pada anak usia dini. jurnal sarwahita, 14(1), 53-60. amini, m. (2015). profil keterlibatan orang tua dalam pendidikan anak usia tk. jurnal ilmiah visi, 10(1), 9-20. budiyanto, a. (2016). peran guru dalam mengembangkan kepedulian sosial siswa dalam kegiatan pembelajaran di sekolah dasar. jurnal pendidikan dompet dhuafa, 6(2), 1620. izzati, r. e. (2008). perkembangan peserta didik. yogyakarta: uny press. rumsari & nurhayati. parent involvement in instilling social care attitudes to early childhood throughthe friday blessing program 312 direktorat pembinaan pendidikan keluarga. (2017). peraturan menteri pendidikan dan kebudayaan republik indonesia: pelibatan keluarga pada penyelenggaraan pendidikan. jakarta. listyarti, r. (2010). pendidikan karakter dalam metode aktif, inovatif, dan kreatif. jakarta: esensi. morrison, g. s. (2012). dasar-dasar pendidikan anak usia dini. jakarta: indeks. narwanti, s. (2011). pendidikan karakter. yogyakarta: familia. rosita, t., nurhayati, s., jumiatin, d., rosmiati, a., & abdu, w. j. (2020). using traditional role-play games by adults to nurture a culture of cooperation among children amidst wide-spread engagement in online games within today’s technological society. journal of critical reviews (jrc), 7(7), 183-186. sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional pada bab xv pasal 56. yogyakarta, p. s. (2009). buku panduan program pembelajaran untuk menstimulasi keterampilan sosial anak bagi pendidik taman kanak-kanak. yogyakarta: logun pustaka. yuliasari, h., fitria, n., & zirmansyah. (2019). keterlibatan orangtua dalam progam sekolah di tk raudlatul azhar. ecce (journal of early childhood care and education), 1(2), 28-40. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 10, nomor 1 february 2021, p-issn no. 2252-4738 e-issn : 2580-7692 40 online training on using videodroids and smartphones to increase motivation of sauyunan women farmer's group tita rosita 1 , dede suryaman 2 1,2 program studi pendidikan masyarakat, ikip siliwangi indonesia 1 titapenmas@ikipsiliwangi.ac.id received: january 2021; accepted: february 2021 abstract this study raised the model of online training in the midst of covid 19, which is about using videodroids and smartphones for sauyunan women farmers group that is currently very necessary by all levels of society in the face of covid 19. especially for sauyunan women farmers group to help communication and marketing activities/marketing of agricultural products online and help her daughter's son who is still in school in following online learning in his school in rw 03 sarijadi subdistrict sukasari bandung. this research was conducted for three months, starting from february to june 2020. this activity aims to motivate, increase the knowledge, skills, and awareness of mothers who belong to the group of women farmers sauyunan garden about the use of videodroids and smartphones. in today's globalization era, the development of science is very rapid. with this science's development, humans have succeeded in creating discoveries that can facilitate human beings in all things. these discoveries are one of them in the field of information and communication technology. discoveries in information and communication technology can make it easier for people to communicate and find information, such as mobile phones. a mobile phone is a communication and information tool commonly used by everyone and society to sell products online. keywords: training, videodroid, smartphone, motivation abstrak di dalam penelitian ini mengangkat model pelatihan secara daring ditengah adanya covid 19, yaitu tentang penggunaan videodroid dan smartphone bagi ibu-ibu kelompok wanita tani kebun sauyunan yang saat ini sangat diperlukan oleh seluruh lapisan masyarakat dalam menghadapi covid 19. secara khusus bagi ibu-ibu pengelola kebun sauyunan untuk membantu komunikasi dan kegiatan marketing/ pemasaran hasil pertanian secara online sekaligus dapat membantu putra putrinya yang masih sekolah dalam mengikuti pembelajaran secara daring di sekolahnya yang ada di rw 03 kelurahan sarijadi kecamatan sukasari kota bandung. penelitian ini dilaksanakan selama 3 bulan mulai dari bulan februari sampai dengan juni 2020. kegiatan ini bertujuan untuk memotivasi, meningkatkan pengetahuan, keterampilan dan kesadaran ibu-ibu yang tergabung dalam kelompok wanita tani kebun sauyunan mengenai penggunaan videodroid dan smartphone. di era globalisasi sekarang ini, perkembangan ilmu pengetahuan sangatlah pesat. dengan berkembangnya ilmu pengetahuan ini, manusia telah berhasil menciptakan penemuan-penemuan baru yang dapat mempermudah manusia dalam segala hal. penemuan-penemuan tersebut salah satunya dalam bidang teknologi informasi dan komunikasi. penemuan-penemuan dalam bidang teknologi informasi dan komunikasi dapat mempermudah manusia dalam berkomunikasi dan mencari informasi, contohnya adalah handphone. handphone merupakan alat komunikasi dan informasi yang lumrah digunakan oleh semua orang dan masyarakat untuk penjualan produk secara online. rosita & suryaman, online training on using videodroids and smartphones to increase motivation of sauyunan women farmer's group 41 kata kunci: pelatihan, videodroid,smartphone, motivasi how to cite: rosita, t. & suryaman, d. (2021). online training on using videodroids and smartphones to increase motivation of sauyunan women farmer's group. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (1), 40-46. introduction the issue of mobile phones has become an international and national issue that requires severe treatment. on the one hand, mobile phones are beneficial and very helpful as a means of communication and a tool of information for human life. the most important thing to note in using a mobile phone is the time and use according to its function. it is necessary to set the right time to use mobile phones for both certain hours of use and the period (duration) of use. using a mobile phone, especially when it comes to exchanging short messages (sms), is not done in study times and is not done in a long time, so it will not confiscate, take and ignore the learning time. besides, using mobile phones and smartphones should be used as necessary by the needs of users. mobile phones are not used excessively because it can bring negative impacts to users. in today's globalization era, the development of science is very rapidly developing. human beings have succeeded in creating innovations or discoveries that can facilitate human beings in everything with scientific development. these discoveries are one of them in the field of information and communication technology. discovery in the field can make it easier for people to communicate and find information. one example is a mobile phone (smartphone). smartphones come from the english language of smart and phone, which means smartphone. the smartphone is a mobile phone that has the same usage capabilities and functions as a computer. smartphones are a communication tool that almost everyone has. smartphones are now a necessity for many people. not only from adults or upper-middle-class workers, now many young people use it. there are various groups that use smartphones. starting from grandparents, maternal fathers, adults, students, and students, junior high school students. not only professionals but even elementary school students are also familiar with smartphones. however, the ease of communicating and searching for information is precisely abused by most people, especially teenagers. in this case, mothers who joined the group of women farmers, sauyunan garden farmers who everyday struggle in agriculture (urban farming), mobile phones are the essential need for them, where to market newly harvested vegetables to the community is whats app in the group. videodroid training is expected to add insight, knowledge, and skills and motivate mothers to learn business through smartphones. and not only selling vegetable crops, but they can market processed agricultural products online to increase income and have the additional business. also, currently faced with problems that occur in our country with the presence of covid 19 various activities/activities in the community is restricted, learning in schools is done online this becomes a timeconsuming job for mothers whose daughters are still in school where communication tools such as hp android and smartphones become a top priority in today's life. rosita & suryaman, online training on using videodroids and smartphones to increase motivation of sauyunan women farmer's group 42 literature review concept training training is the act of improving an employee's skills to do a particular job, and thus it is a process of learning a sequence of behaviors programmed to do that particular. training is defined as a variety of initial efforts to develop the workforce's performance on the job it is in or is related to its work. this usually means making specific or specific changes in behavior, attitudes, skills, and knowledge. moreover, in order for training to be practical, training must include learning experiences. training must be an organizational activity planned and designed in response to identified needs. bernardin and russell (1998:172). benefits of training the goal of training is for employees to master knowledge, skills, and behaviors emphasized in training programs and apply them to their day-to-day activities. this means that the purpose of training is to master the knowledge, skills, and behavior emphasized in training programs and be applied in the daily activities of employees. training also has a significant influence on the development of the company. some of the benefits of training organized by the company presented by noe, hollenbeck, gerhart, wright (2003), namely: 1. increase employees' knowledge of culture and outside competitors, 2. helping skilled employees to work with new technologies, 3. helping employees to understand how to work effectively in teams to produce quality services and products, 4. ensuring that the company's culture emphasizes innovation, creativity, and learning, 5. ensuring safety by providing new ways for employees to contribute to the company at a time when their work and interests are changing or at a time when their expertise is absolute, 6. prepare employees to accept and work more effectively with each other, especially with minorities and women. concept of android android is an open-source software platform for mobile devices. android contains operating systems, middleware, and basic applications. android provides an open platform for developers to create apps. the android os base is a linux 2.6 kernel that has been modified for mobile devices. as for the definition of android, according to some experts spelled out as follows: 1. according to teguh arifianto (2011: 1), android is a mobile device on the operating system for mobile phones based on linux. 2. according to hermawan (2011: 1), android is a mobile os (operating system) that grows in the middle of other os that is developing today. other os such as windows mobile, iphone os, symbian, and many more. however, the existing os runs by prioritizing self-built core applications regardless of third-party applications' considerable potential. therefore, there are limitations of third-party applications to obtain mobile phones' original data, communicate between processes, and the limitations of distribution of third-party applications for their platforms. 3. android, according to nazaruddin (2012: 1), is an operating system for mobile phones based on linux. android provides an open platform for developers to create their apps for mobile use. rosita & suryaman, online training on using videodroids and smartphones to increase motivation of sauyunan women farmer's group 43 android is commonly used on smartphones as well as tablet pcs. it functions the same as the symbian operating system on nokia, ios in apple, and blackberry os. published initially as google inc. buy android inc., which is a newcomer who makes software for mobile phones/smartphones. then to develop android, the open handset alliance was formed, a consortium of 34 hardware, software, and telecommunications companies, including google, htc, intel, motorola, qualcomm, t-mobile, and nvidia. at the time of its release on android, november 5, 2007, android and the open handset alliance supported open-source development on mobile devices. on the other hand, google releases android codes under the apache license, a software license, and an open mobile device platform. in this world, there are two types of android operating system distributors. the first is the one that gets full support from google or google mail service (gms), and the second is the one that is entirely free to distribute without google's direct support, otherwise known as open handset distribution (ohd). around september 2007, google introduced the nexus one, a smartphone that uses android as its operating system. the phone was manufactured by htc corporation and was available on the market on january 5, 2010. on december 9, 2008, it was announced that new members were joining arm holdings' android work program, atheros communications, manufactured by asustek computer inc, garmin ltd, softbank, sony ericsson, toshiba corp, and vodafone group plc. following the formation of the open handset alliance, oha announced their first product, android, a mobile device that is a linux kernel modification 2.6. since android was released, there have been various updates in bug fixes and the addition of new features. the advantage of the android operating system itself is that it provides an open-source platform for developers to create millions of their applications that will later be used for various mobile devices for the current android operating system with the latest version is version 6.0 lolly pop. 2.1.3 smartphone feature criteria in smartphones there are selected criteria. concept of smartphone smartphone (smartphone) is a mobile phone that can use and function that resembles a computer, and an example of the benefits of smartphones from the software side is the availability of data access services. every smartphone can utilize this service to allow its users to connect with internet connectivity at any time wherever they are. data access service on smartphone is useful for browsing, email, chating to post. the next example benefits in terms of the number of applications available on a smartphone. smartphone (smartphone) is a device that is used to do sms, receive and answer calls only, the presence of application centers on every smartphone, then smartphones (smartphones) can now be used as a support for business, learning facilities and entertainment or gaming facilities. [http/en.m.wikipedia.org/wiki/ponsel_cerdas] [1] 2.1.1 understanding smartphones according to gary b, thomas j & misty e, 2007, smartphones are internet-enabled phones that usually provide personal digital assistant (pda) functions, such as calendar functions, agenda books, address books, calculators, and notes. smartphones are mobile phones that have a high level of ability, sometimes with functions that resemble computers. no factory standard determines the meaning of smartphones. for some, smartphones work using all operating system software that provides standard and fundamental relationships for app developers. for others, the smartphone is just a phone that presents advanced features such as email, internet, and the ability to read e-books, or there is rosita & suryaman, online training on using videodroids and smartphones to increase motivation of sauyunan women farmer's group 44 a vga connector. in other words, smartphone is a small computer that has the capability of a phone. concept of motivation the term motivation comes from the word motivation and is closely related to the term motive. the two terms are two inseparable things but still distinguishable. motive means encouragement or will that causes the emergence of a kind of force for a person to do, act or behave (s. dirgagunarsa, 2007: 92) sardiman a.m. (2007: 73) expresses the understanding of motives as follows: "the word motive, interpreted as an effort that encourages a person to do something. motive can be interpreted as the driving force from within and within the subject to carry out certain activities to achieve a goal. even motive can be interpreted as an internal condition (preparedness)". similarly, m. ngalim poerwanto (2007: 69) opinion gives the understanding that, 'motive is everything that encourages a person to act to do something'. method research conducted by the author using a qualitative approach with descriptive study method, qualitative research is a method that focuses on the current problems. this is by the opinion of winarno surakhmad (2002:117), who suggested that descriptive methods have the following characteristics: 1. focusing on solving problems that exist today, on actual problems, as is the case with covid 19, all community activities are carried out online. 2. the data collected is first compiled, explained, then analyzed (because this method is often called the analytical method). based on the above opinion, the author uses descriptive methods to describe the conditions of online video droid and smartphone training for members of the sauyunan garden farmer women's group in rw 03 sarijadi subdistrict sukasari bandung. this research was conducted in the rw 03 kelurahan sarijadi sukasari sub-district of bandung. the research subjects were mothers and a small number of fathers who belonged to the group of women farmers sauyunan garden as many as 30 people. a study requires data and information that will be useful for problem-solving materials found in the study. data collection techniques used in this research are: interviews, interviews were conducted with residents of rw 03 and the village apparatus of sarijadi, sukasari subdistrict, bandung. this interview was conducted to obtain information about the factors that encourage and inhibit the implementation of videdroid and smartphone training online to help mothers solve the problems faced today with the wfh and help their daughters in following online learning. 2 observation, the purpose of the observation technique in this study was to observe the training steps online in rw 03, sarijadi subdistrict, sukasari, bandung. 3 questionnaire, which collects data through a series of written questions compiled and disseminated to obtain information or information of respondents on the problem being studied. prof. dr. s. nasution. m.a. in the research method book: 178 says that: "questionnaire is a list of written questions used to obtain specific information from respondents who sometimes scattered their residence. in the preparation of this poll can be closed, open can also be with a combination of cover and open. 4 literature studies, literature studies are "a technique for obtaining theoretical data to obtain the opinions of experts and theorists through reading sources" (bohar soeharto, 2007:194). literature study techniques in this study were conducted by studying/reading various literature sources that have to do with the purpose and problems studied. this technique is expected to obtain concepts and related theories and can rosita & suryaman, online training on using videodroids and smartphones to increase motivation of sauyunan women farmer's group 45 be used as the basis of this writing to link theory and research objectives. and 4 documentation studies, the documentation study in this study was chosen as a tool to obtain the written data needed to complete the research data, namely by reading, studying, reviewing, and studying documents related to the problem being studied, such as the general description of the area studied, population composition, education level and so on. results and discussion before the sauyunan garden farmer women's group online training, to market agricultural products using only whats app (wa), fb, and ig. because most mothers are mostly housewives. with the training to use videodroids and smartphones, this opens a vast opportunity for mothers to take advantage of their hand phones in the field of business and help the problems that arise with the covid 19 pandemics that are currently hitting the population around the world, especially helping her daughter's son who is still in school desperately needs help from parents to accompany him in learning online. it turns out that the training results have a positive impact and are very beneficial so that mothers in marketing agricultural products and food processing from sauyunan garden products are much helped in various daily activities. based on the results of monitoring and evaluation of training conducted at the end of each activity, the following description is obtained: at the meeting in the first month held for 3 (three) days, the trainees get various information through lectures, online question, and answer. based on the monitoring, there are still many who are confused to join by using the zoom, so that participants are divided into groups and guided by the committee of each group. in the second stage of this online training for three online meetings, participants have been assigned the task of creating a zoom app, google classroom, and creating their email, with monitoring from the trainer/instructor. some participants still have difficulty and confusion about applying it, so they must always be accompanied. at the final meeting, the participants and instructors came face-to-face and were evaluated to try to make various applications directly individually and tested in training activities. conclusions from it training activities with video droid and smartphone utilization materials for mothers who joined the sauyunan garden farmer women's group. it can be concluded that this training positively impacts housewives, significantly to help accompany their children who are studying online. also, mothers can try to market the harvest from the sauyunan garden in fresh vegetables from the garden online to each rt citizen. market self-processed food products from sauyunan garden crops online and cooperate with schools close to kwt locations. from the training result, the mothers became more enthusiastic by frequently having discussions through zoom in solving the problems faced in managing sauyunan women farmers group. rosita & suryaman, online training on using videodroids and smartphones to increase motivation of sauyunan women farmer's group 46 references arduino, retrieved juni, 2014, from http://arduino.cc/en/guid (exp-tech (2014, juni). data sheet ds1307. dokumen pdf. [online] http://www.exp-tech.de/service/datasheet/hc-serial-bluetooth-products.pdf http://fisika.fkip.unsyiah.ac.id/2012/11/proteksi-motor-listrik-untuk-mencegah.html motor dc (2015, juli) from http://elektronika-dasar.web.id/teori-elektronika/jenisjenismotor-listrik/ abraham h. maslow (2008), motivasi kepribadian, jakarta : pustaka birman pressindo deni darmawan,s.pd.,m.si.dr (2012).pendidikan teknologi informasi dan komunikasi. pt remaja rosdakarya laird, dugan. (2005). approaches to training and development. second edition. addisonwesley publishing company rossett, allison & w. arwady, joseph. (2007). training needs assesment. educational technology publications englewood cliffs, new jersey 07632 safaat, n. “android, pemograman aplikasi mobile smartphone dan tablet pc berbasis android”. bandung: informatika bandung, 2011. sudjana, d., (2009), metoda dan teknik pembelajaran partisipatif, bandung, nusantara press. unesco, (2003), appeal training material for continuing education personnel (atlpce). continuing education: new polices and directions werner j. severin & james w.tankard,jr(2011).teori komunikasi: sejarah, metode&terapan.addison wesley longman, inc empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 122 computer training as a learning supplement paket c in pkbm saudara sejiwa district of dayeuhkolot aneu liana dewi pkbm sumber arum, bandung jawa barat indonesia aneuliana08@gmail.com received: juni, 2020; accepted: september, 2020 abstract the background of conducting this research is the need to strengthen the attractiveness of learning that can foster the learning appeal of pkbm saudara sejiwa in learning paket c. the purpose of this study was to find out how computer training as a supplement to paket c learning in the pkbm saudara sejiwa. the theoretical study used is the theory of out-of-school education, pkbm theory, equality theory, training theory, and learning theory. researchers used qualitative descriptive methods to interview and observation techniques to obtain information from informants. the researcher took a random sample of one pkbm manager on the grounds that the manager's role affected the conditions in pkbm, one pkbm tutor, and three pkbm students pkbm saudara sejiwa because tutors and learners were directly involved in the computer learning process. the results of the research at pkbm saudara sejiwa is that computer training as a supplement to learning the paket c of pkbm saudara sejiwa has been running well, seen from the benefits and encouragement of students to participate in training activities, although constrained by the division of time between training and student work. conclusion this study is that computer training as a supplement to paket c learning at pkbm saudara sejiwa has been running as it should or according to the needs of students. seen from the number of graduates who are unemployed. computer training is a good learning supplement because, computer training is part of the process of learning and the principles of training are developed into learning for paket c students at the pkbm saudara sejiwa. keywords: computer training, learning, pkbm. abstrak latarbelakang melakukan penelitian ini adalah perlunya penguatan daya tarik pembelajaran yang bisa menumbuh kembangkan daya tarik belajar pkbm saudara sejiwa dalam pembelajaran paket c. kajian teori yang digunakan adalah teori pendidikan luar sekolah, teori pkbm, teori kesetaraan, teori pelatihan, dan teori pembelajaran. peneliti menggunakan metode diskriptif kualitatif dengan teknik wawancara dan observasi untuk mendapatkan informasi dari narasumber. peneliti mengambil sampel secara random satu orang pengelola pkbm dengan alasan bahwa peran pengelola berpengaruh terhadap kondisi di pkbm, satu orang tutor pkbm, dan tiga orang warga belajar pkbm saudara sejiwa karena tutor dan peserta didik terlibat langsung dalam proses pembelajaran komputer. hasil penelitian di pkbm saudara sejiwa adalah pelatihan komputer sebagai suplemen pembelajaran paket c pkbm saudara sejiwa sudah berjalan dengan baik dilihat dari manfaat serta dorongan para peserta didik mengikuti kegiatan pelatihan walaupun terkendala waktu antara pelatihan dan pekerjaan peserta didik. kesimpulan penelitian ini yaitu pelatihan komputer sebagai suplemen pembelajaran paket c di pkbm saudara sejiwa sudah berjalan sebagaimana mestinya atau sudah sesuai dengan kebutuhan warga belajar. terlihat dari jumlah lulusan warga belajar yang tidak menganggur. pelatihan komputer menjadi suplemen pembelajaran yang baik karna, pelatihan komputer merupakan bagian dari proses dalam sebuah pembelajaran serta prinsip pelatihan yang dikembangkan menjadi pembelajaran untuk warga belajar paket c di pkbm saudara sejiwa. kata kunci: pelatihan komputer, pembelajaran, pkbm dewi, a.l. computer training as a learning supplement paket c in pkbm saudara sejiwa district ofdayeuhkolot 123 how to cite: dewi, a.l. (2020). computer training as a learning supplement paket c in pkbm saudara sejiwa district of dayeuhkolot. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 122-129. introduction human beings have equal rights to obtain education, whether formal, informal or even informal education. in indonesia, education is very seriously considered by the government, because education itself has an important and strategic role to create the nation's successor generation. the distribution of national education with good quality should be given to the whole community. thus, people who are unable to continue their education in formal education or in the school line should be able to continue their education on a non formal path. non-formal education has an education unit, the education unit, among others, the course and training institute (lkp), training institutions, community activities center (pkbm), the taklim assembly and the last one is a unit of similar education. coombs (kamil, 2012) gives the definition of school outside education is an organized and systematic educational activity, beyond formal education pathways with the aim of serving certain learners independently and having extensive learning. outside school education that has a broad objective will be achieved through the programs that are in it. the program is among the program equality c. in west java according to kemendikbud (putri, 2019) is a province with the most non-formal education unit, pkbm there are 1,784 institutions that actively register student data to the system dapodik. the center for community learning activities (pkbm) is an educational institution built with the idea of the awareness of the importance of education to the community in the process of development of informal education. (hidayatulloh, 2019). through pkbm will be able to improve education in indonesia through nonformal pathway. in the pkbm, there is a package equality program c, the equality of paket c is held in hopes that the community will be entitled to a compulsory study of 9 years, especially for children who dropouts. in addition, all graduates from paket c equality are given skills to be utilized to open business opportunities or can work properly. the pkbm saudara sejiwa in the student paket c has one of the training given to the students, training in the form of computer training. abdurrokhman ginting (koswara, 2014, hal. 43) states that training is a learning process in order to master new skills, knowledge and attitudes of a person in order to do the work at this time a responsibility or even later will be a hashtag as part of the development of individuals or organizations in which he works. computer training is chosen in hopes that the students can have a life skill or skill that is appropriate to the development at this time where they must be required to use the computer during learning or work. at pkbm the computer training brother is well-scheduled, students are staying in the training. however, participants are sometimes still not able to attend the training properly. whereas computer training in pkbm is one of the ways or strategy manager in improving student learning. the study of paket c organized by pkbm saudara sejiwa looked at the learning process in the learning community, someone will be said to learn when there is a change in behavior in a person that is usually permanent. dewi, a.l. computer training as a learning supplement paket c in pkbm saudara sejiwa district ofdayeuhkolot 124 theoritical review non formal education an informal education is a relatively different education with a formal education that has its own system, principles, and paradigms. (sudjana, 2010, hal. 15) the function of the school outside education in order to achieve its objectives, (m. kamil, 2012): 1) develop the religious and temporal values of citizens studying on the basis of their abilities. 2) copyright, flavor. and karsa citizens learn to be developed so that citizens learn more creatively, can understand the environment, and have a sense of self-actualization. 3) facilitate citizens to learn to develop cooperation and active participation to fulfill their needs and need of society. 4) develop a critical way of thinking and acting in community 5) develop attitudes and moral, social responsibility, cultural plastron, and participation in the change of society. in addition to having the function, the outside school education or pls also has a goal, according to hamijoyo (kamil, 2012) stated that the purpose of pls is as a problem solver for education, both for those who have never been schooled, or to who have been or failed the school, and to provide practical attitudes, skills, and knowledge that are relevant to the needs of his life. public learning activities center (pkbm) the center for community learning activities (pkbm) is an educational institution built with the idea of the awareness of the importance of education to the community in the process of development of informal education. (hidayatulloh, 2019). according to the ministry of national education (irmawati, 2017) compressed pkbm is a unit of informal education that was established based on the needs of the community and there are several programs of community learning activities on the basis of initiative of, by and for the community. programs conducted in pkbm include: 1) early childhood education (paud), 2) education equality, 3) literacy education, 4) empowerment of women, 5) education of life skills, 6) skills of keja, 7) youth education, 8) development of cultural reading, 9) and other informal education. the objectives of pkbm according to sihombing and gutama (irmawati, 2017) can empower the community to be independent, to improve the quality of life of the community, raise awareness of fellow communities in the vicinity. equality education the education of the military has an understanding as one of the pathways of education outside school with a standard of competency of graduates that are equivalent to pkbm, but the content, context, method and approach in order to achieve the competency standards of more graduates provide the concept of applied, thematic, inductive that has to do with the problems that exist and provide training of life skills aimed at work or entrepreneurial. (kaniati & kusmayadi, 2013). according to ella yulaelawati (sondari, hamdani, & nurhayati, 2018) education equality has a level curriculum of education equality with the program paket a, paket b and paket c which is developed based on the following principles: 1) focus on life, 2) diverse and integrated, 3) dewi, a.l. computer training as a learning supplement paket c in pkbm saudara sejiwa district ofdayeuhkolot 125 have a rapid response to scientific development, 4) technology and art, 5) thorough and continuous, 6) and the principle of lifelong learning. training according to edwin b. flippo (kamil, 2012, hal. 3) stated that training is an act of enhancing the knowledge and skills of an employee to perform a particular job. the training according to moekijat (kamil, 2012) has a purpose: 1) as a skill development, in order to get the job done faster and effectively. 2) to develop knowledge, so that the work can be done rationally. 3) as an attitude developer, in order to bring up the desire to cooperate. learning learning is a way for educators to teach students who are learning. (fathoni & dkk, 2015) in learning according to anwar (trisnawati, sudadio, & fauzi, 2017) there are four pillars: 1) learn to acquire knowledge. 2) learn to be able to do our work. 3) learn to be a useful person. 4) learn to be able to live together with others. method the method used in this research is a descriptive method with qualitative approach. according to (sugiyono, 2017, hal. 9) a research method based on post positivism, which is used to examine the object of nature, (as the opponent is an experiment) where the researcher is as a key instrument. data collection techniques using trianguasi (combined) techniques. data analysis techniques according to mules and humberman (sugiyono 2017 hal 246) suggests that activities in the analysis of qualitative data are done interactively and continue continuously until complete, so that the data has been saturated. activity in data analysis is data reduction, data display and conclusion/ verification. the technique of data source retrieval is purposive (sugiyono, 2017, hal. 216) namely with certain considerations and objectives. researchers determined the sample randomly, which is a manager of pkbm saudara sejiwa on the grounds that the role of the manager affects the conditions in pkbm, one person tutor, and three students of pkbm saudara sejiwa reason because tutors and learners are directly involved in the computer learning process. data collection techniques with interviews and observations. the sample selection above is expected to know how to computer training as one of the c-learning supplements in pkbm saudara sejiwa and computer learning as one of the learning that can be a graduate. the research was conducted in pkbm saudara sejiwa desa dayeuhkolot, district dayeuhkolot, bandung regency. results and discussion results the results of the research interview with the management speaker of pkbm saudara sejiwa who initials dd are as follows: dd as the manager explained to the researchers about the implementation of computer training as well as the management strategy of "computer training carried out for three months, with the expectation of a minimum of learners can activate microsoft office as one one provision dewi, a.l. computer training as a learning supplement paket c in pkbm saudara sejiwa district ofdayeuhkolot 126 in the future when working in the factory as an operator, considering dayeuhkolot subdistrict is an industrial area, so many factories that require employees who can already have the computer. for our own strategies we do an approach strategy, so we always communicate with citizens to learn when they find it difficult ". furthermore, dd explained about the constraints at the time of computer training, implementation "obstacle training, implementation for now only one ie in scheduling computer training because they are on the work, so schedule every citizen learn can not be unison ". the next question about the development of learners after getting training and student response, dd replied "learners have no change, which initially could not be able to operate the computer even though they not yet proficient. " "if their response is very good, enthusiastic and passionate because it is seen from the presence of good learners even though they are busy working." the next question about how external or results from computer training "has been received in the operators on the operator or even in the administration, because the learners already have computer skills". interview results with pkbm tutor of the saudara sejiwa aa, as follows: "the implementation of computer training went well, for three months the students were trained on how to run microsoft office. as for the strategy that i do as a tutor that is approaching and by making the training atmosphere is not saturated ". furthermore, aa as a tutor explained to the researchers about the constraints and the development of learners "the problem of implementation of training time", "learners have a lot of development after attending this training". the next question about the response as well as the outcome of computer training "response is very good, this is evident from the presence of learners who are always present even if they are busy working". "the results of the students can use computer training skills as a skill to apply for jobs in the operators and administrators factories". next researchers display the results of interviews with learners, the result is the following: students first initials a answered the question of the researcher "i am pleased with the computer training in pkbm, but also the implementation of its activities is flexible." "infrastructure has been supporting, many benefits besides me can science on how to use a computer i can also use my skills in place of work". "i attended this training to support where i worked". the second student of the initials d gave the following answer "grateful for this training, plus a customized schedule." "the facilities are adequate, the benefits i can experience and new knowledge of computers". "training learning process and as a scientist when i'll be applying for a job". the third student who initials a answered the question as follows "pleased, the implementation is also according to the time we agreed." "the infrastructure tools are good, many also benefits for me and can also be applied for work." "i attended this training to support where i worked". discussion from the research results that have been displayed above about computer training as a learning supplement paket c in pkbm saudara sejiwa has been running well and many benefits are felt by the organizer and the learners. this is seen from many graduates of pkbm who have dewi, a.l. computer training as a learning supplement paket c in pkbm saudara sejiwa district ofdayeuhkolot 127 worked using the skills that have been in the study at pkbm saudara sejiwa. in addition, the benefits can be felt by the pkbm saudara sejiwa from the community trust to register with the pkbm saudara sejiwa because of seeing many graduates paket c that can work in the factory as operators. here is the data from the pkbm saudara sejiwa graduates who obtained, researchers from the management of pkbm: table 1. data graduate of pkbm saudara sejiwa years list of wb that takes computer training self-employed wb number of wb is working in the factory amount not working 2017 20 9 11 2018 30 10 19 1 2019 35 16 19 amount 85 35 49 1 the implementation of computer training is much more perceived benefits and according to its needs, the organizer and tutor identify the needs of learners first. in addition, the organizer does the cooperation with a company and asks for the competency standards that must be owned when they will work for the company. learning computer training that is carried out according to the needs of the community as well as a mutually agreed learning time makes the learning process of computer training positively impact. learning is done during computer training according to learning according to anwar (trisnawati, sudadio, & fauzi, 2017) there are four pillars: 1) learn to acquire knowledge. 2) learn to be able to do our work. 3) learn to be a useful person. 4) learn to be able to live together with others. in addition, to be better and according to the purpose of the maintainer is to make computer training as a complementary learning in paket c then tutors and also managers should pay attention to the learning process. the learning process that has been completed and wellprepared will reach the goal that has been established. the learner process starts from preparation, delivery, training, and performance of learning outcomes. (fathoni et.al, 2015). the training of computers conducted has achieved the objectives of the training in general. the training according to moekijat (kamil, 2012) has a purpose: 1) as a skill development, in order to get the job done faster and effectively. 2) to develop knowledge, so that the work can be done rationally. 3) as an attitude developer, in order to bring up the desire to cooperate. the success of computer training is part of the learning process, so the principles of training can be developed from the principle of learning. these principles include: 1) individual differentiation principles this means that individual differences can be social background, education, experience, interests, talents, and personality should always be considered when making training. dewi, a.l. computer training as a learning supplement paket c in pkbm saudara sejiwa district ofdayeuhkolot 128 2) motivational principles motivation needs to be given to trainees with the intention that participants can benefit from the training. motivation can be the opportunity of employment, income, increase in position, and improvement of welfare and quality of life of the trainees. 3) the principles of the trainers ' selection and training the excitement and interest of coaches become an effective training program, and the trainer's selection and training can be a motivation for participants to be able to participate in the training properly. 4) learning principles the process can be started from the participants who know until the participants do not know or from the easy to the difficult. 5) active participation principle activity in the training process will add interest and motivation to the trainees. 6) principle of focus on material limitations the training focuses solely on skill training and is not conducted on understanding, understanding, attitude, and appreciation. 7) principle of training relationship with work or with real life work or real life can provide information about what knowledge, skills and attitudes are needed. (kamil, 2012) conclusion from the results of the research on computer training as a supplement learning paket c in pkbm saudara sejiwa is already running as it should or already according to the needs of the citizens learn. seen from the number of graduates of citizens learn who are not idle. computer training is a good learning supplement, computer training is part of the process in a learning and training principle developed into learning for citizens study paket c in pkbm saudara sejiwa. references fathoni, t., & dkk. (2015). kurikulum dan pembelajaran. depok: pt rajagrafindo persada. hidayatulloh, h. n. (2019). implementasi progran pelatihan komputer bagi warga belajar paket c di pkbm bina terampil mandiri kertawangi. comm edu, vol 2 no.1, hal.5968. irmawati, a. (2017). peran pusat kegiatan belajar masyarakat (pkbm) dalam mengurangi buta aksara di kabupaten karimun. jurnal pendidikan dan kebudayaan, vol 2 no. 1, hal.81-98. kamil, m. (2012). model pendidikan dan pelatihan (konsep dan aplikasi). bandung: alfabeta. kaniati, r., & kusmayadi, d. (2013). upaya tutor dalam menerapkan pendekatan pembelajaran mandiri pada warga belajar paket c di pkbm pelita pratama bandung. empowerment, vol 2 no. 2, hal. 1-12. dewi, a.l. computer training as a learning supplement paket c in pkbm saudara sejiwa district ofdayeuhkolot 129 koswara, r. (2014). manajemen pelatihan life skill dalam upaya pemberdayaan santri di pondok pesantren. jurnal empowerment, vol 4 no.1, hal. 37-50. putri, n. n. (2019, february 10). peserta didik kesetaraan. dipetik januari 23, 2020, dari detiknews: http://m.detik.com./news/berita/d-4422116/kemendikbudcatat-peserta-didikkesetraan-928776-siswa sondari, y., hamdani, d. i., & nurhayati, s. (2018). penerapan pendidikan inklusif pada program kesetaraan di pkbm srikandi. comm edu, vol 1 no.3, hal.70-93. sudjana, d. (2010). pendidikan nonformal. bandung: falah production. sugiyono. (2017). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. trisnawati, b., sudadio, s., & fauzi, a. (2017). peningkatan life skills warga belajar melalui kursus komputer di pkbm cipta cendekia kota tangerang. journal of nonformal education and community empowerment, vol 1 no.2 , hal.176-185. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 135 modification of domino card game as an alternative to the introduction of letters for early childhood eneng yuli1, iwan ruswandy21,2 ikip siliwangi 2muhasabahone@gmail.com abstractteaching child for know about alphabet is not the young thing, no fewparents and educators childhood need patience more for know aboutletters, introduce alphabet on child only already enough difficult moreoverteach read. child is unique personal and play is our world, but no a littlefound schools that introduce alphabet on child with generalize all child andminimal media usage so make child be easy bored when learn and difficultfor understand learning provided. game domino is games are played byalmost all circles age and regulations the game was easy understood andhave element entertainment. game this domino card suitable made as amedium of learning in introduce alphabet on child age early. throughmodified the with needs child in know alphabet in change symbol dots fromsecond side dominoes into one side contain alphabet and one side containpicture accompanied with regulations play easy understood child anddesign interesting card able make card this as a media for child age early inknow letters for learning be more fun, kids easy understand material andaim learning could achieved. this research use approach qualitative and themethod is analysis concept. every child have power catch and style learningdifferent and child need time for could move whole his body in order toexplore surroundings on maximum and no easy bored moreover feelburdened when learning take place. through the domino medium cardsthat have been modified this is then researchers name "huruf berantai" andwith provision card companion help child for more easy hit l alphabet witha playful way, while play they move his body, studying with style learningand children could each other help or each other teaching when learn, themlearn with happy and enjoy the process. keywords: introduction letters, domino, chain letters introductionapplying reading to children, especially early childhood, can be said to be very difficult,what if parents do not pay too much attention to their children in terms of reading, sothe child will feel very lazy because of the lack of encouragement from the surroundingenvironment, especially from parents. growing interest so that children love and enjoyreading is difficult because in childhood children do not fully understand about reading,because in general children prefer to play. regarding learning to introduce letters toearly childhood that has been taught for a long time and is monotonous withoutchanges. this results in children getting bored easily and getting bored in learning, so itis not easy for him to capture and understand the material conveyed by the teacherwhen teaching reading. this can result in many children who are unable to recognizeletters and reading difficulties and reading interest rates in indonesia will decline. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 136 from the exposure of several students from the indonesian university of education atserang campus who have conducted 2017 community service program (kkn) inseveral villages in cikeusal subdistrict, serang-banten regency, there are still manyprimary school-age children who cannot read. some low-class or first-class children,two and three who have not been able to read and recognize letters, some still havedifficulty reciting letters. the learning process in paud-paud is very minimal in the useof media or even in some paud in the learning process, it rarely uses media other thanblackboards and notebooks.it turned out that it was not only in the village but when the author saw learningintroducing letters in kindergarten (tk) where researchers carry out ppl in februaryto april, precisely in urban areas, namely in the city of serang, the kindergarten stillintroduces letters to children with minimal media use. the introduction of letters inchildren only uses books, as well as in teaching reading. indeed, there are children whoeasily remember the letters they have learned, but most of them are still having troublekeeping the letters they have learned especially for the letter "b" which is alwaysconfused with "d", other letters that are still difficult for them are "c", "p", "t", "y" and "f".besides their difficulties, they also seem easily bored when doing such learning.if this problem is not examined, the period when children are very vulnerable duringthe development period when children begin to be sensitive (sensitive) to acceptvarious kinds of stimuli, is very unfortunate if this period is not optimized properly. if itdoes not start from this development period, the child will face difficulties in learning torecognize letters and reading. the next consequence that children will receive is thatlabeling problems that are often given from the environment are more difficult toeliminate than physical injuries.domino card games are one of the card games that are no stranger to the environmentaround the community and are played by all walks of life. domino card games are amedium that can provide direct experience for children, where children can be directlyinvolved in activities to recognize letters on a modified domino card. basically childrenwill also feel happy because they can learn through a game.according to semiawan (in nurani, 2013) the learning process for early childhoodshould be carried out in the purpose of learning to provide basic concepts that havemeaning for children through direct or real experiences that enable children to showtheir activities and curiosity optimally or maximaccording to puckett and diffily (in conscience, 2013) placing the position of theteacher or an educator as a mentor, companion and facilitator for children. such aneducational process can provide a balance of forms of learning that are only oriented orcentered on the will of the teacher who places the child passively and the teacherbecomes dominant. methodologythe researcher used a qualitative approach for this study. mulyana (2013, p. 150)suggests that qualitative research relies on actual evidence of speech, cues and other jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 137 social actions as mental material. nusa and ninin (2012, p. 63) describe overall thatqualitative research is indeed more appropriate to explore the complexity, depth andmeaningfulness of education in all its dimensions.the research method used by researchers in this study is the concept analysis method.this method was chosen by the researchers because this research analyzes the existingconcepts and then develops to a stage that is easier to understand and accept.mcmillan & schumacher (2001) suggest that concept analysis is conceptual analysis is a study that clarifies the meaning of concept by describing the essential or generic meaning, the different meanings, and the appropriate usage for the concept. by presenting an analysis of the concept, the study helps us understand the way people think about education. (hlm. 506)concept analysis according to mcmillan & schumacher is a study that explains themeaning of a concept by describing the important or general meaning, differentmeanings, and the proper use of the concept, by producing concept analysis, this studyhelps us understand how people think about education.the research entitled "modification of domino card games as an alternative for theintroduction of letters for early childhood" researchers carried out starting fromfebruary 2018 to may 2018. this research was carried out in the kindergarten, campus,library and environment. around children. the place for conducting research is flexible.and the subject in this research is the system and aspects of domino card game. as wellas research instruments in this study, the researchers themselves.data collection techniques used by researchers in this study are in-depth interviews,participant observation and document analysis. the process of finding and compilingdata is done systematically, data obtained from interviews, notes from the field anddocumentation by organizing the data obtained into categories, describing it intoseveral units, synthesizing, arranged into patterns, whichever is chosen is importantand who will learned, and made conclusions so that both the writer or himself andothers easily understand it.data analysis techniques used by researchers in this study can be started since the databegan to be collected. following are simple guidelines for data analysis in this study. (1)identify domino card game data obtained. (2) classify the data that has been obtained.(3) data that has been grouped is described. (4) interpreting the data into the dominocard game concept which will be used as an alternative to letter recognition. (5) dataconcluded that the modified domino game can be used as an alternative to letterrecognition for early childhood. results and discussionsuyadi (2014) suggests that each child is unique and different so it is natural for everychild to have their own different learning styles. of the many styles of play and learningit has been agreed upon that the three learning styles commonly possessed by eachperson are visual learning styles, auditory learning styles and kinesthetic learningstyles. children with visual learning styles will learn by relying on vision. children with jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 138 auditory learning styles will learn by hearing. children with kinesthetic learning styleswill learn by relying on their movements.republic of indonesia minister of education and culture regulation no. 137 of 2014concerning national standards for early childhood education mentions contentstandards regarding the level of achievement of development of children aged 4-6 yearsin the scope of cognitive development symbolic thinking related to letter recognition isrecognizing letters and recognizing various kinds of symbols of vowels and consonants.as well as in the scope of language development literacy related to letter recognitionis imitating (writing and pronouncing) letters a-z and mentioning symbols of lettersthat are known.rosyid (2017) revealed that the existence of learning media in the process of learning isvery important. the existence of learning media is very helpful for an educator or ateacher, because by using a learning medium when going to deliver a learning forchildren, children will be easier to understand about what is explained by the teacher.indriana (in rochmawati and nengsih, 2014) explains that one example of a learningmedia card that can be used when learning is dominoes, dominoes that are often foundin society is one of the media included in the flashcard category.komachali and khodareza (2012) reveal flascards are: a flash card is a cardboard consisting of a word, a sentence, or a simple picture on it. it should be noted that the letters on it must be visible and large enough for everyone sitting in the front and the back of the classroom. to make sure that everyone can see the letters on the card. flash cards are useful for drilling new letters, syllables, words, and other information. (hlm 137)flashcard according to komachali and khodareza is a card consisting of a word, asentence, or a simple image in it. the letters in it must be clearly visible and largeenough to be seen clearly by all children both in front and which is behind the classwhen learning takes place, to ensure that every child in the class can see the letters onthe card. flashcards are useful for training new letters, syllables and other information.children, whether they are elementary school children or kindergarten children arebasically happy to play. even when they study, they will be very happy and enjoy thelearning process at that time especially for early childhood. learning in the classroomwithout the media and activities that make the whole senses of the child stimulatedmake space for the child to explore the surrounding conditions become narrow so thatthe child is easily bored and lacks learning. therefore children need space for them tomaximize their senses so that they can receive all learning well and enjoy each process.teachers in kindergarten (tk) and students at the pgpaud department recognize thatthe existence of learning media is very important in delivering learning material in classto children so that children are more easily understanding the learning delivered by theteacher, especially in terms of introducing letters or reading. introducing letters tochildren must use learning media that are interesting and fun for children so thatchildren easily understand and still feel happy without feeling burdened. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 139 based on the findings of the data obtained by the researchers, there are somedifferences in the rules of domino card games, there is also no special book that explainshow to play dominoes that are really directly from dominoes because dominosthemselves are still confused as to where they come from although some sources saythis game comes from china. likewise with dominoes that are sold on the market thereare only the cards without the rules of the game that must be done in them. thereforeresearchers use sources from books, websites and interview results regarding dominoregulations which until now are still being played or used. there are several similaritiesand differences in the rules of data that have been obtained. next the author classifiesthe domino card game system based on the data obtained. the exact rules for eachsource are the number of players, the distribution of cards, the player's sitting position,each player's playing order, how to play the card, determining if they don't have a cardand determining which player wins and who loses.the same rules in each source that are obtained are shuffling the card before sharing itwith each player, how to play the card, ending the game, determining the winner anddetermining the losing player. while the different rules in each source obtained are thenumber of players, the determination of the first player, determining the direction ofplay, starting the game, double cards and giving penalties. basically the data regardingthe domino card game is the same, but there are still different regulations coupled withthe absence of specific guidelines regarding dominoes that are used as references bydomino card player lovers so that the sources obtained also adjust to the most live area,but the source remains in essence the main goal or the main game in the domino gameof all the same speakers.based on the data that the findings have been presented, it is known aspects of dominocard game that can be used as an alternative to letter recognition, namely dominoes, oneof the media which is a flashcard, a symbol on a card, colored cards, how to play, cardsdesigned to be attractive and have entertainment. in making learning media in letterrecognition material must pay attention to the important elements in the material andlearning plan used. the elements that are considered are letters, appropriate images,card size, color and card design.to make a domino card game as a medium for letter recognition, you must first knowthe rules or how to play dominoes that are commonly played and know how to playthem. above has been explained how the rules and how to play dominoes. these rulescan be added so that the game fits the needs of the child and children like to play it. therules used in domino card games are quite simple so it will be easy for children to playthem. in addition, the symbols on the two sides of the card are replaced by letters onone side and the other side is replaced by an image representing the initial letters of theimage, and the card design is made as attractive as possible. so in a domino cardconsisting of two columns separated by a line, each column contains a number of dotsreplaced with the upper side containing letters and the lower side containing images.because the number of dominoes is only 28 cards and it is worth up to six blanks so it isnot possible if in these 28 cards there are 26 alphabets, this will complicate the game.therefore the introduction of letters using domino card media is all alphabeticallydivided into several parts, in one group there are seven letters and seven images that jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 140 have the initial letters according to the letters used. these seven letters are chosen tomatch the number of point values in the domino card, so that the number of cards willbe appropriate and the game can still run pleasantly.the letters used in the cards are lowercase letters, because in the daily lives of children,children will meet more in lowercase letters. the use of card size is greater than the sizeof the original domino so that the image inserted into the card can be large so that itappears more clear and attractive. when introducing this game to children it isattempted to use a new name, here the researchers call this game the name "letteringchain".after obtaining conclusions about the rules of domino card games that simply withoutremoving the essence of rules that are suitable given to children in learning to introduceletters using chain letter media, given the child's learning style that is commonlyowned by children namely visual learning styles (relying on the sense of sight), learningstyles auditory (relying on the sense of hearing) and kinesthetic learning styles (relyingon movement) as follows, (1) the name of the game is chain letters. (2) number of all28 cards. (3) played by four players, the teacher adjusts to the number of childrenpresent. (4) determine who the player will play first by means of the jump. (5) aftergetting the first player, the game rotates clockwise. (6) players sit in a circle. (7) allcards are shuffled, if the child cannot do it, the teacher can help. (in the beginning theteacher gave an example then gave an opportunity for children to do). (8) all cardsdistributed equally to all players. (9) the first player issues one of his cards. (10) thenext player must issue a card with the letter that corresponds to the initial letter in theimage at the end of the card that is opened from the arrangement of the cards beingplayed. (suppose the picture of a rickshaw is overflowing with a lettered card b). (11) ifthe player who plays the turn does not have a card with letters that correspond to theinitial letter in the image on the end of the card that is open, then the player must bepassed and immediately followed by the next player. (12) the game ends with one oftwo possibilities. if a player plays his last card and does not have a remaining card, thatplayer is considered the winner. (13) another player who still has the remaining cardscounts the remaining cards, the player who has the most remaining cards is declaredthe losing player. (14) another way to end the game is if the game runs until there areno players who are able to continue the game. this situation is called traffic jam. (15)the remaining cards in each player that is not played are added and compared to thenumber of other players' cards. the player with the least number of cards is declaredthe winner and the player with the highest number of cards is declared the losingplayer. (16) the losing player gets a penalty. (17) the punishment given is singing, thechild is given the opportunity to choose the song to be sung. (18) other players who donot get petrified accompanied by clapping according to the beat.recognition of letters through the game "chain letters" although played together orplayed by several children in one play but through this game indirectly children learnindividually to recognize letters, when there are children who feel difficulties otherchildren are ready to help and recognize letters through playing letter letters inviteschildren to repeat remembering letters that are played in a fun way.for the teacher as an educator, the existence of learning media is an important factor forhim in the success of achieving learning goals. providing and developing learning media jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 141 is very important to remember early childhood who have unique traits and are still atthe stage of pre-operational development, but the lack of material and creativity ofeducators sometimes makes media creation less optimal which ultimately results inlearning processes for children who are less than optimal.responding to this, the development of learning media must be carried out by teachersas educators, so that the information to be conveyed to children can be conveyed well.with the existence of learning media, educators can streamline time in providingexplanations to children and have more intensive time to guide children one by onewhen learning takes place.learning activities that are usually carried out especially in the introduction of lettersare commonly carried out every day at school. in fact, not a few at this time found theteacher invites children to study in the classroom continuously, while children at anytime need more space when learning takes place. children need a fun learning process,learning is needed creative and innovative ways to create a fun learning process. one ofthem uses a domino card game that has been modified as a medium for the introductionof letters for early childhood. conclusionevery child is unique, so is the dominant learning style of children and play is the worldof children. learning carried out while playing and applying learning styles (auditory,visual and kinesthetic) will make children try to optimize their abilities, enjoy thelearning process with fun, to achieve this will be easier with the presence of a learningmedia. the domino card game system is unique, interesting, creative. domino hasaspects that are suitable to be used as an alternative to letter recognition for earlychildhood, especially the modified dominoes, namely how to play dominoes that are nottoo difficult, fun for all groups, colored cards, pictures and symbols used by cards,attractive designs and there is an element of entertainment when playing it.teachers can provide material to introduce letters to children by playing dominoesdone outside the classroom such as on the school grounds or other places. the dominocard game that has been modified using letters and images to introduce letters tochildren is named "lettering chain". bibliographynurani, y. (2013). konse dasar pendidikan anak usia dini. jakarta: pt indeks.mulyana, deddy. (2013). metodologi penelitian kualitatif. bandung: pt remajarosdakarya.mcmillan, j. h., & schumacher, s. (2001). research in education. new york: addisonwesley longman.nusa & ninin. (2012). penelitian kualitatif pendidikan anak usia dini. jakarta: pt rajagrafindo persada.suyadi. (2014). teori pembelajaran anak usia dini. bandung: pt remaja rosdakarya.peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 137 tahun2014 tentang standar nasional pendidikan anak usia dini jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 142 khodareza, komachali. (2012). the effect of using vocabulary flash card on iranianpre-university. international education studies, 134-147.rosyid, a. (2017). penggunaan media pembelajaran kartu domino untuk memotivasisantri di masjid al muhajirin banyuajuh dalam mengerjakan soal matematika. apotema: jurnal program studi pendidikan matematika, 26-30.nengsih & rochmawati. (2014). pendidikan. pengembangan kartu domino sebagai media pembelajaran akuntansi pada materi ayat jurnal penyesuaian. 1-6. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 10, nomor 1 february 2021, p-issn no. 2252-4738 e-issn : 2580-7692 47 father parenting role in the child’s social-emotional development onih ratningsih1, reni anggraeni sadiah 2 , sri nurhayati 3 , novi widiastuti 4 1,2 program studi magister pendidikan masyarakat, ikip siliwangi indonesia 1 onihratningsih@gmail.com received: january 2021; accepted: february 2021 abstract the role of fathers in parenting and child education will have a significant influence on child development. this study aims to describe the involvement of fathers in childcare and to know the picture of fathers' role in shaping the emotional social of the child. this study used a descriptive qualitative approach with the research subjects of 10 parents who had children aged 4-6 years and two teachers in tk selaras. data collection techniques in the form of interviews, questionnaires, observations, and documentation studies. the results showed that the father's involvement in parenting could have a good influence on the child's personality so that he is ready to compete in the future. the quality of a meeting brings a more significant impact on the parenting carried out. the quality of good interaction between the child and the father can improve the child's emotional and social development because good interaction will make the child feel happy and have reasonable confidence. keywords: father parenting role, social emotional development, early childhood abstrak peran ayah dalam pengasuhan dan pendidikan anak akan memberikan pengaruh yang sangat besar pada tumbuh kembang anak. penelitian ini bertujuan untuk mendeskripsikan keterlibatan ayah dalam pengasuhan anak dan mengetahui gambaran peran ayah dalam membentuk sosial emosional anak. penelitian ini menggunakan pendekatan kualitatif yang bersifat deskriptif dengan subjek penelitian 10 orangtua yang mempunyai anak berusia 4-6 tahun dan 2 guru di tk selaras. teknik pengumpulan data berupa wawancara, angket, observasi, dan studi dokumentasi. hasil penelitian menunjukkan bahwa keterlibatan ayah dalam pengasuhan anak dapat memberikan pengaruh yang baik terhadap kepribadian anak sehingga ia siap untuk berkompetisi dimasa yang akan datang, kualitas dari sebuah pertemuan membawa dampak yang lebih besar terhadap pengasuhan yang dilakukan. kualitas interaksi yang baik antara anak dan ayah dapat meningkatkan perkembangan sosial emosional pada anak, karena interaksi yang baik akan membuat anak merasa gembira dan akan memiliki rasa percaya diri yang baik pula. kata kunci: peran pengasuhan ayah, perkembangan sosial emosional, anak usia dini how to cite: ratnaningsih, o., sadiah, r.a., nurhayati, s. & widiastuti, n. (2021). father parenting role in the child’s social-emotional development. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (1), 47-53. introduction according to (rusfi, 2018) educating children is the responsibility of a man as a father and a muslim, as did luqmanul hakim, an exemplary child educator, and prophet ibrahim, who is also a phenomenal child educator. father is a leader in the family, he should be able to ratnaningsih, o., sadiah, r.a., nurhayati, s. & widiastuti, n., father parenting role in the child’s social-emotional development 48 become an educator. although he does not talk much, he is a figure whose speech will always be heard, his behavior will be followed, and his affection can make family members obedient to him. therefore we must initiate positive changes in the family so that we can re-birth another luqmanul hakim. furthermore, it is also explained that fathers and mothers have to lead their children to maturity, both physical and psychic maturity. in terms of physical, of course, it must be considered how the growth and health, while in terms of psychic or mental a father can teach his children to think about solving problems, learn to be assertive, courageous, have high fighting power, be creative and have a sense of responsibility. the results of research that has been done by (novela, 2019) explained that the interaction between a father and child, especially early childhood, will affect the child's growth and development because, from that interaction, the child will get an experience that will be exemplified. the existence of fun and quality interactions will increase the child's confidence and, of course, affect the child's emotional social development or other aspects of development such as cognitive and language so that it will have a good impact for the future of the next child. this is in line with research (aryanti, 2017) who says that a child will be a sexually healthy person, adjust well, and have good intellectual development if his father performs his parenting role to the maximum. a father who is directly involved in nurturing and educating his children will influence children's success in the future. fathers involved in parenting will help the child develop into a healthy person, more confident, can interact well with others who have a variety of characters. when a child plays with his father, it can be a medium to develop the child's social skills in building and managing relationships with friends or even relationships as they grow up. according to (cabrera et al., 2000) there is a correlation between father's involvement and the child's social-emotional development. children who are cared for and cared for by the father tend to have a positive personality such as being ready to compete, always optimistic, having firm confidence, and taking risks. this shows that the success of a child can not be separated from the involvement of the father. the child who interacts a lot and is in the care of his father will be a child who is ready to compete in the future. based on the description above, the researchers formulated the following problem:”how does father parenting's role in the child’’s social-emotional development?" the problem's formulation is outlined in the following research questions: how does the father's involvement in childcare? furthermore, how is the role of the father in the child's social-emotional development? a father's involvement in parenting activities can make a considerable contribution to the development of the child. what is meant by the involvement of the father in parenting is how hard and great the effort of a father to think, plan, feel, pay attention, monitor, evaluate, worry and how a father prays for his child (hernandez & coley, 2007). in general, this study aims to describe the involvement of fathers in child care and to know the picture of fathers' role in shaping the emotional social of the child. this research aims to awaken parents' awareness of the importance of a father's role in education and parenting, especially in early childhood social-emotional development. ratnaningsih, o., sadiah, r.a., nurhayati, s. & widiastuti, n., father parenting role in the child’s social-emotional development 49 literature review father’s parenting role according to (rusfi, 2018) there are eight roles of a father that cannot be replaced by others, including by mother, namely: man of vision and mission. where fathers have a role in setting and making visions, missions are also strategies in education; his master plan; a father must be responsible for his children's education. fathers should guide the mother to educate their children. although in everyday life, children spend more time together, but in the hereafter, it is a father who will be held accountable; education consultant. a father can be a consultant for the mother in dealing with the behavior of the child, not because the mother is not able but because it is usually covered by the daily routine so that the opinion of the father who rarely engages in daily activities so that he can see a problem from a distant point of view; the ego. a man is created to have an attitude that tends to be selfish, ignorant, and individualistic. nevertheless, it is needed to support the ego development of children under the age of 7 years; system builders think. a father is created to have sound reasoning and logic skills. this usually affects also the child's reasoning and logical abilities, enforcer of professionalism. a father has competence and values of professionalism that will teach his children; supplier of masculinity, a father, has tremendous guts, love challenges, tough, have courage, and others; the person of tega, the dared king. a father is a masculine figure that is the figure of the king who is necessary for children to learn to be tough and mature. traditional thinking that educating children is a mother's responsibility must be eliminated because, with the growing times and economic demands that fathers and mothers work together to make a living, this is no longer the case. in terms of educating the child, a father should be more dominant than the mother, the more fatherhood and the better the interaction that occurs so that it is expected to create the next generation of the pious, healthy, and competent nation. moreover, (aryanti, 2017) stated that a father has a great responsibility to the family's material needs or financial needs. in contrast, a mother takes tremendous responsibility for essential parenting. other activities such as playing with children, moral and emotional support, supervision, and other matters relating to rules and discipline should be shared between the two. this means that although each has a fundamental responsibility, there must still be cooperation between father and mother in child care. social-emotional development e. mulyasa stated (2012) in (maria, n.d.) an emotion is a volatile feeling or state in a person, then the feeling is realized and expressed through the face or action, which is useful as an effort to adjust from within to the environment so that safety and well-being can be achieved. according to permendikbud no 137 year 2014 (kemendikbud, 2014) the socialemotional development of children covers three aspects, including a. self-awareness, namely the ability to show the ability to have, to know one's feelings, to be able to control the self and to be able to adjust to others; b. a sense of responsibility for himself and others, namely the ability to know his rights, obey the rules, be able to govern himself, and be able to take responsibility for his actions; c. prosocial behavior, namely the ability to play with peers, respond, understand feelings, want to share, respect others' rights and opinions, act cooperatively, tolerate, and behave politely. ratnaningsih, o., sadiah, r.a., nurhayati, s. & widiastuti, n., father parenting role in the child’s social-emotional development 50 from the explanation above, it can be concluded that social-emotional includes the realization of the atmosphere for the development of sensitivity, attitude and social skills, and emotional maturity in the context of the play. the child's social-emotional development is strongly influenced by the foster care patterns of those around him and has closeness such as parents, relatives, and other family members. method this research uses a qualitative approach that seeks to examine the problem and to gain a deeper meaning. this research aims to understand the impact of father's parenting on the social-emotional growth of infants and toddlers. the research work was conducted in parongpong west bandung regency. the study looked at data gathered through questionnaires and interviews with ten parents of children from age 4 to 6 and 2 teachers in tk selaras. results and discussion according to data questionnaires and interviews conducted on fathers and mothers about the role of fathers showed that: 1) the role in determining vision and mission: in determining the rules of the house 80% answered are father and mother; how to find insights in educating children 80% answer through youtube and tv. 2) the role of the person in charge of child education: who is responsible for educating children and taking care of children's needs 80% answer is the father of the mother. 3) the role of an education consultant: who determines the education /school of the child 80% replies that it is the father and mother; if the child violates the rules of action committed by the father, as much as 60% answer do not know, because they do not like to see the violations committed by the child. 4) the role of the ego: parents find it challenging to manage the child in terms of 60% stating when having to share toys with his/her brother; parents find it easy to manage a child when: 60% state when ordering to eat. 5) the role of a thinking system builder: when a child has a problem, as much as 60% answer understands the problem faced by the child. 6) father's role as enforcer of professionalism: time with children in a day 40% stated rarely to meet because of work outside the city and 40% answered at least 6 hours a day; activities performed when with children 60% stated play. 7) father's role as a supplier of masculinity: the child recounts his experience 80% answer the child likes to tell it and more often tell it to the mother. 8) father's role as the king of tega: the attitude of the child after being punished by the father, 60% expressed crying and seeking refuge in others; after the father sentenced the child 60% answered under 1 hour looking for a father to make up. based on the data of questionnaires and interviews conducted on fathers, mothers, and teachers about the social-emotional development of children shows that: 1) self-awareness: the reaction of the child when there is a friend who does not good 80% of the child cries and complains to the parent/teacher; children's attitude when playing with their friends 60% of children do not want to share toys; 100% does not always experience tantrums, meaning it can still be calmed down if it does not get what it wants; 80% of children start to dare to ask/express their opinions and as many as 60% of children are willing to show their work with pride; 60% of children can control their emotions, and it is not easy to cry. 2) individual responsibility and others: 60% of children can complete tasks given by parents/ teachers well, and 60% of children do not want to take care of their toys. 3) prosocial behavior: 80% of children are sociable; 60% of children still cannot wait their turn; 60% of children already want to share with their friends/relatives and do not want to cooperate with friends/relatives; ratnaningsih, o., sadiah, r.a., nurhayati, s. & widiastuti, n., father parenting role in the child’s social-emotional development 51 80% of children are willing to listen well to the conversations of their friends/parents/teachers; 60% of children still like to annoy their friends; 60% of children do not want to help their friends; 60% of children are willing to say thank you and want to apologize and apologize. discussion the results of the study related to the involvement of fathers in child care obtained results that 80% of respondents said that the responsibility of taking care of children is a responsibility between father and mother, both in applying the rules, child education, and child needs, it can be seen in the following figure. figure 1. responsibility for taking care of children the picture shows that nowadays, more and more families, especially fathers who understand and self-awareness to be involved and responsible for parenting and child education, fathers play a role in parenting and educating children. this will make the children's education process more maximal and have a good effect on child development. a father's child development and mental health will be better if a father is directly involved in early childhood care (psikologi & dini, 2017). this condition is a shift from the traditional view where the child's parenting and education are only the duties and responsibilities of the wife, and the father is responsible for making a living. this view is starting to change because more and more mothers are also working for a living, so nowadays, fathers and mothers have almost the same functions and roles. thus, fathers and mothers must provide the same caregiving quality and parallel to as bigner conveyed in (parmanti & purnamasari, 2015). from the results of the study also obtained data on the intensity of togetherness of fathers with their children. figure 2. father and chikd meeting intensity the picture depicts the intensity of a father's meeting with a child is at least 6 hours a day in quantity is adequate. with the intensity of the meeting, the activities carried out by the father ratnaningsih, o., sadiah, r.a., nurhayati, s. & widiastuti, n., father parenting role in the child’s social-emotional development 52 and the child are playing. for a child whose father is out of town, this is not fulfilled, but with technological advances such as by phone or video call, this condition can be solved. although the most important thing about the meeting is the quality of the meeting itself, it is the occurrence of good communication and psychological connection. as revealed by albrecht & sarason in (widiastuti & widjaja, 2004) which states that we can see the quality of a family relationship is from how close the relationship between the family is so that the relationship creates a sense of intertwining with each other, and the relationship lasts for a long time. t he role of father care even though done remotely through the help of telephone technology or video calls as long as it is done well and quality or replaced at the time of leave with joint activities carried out between father and child such as playing, recreation or other activities will make the child still feel the presence of his father so that he can still develop and grow into a healthy and strong person. the results of the study related to the portrayal of the role of fathers in shaping the emotional social of children obtained results that 60% of fathers stated that their children are still unable to share toys with their relatives, this is in line with the teacher's observation that 60% of children still do not want to cooperate with friends and still do not want to wait patiently for their turn. from the results of the study also obtained results that 80% of children tell more about their experiences to the mother, this happens because the intensity of meeting with the father is not as much as with the mother. when the father gave the punishment because the child made a mistake, 60% of the child acted crying and sought refuge on the other side, but it was not until 1 hour the child returned to find his father to make up. this is in line with the teacher's observation that 60% of the children have shown an attitude to beg and apologize. father's involvement in educating children is not limited by quantity but also quality. a strong, tough, tenacious, and rational father figure can be a motivator and advisor to his children. the quality of good interaction between the child and the father can shape and affect the good emotional social in the child because in those interactions, the child feels happy and has good confidence. in line with (knoester, c., & eggebeen, 2006) that one of the external factors in the family that can influence the social and emotional development of the child is the involvement of the father well and consistently in the care of his children, thus creating a good sense of kinship and interaction in a family. the influence of people around who devote enough affection and attention to children can also improve the emotional social development of children, this can be seen from 2 children whose father works outside the city, social-emotional development remains stable and tends to be good, this can happen because the child lives with mothers, brothers, grandmothers, grandfathers, aunts, and uncles who give enough affection and attention to the child. this is according to (soetjiningsih, 2014) that the environment can influence child development, either temporary or permanent. the environment can also affect the speed of quality of child development. so it can be concluded that the environment in which the child is raised and in foster care will be a potential risk to children's growth. conclusions based on the research, it can be concluded that the father's involvement in the parenting process will positively influence the child's personality and that he will be able to compete in the future. the role of parenting for fathers who work outside the city will still be well accomplished through communication through phone/video calls and activities carried out together during the leave. this means that the quality of a meeting has a more significant ratnaningsih, o., sadiah, r.a., nurhayati, s. & widiastuti, n., father parenting role in the child’s social-emotional development 53 impact on parenting so that the child still feels the presence of his father, and the child can grow in a healthy and reasonable way. the involvement of the father's role is very influential in shaping the child's emotional society. a strong, tough, tenacious, and rational father can be a motivator and counselor to his children. good interaction between children and fathers can lead to good emotional, social development in children and a good relationship can make the child feel happy and confident. besides, the attention and affection of children can also improve the child's emotional, social development. based on the above findings, the advice provided by the researchers is as follows. parents, especially fathers, are expected to spend time with the child to establish the relationship between parents and children. for other researchers, it is better to add other variables to enrich research, such as the role of fathers who live apart from their children due to divorce. references aryanti, y. (2017). peran ayah dalam pengasuhan anak usia dini. 7(1), 21–24. cabrera, n. j., tamis-lemonda, c. s., bradley, r. h., hofferth, s., & lamb, m. e. (2000). fatherhood in the twenty-first century. child development, 71(1), 127–136. https://doi.org/10.1111/1467-8624.00126 hernandez, d. c., & coley, r. l. (2007). measuring father involvement within lowincome families: who is a reliable and valid reporter? in parenting (vol. 7, issue 1). https://doi.org/10.1080/15295190709336777 kemendikbud. (2014). permendikbud no 137 tahun 2014 tentang standar nasional paud. 1–15. knoester, c., & eggebeen, d. j. (2006). the effects of the transition to parenthood and subsequent children on men’s well-being and social participation. journal of family issues, 27(11), 1532-1560. https://doi.org/10.1177/0192513x06290802. maria, i. (n.d.). perkembangan aspek sosial-emosional dan kegiatan pembelajaran yang sesuai untuk anak usia 4-6 tahun. novela, t. (2019). dampak peran ayah terhadap perkembangan emosional anak usia dini. raudhatul athfal: jurnal pendidikan islam anak usia dini, 3(1), 16–29. https://doi.org/10.19109/ra.v3i1.3200 parmanti, p., & purnamasari, s. e. (2015). peran ayah dalam pengasuhan anak. insight: jurnal ilmiah psikologi, 17(2), 81. https://doi.org/10.26486/psikologi.v17i2.687 psikologi, j. i., & dini, a. u. (2017). persepsi ibu terhadap keterlibatan ayah dalam pengasuhan anak usia dini. intuisi : jurnal psikologi ilmiah, 8(2), 85–92. rusfi, a. (2018). menjadi ayah pendidik peradaban (a. b. pratyaksa (ed.); kedua). soetjiningsih. (2014). tumbuh kembang anak. egc. widiastuti, n., & widjaja, t. (2004). hubungan antara kualitas relasi ayah dengan harga diri remaja putra. jurnal psikologi, 2(1), 22–43. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 1 comparative study of parents’ satisfaction rate toward baiturrahmah daycare service r. siti aisah1, lince sari dianawati leatemia2 1 ikip siliwangi, 2 pkbm cahaya kahuripan bangsa, lembang 1 rsitiaisah1976@gmail.com, 2 lince_sari_diana@pkbmckb.org abstract this research aims to investigate satisfaction change rate of parents before and after they drop their children at baiturrahmah daycare. implementing the quantitative approach, data is gathered through questionnaire and literary studies. research hypotheses are tested through the wilcoxon method by comparing two paired samples. with 5% test rate, the results show that there are no significant parents satisfaction rate increase before and after they drop their children. furthermore, according to the samples’ opinions, their expectations of the service quality before they drop their children met what service they are provided by the daycare—this discouraged the satisfaction rate increase. keywords: satisfaction rate, daycare, baiturrahmah, parents, early childhood education introduction complex age advances resulted in increasing demands toward a human’s life to fulfill what is needed to survive. they must meet numerous age demands to keep up with the present trends. to this end, humans need services provided by other humans. families with close relatives tend to drop their children there while they are busy working (gair, et al., 2019). the story changes as the subject shifts to families with no close relatives. they seek babysitters or daycare services to drop their children, while at the same time expecting early childhood education to be provided to their children (li, et al., 2017). indonesia’s workplace and working life culture is undergoing profound change. technology enables more flexibility—at the cost of extending the working day beyond the daily 8 hours confines. working women, in particular, have impacts regarding this flexibility. this has laid the foundations for fresh career paths where work and home life can be more intertwined. a radical change indonesia needs the most is for the gender pay gap to narrow. according to the international labor organization (ilo), the gender pay gap in indonesia was still approx. 19%. an immediate consequence is that women must work more to match men’s salary or even vice versa. this is an issue on itself since on average, women live longer than men and indonesia, in particular, confines women to a dutiful domestic work. yet, this phenomenon has slowly turned to favor the trend of working mother phenomena. while also having to handle domestic work, mothers now have to double their efforts into the workforce, some even sacrificing their time with their family. this caused a number of problems, particularly parenting patterns. brinet, freud, and watson (in nuryanti, 2008, pp. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 2 4) argued that parenting patterns became determining factor for child growth and development. working mothers are now helped. from feeding their children, changing their dresses, to even educative guidances now they mostly rely upon a babysitter or daycare. as the temporal replacement figure of a mother to the child, they are partly responsible for monitoring the development of the child—positive, negative, or even hazardous toward their child’s growth progress. this requires considerations since parents will need to trust third parties to ensure their own kin grow and develop to what the society expects them to be. children need care education, guidance, and care. in addition, their health is not a less important issue. foods and nutrition remain a staple must for their growth to remain steady and balanced. parents tend to qualify the babysitter or daycare service prior to deciding whom to trust (breitkreuz & colen, 2018; kovács, 2018; kemp, 2016). for a wide number of reasons, some working mothers tend to keep quiet about hiring a fulltime babysitter or a full-time nanny. some of them are afraid about seeming elitist, being judged for not being there to care for their own kin 24/7, concerned others will think they are overly privileged. this is infamously referred to as ‘the nanny stigma’. with the increasing number of dual-income households—where the mother and father both works and gain income—in the present age, nannies are a valued member of the family household. yet, choosing the perfect nanny for the family has enacted some problems: (1) it becomes increasingly difficult to find a trustworthy, staple household assistant whom she can trust as a babysitter; (2) it is difficult to find a professional babysitter whom she can trust her child to— especially when dealing with toddlers younger than 5; (3) where household assistants or professional babysitters are available, their wage is considerably expensive—to the standard of an average-income family in bandung. as an alternative, social services that focuses on daycare services emerge as a solution to the gap presented by high wages versus low income struggling against demands. they provide material and immaterial help to the community; the community develops and manages such services, to an extent they serve a social function. daycares in indonesia are part of indonesia’s nonformal education services. non-formal education establishes in neighbourhood communities and institutions (leatemia & hudaya, 2018). it serves the needs of the community to provide what they need, particularly knowledge, skills, activities, and attitudes required to serve their daily life in the present age. daycares are not merely about dropping children. they provide facilities and programs arranged in a particular way enabling children to explore while feeling secure. in indonesia, however, quality and decent daycares are scarce (hikmah, 2014) to an extent where it’s available, the fees parents would have to pay is considered expensive. this disabled daycare from reaching many areas of our plural society. comparing to the phenomena outside indonesia, it is common for other countries to have parents drop their children to daycares since age four months old—more when they are both working. indonesian daycares tend to cater children aged 1 and up. this is not always because of the parents working; ironically, some parents follow the trend so much they forget to cater their own children’s needs (hikmah, 2014). jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 3 for so many parents who work outside home, they have difficulties in parenthood, specifically childbearing. a major number of working mothers work with split concerns, as they have to leave their child while at the same time, they also have to work to fulfill household needs. to that extent, they agree to drop their children at daycare services. in indonesia, daycare services are governed by the social department. among all the daycare services in bandung, this research focuses on daycare baiturrahmah. its address is at jl. alwi gombong no. 11 rw 07 kelurahan cicadas, kecamatan cibeunying kidul, kota bandung. the daycare is well-known, for many parents drop their children here, ranging from 6 months old to 7 years old. however, the fee is considerable—to an extent that the daycare is obliged to provide high quality services for parents contribute to their operational fees (stodnick & rogers, 2008). the daycare regularly holds in-house trainings to improve staffs’ skills and capabilities, and periodic evaluation. this research aims to compare the satisfaction rates of parents who drop their children at the daycare before their first time and after they drop their children. satisfaction, according to kotler & keller (2009), is a form of feeling that appears after comparing expectation with reality—that is, when expectations met the performance of a product or service. muninjaya (2011) argued that there are five aspects that can be assessed in order to evaluate a daycare’s performance, especially regarding to their staffs: responsiveness, reliability, assurance, empathy, and tangibility. by comparing their expectations (that is, before the parents drop their children) and the performance they received (after they drop the children for a while), their satisfaction rate increase might indicate a meaningful number. this number may explain whether the daycare service is performing as expected, as a basis to analyse what aspects the daycare might need to attend in order to improve their service quality. method this research uses the quantitative approach, implementing the survey method. 15 samples are taken from all parents that drops their children at baiturrahmah daycare, picked randomly through random sampling (i.e. all parents have the same chance of being picked as a sample). there are two variables operated: daycare service (as the x variable) and satisfaction rate (as the y variable). in measuring the two variables, a printed questionnaire of 20 question items are distributed to the samples in two different times: before they drop their children for the first time (as a mean to measure their expectation) and after they drop their children for several weeks (as a mean to measure the service they have received). the questionnaire item answers are developed in the likert scale (1 = very disappointed, 2 = disappointed, 3 = satisfied, 4 = very satisfied). we defined a pair of working hypotheses to be evaluated: h0 = there is no significant parents’ satisfaction rate increase toward baiturrahmah daycare service, and h1 = there is a significant parents’ satisfaction rate increase toward baiturrahmah daycare service. these hypotheses are tested with wilcoxon signed rank test (wilcoxon, 1970) aided by spss 25. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 4 results and discussion results table 1.1 parents’ satisfaction rate in dropping their children to baiturrahmah daycare service before after 63 69 69 70 75 70 64 70 66 73 64 65 69 72 65 75 71 66 71 70 65 72 68 71 73 69 72 73 65 65 a. the data is gathered by performing a sum of all scores gathered from the questionnaire b. each row indicates a single sample. data is taken two times (before and after). c. there are a number of 20 items in total, each item’s score range is 1-4, with 1 = very disappointed, 2 = disappointed, 3 = satisfied, and 4 = very satisfied. therefore, the minimum sum of scores is 20, while the maximum of all scores is 80. table 1.1 illustrates the parents’ satisfaction rate before and after they drop their children in baiturrahmah daycare service, gathered from the questionnaire. as a general view, the lowest sum of scores is 63 (before) and 65 (after), while the highest sum of scores is 75 on both before and after. the scores represent a general view of all five satisfaction indicators: responsiveness, reliability, assurance, empathy, and tangibility. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 5 table 1.2. raw tabulated questionnaire answers a rows n1-n15 represent data gathered from the samples before they first drop their children to the daycare. b rows n16-n30 represent data gathered from the samples after they drop their children to the daycare in a specified time range. table 1.2 illustrates the raw data gathered by tabulating the questionnaire. rows n1-n15 represent data gathered to the samples before they drop their children to the daycare, while rows n16-n30 represent data gathered to the samples after they drop their children to the daycare. questions 1-4 relates to the responsiveness aspect of the five satisfaction indicators. questions 5-8 relates to the reliability aspect of the five satisfaction indicators. questions 912 relates to the assurance aspect of the five satisfaction indicators. questions 13-16 relates to the empathy aspect of the five satisfaction indicators. questions 17-20 relates to the tangibility aspect of the five satisfactions indicator. the total score represents the general view of satisfaction expressed by the samples, ranging from total score 20 (very dissatisfied, answering ‘1’ to all questions) to total score 80 (very satisfied, answering ‘4’ to all questions). jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 6 discussion as previously briefed in the introduction section, kotler & keller (2009) argued that satisfaction is an expression of feeling which emerges afer expectations and reality met—i.e. when expectations of a particular product or service’s performance met the actual performance. in this discussion, we imply that parents are ‘satisfied’ when what they expect of baiturrahmah daycare’s performance met the actual work and service performance they encountered. to make discussions objective, we draw from muninjaya’s (2011) argument about the five aspects to assess in order to evaluate a daycare’s performance, particularly about the staffs. the five aspects are responsiveness (how responsive staffs are in handling parents’ requests), reliability (how reliable staffs are in their service), assurance (how strong staffs are in assuring parents that they will perform to their expectations), empathy (how empathic staffs are in answering parents’ problems and providing service to their children), and tangibility (how solid the staffs are in working as a team). full-day cares, or simply daycares, work in a daily basis usually 8 hours a day, even more. child needs are temporarily fulfilled by the daycare—as a consequence, they are also partly responsible to ensure their needs are met—in addition to catering children interests and tending to their development process. each children development factor—namely those who come from within their social circle and those who come from outside—will work together. they will tie each other and affect each other in an interrelated process which will ultimately affect the children’s development process. we can envision fine development when a combination of given facilities and a child’s natural potential pushes them to their best. deviant social environment may lead to a child’s disability in their psycho-physical aspects of life. the explanation above laid a solid foundation to why daycares need to provide their best service and excellence in serving the childrens they have been entrusted upon. before furthering the discussion, we’d like to briefly mention table 1.2. the columns are arranged systematically to represent the five aspects of daycare staff performances argued by muninjaya (2011). columns 1-4 represent answers to questions that deals with staffs’ responsiveness. columns 5-8 represent answers to questions that deals with staffs’ reliability. columns 9-12 represent answers to questions that deals with staffs’ assurance. columns 1316 represent answers to questions that deals with staffs’ empathy. finally, columns 17-20 represent answers to questions that deals with staffs’ tangibility. table 1.2 shows several interesting trends. first, no single sample answered very dissatisfied (1) in all of the questions, in both before and after category. from this trend we may interpret this as a fact that all samples do not feel very dissatisfied with the service, before and after they drop their children. second, there is a trend that score 4 (very satisfied) appears in many rows. this means that samples tend to be very satisfied at many aspects of the service, and generally they feel very satisfied by the service. even so, there are some questions items they answer '2' (dissatisfied), which means there are some aspects that the samples feel it needs improvements as well. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 7 we can also see from both table 1.1 and table 1.2 that as a general view, the lowest sum of scores is 63 (before) and 65 (after), while the highest sum of scores is 75 on both before and after. if we categorise the total scores into four score ranges: 20-39 being very dissatisfied, 40-59 being dissatisfied, 60-69 being satisfied, and 70-80 being very satisfied, we can see that in general, the samples feel at least satisfied both before and after they drop their children to the daycare. table 1.3. descriptive statistics before after n valid 15 15 missing 0 0 mean 68.27 69.73 std. error of mean .933 .842 median 69.00 71.00 mode 69a 65a std. deviation 3.615 3.262 variance 13.067 10.638 range 12 10 minimum 63 65 maximum 75 75 sum 1024 1046 a. multiple modes exist. the smallest value is shown to further this discussion, table 1.3 illustrates descriptive statistics interpretation of the data presented in table 1.1. table 1.3. indicates that there is a difference in the mean of before (68.27) and after (69.73). in addition, the standard error of both means of before and after are 0.933 and 0.842, respectively. the medians are 69.00 and 71.00. the modes are 69 and 65— while multiple modes exist, we show the smallest value. the standard deviations of both data are 3.615 (before) and 3.262 (after). the variances of both data are 13.067 and 10.638, before and after respectively. the before category has a minimum score of 63 and maximum score of 75, spanning 12 numbers in range and a sum of 1024. the after category has a minimum score of 65 and a maximum score of 75, spanning 12 numbers in range and a sum of 1046. we draw from our brief mention of the views argued by kemp (2016), kovács (2018) and breitkreuz & colen (2018). parents tend to quality the babysitter or daycare service prior to deciding whom to trust. from our discussion above we can see that parents already have high expectations of baiturrahmah daycare’s performance, signified by the values in the ‘before’ column ranging from 63 to 75. the numbers mean that parents expect a satisfying or very satisfying service before they drop their children. when they have expected such degree of quality, this implies that parents, before even considering to drop their children, have already done some research, to a degree, about baiturrahmah daycare. based on table 1.3., we can see that there is a different mean of parents’ satisfaction rate (before=68.27, after=69.73). while the increasing number of mean often indicates the jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 8 increase of satisfaction rate, we must analyse this difference with a mean comparation test since the means are means of samples, not population means. by analyzing both data categories with 5% wilcoxon test rate, the asymp. sig. (2-tailed) value being compared against the rate is 0,344. this is higher than the test rate (5% = 0,05). table 1.4 illustrates the wilcoxon test used to compare both hypotheses. based on the numbers generated from the test, we may conclude that h0 is accepted. therefore, there is no significant parents’ satisfaction rate increase before and after they drop their children to baiturrahmah daycare. table 1.4 wilcoxon test after before z -.947b asymp. sig. (2-tailed) .344 monte carlo sig. (2-tailed) sig. .368 95% confidence interval lower bound .359 upper bound .377 monte carlo sig. (1-tailed) sig. .187 95% confidence interval lower bound .179 upper bound .194 a. wilcoxon signed ranks test b. based on negative ranks. c. based on 10000 sampled tables with starting seed 2000000. the researchers attempted to confirm the test findings by questioning the samples. according to their answers, most of them had already been expecting a good service quality from the daycare before they drop their children for the first time, and the service they have received met their expectations so there is no significant satisfaction rate increase. “we’ve been expecting something good and we get them,” said one sample who wish not to be named, “we can hope for nothing less.” their statement further solidifies the views argued by kemp (2016), kovács (2018) and breitkreuz & colen (2018), as briefly mentioned in the discussion and introduction sections of this article. to further this information, we can interpret some of the samples’ answers to this unplanned interview. a sample noted, “before we first drop our daughter, we have heard about baiturrahmah. this time, rumours aren’t wrong.” by expressing their content about the fact that they are not feeling dissatisfied after they drop their daughter, we can see that their expectations have been met by the daycare. however, this fact also demands further investigation. what factors support the redeeming quality of the daycare that the parents felt satisfied by the service must be investigated. there jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 9 might be a vast number of possibilities, and a research must be conducted to uncover each potential of the daycare. if we knew why the daycare performs exceptionally well, we can later implement the analysis results to other daycares. as a result of a chain reaction, the quality of daycare services in indonesia would have increased. conclusion the results show that there are no significant parents satisfaction rate increase before and after they drop their children. furthermore, according to the samples’ opinions, their expectations of the service quality before they drop their children met what service they are provided by the daycare—this discouraged the satisfaction rate increase. further researches must be conducted in order to explore the factors that discouraged such increase. references breitkreuz, r., & colen, k. (2018). who cares? motivations for unregulated child care use. journal of family issues, 39(17), 4066-4088. gair, s., zuchowski, i., thorpe, r., henderson, d., & munns, l. (2019). ‘in the firing line’: grandparent carers at risk of family violence. journal of family violence, 1-9. hikmah, s. (2014). optimalisasi perkembangan anak dalam day care. sawwa, 9(2), 345360. kemp, s. (2016). contemporary issues in the professionalisation of child care in australia. in contemporary issues in applied and professional ethics (pp. 135-147). emerald group publishing limited. kotler, p., & keller, k. l. (2009). dirección de marketing. pearson educación. kovács, b. (2018). childcare arrangements during the ‘gap year’. in family policy and the organisation of childcare (pp. 161-192). palgrave macmillan, cham. li, q., liang, f., liang, w., zhang, j., niu, m., & han, y. (2017). the influence of different caregivers on infant growth and development in china. frontiers in pediatrics, 5, 243. leatemia, l.s.d., & hudaya, a. (2018). evaluating the doormat creating life skill program in the cahaya kahuripan bangsa community learning centre lembang. empowerment, 7(2): 179-192. muninjaya, g. (2011). manajemen mutu pelayanan kesehatan. jakarta: egc. nuryanti, l. (2008). psikologi anak. jakarta: pt. indeks. stodnick, m., & rogers, p. (2008). using servqual to measure the quality of the classroom experience. decision sciences journal of innovative education, 6(1), 115133. wilcoxon, f., katti, s. k., & wilcox, r. a. (1970). critical values and probability levels for the wilcoxon rank sum test and the wilcoxon signed rank test. selected tables in mathematical statistics, 1, 171-259. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 1 strategy empowerment weed scavengers and weed craftsmen through a "holistic development" approach (case study at saguling bening foundation and bangkit joint cooperative in cihampelas district, west bandung regency) ade sadikin akhyadi1, rika fitri ramadani2, holva lovana siregar3 1,2,3 universitas pendidikan indonesia 1ades.akhyadi@upi.edu abstract this research departs from the various empowerment strategies implemented in each community empowerment agency. heterogeneous environmental conditions become a consideration in implementing empowerment strategies to the community. the empowerment strategy becomes the main capital to attract the attention of the community to take the empowerment program seriously. cooperatives are a forum for community empowerment in the economic field. this research was conducted because there is a uniqueness found in the empowerment program. this institution of empowerment does not only empower the community economically but also socially, environmentally and spiritually. this study uses qualitative methods of observation, interviews, and documentation studies. the findings of this study are empowerment strategies using holistic development which in turn is able to develop community life dimensions in an integrated manner so as to make the community independent and prosperous. keywords: strategy, holistic development, community empowerment introduction the 1993 gbhn emphasized that the goal of national development in pjp ii was to develop a developed, independent and prosperous nation. to achieve this, we must first advance the economy in line with the quality of human resources. the goal of national development is to build an independent nation. independence is the level of progress that must be achieved by the community so that the community can build and maintain its survival based on its own strength (ginandjar kartasasmita, 1997). indonesia is a developing country that has various problems, one of which is poverty. the problem of poverty is always a concern of all parties to be solved, the causes are also diverse and so is the effort to overcome them. efforts to reduce poverty today are jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 2 very important because the world bank has concluded that poverty in our country is not just 10-20% of the population living in extreme poverty, but in other facts that prove that approximately three-fifths or 60 % of the indonesian population currently lives below the poverty line, the steps were taken by the government only focus on achieving the poverty target, not thinking about the imbalances that occur between social, economic, and regional. based on the central statistics agency (bps) the indicator that shows indonesia's socioeconomic inequality reached the highest level in 0.413 in 2013 and will continue to increase if steps are not taken to strive for the level and equity of welfare that must be considered is the right solution to build society to become more independent and prosperous, not dependent on outsiders so social inequality does not occur. based on the above facts, the need for a breakthrough from society in overcoming the problem of poverty in the midst of the current global economic uncertainty. so with that, the need for community empowerment. this was also mentioned by kathryn myount (2018) that community empowerment became a public concern and was considered as an appropriate approach in overcoming social problems, especially poverty. community empowerment is an effort to provide power or strength to the community to be independent out of the problems they face. according to ginandjar kartasasmita (1997) "community empowerment is a concept of economic development that encapsulates social values. this concept reflects the new development paradigm which is people-centered, participatory, empowering and sustainable (chambers, 1995 in ginandjar kartasasmita, 1997). the cooperative is one of the institutions that are suitable for rural community development in an effort to empower the community's economy. this is because cooperatives have the principle of mutual cooperation, a sense of togetherness and a sense of family. according to ginandjar kartasasmita (1997) cooperatives are an effective forum for community empowerment based on kinship and mutual cooperation. cooperatives that are needed by the community are honest and dynamic cooperatives so that the potential of its members can be realized to the maximum (badaruddin et al, 2005). furthermore, mubyarto (2003) revealed that the development of cooperatives is synonymous with overcoming poverty. this is in line with bung hatta's statement that cooperatives based on article 33 of the 1995 constitution are the only way to bring the gap between the rich and the poor closer. since 2009 the bangkit bersama cooperative has developed a citarum river scavenger waste empowerment program, this program has been proven to be able to reduce the volume of garbage in the citarum river while at the same time creating new jobs and increasing community income in the saguling reservoir area. by building a positive jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 3 correlation between the two problems, it turns out to produce a solution that gives a positive effect on environmental conditions and community welfare whereby utilizing waste, water hyacinth weeds and critical land becomes more productive not only can preserve the environment of the saguling reservoir, but it can prosper the people who live in around the reservoir. bangkit bersama cooperative is a community empowerment institution that has a vision "to be an open and transparent community economic institution that is able to increase the dignity and life of the wider community by remaining grounded in environmental preservation". this empowerment agency is concerned in empowering waste collectors and housewives who live around the sangguling dam, citarum river, west bandung regency. empowerment activities at this institution are by managing waste and processing water hyacinth weeds that expand on the surface of the citarum river. empowerment carried out by kopiti bangkit bersama received various scrutiny from the government because of its success in empowering the community. empowerment conducted by kopiti bangkit bersama in carrying out its empowerment process to the community has its own attraction which touches on several areas of community development, namely economic development, social development, environmental development, and spiritual development. according to anwas (2013) development goals can be difficult to achieve if the development is carried out partially. this was also added by that the development of society if only one dimension would definitely fail because it was based on linear thinking rather than taking a holistic approach. based on field data it is found that the bangkit bersama cooperative implements integrated community development (holistic development) that is in accordance with the conditions of the community and the environment around the citarum river. according to anwas (2013) development demands the development of all aspects of community life simultaneously and continuously, such development is called a holistic approach. from the data above, research is needed related to the implementation of holistic development (integrated development) in the process of community empowerment so that the community can be independent in order to improve mutual prosperity. the purpose of this research is expected to be the empowerment construct in bangkit bersama cooperative can be adopted by other empowerment institutions so that the realization of an independent, moral, disciplined, creative civil society, wants to advance, ready to compete, and prosperous. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 4 conceptual review a. holistic development development goals can be difficult to achieve if done partially, but community development is carried out in an integrated or holistic manner. according to anwas (2013) because of the complexity of development issues or community empowerment, empowerment in the education sector is not enough to be approached by educational aspects alone but must be carried out holistically regarding various aspects related to economic, socio-cultural, religious and others. according to jim ife and frank tesoriero (2008) dimensions in community development / empowerment, namely: 1. economic development 2. social development 3. development of the environment 4. spiritual development economic development community economic development is a way that allows everyone to improve their quality of life and be able to increase their influence on the processes that affect their lives (zubaedi, 2013). according to jim ife and frank tesoriero (2008) community economic development can be divided into two, namely the economic development of society conservatively and radically. conservative economic development of the community can be done by attracting industry, building local industries, and tourism. whereas radical community economic development can be through cooperatives, community banks, credit unions, and lets. the economic development implemented in the bangkit bersama cooperative is through cooperatives. social development according to jim ife and frank tesoriero (2008) activities in community development, namely the development of services, community centers, social planning, and social enthusiasm. community development or empowerment in the social field implemented by bangkit bersama cooperative is by building community centers. environmental development according to jim ife and frank tesoriero (2008) environment-based community development includes raising awareness, education, organizing communities, and setting goals in priority. the results to be achieved include making a nature reserve, planting trees, conserving land, and making recycling (on a cooperative basis). jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 5 spiritual development the proper form of spiritual development is expected to be by respecting and strengthening the religious and spiritual traditions of the jim ife and frank tesoriero (2008) communities. on this basis, anyone will strive to create an environment that can be sacred and spirituality that openly recognizes the importance of spiritual values. according to ginandjar kartasasmita (1997) that humans must prepare themselves for eternal life through spiritual development, part of community empowerment, in order to build a society that is moral. b. community empowerment community empowerment is an effort to improve the dignity of the layers of society which in their present condition are unable to escape the pitfalls of poverty and underdevelopment. in other words, empowerment is enabling and empowering the community. according to septianawati (2019) "empowerment refers to the ability of a person, especially a weak community group to have access to productive resources that enable them to increase their income and obtain the necessary goods and services and participate in the development and decision-making processes that affect them". empowerment is a process of developing, independence, self-empowerment, and strengthening the bargaining position of the lower layers of society against the forces of pressure in all fields and sectors of life (putra, 2016). according to jim ife in zubaedi (2013) that empowerment is to provide resources, opportunities, knowledge, and skills to citizens to improve their ability to determine their own future and participate in and influence people's lives. according to that in an effort to empower the community, it can be seen from three sides, namely creating an atmosphere or climate that enables community potential to develop (enabling), strengthening the potential or power possessed by the community (empowering), empowering means to protect. community empowerment does not make the community dependent on various charity programs. because basically everything that is enjoyed must be produced by one's own efforts (the results of which can be exchanged with other parties). thus the ultimate goal is to empower the community, enable and build the ability to advance towards a better life. research methods this research was designed using qualitative methods with a case study approach. the case study approach is carried out because of the issues discussed in this study only apply to this institution. this type of research is a descriptive study in which a researcher tries to describe the research activities carried out on a particular object clearly and systematically. researchers try to deepen understanding of social meaning jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 6 that arises in the environment of the research object, find patterns, and hypotheses by using theory to study the research object (sugiyono, 2011). this research uses a descriptive qualitative method with purposive sampling. the participants of this study were 6 people from the cooperative bangkit bersama. the participants are id as chairman of bangkit bersama cooperative, ww as head of waste recycling, ed as head of water hyacinth handicraft, rk and bw as scavengers, and hn as water hyacinth craftsman in the bandkit joint cooperative. id, ww, and ed are used as primary data, while rk, bw, and hn participation are used as secondary data. data is collected and extracted through interviews and observations. the data in this study were collected through several tools, namely interview guides, observation sheets, and documents, taking notes on the results of interviews, observations and document analysis results. the qualitative analysis process in this study has 4 important components, including data collection, data reduction, withdrawal, and making data conclusions. the following is a framework for thinking in order to better understand the concepts in this study : picture 1. framework for thinking bangkit bersama cooperative as a forum for empowerment of waste scavengers and water hyacinth craftsmen community empowerment uses the holistic development approach economic empowerment social empowerment environmental empowerment spiritual empowerment independent and prosperous community jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 7 results and discussion starting from the concern due to environmental damage in the saguling reservoir due to a pile of plastic waste, water hyacinth weeds and the saguling reservoir shallow due to the continuous sedimentation rate entering the saguling in late which results in silting of the reservoir, and the social conditions of the people living around the reservoir. there are still many who are poor, so an idea was born to build a symbiosis of mutualism between community empowerment around the reservoir and environmental conservation efforts for saguling reservoirs, so in 2009 a cooperative called the cooperative bangkit bersama was born, where the members are community members who are scavengers and the community poor living around the saguling reservoir. since 2009 the bangkit bersama cooperative has developed a citarum river scavenger waste empowerment program, this program has been proven to be able to reduce the volume of garbage in the citarum river while at the same time creating new jobs and increasing community income in the saguling reservoir area. by building a positive correlation between the two problems, it turns out to produce a solution that gives a positive effect on environmental conditions and community welfare whereby utilizing waste, water hyacinth weeds and critical land becomes more productive not only can preserve the environment of the saguling reservoir, but it can prosper the people who live in around the reservoir. bangkit bersama cooperative is a community empowerment institution that has a vision of "becoming an open and transparent community economic institution that is able to increase the dignity and life of the community at large by remaining grounded in environmental preservation". as well as the mission "become a locomotive of economic change in society. advocating for socio-economic and environmental communities by grounding in existing local wisdom. assist in efforts to preserve the environment around the saguling reservoir in particular and the citarum river in general. community empowerment in the bangkit bersama cooperative refers to environmental preservation. the principle of empowerment program in this institution is "selfsustaining environmentally sustainable society" which means that every empowerment program implemented in this institution leads to community independence, both economically, socially, politically, and spiritually and this is coupled with environmental preservation. the community must be able to maintain and care for the environment in which they live and make a living. the empowerment program conducted by the bangkit bersama cooperative includes the garbage scavenger empowerment program and the women's empowerment program in making handicrafts made from water hyacinth waste. this waste and water hyacinth are found on the surface of the sangguling reservoir, precisely on the citarum river. in the garbage scavenger empowerment program, bangkit bersama cooperative jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 8 provides the community with knowledge and skills in waste management. starting from recognizing the types of waste, separation, conditioning, to waste recycling. after going through this stage the waste will be of economic value to the community. the processed waste can be collected or sold in the cooperative. the income from the sale of waste is used by scavengers to increase their income to meet their daily needs and family. as explained by id as bangkit bersama cooperative chairman. "people here are taught how to manage and process waste, from the introduction to the recycling stage. well, they can sell the results of recycling waste in the cooperative. the cooperative collects processed products from the community that we empower. from the sale of waste, the scavengers here increase their income. " this was also added by ww as head of the waste recycling sector. "the scavengers here before being given skills in processing waste, their garbage is bought cheaply by the agents. alhamdulillah, after the community was given an understanding of how to recognize waste until it was recycled, the waste was bought at a relatively high price ". the same thing applies to the women's empowerment program in the sangguling reservoir, which is through the processing of water hyacinth weeds. housewives are given skills in processing water hyacinth weeds into various forms of crafts, such as bags of various variants, vases, tissue boxes, calligraphy, furniture, and so forth. the results of this craft are accommodated by cooperatives and cooperatives that market domestically and abroad. as explained by ed as the head of the water hyacinth handicraft field. "the mothers here are trained to process water hyacinth into various kinds of handicrafts such as bags, furniture, and others. after completion, we will help you with marketing. " this was added by the water hyacinth craftsman. "the results of selling water hyacinth to the cooperative can add money to buy rice given by the tea husband" economic empowerment in this institution provides positive contributions to people's lives. this institution also implements a system of "savings and loans paid rubbish". the community is helped by the current system. the social empowerment carried out by this institution to the surrounding community is in the form of boat provision and community center activation. this boat is given to scavengers who really work in this field. this boat was actually given to the initial capital for the community to search for garbage on the surface of the citarum river. so, the people who are garbage from the river are provided with a boat to jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 9 get garbage by this empowerment agency. this was confirmed by id as the chairman of the bangkit bersama cooperative. "to collect rubbish in the river, our community provides the boat, after we collect garbage, we help to recycle it in the cooperative". in addition to boats, bangkit bersama cooperative also provides a community hall that is open and can be shared by the surrounding community. according to the balai the community has always been an important component in community development. bangkit bersama cooperative utilizes this hall for meetings with scavengers/craftsmen, sometimes in this hall there is also counseling to the community, training and development skills, in this hall also given the information needed, group discussions, and so forth. as said by id as bangkit bersama cooperative chairperson. "this hall or hall is open 24 hours for the community, during the day we use it for skills training, discussions, meetings, and other activities. at night there are people who sleep here. so this room is never empty, there is always something to enliven ". social development carried out by this institution provides enormous benefits for the surrounding community. likewise with the development of the environment carried out by this institution is to spark the principle of "a self-sustaining environmentally sustainable community" and a fragrant citarum program ". this institution has a big contribution in reducing the volume of waste and water hyacinth weeds that cover the citarum river that is contained in the sangguling reservoir. citarum which used to spread the stench because of the piles of garbage is now slowly disappearing because people turn the sprouts into a blessing, which can be of economic value. spiritual community empowerment carried out by this institution is to hold routine recitation for empowered people who are members of the cooperative as well as the general public around this empowerment institution. this regular remuneration took the form of a colossal lecture given by a chaplain who was deliberately invited to give religious knowledge to the public. as explained by id as bangkit bersama cooperative chairman. with an adequate approach especially in learning experiences and experiences, the community development process will be far more meaningful (sapudin & mulyono, 2019). this form of achievement is expected to provide confirmation of the community education / non-formal education process developed (mulyono, 2012). conclusions from the data above, it can be concluded that the construct of community empowerment carried out in the bangkit bersama cooperative is through holistic development. where community development is not stagnant in one dimension of life, but rather develops an integrated dimension of community life. the developed dimensions are the economic, social, environmental and spiritual dimensions of the jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 10 community both as members of cooperatives and the general public living around empowerment institutions. so that all the potential and opportunities contained in society can be built and developed properly and optimally. suggestion research by the author in bangkit bersama cooperative there are several suggestions for the progress of this institution, as follows: 1. the empowerment program curriculum is more organized and clarified so that the learning outcomes of the community are clearly seen. 2. institutional management structure so that it can be better managed so that there are clear duties and responsibilities for each individual. bibliography anwas, oos. (2013).pemberdayaan masyarakat di era global. bandung: alfabeta. anwar. (2007). manajemen pemberdayaan perempuan. bandung: alfabeta. badaruddin & nasution, m. arief. (2005). modal sosial dan pemberdayaan komunitas nelayan (isu-isu kelautan dan kemiskinan hingga bajak laut). yogyakarta: pustaka pelajar. ife, jim & frank tesoriero. (2008). community development: community based alternatives in an age of globalisation.yogyakarta: pustaka pelajar. kartasasmita, ginanjar. (1997). pemberdayaan masyarakat: konsep pembangunan yang berakar pada masyarakat. jakarta: lp3es kembarawati, keppi sukesi, idiannor mahyudin. (2014). the role of local wisdom and society empowerment patterns fishing by using salambau in baun bango village kamipang district katingan central kalimantan. journal of natural science research. 4(12) mulyono, d. (2012). menegaskan karakter pendidikan nonformal. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 1(1). murdani, sus widayani, hadromi. (2019). pengembangan ekonomi masyarakat melalui pemberdayaan usaha mikro kecil dan menengah. jurnal pengabdian kepada masyarakat (abdimas). 23 (2). hlm. 152-157 mubyarto. (1999). reformasi sistem ekonomi, dari kapitalisme menuju ekonomi kerakyatan. yogyakarta: aditya media. putra, andika adi sanjaya, dkk. (2016) stretegi pemberdayaan masyarakat melalui pengembangan lebah madu kelompok tani tahura (ktt): studi kasus di desa dilem kecamatan gondang mojokerto. jurnal wacana. 19 (1) saepudin, a., & mulyono, d. (2019). community education in community development. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 8(1), 6573. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 11 septianawati, ragil. (2019). peoplel’s empowerment through national program for urban self community empowerment. jurnal administrasi publik. 2(5). hlm 837843 sugiyono. (2011). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. yount, m kathryn. (2018). women’s age at first marriage and long-term economic empowerment in egypt. world development journal. 102. hlm. 124-132 zubaedi. (2013). pengembangan masyarakat wacana dan praktik. jakarta: kencana prenada media group. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 254 implementation of experiential learning approach to the training of character development of civil servants in ministry of transportation environment r. berkah anugrahwanto1, sri nurhayati2 1,2 program pascasarjana pendidikan masyarakat – ikip siliwangi jawa barat indonesia 1yugoanugrahwanto@gmail.com received: juni, 2020; accepted: september, 2020 abstract this research aims to describe the implementation of the method of the experiential learning approach in character building training of civil servants (pns) ministry of transportation at the education hall and character development training of human resources transportation (bp3ksdmt) bandung. this study uses a simple research design approach with a descriptive method. the subject of this study is the rescue, teaching personnel, and trainees. data collection is obtained through observation methods, interviews, and documentation. techniques used to analyze data using triangulation. the data presented using descriptive techniques. the results showed that the implementation of experiential learning was relevant to simon priest's theory. the training of civil servant character development in bp3ksdmt implemented the four phases of experiential learning, namely action, reflection, integration, and continuation. from the side of the maintenance institute training board for the character development of the bandung transportation hr, following public training management is by implementing three phases, namely preparation, implementation, and evaluation training. keywords: experiental learning, training, character development abstrak penelitian ini bertujuan untuk mendeskripsikan penerapan metode pendekatan experiental learning pada pelatihan pembangunan karakter pegawai negeri sipil (pns) kementerian perhubungan di balai pendidikan dan pelatihan pembangunan karakter sumber daya manusia transportasi (bp3ksdmt) bandung. penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. adapun subjek dari penelitian ini yaitu penyelenggar, tenaga pengajar diklat dan peserta pendidikan dan pelatiha. pengumpulan data diperoleh melalui metode observasi, wawancara dan dokumentasi. teknik yang digunakan untuk menganalisis data menggunakan teknik deskriptif kualitatif. hasil penelitian menunjukkan bahwa pelaksanaan experiental learning relevan dengan teori simon priest. pelatihan pembangunan karakter pns di bp3ksdmt menerapkan keempat tahapan experiental learning, yaitu action, reflection, integration dan continuation. dari sisi penyelenggaraan lembaga diklat balai diklat pembangunan karakter sdm transportasi bandung, sesuai dengan manajemen diklat pns yaitu dengan menerapkan tiga tahapan yaitu persiapan, pelaksanaan dan evaluasi diklat. kata kunci: experiental learning, pelatihan, pembangunan karakter how to cite : anugrahwanto & nurhayati. (2020). implementation of experiential learning approach to the training of character development of civil servants in ministry of transportation environment. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 254-261. introduction a character building training is a fundamental necessity for human resources (hr), an essential element in an organization that exceeds capital, technology, and money. character building anugerahwanto & nurhayati. implementation of experiential learning approach to the training ofcharacter development of civil servants in ministry of transportation environment 255 training is a basic necessity that is currently indispensable for every organization, no exception for government organizations (ministries/institutions). ministries or institutions need human resources state apparatus to have an excellent primary character because they can be said to be the ' representation ' of the country in the running of government wheels and to perform services for the community both in the center and the region. the state apparatus that we know with civil servants (pns) has a very strategic role in developing government and development tasks and is also expected to have high moral integrity in supporting its role as a statesman and public servant. according to government regulation 101, the year 2000, article 1, education and training are the process of organizing learning and teaching to improve civil servants (pns). suradinata (2003:102) reveals five directions and stages in education development and human resources training, namely: (a) have the sense to raise awareness and confidence; (b) increased confidence; (c) increased welfare and security; (d) increased social and cultural life; (e) improvement of quality and for in the field of duty. during this training, the character building that is often organized by the ministries or institutions only has targeted technical competence (hard skills) and very rarely found training or workshop institute that indeed especially has a goal in building the character (soft skill) of its human resources. activities titled building a character that is often organized by ministries or institutions is an outbound activity packaged in the form of activities that can develop the value of positive character such as, cooperation, openness, work ethic, integrity and so on from the activities so that it has no meaning for its human resources. furthermore, the activity does not have a systematic effect in terms of "revamp," a person's character/disposition. to find answers to the above problems, researchers focus on one of the education and training institutions owned by the ministry of transportation of the republic of indonesia. the institution is the education and character development training institute of sdm, abbreviated with the acronym bp3ksdmt. bp3ksdmt is one of the government training institutions as a one-on-one training institute that has an essential task and function in organizing characterbuilding training to date. bp3ksdmt training institute was established by the ministry of transportation since 2015, on a land area of ± 36 hectares and located in cibodas village, pasirjambu district, bandung regency, west java. according to initial observation sourced from the internal resource of bp3ksdmt, this training hall stands based on the thinking of the needs of transportation hr that must have the capacity and capability of soft skills or soft skills competencies that are combatant and not easy to give up because the safety of transportation is not solely dependent on hard skills competencies but also determined by soft skills competencies capable of human resources transport. following the name of this training institution, the main focus of bp3ksdmt in organizing character-building training is on the human resource of transportation, especially the civil servants in the ministry of transportation environment. according to data from observations in the field, bp3ksdmt organizes character building training by implementing a learning experience method known as experiential learning (el). this method was first pioneered by an english educator named kurt hahn and later developed by educational practitioners such as john dewey, david kolb, and simon priest. anugerahwanto & nurhayati. implementation of experiential learning approach to the training ofcharacter development of civil servants in ministry of transportation environment 256 nevertheless, the implementation of experiential learning methods used by bp3ksdmt has not been tested and known by learners, i.e., whether the application of experiential learning methods follows the principles of earlier developed experiential learning theories. bp3ksdmt, as an institution that has the auth of character training organizers, has a treatment in the process of organizing the character-building training. because according to helen g. douglas (samani & hariyanto, 2011:41), the character is not inherited, but something built continuously day by day through thought and deed, mind afterthought, action by action. therefore, researchers feel the need to discuss this theme, because the character or disposition of a person can still be transformed into a better character that can be useful for themselves, others and the organization (work) and how the process of a person's character can change for the better, it can be realized by the implementation of a proper learning approach method. therefore, researchers want to see the implementation of experiential learning approaches to the training of character building pns in the ministry of transportation environment, starting from preparation, implementation to post-implementation training. experiential learning concepts according to kolb (1984), the experiential learning approach method is the process by which knowledge is made through experience transformation. knowledge is generated from a combination of gripping and transforming experience. there are multiple cycles in experiencebased learning. according to kolb, experiential learning models are processes when knowledge is gained through a transformational experience. this statement gives birth to a learning cycle model consisting of four stages: a. concrete experience; b. reflection observation; c. abstract t conceptualization; dan d. application. the concept of experiential learning approaches was first pioneered by an educator named kurt hahn of england. the training was made by kurt hahn to have a real incident. the incident when the merchant ship was destroyed was simulated in the form of initiative activity. the first school name to use this method is outward bound, which is a training center where students can follow him in weekly kusus and follow the syllabus scheme badge (veevers & allison, 2011) the experiential learning approach is applied to character development training of the pns ministry of transportation, using the concept of a learning method developed by kurt hahn (outward bound). furthermore, implement experiential learning cycles developed by priest (1996). in his opinion, the experiential learning cycle consists of 4 (four) stages: action, reflection, integration, and continuation. the expectation was that after the trainees participated in an activity, they reflected their experience to highlight the lessons learned. these new studies are integrated into their work, school life, or family, and they make sustainable changes in the face of reliable erosive power. if not carefully dilated, power (lack of resources, long obstacles, peer pressure, etc.) tends to return someone to the starting point. training concept michael j. jucius (kamil, 2012:3) explained that the term exercise used here is to demonstrate every process to develop the talents, skills, and abilities of employees to accomplish certain occupations. further, goldstein and gressner (kamil, 2012:6) defined training more emphasizing on his coaching place and which defined training as a systematic undertaking to anugerahwanto & nurhayati. implementation of experiential learning approach to the training ofcharacter development of civil servants in ministry of transportation environment 257 master the skills, regulations, concepts, or manner of behaving that impacted the performance enhancement. for example, for training for a job title, the training set is cultivated as well as possible with the actual work environment. other examples, training can also be done in a very different place with the actual work environment, for example, the classroom. while in presidential instruction no. 15 of 1974 (kamil, 2012:4), the training sense is formulated as follows: training is part of the education that concerns the learning process to acquire improved skills beyond the prevailing education system in a relatively short time and using a method that prioritizes practice than in theory. the training that is found in marzuki (2010:174) can be interpreted as follows: training is a term that has specific connotations depending on the person's experience and background. for someone enthusiastic about racing, then training is an attempt to score the winner. for the circus players, training is an attempt to tame the animals and show the audience's upfront skills. for the owner of a schooled or trained dog, training serves as an effort to perform security tasks. in the workplace, training is usually associated with instruction, orientation, and direction to work better. if defined, training teaches or gives an experience to a person to develop a behavior (knowledge, skills, attitudes) to achieve something that robinson wants (marzuki, 2010:176). according to charters, w. w., and carter v. pleasant (marzuki, 2010:176), the training is defined as specific teaching that the purpose has been clearly defined, usually demonstrated require the participants and assessment of the improvement of the student's performance. nurhayati (2015) also explains that training management is about planning, direction, and coordination. training also requires leadership and the ability to facilitate learning. training should be focused on identifying the purpose and application of results. character building concept character building is a process or effort made to build, enhance and or form a character, psychological nature, moral (character), human (community), so that it can demonstrate good character and behavior based on the value of pancasila (masrukhin, 2013). from the definition of character development can be interpreted: 1. business or process to cultivate human behavior that has been possessed for morality (a good character) to be good. 2. improving the nature, character that has been possessed by humans, which was not good enough to be better in order to organize government as a civil servant 3. to form a better character or character so that it can display a conducive character of the life of society, nation, and country according to the values of pancasila. training on the character development of civil servants at the workshop on the character development of sdm transportation has four necessary materials that serve as a parameter of ability (capability) for the trainees to be used as the output of the character-building training, according to the curriculum and syllabus education and character development training (ministry of transportation, 2016), among others: 1. being able to manage ourselves, is a person's ability to recognize, explore the potential and manage itself physically, emotionally, soul and spiritually so that he is capable of resources, circumstances and able to create the reality of life after the mission and purpose of his life anugerahwanto & nurhayati. implementation of experiential learning approach to the training ofcharacter development of civil servants in ministry of transportation environment 258 2. being able to meet the relationship with others, is the ability to communicate, recognize, understand and mutually provide benefits and help, empowering each other in achieving the mission and objectives of life 3. working on the job is the ability to make, run, control the work to fit the vision, mission, and target of the organization. being able to have a relationship with god almighty, is the ability to manage the full life of the balance between life, work, and reality in the signature of belief and spirituality to the one true god. method this research uses a simple research design approach. the study used is a descriptive method, which is expected to provide descriptions or depictions, painting systematically, factual, accurate, and detailed regarding the fact of a place or institution studied. research data is obtained through observation, interviews, and documentation studies. the subject of research is chosen purposive consisting of the head of balai, head of maintenance training, and facilitator at the training hall of the bandung transportation hr character in 2020, which amounted to 2 facilitators who have two small groups of trainees consisting of 20 people in each group. the implementation time of the character-building civil servant, ministry of transportation held on 10 – 15 february 2020. after the accumulated data is then analyzed using triangulation. results and discussion results based on observations, interviews and documentation studies conducted to the training organizers and teaching personnel (facilitators) at the training hall for the character development of the bandung transportation hr, obtained the data on the training of the character-building civil servants' ministry of transportation year 10 -15 february 2020 as follows: 1. the preparation stage of character development training civil servants in the ministry of transportation. the preparation phase of training is crucial to achieving the training objectives. one of the things that must be prepared in training is to prepare completeness of the training administration. researchers conducted interviews with the head of the organizers and the cooperation division and the bp3ksdmt training administration program, related to what stages of preparation to carry out training for character development. from the results of the preparation phase of the interview is to prepare the preparation of the administration, namely preparing the decree (sk) training, letter of call participant training, sk teaching personnel (facilitator), sk trainer of participants, sk speakers, management of training, the outline plan, training plan, field plan and the decree of the logistics support personnel. all the completeness of the administration is made in the form of a checklist completeness training administration. the results of the interview with the author of bp3ksdmt training administration program consists of, 1) the implementation of experiential learning methods on implementation of anugerahwanto & nurhayati. implementation of experiential learning approach to the training ofcharacter development of civil servants in ministry of transportation environment 259 character development of pns ministry of transportation, 2) the training program that is sourced from the curriculum syllabus and training module character development hr transport that has been adjusted to the level of participants. in this workshop, participants are civil servants and carried out with a duration of 7 days (2020 10 training programs are interpreted in the form of training eyes, consisting of habituation, entrepreneurship, individual challenges, team challenges, and class materials. from a fifth of the training, they are conical to the training materials that are adjusted to the four (capability) skills that are the main target of character development training. it can manage their selves, able to manage the relationship with others, able to manage the relationship with the environment or occupation, and able to manage the relationship with the almighty god. the program coordinates with teachers (facilitators) in the preparation of training materials tailored to the objectives of the training to be carried out and prepares all possible-possibilities that can occur at the time of implementation of training related to weather constraints as character building training is carried out with outdoor media and also indoor with percentage 70 – 30%. furthermore, making risk management preparation and analysis. this is done in case of something that is emergency related to the training materials provided. 2. implementation stage based on the results of observations from 10 – 15 february 2020 and interviews with two teachers (facilitators) training in pns character development. in the process of training activities, the pns ministry of transportation facilitator's character development serves as a "bridge" or liaison between participants with the training materials provided following the training programs that have been structured systematically. the facilitator facilitates participants to be able to receive learning through simulations of training materials provided. these simulations have been a real experience for training participants, through the simulations of the participants have experienced a new experience as a medium to implement four abilities: able to manage themselves, able to manage the relationship with others, able to manage the relationship with the organization or work environment and able to manage the relationship with god. the training materials provided include team-building games, creating a raft of drums (water training), paintball, archery, high ropes, and so on. based on live observations in the field, delivering the training materials using experiential learning cycles, namely action, reflection, integration, and continuation. the stages were after the trainees participated in an activity; they reflected their experience to highlight the lessons learned. then these new studies are integrated into their work, and after they have returned to the "real" world, they are expected to be able to fight the erosive forces of the old environment that have a habit of opposing habits of the value of the character they have had in character building training. 3. evaluation stage of implementation based on the results of observations 10 – 15 february 2020 and interviews with the facilitator and observer psychology bp3ksdmt. evaluation is conducted during training activities to improve the next steps and carried out at the end of activities to determine the extent of the outcome or change of behavior that has occurred during the study activities through the experience. anugerahwanto & nurhayati. implementation of experiential learning approach to the training ofcharacter development of civil servants in ministry of transportation environment 260 evaluation training results of character civil servants ministry of transportation showed the participants training experienced the achievement of competence following the purpose of the development of character training, namely able to manage the relationship with oneself, able to manage the relationship with others, able to manage the relationship with the work and able to manage the relationship with the almighty god. the average competency achievement of the participants in development is in the category very good with some things that need to be optimized include motivating others to interpersonal competence and organizational competencies that contain decision making. discussion implementation preparation is a step taken by the organizer at the time of starting the training process is a move to deliver participants to achieve the objectives of the training. from the findings, researchers concluded that the preparation of the training had been done with the proven preparation of the training stage is conducted systematically and to prepare all things measurable. these measures are the application of experiential learning methods related to training preparation, where the preparation and risk analysis of activities is critical to implement. nurhayati (2015) explains that training begins with planning that includes identifying needs, preparation of training, phases of implementation, and assessment and evaluation. while according to soebagio atmodiwiro (basri & rusdiana, 2015:86) the training preparation consists of two activities: a. prepare circular letter about the existence of the training program (the type of training, duration of training, venue, and requirements of training participants); b. prepare training equipment. based on the results of the study, the implementation stage showed that the implementation of experiential learning approach methods on character building training is relevant to the experiential learning theory. priest (1996), in his opinion, the implementation of the experiential learning method consists of four learning cycles called the experiential learning cycle, which are action, reflection, integration, and continuation. at this stage, training participants experience four cycles on each character-building material. the objective of the evaluation is to know the success rate of learning with the experiential learning approach method. the evaluation of civil servants' character development training in the ministry of transportation was conducted during the training underway to improve the next steps. at the end of the training, the evaluation was carried out to determine the extent of the results or changes in conduct that have occurred during the study activities through the experience. based on the results of the study, evaluation of the implementation of learning with experiential learning approach method is achieving competency per the objectives training character development pns ministry of transportation, namely four abilities: able to manage the relationship with oneself, able to manage the relationship with others, able to manage the relationship with the work and able to manage the relationship with the almighty god. with an average category outstanding. conclusion based on the results of the implementation of experiential learning approach in character development training civil servant ministry of transportation following the theory of simon priest in the implementation, which includes: action, reflection, integration, and anugerahwanto & nurhayati. implementation of experiential learning approach to the training ofcharacter development of civil servants in ministry of transportation environment 261 continuation. technically, as an educational and training institution, bp3ksdmt bandung has implemented stages that correspond with the management of civil servants' training education. bp3ksdmt performs the preparation stage of training, implementation of training, and evaluation of training implementation. at the preparatory stage, bp3ksdmt prepares with the preparation, from the preparation side of training and the syllabus curriculum of the training program. meanwhile, from the evaluation side of the implementation of the training, experiential learning method works well in achieving the objectives of the character development training, namely four abilities: able to manage the relationship with oneself, able to manage the relationship with others, able to manage the relationship with the work and able to manage the relationship with the almighty god with the average “excellent” category. references basri, h., & rusdiana. (2015). manajemen pendidikan & pelatihan. bandung: cv. pustaka setia. kamil, m. (2012). model pendidikan dan pelatihan. bandung: alfabeta. kementerian perhubungan, b. p. s. d. m. kurikulum dan silabus pendidikan dan pelatihan pembangunan karakter. , (2016). kolb, d. a. (1984). experiential learning: experience as the source of learning and development. engle wood cliffs and nj: prentice hal. marzuki, s. (2010). pendidikan nonformal dimensi dalam keaksaraan fungsional, pelatihan, dan andragogi. bandung: pt. remaja rosdakarya. masrukhin, a. (2013). model pembelajaran character building dan implikasinya terhadap perilaku mahasiswa. humaniora, 4(2), 1229–1236. nurhayati, s. (2015). andragogical content knowledge as a key component in the training of the instructors of nonformal education. international education studies, 8(2), 219– 230. presiden indonesia, r. peraturan pemerintah (pp) tentang pendidikan dan pelatihan jabatan pegawai negeri sipil. , (2000). priest, s. (1996). a research summary for corporate adventure training (cat) and experience-based training and development (ebtd). samani, m., & hariyanto, m. s. (2011). konsep dan model pendidikan karakter. bandung: remaja rosdakarya. sugiyono. (2016). metodologi penelitian kuantitatif, kualitatif, dan r&d. cv alfabeta. https://doi.org/https://doi.org/10.3929/ethz-b-000238666 suradinata, e. (2003). pemimpin dan kepemimpinan pemerintahan. in jakarta: pt gramedia pustaka utama. veevers, n., & allison, p. (2011). kurt hahn. springer science & business media. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 10 the application of entrepreneurship program at packet c pkbm assolahiyah heru saleh1, aldian hudaya2 1 ikip siliwangi, bandung 2 pkbm cahaya kahuripan bangsa, lembang 1 herusaleh096@gmail.com, 2oichidan@pkbmckb.org abstract this research aims to describe the application of an entrepreneurship program to a community of packet c learners situated at pkbm assolahiyah: the process, the results, the influencing factors, and the impacts toward the learning community. the subjects of this research include the program organizer, the tutors, and the learning community themselves. the data gathering methods include observation, interview, and study of documents. the data analysis method consists of three steps: data reduction, data display, and conclusion drawing. this research concludes that the 5 steps program enables its learning community to develop and display skills of entrepreneurship. the supporting factors include the availability of monetary equity, organizer support, strong motivation from the learning community and overall community support. the hindering factors include land availability limitations, community limitations, and constant funding availability issues. this program has economic impacts (enabling the community to start their own business, an increase of their household incomes, and the fulfillment of household needs), psychological impacts (the development of self-confidence and hard-working attitude in the community) and social impacts (encouraging the community to participate actively in community organizations, extending the community members’ networks, and an ability to share their knowledge to the others). keywords: packet c, enterpreneurship, pkbm assolahiyah introduction indonesia is among the densely-populated countries, making the top fourth place of being the mostly populated country in the world. according to indonesia’s central bureau of statistics 2018 data, indonesia is the home to approximately 261.890,9 thousand people, whilst the results of the 2010 population census (may) shows that indonesia houses 237.641,3 thousand people. we can see that the 2010-2017 population growth rate is approximately 1,34%. this infers that indonesia expects a significant population number increase for the following years. the highly populated country is also home to a vast number of social issues, among them is unemployment. this is also the root of many other social problems, such as criminal acts, poverty, health issues, education issues, among many others. on august 2010, indonesia’s central bureau of statistics stated that there are approximately 8,96 million (7,87%) of indonesian citizens who are unemployed; most of them are situated in rural areas. while the government endlessly puts considerable efforts to tackle unemployment issues— such as providing free education for the unprivileged to enable them reach higher level educations, thus encouraging them to apply for jobs that were previously unavailable for jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 11 them—these efforts needs further attention. for instance, the indonesian government attempts building skill training centers such as sewing and handcraft classes to enable the educationally unprivileged to work with their skills. these efforts aim to cherish the number of enterpreneurs in indonesia as an alternative to working in companies. suryana (2010, p. 14) stated that for a country to be considered prosperous, the country must have at least 2% of its people working as enterpreneurs. indonesia hopes to reach the percentage ratio, driving off the current percentage of enterpreneurs being approximately 1,56% (bps). among all the efforts tailored by the government, a notable one involves nonformal education through community entrepreneurship education. indonesia’s ministry of education and culture (2013), through public law number 20 year 2003, stated that entrepreneurship education is provided by a nonformal education agency tailored to the needs and business opportunities in a community. article 26 paragraph 5 stated that the training and course is offered to the community that needs knowledge, skills, life skills, and attitude to develop self, profession, work, owning a business or to continue to a higher level of education. a community learning center (clc), or pusat kegiatan belajar masyarakat (pkbm) is a nonformal education agency with capabilities to hold such programs. unesco (in kamil, 2011, p. 85) stated that a clc/pkbm runs outside the formal education system, targets to both rural and urban communities, is organized by the community themselves, and enables communities to develop the skills they need to improve their life quality. narrowing our discussion coverage, we will visit kabupaten karawang, specifically pkbm assolahiyah. taking place in a rural community, the pkbm works with people who are mostly farmers, workers, and merchants graduated no higher than junior high school. some even left their elementary education unfinished, resulting in major incapabilities to improve their own prosperity. the community needs new skills to enact them out of the poverty zone. previously, there were a training of catfish farming but the results are not as the people expected. numerous other programs held by the government in this community often cause doubts among the community; this goes to a point where if there were an entrepreneurship program, the community grows anxious of its results. let’s name an example: the catfish farming. issues encountered include: (1) the analysis of community needs contradicts with the skills offered, learning process; and (2) the toughness of encouraging the people to change their ‘employee’ mindset to the entrepreneur’s mindset. a pkbm’s responsibility does not end where a program ends, for they still need to assist the community even after the program. to that extent, the pkbm organizes another entrepreneurship training program, drawing from the catfish farming entrepreneurship training experience. from august until november 2014, the program now aims to extend what has achieved from the previous program, making it better, more complete, and wider in context. we, the researcher, draws interest toward this new program, specifically regarding how it impacts the packet c learning community of pkbm assolahiyah. we hope to see how the program benefits the learning community in accordance to a goal: to enrich their prosperity. similar researches this research draws inspiration primarily from leatemia and hudaya (2018). while this research differs in various aspects, including time, method, subject, and program in question, both researches attempt to evaluate the performance of a program. leatemia and hudaya uses jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 12 the cipp model to analyze if a doormat creation training program in pkbm cahaya kahuripan bangsa benefits its learning community. insofar, their findings show that the program benefits in that individuals participating in the program become more independent, capable, and well-performing in context of their daily life in their respective societies. both the catfish farming program and the doormat creation program aims for the same goal: to create more independent, more capable individuals with the ability of opening their own business using the skills they have. in the context of their program, leatemia and hudaya found that primary factors influencing program performance include participants’ motivation, monetary funding, and infrastructure—of which the three were deemed working well—and a relationship with the corporate world to enable selling created doormats to a wider market of name. in addition, they also noted that participants design and implement their own learning process, while an experienced instructor serves as a facilitator to guide them to reach the goals they set for themselves. this enables participants to participate more willingly and actively, contributing to the sucess of the process. method this research is a descriptive research taking qualitative approach that is capable to provide complete description regarding its findings. it takes place at pkbm assolahiyah, from january 2017 until april 2018. we determine the research subject purposively, in order to select learners who had participated the first and present catfish farming training program, and active, capable tutors. in addition, subjects include the program organizer who will be interviewed when deemed plausible. before actual data gathering, we conduct a premature observation in order to capture a brief image about the pkbm in question. the information we’ve gathered in this premature observation is present in the research proposal, and is also used to construct research and data guides. afterwards, we use the guides in conducting data gathering through observation, interview, and document studies. research instruments are in use to ensure the gathered data is consistent in topic and theme. we conduct data analysis from the beginning of data collection until the final data collection to make sure analysis stays coherent and consistent while getting sufficient data. in a qualitative research, the researcher plays a pivotal role as both the instrument and the key (sugiyono, 2008; malik & hamied, 2016). in other words, the researcher is a human instrument with almost absolute control in defining the research focus, informant selection, data gathering, data quality assessment, data analysis and conclusion drawing. we may not neglect the fact that qualitative researches are inductive in natural, as shown on the following diagram: jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 13 figure 1. inductive logic research in qualitative study. source: malik & hamied (2016, p. 173) from the diagram above we may argue that this research may not be perfectly replicated, even though conducted in the very same context, subject, time, place, etc. as with all qualitative researches, the characteristics of this research is unique to this particular topic, subject, time, place, context—basically, this research is unique and cannot be perfectly replicated to achieve the very same results. the observation and interview will focus on what the packet c learning community feels about the learning process and how it impacts their life, done in a periodical, case-by-case basis in the specified time span (refer to the first paragraph of the methods section). missing data gathered through observation and interview will be completed through means of document studies—from pictures and videos about the training process, information regarding the pkbm and packet c program, and other notes that we deem required in order to complete the information needed for data analysis. regarding data analysis, we pass the information we’ve gathered through three methods: data reduction, data display and conclusion drawing. we thoroughly read all information gathered through the three data gathering means and redact all unnecessary information, unlinked/orphan information (that is, information that does not have any relation to other information points), and simplify repeated information. after reduction, we display the data in a systematic structure that is easy to read and understand, easing the process of conclusion drawing. through the systematic display of data, we conclude important points in accordance to the goals of this research. results and discussion results jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 14 the program has been successfully conducted from august until november 2017, following all the guidelines present in the technical guide to community enterpreneurship training published by the office of courses and training, of the general directorate of early childhood, informal and non-formal education, of the indonesia ministry of education and culture. as stated in previous paragraphs, the training involves practices in catfish farming— from breeding until maturity—and its entrepreneurial opportunities. the program consists of five phases: a. planning—a phase where the organizers identify, socialize, held meetings, and determine the program’s plans. this includes the program’s proposal, goals, graduate qualities and expectations, development of curriculum and course materials, preparation of courseworks, arranging financial funds, tutor recruitment, and finally learning community recruitment; b. executing—making sure the program runs as intended, the organizers put a special focus toward facilities and infrastructure, process quality measured through tutor’s attemdance and their abilities to guide the process, including the methods they employ; c. monitoring—this is done to measure the success of the program, done by organizers as a mean to ensure the program performs as they expect them to. where mistakes and obstacles discovered, the organizers take appropriate actions accordingly. aspects monitored include program preparation, program execution and tutor guidance. d. evaluating—tutors do this to evaluate the performance of the participants. in the program, tutors evaluate their theoretical abilities through objective tests, skills through practice evaluation, and business performance evaluation. e. assistance—after the program, the organizers assist the learning community in a periodical basis to make sure they can run their own business using the skills they obtained through the training. the organizers supply an initial amount of funds as a base for the community to establish the business. compared to their qualities before participating into the program, the learning community, in a present time, displays adequate abilities and performances in establishing a new business using the skills they obtained, predicting market opportunities, preparing a decent land and/or pond, choosing a great catfish as a base, seeding, maintaining, tending, warding off pests, managing the catfishs’ development stages, marketing the harvested catfishes, and tending to post-harvest pond tending. supporting factors include funds availability, organizers’ support, motivation that comes from within the participants, and community support. hindering factors include land limitations, community participation issues and funding related issues. the learners admit they feel numerous benefits from the programs compared to the first catfish farming. in general, they feel a significant benefit in the dimensions of skills and knowledge. as a whole, we divide the impacts to three categories: a. economy—owning their own business, an increase in economic household incomes, and fulfilling household needs; b. psychology—the increase of confidence and hard-working entrepreneur attitude shown; dan c. social—the increase of community participation in community organizations, widening networks and relations, and the increase of capacity to an extent that they can share their knowledge to the others. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 15 discussion enterpreneurship is a dynamic process to increase exchange value of goods and services to improve prosperity. drucker (1994) and saragih (2017) defines entrepreneurship as a skill to create something new and different. scarborough, zimmerer, & naumes (1996, p. 51) argue that entrepreneurship is a process to apply creativity and innovation to solve problems and seek opportunities faced by every person in their daily life context. the core of entrepreneurship is the ability to create something new and different through creative thinking and innovatice actions to create opportunities. zimmerer and scarboroug (2005) formulates the benefits of being an entrepreneur: 1. offers opportunities and freedom to control one’s path of life; 2. enables openings to conduct social change: businessmen found new and exciting ways to combine their form of care toward a variety of social and economic issues, hoping that their efforts contribute to a better life; 3. creates chances to achieve full self potential: owning a business gives power, spiritual rise and establishing new business following one’s interests or hobbies; 4. exposes breaks to achieve highest, most optimal earnings; 5. enacts opportunities to actively take a role in the society and receive credits of their work; and 6. make openings available to do something to one’s likings and grows happiness in doing so. community enterpreneurship education is a program offering educational services focusing on entrepreneurship and entrepreneurial skills organized by nonformal education agencies. drawing from the brief description above, we agree that the program mainly focuses on enabling its participants to develop something new to unbind themselves from economic and social issues. the program we analyze, the catfish farming entrepreneurship training program, comprises of five phases as mentioned briefly above. the first phase, the planning phase, consists of identifying available potentials, program socialization, coordination meetings and program establishment. the organizers do this completely according to the availability and condition of the community, making sure each and every aspiration is accounted in the program’s planning and design. thus, the catfish farming idea was born from numerous considerations. the second phase, execution, is according to the national competency standards of enterpreneurship programs: a minimum of 200 hours; for each hour, 45 minutes is for theories and 60 minutes for practice. the curriculum is developed from the information gathered from the planning phase, including tutors’ suggestions, national standards, tailored to meet the community’s needs and expectations. there are a number of 10 people who enrolled to the program, solidified to one group. there are two tutors, one focusing on theoretical sessions and one other for practice sessions. this program applies both traditional lecturing and live practice sessions as methods. coursework and content delivered covers entrepreneurship and catfish farming skills. this goes on to the third phase, monitoring, where tutors actively monitor their community in a per session basis and organizers in a scheduled basis to make sure the program runs as they jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 16 expected. where problems arise, tutors, community and organizers sit together and formulate an appropriate action to be taken accordingly. the final phase of the program is evaluation. this is done by the tutors, both covering the theory sessions as a mean to measure knowledge quality and practice sessions as a mean to measure practical skill quality. in addition, tutors also evaluate the community’s entrepreneurship performances as a part of the entrepreneurship dimension of this program. the organizer and tutors use both objective, paper-based tests and non-test evaluations accordingly and in a per-case basis. assistance is given after the community finishes their program. in this phase, organizers make sure the community can establish their own business, even cashing out funds as a basis for them to open a new business. each assistance session lasts 60 minutes, with a total of 60 sessions/hours maximum, assuming twice a week—though this ultimately depends on the community’s availability and needs. the above practice aligns with entrepreneurial orientation (eo). as suggested by dike (2008) and adegbuyi, oladele, iyiola, adegbuyi, ogunnaike, ibidunni, & fadeyi (2018), entrepreneurial orientation is an organization’s strategic orientation that refers to detailed entrepreneurial aspects of policymaking styles, approaches and practices. it sums up the features of an entrepreneurial firm. fasua (2006 in adegbuyi, et al., 2018, p. 2) stated that’s an entrepreneurial firm is one that is involved in innovation, undertakes risky ventures and is first to come up with proactive steps, being competitors to it. by providing the community with all they need to start a new business, the program aligns them into becoming an entrepreneurial firm, enabling them to involve themselves in innovation, undertake risky ventures and come up with proactive steps way ahead from their competitors. therefore, this program supports the formation of new, small entrepreneurial firms and supports their growth and development. sudjana (2006, p. 95) defines both positive and negative impacts in terms of their dimensions. where an impact supports a society to fulfill their goals and needs, it is a positive impact, and where an impact hinders a society to do so, it is a negative impact. both positive and negative impacts as stated on the previous section have been gathered and concluded from the participants’ point of view and expressions during interview sessions and observation data. this also reflects that among all the other reasons this program is organized, the very core issue they want to tackle is both economic issue (unemployment, underpayment, low wages, and lack of enterpreneurs) and social issues (all social issues arose from the economic issues, such as crimes driven by unemployment (chambliss & eglitis, 2019)). lastly, the organization of this program has caused a shift of professions among the community. now it has become commonplace to discover local people around the pkbm area running their own business, either as a primary profession or as a secondary carreer. this social change, as suggested by yilmaz & yilmaz (2019), is driven by a social vision. it sees the opportunities beyond what is present, and transforms the individual into a change agent, influencing their surroundings. values are also influential on societal ideal behaviors, thus making the new enterpreneurs a role model for the previously uninterested to improve their own qualities of life. this also drove an increase in active community participation in societal jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 17 organizations. this participation transformed them into becoming active participants, thus enabling them for further improvements in many dimensions of their life. conclusion this research concludes that the 5 steps program enables its learning community to develop and display skills of entrepreneurship. the supporting factors include the availability of monetary equity, organizer support, strong motivation from the learning community and overall community support. the hindering factors include land availability limitations, community limitations, and constant funding availability issues. this program has economic impacts (enabling the community to start their own business, an increase of their household incomes, and the fulfillment of household needs), psychological impacts (the development of self-confidence and hard-working attitude in the community) and social impacts (encouraging the community to participate actively in community organizations, extending the community members’ networks, and an ability to share their knowledge to the others). references adegbuyi, a.a., oladele, o.p., iyiola, o.o., adegbuyi, o.a., ogunnaike, o.o., ibidunni, a.s., & fadeyi, o.i. (2018). assessing the influence of entrepreneurial orientation on small and medium enterprises’ performance. international journal of entrepreneurship, 22(4), 1-7. badan pusat statistik. (2018). statistik indonesia 2018. badan pusat statistik. chambliss, w. j., & eglitis, d. s. (2019). discover sociology. sage publications, incorporated. dike, b.e. (2008). is small and medium enterprises (smes) a viable business? international journal of academic research in business and social sciences, 2(1), 2222-6990. drucker, p.f. (1994). innovation and enterpreneurship. new york: harpercollins publisher. kamil, m. (2011). pendidikan nonformal (pengembangan melalui pusat kegiatan belajar mengajar di indonesia). bandung: alfabeta. leatemia, l. s. d., & hudaya, a. (2018). evaluating the doormat creating life skill program in the cahaya kahuripan bangsa community learning centre lembang. empowerment, 7(2), 179-192. malik, r.s., & hamied, f.a. (2016). research methods: a guide for first time researchers. bandung: upi press. saragih, r. (2017). a membangun usaha kreatif, inovatif dan bermanfaat melalui penerapan kewirausahaan sosial. jurnal kewirausahaan, 3(2), 26-34. scarborough, n. m., zimmerer, t. w., & naumes, w. (1996). effective small business management (vol. 2). upper saddle river, nj: prentice hall. sudjana, d. (2006). evaluasi program pendidikan luar sekolah. bandung: pt remaja rosdakarya. sugiyono. (2008). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. suryana, y. (2010). kewirausahaan (pendekatan karakteristik wirausahawan sukses). jakarta: kencana. undang-undang sistem pendidikan nasional, 2013. yilmaz, a., & yilmaz, h. u. (2019). social value and sociological perspective on social entrepreneurship. in creating business value and competitive advantage with social entrepreneurship (pp. 21-47). igi global. zimmerer, t. w., & scarboroug, n. m. (2005). essentials of entrepreneurship and small business management. prentice-hall. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 278 management of courses and training institute (lkp) puspa kencana to improve the quality of students' learning dede suryadi1, sri nurhayati2 1,2 program pascasarjana pendidikan masyarakat – ikip siliwangi jawa barat indonesia 1dsuryadi1983@gmail.com received: agustus, 2020; accepted: september, 2020 abstract this research aims to describe the management of computer courses and training at puspa kencana course and training institute (lkp) to improve learning quality. the research method used is descriptive. the data collected in this study uses interviews, observation, documentation studies, and data triangulation techniques. the subjects of this study were lkp manager puspa kencana, instructors, and computer trainees selected purposively. the results showed that 1) management starts with planning, which includes identifying learning needs, determining students, instructors, and preparing infrastructure facilities. 2) the implementation of the course program at puspa kencana is carried out on a scheduled and systematic basis by being given some additional materials to improve competency. 3) the training results show the students are independently able to carry out what they earn during computer course activities. 4) efforts to improve learning quality are carried out by instructors who include teaching with sincere intentions, providing engaging learning by using methods, refracting questions to students, and instructors already attending workshop seminars to improve their abilities. 5) the supporting factor in the management of the course comes from external factors, namely, support from the local area to facilitate the implementation of courses. while the inhibitory factor comes from internal managers such as technical constraints such as equipment malfunction, irregular and unorderly maintenance of computers' components. furthermore, if the administration is not well managed, then it will be an inhibition of many things such as not being able to pay salaries, and buying the operational needs of the institution. keywords: course and training institute, management, students’ learning quality abstrak penelitian ini bertujuan mendeskripsikan pengelolaan kursus dan pelatihan komputer di lembaga kursus dan pelatihan (lkp) puspa kencana dalam upaya meningkatkan kualitas belajar. metode penelitian yang digunakan adalah deskriptif kualitatif. pengumpulan data dalam penelitian ini menggunakan teknik wawancara, observasi, studi dokumentasi, dan triangulasi data. subjek penelitian ini adalah pengelola lkp puspa kencana, instruktur, dan peserta pelatihan komputer yang dipilih secara purposif. hasil penelitian menunjukkan bahwa 1) pengelolaan dimulai dengan perencanaa yang meliputi, identifikasi kebutuhan belajar, penentuan peserta didik, instruktur, dan menyiapkan sarana prasarana. 2) pelaksanaan program kursus di puspa kancana dilaksanakan secara terjadwal dan sistematis dengan diberi beberapa materi tambahan untuk meningkatkan kompetensi. 3) hasil pelatihan menunjukkan para peserta didik secara mandiri mampu melaksanakan apa yang diperolehnya selama mengikuti kegiatan kursus komputer. 4) upaya peningkatan kualitas belajar dilakukan oleh instruktur yang meliputi mengajar dengan niat yang ikhlas, memberikan pembelajaran yang menarik dengan menggunakan metode, membiaskan diri bertanya kepada siswa, dan instruktur sudah mengikuti seminar workshop untuk meningkatkan kemampuan. 5) faktor pendukung dalam pengelolaan kursus berasal dari faktor eksternal yaitu dukungan dari daerah setempat sehingga mempermudah pelaksanaan kurus berlangsung. sementara faktor penghambat berasal dari internal pengelola di antaranya kendala teknis misalnya seperti rusaknya peralatan, perawatan komponen yang kurang teratur dan belum tertib. selanjutnya apabila administrasi tidak lancar maka akan menjadi penghambat banyak hal seperti tidak bisa membayar gaji, dan membeli kebutuhan operasional lembaga. kata kunci: kualitas belajar, lembaga kursus dan pelatihan, pengelolaan suryadi&nurhayati.management of course and training institute to improve students’ learning quality 279 how to cite: suryadi, d. & nurhayati, s. (2020). management of course and training institute to improve students’ learning quality. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 278-285. introduction the institute of courses and training (lkp) is a form of nonformal education unit organized for communities that require knowledge, skills, life skills, and attitudes of self-development, professional development, work, self-employment, and/or higher education. the implementation of courses and training is very strategic to support the government in realizing indonesia's intelligent and competitive people and alleviating poverty and unemployment. lkp in indonesia is based under the directorate of course coaching and training, directorate general of early childhood education and public education, ministry of education and culture, which consists of 224 types of skills and then officially devoted to 66 types of skills. as stated in the law of the republic of indonesia no. 20 of 2003 on the national education system that the organizing of education must be of no exception. this is reflected in the educational standards set out in chapter ix of the national standard of education. according to the great dictionary of bahasa indonesia (kbbi), quality is a good measure of a bad thing or content, level, and degree (cleverness, intelligence, etc.). quality is divided into product quality and service quality, which each has different means of measurement. according to sallis (2012), educational institutions are organizations engaged in services, both formal, informal, and nonformal education. in the perspective of integrated quality management (total quality management), the quality of education is centered on customer needs and satisfaction accompanied by continuous improvement. institutions that are not oriented towards these things cannot compete in an increasingly competitive global era. lkp puspa kencana is a nonformal education institution engaged in computer learning established in early 2019. course institutions as a form of nonformal education are required to provide increased knowledge and skills for the citizens of learning so that the impact felt by the community in the form of improving education. therefore, the relevance between the types, fields, and content of the curriculum developed in the course should be adjusted to the community's needs, which refers to predictions of possible changes that occur. this is as stated in law no. 20 of 2003 on the national education system in article 26, paragraph 5 stated that: "courses and training are held for communities that require knowledge of skills and life skills and develop themselves, develop professions, work, self-sustaining, and or proceed to a higher level." courses are significant to develop in the community because it is part of an out-of-school education (pls) called nonformal education, lpk puspa kencana. the students have potential in technology, but they lack the opportunity to learn in the field of computer expertise because of the limited facilities that students have. students who have completed formal school do not have skills specifically in technology, so they cannot compete with others who already have technology skills, especially in computers. computer courses are expected to shape humans into skilled, self-developed, and independent by developing computers as their professions, which are essentially microsoft word, excel, and powerpoint. management management comes from the word management or administration. as usman (2006) stated, management translated in indonesian into management or management. in some contexts, both have meaning equations, with the content of meaning to control, which means to organize and suryadi&nurhayati.management of course and training institute to improve students’ learning quality 280 manage. management is a translation of the english word, namely, management. the english term was changed to bahasa indonesia, into management or management. according to bahri and zain (ibrahim & syaodih, 2003), management is the administration, arrangement, or activity arrangement. while according to sudjana (2010), management or management is a unique ability and skill to do an activity either with others or through others in achieving the organization's goals. management is a series of activities to plan, organize, mobilize, control, and develop against all efforts to organize and utilize human resources, facilities, and infrastructure effectively and efficiently to achieve the organization's goals. course and training institute the course is an institution of teaching-learning activities that are carried out within a certain period. the course still meets the learning elementsteaching such as citizens learning, resources, learning programs, learning places, and learning facilities. the teaching system can be lectures, discussions, exercises, practices, and assignments. furthermore, at the end of the course, there is an evaluation to determine success in sttb (joesoef, 1992). while the understanding of the course in the sisdiknas law chapter vi article 26 paragraph (5): courses and training are held for people who need knowledge, skills, life skills, and attitudes to develop themselves, develop professions, work, self-sustaining businesses, and or continue higher tier education. from the above, it can be noted that each course institution certainly has course participants as learners. besides, there are also things presented in the course activities: knowledge, skills, life skills, and attitude. these four aspects are geared towards developing, developing professions, working, self-sustaining, and continuing education to a higher level. according to napitupulu (napitupulu, 1998), the course is an out-of-school education unit consisting of community citizens who provide specific knowledge, skills, and mental attitudes for students to learn. the first and fore business direction of the course is to develop oneself. this is said first and foremost because self-development, direction, and other objectives will be achieved. thus, the course participants' learning seems very relevant to the formal juridical aspects that form the basis of nonformal education law, especially nonformal education units in the form of course institutions. students’ learning quality according to the term, the word quality means quality, i.e., the excellent level of something (national, 2002). according to edward deming (saputra, 2010), a predictable uniformity level and reliance on low cost and following the market. the quality of education refers to the achievements achieved by students or schools at any given period. student achievement can result from academic ability tests (e.g., general measure, uas, ebta, and unas). it can also be achievements in other fields, such as achievements in a particular sport, art, or additional skills (hanafiah & suhana, 2009). method this research uses qualitative descriptive methods that will describe and describe the problems discussed, including the process of managing computer waste, how to improve the quality of learning, and the factors that affect it. (sugiyono, 2014) suggests that qualitative research methods are research methods based on postpositivism philosophy, used to examine natural object conditions (as opposed to experiments) where researchers are critical instruments, data collection techniques are triangulated (combined), and data analysis is inductive/qualitative. qualitative research results emphasize meaning overgeneralization. suryadi&nurhayati.management of course and training institute to improve students’ learning quality 281 the research was conducted at lkp puspa kencana with research subjects, namely, managers, tutors, and computer trainees. data collection is done by conducting observations, interviews, documentation studies, and data triangulation. data analysis is done through several stages, first organize the data in the form of organizing, sorting, grouping, coded, and categorizing. second, the data reduction process begins by studying all the data collected, both obtained through interviews and observation, by reducing abstraction data. third, data verification, i.e., less reliable data sorting. fourth, data categorization, i.e., the process of categorizing data into posts according to research questions. fifth, the interpretation of data, namely the process of interpretation and analysis of data obtained based on the posts of research questions, to answer the research questions asked—the six triangulations, namely data collection that combines from various data collection techniques and existing data sources. seventh, conclude, i.e., concludes the results of the research that has been done. results and discussion results computer training management at lkp kencana puspa computer course management there is a series of activities that contain planning, implementation, and evaluation to achieve specific objectives. based on interviews, planning in the management of computer courses is about (1) the purpose of the course institution; (2) identification of learning needs;(3) students; (4) instructors; (5) infrastructure. the purpose of the institution and the data obtained on the author's manager can draw the following conclusion: the institution's vision realizes education and training for the young generation in terms of computerized skills. the agency's mission is "makes music better," which is meant to form creative human resources by combining computer tools' derived sound into a well-listened sound. the curriculum used is created by the academic responsible for the course. only then the instructor develops the syllabus, rpp and creates a learning module according to the student's course level. materials are given to students from the course institution in the form of modules given to students. the module contents differ from the level and type of computer course taken— materials provided to students from computer courses in the form of practices and theories. where practice and theory go hand in hand, students' recruitment has carried outspread brochures in schools. there is no unique selection to enter the course. the target of the course participants is from all circles, mostly elementary and high school students. how to register by filling out the registration form, paying the registration fee. it is expected that after taking computer courses, students will have the capital skills to channel their hobbies and talents in the computer world. instructors have the ability in computer instruments according to the needs of the institution, educators needed to teach on this type of computer course looking for competent educators who have such expertise. the number of instructors as many as three people whom each have a bachelor's degree who have expertise in computers. based on the course activity interview results at puspa kencana, it follows the schedule and is well structured. similar to what the manager of lkp puspa kencana revealed, an action or implementation of a plan prepared in a mature and detailed way, implementation is usually done after the planning has been deemed ready. the implementation of the course program in puspa kencana is divided into several activities, not only in the learning process discussed before, but there is also the process of acceptance, competency improvement, and problemsolving or constraints. the course program at puspa kencana was implemented on a scheduled and systematic basis by being given some additional materials to improve competency. after suryadi&nurhayati.management of course and training institute to improve students’ learning quality 282 the computer course implementation is completed, it is expected that the students are independently able to carry out what they obtained during the computer course activities. however, it seems that psychologically there are some students still need (consultation) in order for them to be better able to apply (apply) and more professionally the results of the computer course program. evaluation is part of the training program. the evaluation is essentially aimed at measuring the program's success in terms of the learning outcomes of trainees in the form of changes in skills, knowledge, attitudes, and skills. puspa kencana conducted supervision by supervising the prestige of students and tutors. this is done to know the presence. assessment of the form of evaluation given to students in learning that serves to measure students' level of ability in learning, which serves to measure the level of ability that students have. after participating in the computer course implementation, it is expected that the students are independently able to carry out what they obtained during the computer course activities. at the end of each meeting, there is an evaluation of the final assessment. after that, new students get a certificate from lkp puspa kencana. how to improve student learning outcomes at lkp puspa kancana based on the results of interviews with computer course tutors, tutors devise computer theories that will be taught to the course participants in a composed form. the first tutor teaches microsoft word, the second microsoft excel, and the last microsoft powerpoint. with the structure of the theory that the tutor will teach, it can make it easier for course participants to remember and understand it, thus improving the course participants' cognitive abilities. because tutors will teach these three computer theories in the process of learning computer courses. because the knowledge that will be possessed will be essential to be able to practice it. this is revealed from the results of interviews with computer course tutors and some citizens studying computer course participants. that tutors here are learning computer courses using learning methods that are lecture methods and demonstration methods. in learning to teach computers, tutors explain computer theories such as microsoft word with a lecture in front of the class, after explaining then the tutor asks the course participants to practice the theory that has been described using the computer or laptop that has been provided. so in this stage, the course participant will be able to operate the computer after knowing computer theory, namely microsoft word, microsoft excel, and microsoft powerpoint. the results that the course participant gets can work using the computer skills he has mastered. the results of computer course research conducted at lkp puspa kencana aim to improve students' life skills in schools in the field of computers. because the students of mts/ma level do not follow life skills, then after graduation later, the students learn only get cognitive skills and affective abilities, which are in the form of diplomas from graduation results. tutors not only teach all three computer theories, but tutors also provide accurate and useful motivation and direction to citizens learning to live together with others. because man will not be able to live alone without anyone else around him. in learning computer courses in the classroom, tutors motivate never to be ashamed to ask. because in the world of work and business, competition is tight, and people who have a terrible attitude and shame will be left behind. tutors motivate the participants to mingle, say hello and help, and train them to adapt and cooperate with others. because in the world of work and business must work together and be able to adapt to others. improving the quality of learning is very important for every teacher because quality learning affects students' understanding and learning outcomes. based on interviews with instructors: suryadi&nurhayati.management of course and training institute to improve students’ learning quality 283 "each will begin my learning by encouraging students that the material discussed is critical, that what i have said can have a good impact on students, not in vain, and they can apply in daily life. students not only know but understand what is explained". based on the results of the interview can be known that in the learning process, the instructor has mastered the material, eager as well as giving an excellent understanding of the material to the learner's look sincerity in teaching. the teaching atmosphere will look comfortable if the instructor /teacher does the learning with a sincere intention. this effort can make students feel happy and comfortable in participating in teaching and learning activities. in the learning process, instructors have provided impressive materials that use several teaching and learning activities to make students more active and more comfortable to understand the material. the way instructors attract students to the question is by going around greeting participants while asking some questions to the course participants, which then the instructor writes the names of students who actively answer questions and are given grades. factors that influence the management of computer training at lkp puspa kancana supporting factor in the management of computer courses is the cooperation with formal educational institutions from the local area to facilitate the course's implementation. students' high interest is encouraging for instructors so that they are indirectly happy when interacting with students. based on the interview results for the inhibitory factor in managing the computer course technically only, such as the damage of computer equipment. if the administration is not smooth, it will be an inhibition of many things. like not being able to pay a salary, buying computer equipment. inhibition in the implementation of learning. meanwhile, the constraints of students are still reduced in taking computer courses. it is just that not all students want to learn, not because they desire to be a skill in their field. so the problem is still diminishing the benefits for them, is this skill of a person's ability to do something specific, focused yet dynamic takes a certain amount of time to learn the science. discussion one of the components that determine success in implementing the program is management. through proper management, it is hoped that a program can run smoothly and systematically so that the goal's achievement can be achieved immediately. puspa kancana's own lkp computer course makes learning planning before the learning process is carried out. the planning includes needs analysis, goal setting, learning curriculum preparation, and approach by the management and educators to the learning community, making a learning plan. lkp puspa kencana, as a nonformal educational institution, initiates planning by carrying out the identification of learning needs. learning needs planning is done based on the needs of students for the world of work. planning is a systematic process of making decisions about actions to be taken in the future (sudjana, 2010). implementation is to carry out according to the schedule that has been set. students to carry out computer courses begin a set schedule. implementation is an action or implementation of a plan that has been carefully and detailed. implementation is usually carried out after the planning has been considered ready (usman, 2006). the activities held at lkp puspa kencana are computer course learning activities in their respective areas of expertise. this course can improve the competence of students if good intentions are carried out. assessment is an integral part of a curriculum that aims to know the level of success that has been achieved after implementation. according to edwin (sudjiono, 2011), evaluation refers to the act or process of determining something's value. according to this definition, the term evaluation refers to or suryadi&nurhayati.management of course and training institute to improve students’ learning quality 284 contains the meaning of an action or a process for determining something's value. evaluation is a systematic and complex activity. systematic evaluation using inquiry techniques or procedures that are coherent. efforts to improve the quality of learning, the role of instructors is significant. as for the things that have been done by instructors in improving the quality of learning, namely first, teaching instructors with sincere intentions and encouraging and understanding well to students. second, it provides exciting learning using methods. third, refract to ask students and students to respond to the questions asked actively. fourth, instructors have participated in workshop seminars to improve their skills. while the lack of improvement in the quality of learning at puspa kencana training and training institute is that instructors have not made reading a daily habit, reading is done by instructors if there is free time, media use in the learning process is still infrequent. the improvement of the competency of instructors needs to be noted as the results of nurhayati research (2015) so in improving the quality of study at puspa kencana course and training institute, which researchers can present both from observations (observations), interviews, and documentation that researchers do during this research process. the implementation of management is not separated from supporting factors and inhibition. the supporting factor in the course management is support from the local area, making it easier for course implementation to occur. for obstruction factors in managing the course technically only, for example, such as equipment damage. if the administration is not smooth, it will be an inhibition of many things. like not being able to pay a salary, buying components. treatment of irregular and unorderly computers' components. conclusion in the management of computer courses, there is a series of activities that contain planning, implementation, and evaluation to improve the quality of learning. management begins with a planner that includes (2) identification of learning needs;(3) students; (4) instructors; (5) infrastructure. the course program at puspa kencana was implemented on a scheduled and systematic basis by being given some additional materials to improve competency. after the computer course implementation is completed, it is expected that the students are independently able to carry out what they obtained during the computer course activities. to improve the quality of learning, the role of the instructor is significant. the ways that instructors do to improve the quality of learning include; first, they are teaching with sincere intent. second, it provides exciting learning using methods. third, get used to asking students. fourth, instructors have participated in workshop seminars to improve their skills. several factors affect the implementation of this computer course program, which includes supporting factors and inhibition. the supporting factor in the course management comes from external factors, namely support from the local area, making it easier for course implementation to occur. in contrast, the inhibitory factor comes from internal managers such as technical constraints such as equipment malfunction, irregular and unorderly maintenance of components. furthermore, if the administration is not smooth, it will inhibit many things, such as not paying salaries and buying computers' components.. references hanafiah, n., & suhana, c. (2009). konsep strategi pembelajaran. bandung: refika aditama. ibrahim, r., & syaodih, n. (2003). perencanaan pengajaran. jakarta: rineka cipta. joesoef, s. (1992). konsep dasar pendidikan luar sekolah. jakarta: bumi aksara. suryadi&nurhayati.management of course and training institute to improve students’ learning quality 285 napitupulu, w. p. (1998). pedoman pendidikan luar sekolah. jakarta: grasindo. nasional, d. p. (2002). kamus besar bahasa indonesia. jakarta: balai pustaka. nurhayati, s. (2015). andragogical content knowledge as a key component in the training of the instructors of nonformal education. international education studies, 8(2), 219230. sallis, e. (2012). total quality manajement in education. yogyakarta: irc. saputra, u. (2010). administrasi pendidikan. bandung: refika aditama. sudjana, d. (2010). manajemen program pendidikan untuk pengembangan sumber daya manusia. bandung: falah production. sudjiono, a. (2011). evaluasi pedidikan. jakarta: raja grafindo persada. sugiyono. (2014). metode penelitian kuantitatif kualitatif dan r & d. bandung: alfabeta. usman, h. (2006). manajemen teori, praktik, dan riset pendidikan. jakarta: bumi aksara jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 55 informal education of cattle breeder families at pojok girang kampong cikahuripan village siti elah julaeha1, lince sari dianawati leatemia2 1 bkkbn, bandung barat, 2pkbm cahaya kahuripan lembang 1 sitielahj@gmail.com abstract the aim of this research is to explore the informal education process in cattle breeder families and to discover their point of view toward children education in pojok girang kampong, cikahuripan village, the district of lembang, the regency of bandung barat. this qualitative descriptive research takes cattle breeder families as subjects taken by purposive sampling and snowball sampling techniques. data is collected through observation, interview, and document study; and is analyzed through collection, presentation, reduction, and conclusion. the results show that: (1) the process of education in cattle breeder families mostly include parents educating and guiding their children especially regarding moral values, religion, economy, as well as the blessings of nature and personality development according to the children physical development stages, and (2) cattle breeder families view that education is of utmost important, yet a lot of factors influence in such a way they are constrained in their desire to provide their own kin education. some others even described that education ‘is not so important’, merely limiting it to reading and writing. keywords: informal education, quitting school, cattle herdsman family introduction education is the most important process which will always be on the person who will develop the intellectual and personality aspects in the life of nation and state. education began to be known since someone born through their own parents. the importance of education for everyone course for school age children need understanding by parents, that as a good parent should be able to provide the best education for their children. according to driyarkara (in suryomenggolo, 2018) wherever the life process of a human being, then there must be a process of education. that explanation convinced that education cannot be released in every breath a person's life. the notion of education also listed in act no. 20 of 2003 on the national education system article 1 containing: education is a planned and conscious effort to bring about an atmosphere of learning and the learning process, so that learners are actively developing the potential for them to have the power of religious, spiritual self-control, moral intelligence, noble, as well as the necessary skills themselves, the community, the nation and the state. based on the views of the education, it can be concluded that education is a form of work done consciously by everybody for the sake of the development aspects of intellectual property as well as the person's personality. the presence of the educational process that jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 56 always follows the process of everyone's life, give a sense that education becomes the basic directions of development of all aspect. education is the most important thing is to form a personality. education is not necessarily derived from formal education like school or college. informal or none formal education also have a similar role to personalities, especially children or learners. establish in law sisdiknas no. 20 year 2003 (departemen pendidikan nasional. 2003), we can see the institution. it is said that formal education is education which is structured and tiered, consisting of primary education, secondary education, and higher education. non-formal education is a pathway to education beyond formal education which can be carried out in a structured and tiered manner. the non-formal education unit consists of course institutions, training institutions, study groups, activity centers, community learning, and majelis taklim, and similar educational units. non-formal education is an inseparable part of community education (leatemia & hudaya, 2018). while informal education is a family and environmental education pathway. informal education activities are carried out by families and the environment in the form of independent learning activities (inanna, 2008; pirbhai, 2015). from the explanation above, it can be said that the three pathways are interrelated with each other, so that it has an influence in every process of one's life. informal education has big impact to the ongoing formal and non-formal education, because informal education will be ongoing as long as someone is still alive. livingstone (2001) describe informal education is every activity which involving pursuit of understanding, knowledge, or skills that occur outside the institution's curriculum provided by educational programs, courses, or workshops. informal learning can occur in any context outside the institution's curriculum. this is distinguished from daily perception and general socialization by identifying individual self-awareness of activities as meaningful learning. the basic things of informal education (purpose, content, method and process of obtaining, duration, evaluation of results and applications) are determined by individuals and groups who choose to be involved in it, without the presence of an instructor who has institutionalized authority. informal education could be called family education, where the education starts from family. according to tarakiawan (in sudiapermana, 2009) education which might happen in family, there are 1) faith education, 2) moral education, 3) physical education, 4) intellectual education, 5) physic education, 6) social education, 7) sexual education. in line with that, abdul halim (in mustafa & zalim, 2012) express that educate children in essence is a series of real efforts of parents in order: 1) save children's islamic nature, 2) develop children's thought potential, 3) develop children's sense of potential, 4) develop the potential for mental strength of children, 5) develop children's work potential, 6) develop children's healthy potential. family environment (informal) is the first place for a child to grow and develop through education. child's character and personality are formed through education in the family environment, so that the family environment becomes the basis of formal and non-formal jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 57 education. this is in accordance with the opinion of siswoyo, et al (in andyani, saddhono & mujyanto, 2017) that families have a large influence on the growth and development of a child's personality. family is first line which is do the education process, because at that time children have not been able to carry out the socialization process with the community, so the family environment is the educator. as for the methods in family education that have a lot of influence on children, according to ulwan (2001), consisting of: 1) education with exemplary, 2) education with custom, 3) education with advice, 4) education with supervision, and 5) education with penalties (sanctions). so much and the potential for informal education and learning carried out in the family and community environment means to change lives (especially the development of children). children are individuals who still experience development both physically and intellectually. children become one of the important assets for families, communities, nations and countries. because children are blessed with extraordinary abilities in themselves. the development of the child's potential or ability is one of the tasks of education. law no. 35 of 2014 (pemerintah republik indonesia, 2014) explains, children's rights are part of human rights that must be guaranteed, protected, and influenced by parents, family, community, state, local government (rhizalino, 2016). pojok girang is one of the villages in the district of lembang, west bandung regency. based on data obtained by researchers from the cikahuripan village office, the pojok girang village has a population of 1638 people, a man population of 827 people, while the number of women is 811 people, the corner is excited including small villages and far from reach, in this village only has one non-formal education facility (paud). the majority of people in the pojok girang have main jobs as cattle breeders. based on initial observations from researchers, people in this village can be said to still be classified as middle to lower class people, because according to existing conditions the lives of these people are not prosperous, because their lives tend not to change. better, because they only rely on the yield of their dairy cows, the people in this pojok girang village have school-age children but according to the observations of the researchers, the children from the families of cattle breeders who have broken up start from elementary school, junior high school until senior high school. even more concerning, only a small number of children can continue their education in high school and college. from conditions above, it provides an indirect explanation, that they have several obstacles in fill up their children's educational. the main cause is income problems, when parents' income is not sufficient for their daily needs, it indirectly affects their children's education, the next problem is the mindset of the cattle farmers family about education, because in general they assume that the school only adds to the burden because it requires costs that are not little, and the parents' desire for their children, after they reach adolescence, directly help them in raising cows, even marrying, especially for their daughters. and also, cultural factors, because there are only parents who graduated from elementary and junior high schools who do not attend school at all. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 58 indeed, children's education is the main responsibility of parents, because parents are the first educators to directly interaction with their children. children's education is not only about how children can go to formal schooling, but also how parents behave as primary and first educators. in the education of cattle breeders in general they educate and guide their children about morals, religion, economics, and culture, especially about economics, cattle breeders give more awareness to their children that in a day's life not be separated from the word money, so the child is aware of it, and they prefer to help parents fulfill their daily needs rather than going to school. method this research was carried out in the pojok girang village of cikahuripan village, lembang district, west bandung regency. the reason for choosing this place was because the majority of the people in pojok girang villages made a living as cattle breeders, and there were many children who dropped out of school. thus, the researchers chose in pojok girang to describe how the informal education process was carried out by the cattle ranch families and the farmers' views on children's education. data collection techniques used (1) observation (2) interviews and (3) documentation, this research could not be separated from the analysis of data as follows: (1) data collection (2) data reduction (3) data presentation and (4) conclusions. results and discussion results our farmer families have the view that education for children is not so important, they only send their children to be able to read and write, so that their children have the provision to not be fooled by others. many parents still think that education is only limited to equipping their children to be able to read and write. the results showed that 95.24% of respondents thought that education was useful so that children could read and write. parents who only have an elementary school education or have never attended school tend to be less appreciative of the importance of education for children. they assume that sending their children to a higher level certainly requires a long process and requires no small amount of money. many parents of cattle breeders also have children who are better addressed to real things such as helping parents both at home and in the garden, and for girls who have reached the age of adolescence they should be married. some families of cattle breeders also have the view that education is very important, because education will affect the lives of children being bullied later on and can change the family economy for the better, when the children get good jobs later, the lives of children and parents will be better and prosperous. another factor that influences the education of children of cattle breeders is one of them is the lack of interest from their children to continue their education and lack of economy so that many drop out of school. in accordance with agus’s (in durandt, bidjuni & ismanto, 2015) expression that parents have the view that education is an important matter, but it is influenced by a low level of jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 59 parental education and a less supportive economy, so the importance of education is only described for education. discussion the family environment is the first educational environment, because in this environment first the child gets education and guidance, it is also can be said to be the main environment, because most of a child's life is in the family, so the education most received by children is in the family. the main task of the family for children's education is morality and religious outlook on life. the nature and personality of the child is largely a reflection of both his parents and other family members. the role and function of parents in family education is part of informal education. in the national education system law article 23 (departemen pendidikan nasional, 2003) paragraph (1) it is stated that: informal education activities carried out by families and the environment are in the form of independent learning activities. the family is one of the organizers and users of educational outcomes, therefore family education is an asset that must be empowered in order to improve the quality of national education. parents should provide education since early childhood, education provided can be in the form of education about religion, compassion, social culture, reproduction, economics and others. education is very influential on the growth and development of children, especially understanding of economics, a child begins to be introduced to the economy and begins to learn the concept of economic education such as making choices and fulfilling his needs in the family environment early on. a discussion about early childhood would also mean that we need to define the framework so that discussions stay on track. every child grows and develop in a different manner—i.e. in their own pace. despite so, children generally reach certain milestones in their life roughly at the same time, so our discussion framework will divide the stages of a child’s development based on those certain milestones. understanding these stages might help us pertain the chance to better understand a child’s potential and what sort of education might be best for them. the following table illustrates such stages, grouped by age groups. table 1. childhood development stages stage description birth to 3 months often called ‘newborn babies’, they face new changes and developments on each passing day. they learn to stretch, kick, grasp at things with their finger, and respond to loud nouses. they also: 1. begin to smile and visually track people and objects; 2. tend to pay more attention to faces and bright colors; 3. gurgle; 4. coo; 5. listen to sounds; 6. start to reach for and discover their hands and feet; 7. lift their head when they are not on their tummy; and 8. cry over everything, need parental comfort. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 60 stage description 4 to 6 months a child, in this phase, learns to be more social and develop purposes for her movements. they might learn to grab hair or hold a toy. they also tend to sleep longer, laugh more, squeal—especially when happy—and blow bubbles, and is generally more social. they also: 1. imitate sounds they hear; 2. explore their hands and feet; 3. sit on the couch or easy chair; 4. like to roll over, scoot, and bounce; 5. grasp things without using thumb; 6. put things in their mouth. 7-12 months in this stage, a baby starts to move around more—rolling over, crawling, standing, and a lot of cruising. they love to test their strength and try to pull themselves up from the floor to stand against objects. they also: 1. take their first steps; 2. love children songs, moving and dancingto it; 3. play (peek-a-boo, for instance) and wave goodbye; 4. understand frequently used words, such as their name; 5. say their first words; 6. bang and shake objects; 7. can find hidden toys and put things in containers; 8. can sit by themselves; 9. go in motion anywhere they can. 1-2 years children at this age becomes more aware of their own behavior as well as their surroundings. they are eager to learn and communicate through words and facial expressions. they also: 1. talk a little and understand fundamental words and ideas; 2. love stories; 3. pretend games; 4. love riding toys; 5. can walk, climb stairs, and run; 6. like to scribble and read books; 7. use eating tools such as spoons and fork; 8. can solve simple problems and tend to show their proudness of doing so; 9. have some friends. 2-3 ½ years toddlers at this age begin developing their distinct personality. they experience big changes in their social, intellectual, and emotional abilities. parents dealing with children at this age often concern themselves with their safety—teaching them not to put things in their mouth and not leaving them unattended for long periods of time. children at this age: 1. learn new things; 2. gain a substansial boost to their vocabulary, repeating words they often hear; 3. run everywhere; 4. brush their teeth; 5. wash their hand; 6. wash their face; 7. get frustrated easily; 8. try to act more independent; jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 61 stage description 9. draw a circle; 10. name a color; 11. put on their shirt—even though its backwards. 3 ½ to 5 years this is the stage where children start interacting with others, an ideal phase to enroll them to daycare and playgroups. experiences gained at this age will teach them to develop their own personality, and will have them learn to express their emotions beyond just opening their mouth and wailing. they can also follow simple directions—whether they will remain a different matter entirely—so parents usually find their children doing simple chores at home. they will love helping out and thinking they are making a different. children at this stage: 1. have a longer attention span; 2. act silly, boisterous, and perhaps use foul languages learned through their interaction with the environment; 3. ask lots of questions (many indonesian parents are annoyed by this); 4. like to play with friends and disdain losing; 5. learn to share stuffs and take turns. 5-8 years dubbed as “middle childhood”, children on this stage brings a lot of their own change and developing independence. for instance, they can dress themselves, likes to have their own friends, and develop social skills. physical changes happen as quick as they become ready to explore more. this is a phase where children gain confidence with his friends, at school, or at life in general. children in this stage: 1. are curious about people and how the world works, linking chunks of knowledge and begin to understand concepts; 2. are interested in numbers, letters, reading and writing; 3. have more confidence in their physical skills; 4. express feelings and cope by their words; 5. like activities done by grown-ups; 6. like to meet and play with more kids cooperatively. from the findings of the results conducted by researchers, the process of informal education that occurs in the family of cattle breeders in general parents educate and guide their children since childhood by teaching about religion in terms of learning the alqur’an and praying 5 times, as well as when children start to school the parents also reminded their children to study hard and do the assignments given by the teacher at school. in line with the growth and physical development of children, parents in the allegation and obligation to educate their children by guiding their children to become filial children to both parents, and continue to monitor the development of their children to become children who can get along well with their neighbors. the parents or we can say cattle ranchers have school-age children, but drop out of school, so that children only get education from their parents and the surrounding environment, causes of dropping out due to lack of understanding of the importance of education for children, daily economic costs and children from cattle farmers choose to help their parents in fulfilling their daily needs rather than going to school. the children of cattle breeders are more concerned with the life they live now than life for the future, they prefer to help parents fulfill their family's economy, in this case work and jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 62 help take care of their parents' cows, so that they ultimately make money to meet their daily needs. in this situation, it might have been beneficial if children of cattle breeder families are wellversed in the fundaments of entrepreneurship. this is specifically important for entrepreneurship education aims to develop, plant, and guide the future enterpreneurs. if these children have adequate entrepreneurship skills—least, the fundaments—they might have what it takes to contribute to their household welfare. in the same time, the education of entrepreneurship might open the families’ perception about formal education; thus, this might also lead to the children being enrolled to formal schools and families putting their best endeavor to being well-versed in their profession. enterpreneurship education drives human to become the best in the community they live, providing skills to cleanse negative attitudes, increasing their power to compete, enabling the development of rational and productive thinking. cattle breeder families play important parts in taking decisions to start their own business. in this manner, it is interesting to note that opening entrepreneurship education to early childhood is possible; it is more effective. china, for example, is known to have been educating their children into becoming entrepreneurs— having good mental quality, smart, creative, waking up early, being enthusiastic, adequate problem-solving skills, and never giving up. responsibility, creativity, and the ability to make decisions will flourish in children if entrepreneurship education influences their early stages. such attitude will become their fundaments of reaching a successful life when they grow up to be an adult. while formal education relies heavily on teachers, families play no less important part in childhood growth and development. schools enable the development of skills, attitude, and knowledge children might need to face the reality they live in, while those qualities will rely upon parental support at home. ultimately, education will not merely be limited to providing skills children might need to read and write. facing the 21st century requires more than just reading and writing—it demands attitude, skills, and knowledge so that a child can survive once they grow up to be an adult. the 21st century skills serve as a framework for them to identify what they need to face the 21st century, driven also by the fact that indonesia is heading toward the 4.0 industrial revolution. thus, families, especially cattle breeder families, will need to adapt to the changes and revamp their household education if they were to provide their children all they need to compete and survive living in the present age. conclusion the educational process that occurs in the family of cattle breeders in general, parents educate and guide their children early on in the form of religious, moral, economic and personality traits that are good in accordance with the child's physical development. parents / cattle ranchers have the view that education is less important, they send their children only to the extent of being able to read and write, they are more direct when their children have started to grow up to help parents, not infrequently they marry off their children and strengthen their desires. and the interest of parents not to send their children to a higher level. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 63 but there are also some parents who consider education to be very important, the reason being that their children's education will get extensive knowledge and will find it easy to get a good job, which will change the economic level of family but in their parent / cattle ranchers often it is costly, and the factors of the children themselves tend not to go to school. references andyani, n., saddhono, k., & mujyanto, y. (2017). peningkatan kemampuan menulis teks eksplanasi dengan menggunakan media audiovisual pada siswa sekolah menengah pertama. basastra, 4(2), 161-174. departemen pendidikan nasional. (2003). undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional. durandt, j. m., bidjuni, h., & ismanto, a. y. (2015). hubungan antara pola asuh orang tua dengan kebiasaan merokok anak usia remaja 12–17 tahun di desa kilometer tiga kecamatan amurang. jurnal keperawatan, 3(1). inanna. (2008). peran pendidikan dalam membangun karakter bangsa yang bermoral. jekpend, 1(1). diambil dari http://oj.unm.ac.id/jekpend. leatemia, l.s.d., & hudaya, a. (2018). evaluating the doormat creating life skill program in the cahaya kahuripan bangsa community learning centre lembang. empowerment, 7(2): 179-192. livingstone, d. w. (2001). adults' informal learning: definitions, findings, gaps and future research. mustafa, z., & salim, h. (2012). factors affecting students’ interest in learning islamic education. journal of education and practice, 3(13), 81-86. pemerintah republik indonesia. (2014). undang-undang nomor 35 tahun 2014 tentang perlindungan anak. pirbhai, m. (2015). introduction south asian canadian literature: a centennial journey. studies in canadian literature/études en littérature canadienne, 40(1). rhizalino, d. d. (2016). pendidikan anak dalam keluarga buruh tani desa srigading kabupaten bantul. spektrum analisis kebijakan pendidikan, 5(5), 457-465. sudiapermana, e. (2009). pendidikan informal. jurnal pendidikan luar sekolah, 4(2). suryomenggolo, j. (2018). democratization and religious ngos in indonesia. in middle class, civil society and democracy in asia (pp. 129-156). routledge. ulwan, a. n. (2001). pendidikan seks; pendidikan anak menurut islam. bandung: pt. remaja rosdakarya. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 38 math game for early childhood sri maryani ikip siliwangi cimahi sri.230869@gmail.com abstract the purpose of this study was to introduce mathematical games in the form of introducing geometric forms through the game of tangram in early childhood in the istiqamah bandung playgroup the type of research used is classroom action research, carried out in collaboration with class teachers. the research subjects were 13 children, consisting of 7 boys and 6 girls. the object of research is the introduction of geometric forms through the game of tangram. the technique of collecting data uses observation, interviews and performance. the data analysis technique uses qualitative analysis. the indicator of success in this study is if the percentage of the ability to recognize geometric shapes in children has reached 81% with very good criteria. the results of the study showed a gradual increase in the introduction of geometric forms through the game of tangram. the introduction of geometric forms can be seen from the indicators mentioning geometric shapes, designating geometric shapes, making more than one geometric shape and telling the geometric shapes they are made. mathematical games in early childhood through the introduction of geometric shapes on the tangram game in the implementation of the pre-action on the indicators mention geometric shapes 41.5%, and in cycle ii it increases to 93%, the indicators designate geometric shapes in the implementation of the pre-action 35%, cycle ii increased to 90%, the indicator made more than one prat geometry form, 37.5%, cycle ii increased to 85,%. as well as on the indicators telling geometric shapes that made pre-action 41.5% in the second cycle to 87.5%. keywords: math game, early childhood introduction education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character and skills needed by themselves, society, nation and country. non-formal education or what is now known as public education is education held for citizens who need educational services that function as substitutes, enhancers, and / or complementary formal education in order to support lifelong education, one form of non-formal education services namely children's education early age. early childhood is in the most rapid stages of physical and mental growth and development. early childhood is the most important and basic initial period throughout the span of growth and development of human life because all the potential of children develop very quickly, even this early age is known as the golden age. learning for young children is fun, by providing learning that makes children impressed and meaningful from the various experiences they have experienced. so, in the process of learning early childhood the teacher jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 39 must have a specific strategy for the ongoing learning process. early childhood education is the educational level of children from the age of 0-6 years, at this level children are given various stimuli for the growth and development of children in the golden age so that they have the readiness to enter a higher level of education. according to” permendikbud no. 137 the year 2014, the scope of development according to the level of children includes 6 aspects of religious and moral values; physical motor; cognitive; language; social-emotional; and art “(sumardi, nur, & sa’diyyah, 2017) development and growth in children must be stimulated properly, so that their developmental tasks can develop optimally. one of the development tasks that must be stimulated is cognitive development by introducing objects that are around the child. in its growth, children cannot be separated from objects around them. since childhood, they have known the closest objects, the shape of the object is the same as geometry, for example coins, cabinets, tables, books, balls, or other objects that are used to meet the needs of everyday life and play. the world of children is a playful world. playing is an activity that is spontaneous and fun for every child, by playing each child will feel relaxed, happy and not depressed. playing activities for a child naturally will give satisfaction and pleasure. play activities can be carried out in the family and school environment. playing at home with family members and peers, children do spontaneously because they are loved, and often without specific goals. playing in a school environment can be useful as a medium in learning and stimuli or stimuli aimed at increasing the ability of all aspects of early childhood development the low ability to recognize geometric shapes in children playgroup (pg) istiqamah there are several causes, namely, the use of learning media used is limited, the teacher does not introduce various types of geometry. in addition, the teacher only uses blackboard media and pictures of various geometric shapes, as a result of the child's ability to recognize geometric shapes not yet well mastered. children are still confused when mentioning various geometric shapes, namely the shape of a rectangle, a triangle, and a circle. the presentation in the learning method used is a lecture, the teacher only tells the story in front of him explaining the image of the gemetri consequently when the teaching and learning activities are not conducive, many children tell their friends, and some play alone, as a result the teaching and learning process is not optimal. introducing geometric shapes in early childhood can be done through various games, the ability of children to recognize, point, mention and collect objects around them based on geometric shapes. introducing geometric forms in early childhood starts from building geometric concepts, namely by identifying the characteristics of geometric shapes. the same circle and position itself in a space. “children can understand the notion of space when the child is aware of his position when connected with structuring objects around him. children learn about places and positions, such as: above, below, on, inside, outside. in addition, children also learn about the definition of distance, such as: close, far and so forth” (lisa, 2017) one form of game to recognize geometric forms is tangram. tangram can be called a constructive game because in the game it involves a process of building or creating a form. expected through the game of tangram of the children of the playgroup in istiqamah to be able to recognize various geometric shapes with fun. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 40 method this research was conducted in the even semester of the academic year 2018/2019. the place for conducting research at playgrup istiqamah, bandung wetan district, bandung city. the subjects studied were playgroup students, amounting to 13 children consisting of 7 boys and 6 girls. while the object under study is a mathematical game, namely the introduction of geometric forms through tangram games. the type of research used is classroom action research (classroom action research) “namely research conducted by teachers in the classroom or in the school where he teaches with an emphasis on refinement or improvement of process and practical learning” (arikunto, 2010). while the purpose of classroom action research “is to solve real problems that occur in the classroom and increase the real activity of teachers in their professional development activities” (ketut et al., 2014). data collection uses observational methods of activities carried out on students in the teaching and learning process. each activity observed was categorized into the appropriate qualities, namely the ability of undeveloped children (*), beginning to develop (**), developing expectations (***), and developing very well (****), the study was conducted in two cycles. as for the model of action in this study, jhon elliot's model is shown in the picture below picture 1. jhon elliot's model is shown in the picture below the descriptive analysis method is used to determine the high level of low introduction of geometric shapes through tangram games converted into five-point reference scoring (prs) (ketut et al., 2014) poured table below: implementation implem entati on implem entati on observationplanning cycle i reflection planning implementation reflection observationcycle ii jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 41 table 1. reference assessment table presentation introduction geometry 81-100 % 61-80 % 41-60% 21-40% 0-20% very good good enough less less once the formulation of indicators is used as a measure of the success of the research conducted. performance indicators are performance formulations that will be used as a reference in determining the success or effectiveness of research. indicators of success in this study regarding the ability to recognize geometric shapes in children in the play group through tangram games will be seen from the learning process that is in accordance with the predetermined indicators of success. the indicator of success in this study is characterized by the increased ability to recognize geometric forms in children. the researcher determines the indicator of success, namely the average percentage or 81% with very good criteria the research instrument grid is used to facilitate the research process. in this study, researchers became the main instrument that went directly to the field to collect the data needed. besides the researcher as the main instrument, the researcher will also use an auxiliary instrument in the form of an observation sheet. after the data in this study was collected, the data analysis was then carried out. the purpose of data analysis or processing is to make generalizations about the properties, conditions, or relationships that are specific, so that the conditions, traits, or relationships that are general in nature are obtained. the observation instrument in this study is table 2. observation instrument no value statement * ** *** **** 1 mention the geometric shapes 2 shows geometric shapes 3 make more than one geometry shape 4 telling the shape of the geometry he made results and discussion results this research is to find out whether the activities of playing tangram as an effort for the introduction of geometric forms in early childhood in the istiqamah playgroup. this research was conducted in two cycles, because at the end of the second cycle the results of the expected achievements in students were seen in the introduction of geometric forms in early childhood through tangram games. to find out the initial conditions the researcher made preliminary observations of the research subjects to obtain the basic criteria of this study, the researcher carried out the test of students' jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 42 abilities by observing classroom learning through activities when learning lasted several days before conducting research. besides that, the researcher conducted an interview with the class teacher about the introduction of geometric forms to the children who were the subjects of the study, and the researchers conducted documentation studies through monthly reports of children each month given to parents by the school. from the results of preliminary observations, interviews and study of the documentation, it was seen that the introduction of geometric forms had not yet developed optimally. the researcher conducted pre-cycle observations to find out the students' initial abilities. the results of the study obtained the following data picture 2. action result diagram from the pre-cycle capacity assessment, it can be analyzed that the initial ability of the play group (pg) istiqamah in the activity mentioned geometric forms obtained as a percentage of 41.5%, from 13 children of istiqamah play group (pg) only 5 children who could mention geometric shapes. most or 58.5% of children still need guidance in mentioning geometric forms. this means that in the activity of mentioning geometric forms still requires teacher guidance, the child still needs to be improved in his ability to mention geometric forms through exercises that can be done and guided by the teacher in the learning process. in the ability to show geometric forms only 35% of children can show geometric forms correctly, 65% of 13 children still need guidance, training and motivation in showing geometric forms. in the category making more than one geometry form made up of a small number of 13 children, 37.5% who have the ability to make more than one geometric shape made, 62.5% of children must be guided and trained in making more than one geometric shape was made. in the category of telling geometric shapes that he made clearly, there were 41.5% or a small number of children who were able to tell the geometric shapes they made clearly, there were still a large proportion of 58.5% of children who still needed guidance and motivation. discussion “parents and teachers often notice that children engage in informal math activity while playing freely. preschoolers explore patterns and shapes, compare sizes, and things count “(sarama & clements, 2009). in early childhood in the play group (pg) istiqamah mathematics is introduced with a variety of fun games, such as the classification of objects in which grouping, sort by certain characteristics. know the size of large, small-long-short. know the enumeration that includes words, numbers, children count objects or toys owned. and introduce patterns and shapes, including identification or pattern making, introducing jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 43 geometric shapes through objects in the classroom such as carpets, windows, wall clocks. all math-related things are introduced to children, including introducing geometric shapes. seo and ginsburg 2004 argue that preschoolers use, at least intuitively, a more sophisticated geometric concept than most elementary schoolchildren. for example, they often produce symmetry in their game (sarama & clements, 2009). methods the introduction of other geometric shapes that can be performed through one of the stimuli that can be given is a tangram game. “learning using the tangram method can give players (of all ages, both children and adults) a chance to use the game as a prop to form geometric understanding or ideas, as well as develop spatial abilities” (berutu, 2013).the tangram game consists of a rectangular shape, and a triangle. through this game, it is expected that children in the istiqamah play group (pg) can get to know other geometric forms. tangram games according to researchers can be applied to early childhood, because at this age children are in the future. “concrete preoperational, broadly speaking, piaget categorizes developmental stages into four stages of cognitive maturity in children, sequentially and interrelated, development in the previous stage will affect the next stage “(rosmalia septiana, ratu ilma indra putri, 2003). these stages of development are: (a) sensorimotor stage 0-2 years, at this stage children begin to show thoughts based on sensory actions; (b) preoperative stage 2-7 years, children begin to use symbols to show an object and express their thoughts using language; (c) the concrete operation stage of 7-11 years, children begin to use clear and logical rules; (d) stage of formal operation 11 years adults, emergence of abstract, hypothetical, deductive, and inductive thoughts. mathematical games using tangram in children aged 3-4 years namely beginner tangram, which consists of one triangular shape, one rectangular shape and one square shape. picture 3. forms of math games with tangram media for beginners at this stage it is expected that children can develop well in all aspects of their development, namely the development of moral and religious values, social emotional, language, cognitive, artistic and motoric physical to support at this stage early childhood is expected to develop well in all aspects developments, namely the development of moral and religious values, social and emotional, language, cognitive, artistic and motoric. to support children's development optimally, the right stimulant is needed. it is hoped that by introducing geometric forms through tangram games, cognitive aspects in children are expected to develop optimally. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 44 from the preliminary results above it can be concluded that the ability to recognize geometric shapes in istiqamah playgroup (pg) children is still low. guidance and motivation are needed in the introduction of geometric forms through fun games. studied using tangram. “according to bohning and althouse tangram useful for children in various things, such as; developing a sense of love for geometry; able to distinguish various forms; developing intuitive feelings for forms and geometric relations; developing rotational capability; develop the ability to use appropriate words to manipulate shapes (eg 'flipping', state', 'shift') learn what 'congruent' means (same and concurrent form ')” (berutu, 2013). tangram games can also be an interesting experience for young children. some language arts activities are centered around tangram, so here inter-disciplinary relations in the field of developing children's abilities, namely language, social-emotional, physical motoric, are more developed. the benefits of drain tangram games make students not feel bored in participating in classroom learning activities because it is fun and challenging, as well as to eliminate verbalism. the implementation of the repairs was compiled by the researcher in 2 cycles, it is expected that the implementation of these improvements can improve the ability to recognize geometric forms in early childhood in the istiqamah play group. the implementation of the improvement begins with the preparation of planning improvements as outlined in the daily learning plan for three meetings in one cycle, provide learning media, namely tangram consists of one quadrilateral folded piece of paper, one square piece of folding paper and two folding pieces of paper in the form of an equilateral triangle. at the first meeting, the teaching and learning activities began with the initial activities which included activities in class conditioning, motivating and preparing research subjects to take part in learning. this initial activity is continued by explaining the objectives and steps of learning and explaining the steps of learning through the tangram game. observation activities carried out by researchers as teachers and collaborators during the learning process take place. the observer in this study was a colleague. the observer at each meeting always observes the researcher using the observation sheet prepared in this study. observation activities are intended to observe how the learning process and results using the tangram game. the results of observations on the implementation of actions can be described when learning takes place, both children's activities during learning activities and children's responses to learning methods and media. data retrieval is done by observation and interviews and performance during learning takes place. the results of observations, interviews and performance of children are then reflected to see the extent of the success of the improvements. the results of improvements in the first cycle showed a significant increase in the ability to recognize geometric forms through the game of tangram. on the ability to mention geometric forms 62% (good category) of 13 children can mention geometric shapes correctly, there are still 38% of students not able to correctly mention geometric shapes. in the ability to designate geometric forms there is an increase to 63.5% which has been able to designate geometric forms correctly there are still 36.5% of children in the playgroup (pg) istiqamah who still need guidance and training in designating forms geometry. in the ability to make more than one geometry form there is an increase of 60% of children can make more than one geometric shape, there are still 40% of children who need guidance and practice in making more than one geometric form. whereas in the ability to tell geometric shapes that were clearly made increased to 65.5% the child was able to tell the geometric shapes he made clearly. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 45 the results of the first cycle of reflection are then analyzed to determine the success of this improvement. conclusion of the results of the first cycle there was a significant increase in the children of the playgroup (pg) istiqamah in the introduction of geometric forms through the game of tangram. from the results of observations made, interviews with children and the performance carried out by the children it can be concluded that in mentioning and designating geometric forms it appears to develop according to expectations, making more than one geometric form begin to develop according to expectations and in telling geometric shapes what he clearly made visible began to develop as expected. the results of the first cycle did not meet expectations, because the researchers targeted the playgroup (pg) children of istiqamah to get to know geometric forms through tangram games. after the reflection of the results of the first cycle was analyzed the researcher then compiled a plan for improving the second cycle, it was hoped that improvements in the second cycle could improve the introduction of geometric forms of early childhood in playgrup istiqamah can improve well. the result of the cycle ii improvement plan was prepared by collaborative researchers with teacher observers, researchers compiled an improvement plan as outlined in the daily learning plan three times, providing tangram media made from paperboard with different types and sizes of cycle i, namely two quadrilateral pieces, two pieces square, two sides of an equilateral triangle plus two isosceles triangles. the second cycle meeting begins with. at the first meeting, the teaching and learning activities began with the initial activities which included activities in class conditioning, motivating and preparing research subjects to take part in learning. this initial activity is continued by explaining the objectives and steps of learning and explaining the steps of learning through the tangram game. the results of the improvement and reflection of the second cycle there was a significant increase in the ability to recognize geometric forms of istiqamah playgroup (pg) children namely: the ability to mention geometric forms increased to 93% of 13 children were able to mention geometric forms well and right. on the ability to show the form 90% of 13 children have been able to show geometric forms properly and correctly. on the ability to make more than one geometry form increase to 85% of 13 children can make more than one geometric shape, and on the ability to tell the geometric shapes that they made increased to 87.5% of children can tell geometric shapes that are made well and clear. the results of the second cycle analysis stated that the tangram game can help early childhood in recognizing geometric shapes, the ability to explore using the tangram game in recognizing geometric shapes is very pleasant for children, especially early childhood. “exploration of patterns in tangram games is a key element in mathematics learning. steen describes mathematics as "science and pattern language", the reasoning of children's mathematics is dependent on their interconnected ability to identify, expand and generalize patterns between the various components of the pattern” (hutchinson, 2011). building the concept of geometry in children begins by identifying forms, investigating buildings and separating common images, such as rectangles, circles, triangles, learning the concept of location, as below, above, right, left, laying the foundation for understanding geometry. conclusion non formal education (nfe) is one part of the national education system with a broad and complex scope. non-formal education or non-formal education is regular and directed communication outside the school and a person gets information, knowledge and skills to jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 46 improve skills for his livelihood. early childhood education is included in non-formal education or out-of-school education, where early childhood is not yet time to enter formal school but can be equipped with skills and knowledge to improve their abilities to develop optimally including language development, social-emotional, emotional motoric. tangram game is one of the games to improve cognitive development of early childhood. tangram is a game of geometric pieces that are played by arranging the whole piece into a certain shape but each piece cannot overlap each other. tangram media is easy to play, the color is attractive so children are enthusiastic to play and not bored to play it. this is because the tangram media is easy to play, the color is attractive so the child is enthusiastic to play and not bored to play it so that the child's ability to recognize geometric shapes can develop optimally. good teacher activities can improve children's abilities. in addition, the tangram media can have a positive impact on the ability to recognize geometric shapes in children's learning programs. this can be proven when the teacher explains the material with clear intonation and expression and explanation of the teacher about using tangram media gradually and repeatedly, so that the child becomes an understanding and understanding of geometric shapes. in learning that is no less important is the way or rules so that the child's ability to recognize geometric shapes can develop optimally. based on the research, after data analysis and discussion showed that there was a positive influence in the game of tangram on the introduction of geometric forms in early childhood in the istiqamah playgroup (pg). there is an increase in results based on classroom action research conducted in two cycles, it can be concluded that: through the application of game methods can improve the learning process, through the tangram game the introduction of geometric shapes in early childhood in istiqamah pg increased significantly, seen in the second cycle there was an increase on average to 88.78%. to the teachers, in order to be able to optimize learning activities such as introducing geometric forms by using an interesting game of tangram so that children become more skilled in creating various forms, so as to be able to train dexterity, accuracy and skills of children. creating an active, creative and fun learning environment. providing facilities, school facilities and infrastructure, teaching aids, adequate development programs in accordance with the characteristics of child development. to other researchers, in order to be able to conduct further research the problem of using methods and other learning media to be more creative bibliography arikunto, s. (2010). penelitian tindakan kelas, aksara jakarta 2010 berutu, a. (2013). penerapan metode permainan dengan berbantuan tangram untuk meningkatkan hasil belajar matematika pada materi bangun datar. jurnal unimed,19 (1), 2013 page 40-47 hutchinson, e. (2011). pre-school children’s understanding of mathematical patterns. jurnal south african journal of childhood education (sajce),1 (2), 2011, page 92-111 ketut, n,trisnawati, r.,wirya, n, ambara, d.(2014). penerapan metode bermain berbantuan media gelombang pintar untuk meningkatkan perkembangan kognitif. e-journal pg paud universitas pendidikan ganesha jurusan pendidikan guru pendidikan anak usia dini , 2 (1) 2014, page 1-10 lisa. (2017). prinsip dan konsep permainan matematika bagi anak usia dini. jurnal ar-raniry, iii tahun 2017, page 93-103 rosmalia septiana,ratu ilma indra putri,y.h.(2003). mengenal ukuran dengan jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 47 pendekatan pmri pada aspek kognitif pendidikan anak usia dini. jurnal unry, vi (2) desember 2017 ,page 137-148 sarama, j., & clements, d. d. h. (2009). building blocks and cognitive building blocks: playing to know the world mathematically. jurnal american journal of play. winter 1(3)2009, page 313-337 sumardi, nur, l., & sa’diyyah, h. h. (2017). kemampuan matematika anak usia 56 tahun di kober al-hidayah kecamatan cikoneng kabupaten ciamis. jurnal paud agapedia, 1(1) juni 2017, page 106-117 empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 160 coastal community education: ccres and sahabat pulau ratu yunita sekar1, viena rusmiati hasanah2, nike kamarumbiani3 1,2,3 universitas pendidikan indonesia, jl. dr. setiabudhi no. 229, bandung, indonesia 1 nitasekar@upi.edu received: juni, 2020; accepted: september, 2020 abstract ccres and sahabat pulau are two organization with different basic that provided education program for coastal community. ccres is an international research project; meanwhile sahabat pulau is a voluntary organization. both targeted gusung village, kabupaten kepulauan selayar (an island in south sulawesi) to be on their programs. this article describes the similarities and the differences between ccres and sahabat pulau in providing educational program for the community in coastal area. keywords: non-formal program, coastal area, community education, logic model abstrak ccres dan sahabat pulau adalah dua organisasi dengan basis berbeda yang melaksanankan berbagai program untuk kemajuan daerah pesisir. ccres adalah proyek penelitian internasional sedangkan sahabat pulau adalah organisasi sukarela. keduanya menjadikan desa gusung, kabupaten kepulauan selayar sebagai obyek sasaran program-program yang dilaksanakannya. dalam artikel ini, perbedaan dan persamaan ccres dan sahabat pulau akan dijelaskan dari bentuk, tujuan, input, output, hingga outcome. kata kunci: program non-formal, daerah pesisir, pemberdayaan masyarakat, logic model how to cite: sekar, hasanah & kamarubiani. (2020). coastal community education: ccres and sahabat pulau. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 160-169. introduction selayar islands is one of 24 regencies in south sulawesi located at the southern tip of sulawesi island and extends from north to south. this area has a specificity that is the only regency in south sulawesi whose entire territory is separated from the mainland of sulawesi and consists of several clusters of islands to form an archipelago. thus, selayar is divided into one main island and several smaller islands around the main island. one of the small islands in selayar is gusung. it takes 30 minutes by small boat to arrive at the island from the main island. this island is affected by the sea. the water consists so much salt, the sea level affected citizens’ houses, and sea wind blows every time. according to ccres, selayar citizen are farmers and anglers. sixty percent farmers from 100.000 people live in the main island. whereas, ninety percent anglers from 30.000 live in the small islands. mainly, people in gusung are anglers. sekar, hasanah & kamarubiani. coastal community education: ccres and sahabat pulau 161 there are three main obstacles found in this island, which were literacy, communication, and transportation. in literacy, there were only one primary school, one secondary school, and no high school in this island. they also had one library with old books. people who want to continue their study in high school have to go to the main island by small boat. some of them chose to live in the main island because it was difficult to take round-trip between the main island to their island. others chose to give up on continuing their study. in communication, although the citizens already used phone, they still could not access the internet. the easy accessed information was not available in gusung. they also could not depend on television because the electricity did not work 24 hours. in transportation, they only could access the world by small boat. the small boat helped them buy their necessities (water, fresh vegetables, building material, and school). the limitations in this village inspired many voluntary organizations to provide treatment that can help residents, in the fields of education, entrepreneurship, and others. two organizations implementing various programs in gusung were ccres and sahabat pulau. these two organizations had different goals and treatments despite choosing the same area. therefore, the authors were interested in examining the comparison of these two organizations from various sides in their involvement in bringing change to gusung. literature review the coastal area is a meeting area between land and sea, where the land area is still influenced by the nature of the sea. the socio-cultural coastal community is a group of people whose cultural roots were initially built on a combination of marine, beach and market-oriented maritime culture (satria in widodo, 2011). coastal community with some limitations should be given special treatment and approaches in order to empower the citizens and the area. according to christie and white (1997), there are four kinds of approach to coastal area. they are pre-colonial, centralized, community-based, and co-management approach. the pre-colonial approach is a pre-colonial system of resource management, which is based on historical government reports and observations of existing systems. taboo and sanctions are used to control excessive resource exploitation. centralized approach is a centralized management established to control the level of exploitation with modern methods, and ensure exports to european markets. this exploitation is justified because it provides employment to local people and increases food production without realizing that it exploits the environment. the community-based approach is an approach involving environmental education, assessment of the coastal environment by specialists and local residents, and the development of a coastal resource management plan as a joint effort between local communities and outside experts. the plan is based on the results of the assessment. it is also legally recognized. comanagement approach is an approach that aims to achieve shared responsibility and authority for resource management through cooperation between the government and local resource users. according to smith et. al. (2006), there were some issues in coastal area. they were livelihoods, society, policy and planning, management and innovation, and partnerships and collaboration. livelihoods issues related to the need for sustainable coastal livelihoods, nonsekar, hasanah & kamarubiani. coastal community education: ccres and sahabat pulau 162 sustainable priorities of funders and community needs, and lack of political support. issus related to the society were community and volunteer engagement, leadership, sustainability of community based project, environment education, local knowledge, and capacity building. issues related to the policy and planning were the commitment, the sustainability between the policy and the planning, community engagement, and communication. issues related to the management and innovation were the flexible process of participatory, social knowledge, and continuous process. issues related to the partnership and collaboration were the partners and sponsors, formal and non-formal networking, the needs of knowledge, and global and local unrest. before implementing the program in coastal areas, there are some things need to be interpreted. this can be categorized as a program planning stage. these are the community conditions community characteristics, and community needs. this understanding can be obtained through data collection described in order to get a clearer picture (mancini et. al, 1976). in addition to the planning stage, it is also important to ensure program readiness. program readiness includes the time of program implementation, specific and easily assessed program objectives, ongoing activities, interventions experienced, and whether the program being run can be evaluated or not (mancini et. al, 1976). the final and important stage is evaluation. in order to run the evaluation phase, questions must be available as a measurement. information obtained through evaluation must provide meaningful knowledge to facilitate decision making for the next step. (mancini et. al, 1976). some researchers have tried to conclude the principles of coastal area management. according to sorensen in geoff wescott (2004), there are five significant things related to coastal management as follows: horizontal integration refers to the need, at a certain level of coastal management (local, subnational and national), for the integration of the activities of all institutions and stakeholders (including local coastal communities). vertical integration means the involvement of various levels of government (and institutions) in coastal planning and management, which are national, regional and local governments. planning and management of coastal zones requires a linkage based catchment approach with a coastal and seabed approach. watersheds, beaches and seas must be planned and managed as an interrelated and interdependent system. integration of scientific disciplines that study specific parts of the coastal environment are important. this is part of horizontal integration. educational programs must be integrated into coastal programs. moreover, in geoff wescott (2004), there are four priciples of coastal area development: protect: to secure the environmental sensitive features sustainable: to encourage sustainable use of coastal resources. direct plan: planning: to direct the program in accordance to the community, institutions, and stakeholders. developing: to propose suitable areas where development (such as tourism facilities, ports, housing development, and other businesses) can occur. sekar, hasanah & kamarubiani. coastal community education: ccres and sahabat pulau 163 method the method applied in this study was interview, observation, and literature study. the research did some interview to the members and founder of sahabat pulau about the programs they conducted. to strengthen the argument, the researcher had also been directly involved in one of the programs held by ccres and sahabat pulau. to complete the data, the researcher searched various written sources, whether in the form of books, articles, journals, news, and documents that are relevant to the topic studied. results and discussion result there are four types of comparisons according to tally in the rural development institute (2017), namely individualizing comparison, universalizing comparison, variation-finding comparison, and encompassing comparison. the following comparative analysis is the individual comparison or individual comparison that serves to illustrate the characteristics and characteristics of each program. table 1. individual comparison between ccres and sahabat pulau no aspects ccres sahabat pulau 1 form research project voluntary organization 2 goal sustainability of coastal ecosystem education and community empowerment 3 target indonesia (selayar island) and philippine (el nido, palawan) some islands in indonesia (one of them is selayar island) 4 input: time whole year whole year funding gef, world bank, queensland university organization, partner (cimb niaga) partnership cornell university; currie communications; university of the philippines’ marine science institute; university of california, university of queensland, and local partners: ministry of marine affairs and fisheries, lokal seperti kementerian kelautan dan perikanan ri, balai pengelolaan sumber daya pesisir dan laut (coastal resources centre) makassar, lembaga ilmu pengetahuan indonesia (indonesian institure of science), ipb, universitas hasanuddin, department of cimb niaga, econatural, local organization (karang taruna), local government sekar, hasanah & kamarubiani. coastal community education: ccres and sahabat pulau 164 no aspects ccres sahabat pulau marine and fisheries selayar. approach community based community based 5 output: activity eco-biz challenge, ebbd, w2e, fishcollab youth volunteer camp, one youth one child (panda), rubah (library), desa-preneur participant community community and young people 6 evaluation team evaluation team evaluation 7 outcome: short-term environmental awareness, knowledge about nature, motivation to protect the sea. awareness of the importance of education, general knowledge and entrepreneurship, motivation for learning middle-term proper fishing, create an environmental-friendly business, protect the nature, journal and article publications sharing knowledge with others, entrepreneurship with local specialties long-term clean and maintained coastal areas increased economic and social level of citizens discussion goal ccres and sahabat pulau implemented some programs in gusung, selayar island. in the term of form, both are different. ccres was established with the scientific intention of researching marine ecosystems and coastal areas. the aim of ccres project was to design and support the use of innovative models to assess ecosystem services of mangrove forests, seagrass beds, and coral reefs with the potential to increase the sustainability of marine-based businesses and marine spatial planning in several coastal areas in indonesia and the philippines, in this case the selayar islands and el nido. knowing the actual economic value of coastal and marine ecosystem services produced an economic argument to protect natural resources. it also created new ways (tools, models) to improve life, underlined the opportunity costs of environmental damage in coastal areas, provided data to be used in national balance sheet reports, and to show how and which environmental assets need to be protected. different from ccres, which is a research project, sahabat pulau is a voluntary organization founded by a number of young people. these young people were driven by a great desire to build the villages that raised them. they decided to create an organization focused on education. education is considered a way to improve the community life. thus, it is concluded that the main purpose of sahabat pulau was to empower the community through education target ccres and sahabat pulau had similarities in terms of the objectives of their programs. both chose islands or coastal areas as their targets. ccres is an abbreviation of capturing coral reef and related ecosystem services. as the name implies, ccres maked the coastal area the right place to carry out all its research activities. in contrast to ccres, although sahabat pulau did not focused on the issue of marine ecosystems, this organization chose coastal areas sekar, hasanah & kamarubiani. coastal community education: ccres and sahabat pulau 165 that were considered to have limited access to education as its target. small islands mostly have limited literacy, information, and transportation so that the presence of sahabat pulau can be a solution to these limitations. time ccres was run from 2014 to 2018. the project lasted throughout the year in a period of four years. there were some stages to fulfill. for example in 2016 activities, ccres conducted various activities every month. in january, ccres did a survey of six villages in selayar about the pressure felt by anglers and their willingness to shift the fishing area (to a friendlier place for marine biota). in the same month, ccres established partnership with lipi for business development. in may, ccres held a meeting about testing the instrument and its priorities and exploring selayar to see the condition and progress of ccres activities. in august, ccres conducted field data collection. in september, ccres invited environmental experts to train participants in designing the marine conservation area and approached community leaders in selayar to find out the best way to encourage sustainable coastal community behavior. in november, ccres designed a behavior change program at the household level (implemented in september 2017). ccres program was indeed continuous throughout the year. december 2018 was the end of this research project. sahabat pulau was established in 2012. activities performed can also take place at any time with the cooperation of various parties. until now, sahabat island continues to carry out a number of activities in several places, including in the selayar islands. funding as an international research project, a number of large organizations funded ccres to support its activities. the three main organizations that were pillars of ccres were the global environment facilities (gef), the world bank, and the university of queensland (uq). the funding situation was very different from sahabat pulau, which is a voluntary organization. the organization's initial funds came from the private funds of its founders. with these funds, sahabat pulau implemented several programs. after running for a while, sahabat pulau managed to get partners to help fund its programs such as cimb niaga. partnership in addition to the three main pillars of ccres, the project also worked with various partners. some of them were universities around the world, such as cornell university, currie communications, university of the philippines' marine science institute, university of california, and university of queensland. ccres also collaborated with local partners. in indonesia, ccres collaborated with the ministry of marine affairs and fisheries, balai pengelolaan sumber daya pesisir dan laut makassar (coastal resource center), indonesian institute of sciences (lipi), ipb, hasanuddin university, and department of marine and fisheries of selayar. similar to ccres, sahabat island also carried out its activities with the help of several partners. in addition to cimb niaga, sahabat pulau also cooperated with local organizations called econatural and youth organizations in local villages such as karang taruna. involving local organizations was really needed by the sahabat pulau because the access the island is very difficult. local organizations helped them to keep the learning activities going even without members of sahabat pulau. approach ccres and sahabat pulau did the planning stage by involving local residents, experts or someone who was engaged in education and environment, local organizations, and also the local government. the approach taken by ccres and sahabat pulau towards coastal residents sekar, hasanah & kamarubiani. coastal community education: ccres and sahabat pulau 166 can be categorized as a community-based approach. this is in line with the opinion of christie and white (1997) who said that the community-based approach is an approach involving environmental education, assessment of the coastal environment by specialists and local residents, and the development of coastal resource management plans as a joint effort between local communities and community members. the plan was based on the results of the assessment. output output is an activity performed after the input is available. ccres and sahabat pulau had several programs, which certainly involved the local community. specifically in the selayar island, ccres conducted the eco-biz challenge program, fishcollab and several workshops, such as ebbd, and w2e. sahabat pulau had four main programs namely youth volunteer camp, one youth one child, rumah baca harapan, and desa-preneur. the eco-biz challenge is program that invites the whole community to think of business ideas related to the sea and the environment and then outlined in the form of a mini proposal. three participants with the best ideas was selected. ccres funded the business in order to run well. funds were given in stages and participants must report the progress of the business they are running. in 2018, the three winners of the eco-biz challenge in selayar had various business themes, which were waste processing (galeri sampah), the aquaculture business, and the eco-tourism business. fishcollab is a diagnostic and planning process that involves the government, ngos and the community to improve the coastal area. through this process, the community will know what is needed by the environment, what must be maintained and cared for, and what will be done in the future to protect the coastal environment. ebdb or ecosystem based business development workshop is a workshop that aims to provide knowledge to the community for entrepreneurship in utilizing what is in their environment without damaging the ecosystem. in line with ebdb, the waste2enterprise (w2e) workshop is a workshop on the use of plastic waste and small business innovation from the plastic waste. youth volunteer camp is a training camp for young people who want to join volunteering on sahabat pulau. the activity was to provide some training for the volunteers about the true meaning of volunteering and at the same time strengthen their knowledge and understanding about the concept of sahabat pulau. one youth one child or panda (harapan anak indonesia) is a program where one young man becomes a foster sibling for a child from an underprivileged family for at least one year. rubah (rumah baca harapan) is a learning facility established for children in the coastal area. this facility can be the center of sahabat pulau activities. rubah does not have to be in the form of a house or building. in gusung village, rubah was held in the form of a tricycle motor and was used as a mobile library. the desa-preneur program is an empowerment program for coastal women by providing education about entrepreneurship. evaluation in implementing a program, an evaluation process is needed to find out how the program's achievements and what steps should be carried forward. ccres and sahabat pulau had the same evaluation strategy, which was by holding a team meeting and discussing what the program lacks and what had been achieved. in addition, there was also an evaluation process by involving influential community leaders in the village in order to know the views of the community about the program and to find the right way to approach the community. sekar, hasanah & kamarubiani. coastal community education: ccres and sahabat pulau 167 outcome outcome is the expected result after running the program. there are three types of outcomes, namely short-term outcomes, medium-term outcomes, and long-term outcomes. short-term outcome is associated with changes in knowledge, motivation, and awareness. medium-term outcome is associated with changes in behavior. long-term outcome is associated with changing conditions, whether environmental, social, economic, or political condition. ccres and sahabat pulau differred from the three types of outcome. the short-term outcomes of ccres program were the community environmental awareness, increased public knowledge about nature, especially marine ecosystems, the motivation from the community to protect the sea, and increased knowledge for ccres researchers after conducting research in the target area. the short-term outcome of sahabat pulau is the community awareness of the importance of education, increased public knowledge and insights about entrepreneurship, and the motivation to continue learning. the medium-term outcomes of ccres were a change in community behavior such as proper fishing, making businesses more environmental-friendly, protecting nature by not littering. in addition to ccres researchers, this research was published in the form of articles and journals. the medium-term outcomes of sahabat pulau were a change in community behavior such as starting to try to share knowledge with others and doing entrepreneurship with natural resources and local specialities. the long-term outcomes of ccres were a change in environmental and economic conditions. all ccres programs are designed to increase the concern of people about the nature so that it will have a good impact on the environment, such as reduced waste, clean beaches and seas, and preserved marine life. while in terms of economics, programs such as the eco-biz challenge and workshops on entrepreneurship were expected to increase the productivity of citizens and thus improve the economy of local residents. long-term outcomes of sahabat pulau were changes in social and economic conditions. learning activities carried out together were expected to foster citizen cooperation in achieving greater goals in the future. in addition, knowledge from the desa-preneur program was expected to be applied in everyday life to help the economy of local residents. program sustainability ccres programs ended in december 2018. this project was only planned to run for four years. therefore, there were no ccres programs in the near future either in indonesia or in the philippines. meanwhile, sahabat pulau, this organization is still ongoing and continues to innovate; thinking about the needs needed by residents and continues to look for areas that have limited access to education. ccres program was very useful for residents, although it did not have credential value. moreover, according to coyle (2013) learning success is not only seen from the results that can be measured but also from the results that are not visible. the invisible result is how citizens can be involved in every educational activity that they participate in, give them valuable experience, and give them improvement. ccres and sahabat pulau paid attention to several things in each of its activities such as the continuity between what was given to community and their needs, the involvement of local volunteers, community participation, ongoing and sustainable processes, and the involvement of sponsors and partners. this is in accordance with the issues that must be considered in the development of coastal areas raised by smith, et al. (2006) in which he categorized them in sekar, hasanah & kamarubiani. coastal community education: ccres and sahabat pulau 168 several themes such as livelihoods, society, policy and planning, management and innovation, as well as partnership and collaboration. in the end, ccres and sahabat pulau performed activities in accordance with the needs of local residents and involved high-ranking officials, such as community leaders and village heads in their planning, process and evaluation. both also integrate elements of education in every program that was held. this showed that ccres and sahabat pulau implemented the principles of developing coastal areas in accordance with what was stated in geoff wescott (2004), which are the existence of horizontal integration with citizens, vertical integration with the government, and had an educational element in it. conclusion ccres and sahabat pulau island may be two different things. however, both of them had positive visions. they had similar approach that was community-based approach that involved the community directly. ccres with careful planning and root, successfully performed its research activities which were not only useful for the researchers but also for the environment in which they conducted the research. sahabat pulau with all its limitations remained consistent in implementing the educational activities for coastal community by utilizing the environmental potential and creativity of the volunteers. references ccres. (2016). laporan tahunan 2016 (ringkasan program yang dilakukan di indonesia). http://ccres.net/images/uploads/publications/360/ccres_highlights__achievements_2018 _final.pdf ______. (2018). six-monthly progres report (january-june 2018). http://ccres.net/images/uploads/publications/388/ccres_progress_report_aug_2018_web .pdf ______. (2018). highlights and achievements (october 2018). http://ccres.net/images/uploads/publications/360/ccres_highlights__achievements_2018 _final.pdf christie, p. & white, a.t. (1997). trends in development of coastal area management in tropical countries: from central to community orientation, coastal management, 25(2), pp. 155-181, doi: 10.1080/08920759709362316 coyle, d. (2013). listening to learners: an investigation into ‘successful learning’ across clil contexts, international journal of bilingual education and bilingualism, 16:3, 244-266, doi: 10.1080/13670050.2013.777384 geoff wescott. (2004). the theory and practice of coastal area planning: linking strategic planning to local communities, coastal management, 32(1), pp. 95-100 mancini, j.a., marek, l.i., byrne, r.a.w. & huebner, a.j. (2004). community-based program research. journal of community practice, 12(1-2), pp. 7-21, doi: 10.1300/j125v12n01_02 rural development institute. (2017). comparative research. manitoba: brandon university smith, t.f., alcock, d., thomsen, d.c., & chuenpagdee, r. (2006). improving the quality of life in coastal areas and future directions for the asia-pacific region, coastal management, 34(3). pp. 235-250, doi: 10.1080/08920750600686612 sekar, hasanah & kamarubiani. coastal community education: ccres and sahabat pulau 169 widodo, slamet (2011). strategi nafkah berkelanjutan bagi rumah tangga miskin di daerah pesisir. makara, sosial humaniora, 15(1). pp. 10-20 jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 36 urban farming in the context of increasing community welfare and participation through the women’s farmers group (kwt) of sauyunan gardens community (study of the role of community leaders in moving women for urban farming management in 3rd hamlet (rw) of sarijadi sub-district) tita rosita1, agus hasbi noor2 1,2 ikip siliwangi 1titarosita@ikipsiliwangi.ac.id abstract this study examines the implementation of urban agriculture called urban farming. urban agriculture is the practice of cultivating, processing, and distributing food around the city carried out by women who are being parted healthy heart community. urban agriculture also includes livestock, aquaculture, agroforestry, and horticulture. in the broadest sense, urban agriculture describes the entire system of food production that occurs in cities. rw 03 region of sarijadi does not have large land to cultivate, because the existing field is used by residents to park four-wheeled vehicles. so that the facilities for sports used by residents are also very limited. thus the method used to attract residents to participate in the urban farming program which was initiated by the head of rw 03 region of sarijadi in collaboration with kjs melati is managing the degraded land around the outskirts of the field to become gardens. the method used in this research is a descriptive method, namely the method that focuses on the problems that exist in the meantime. based on the opinion above, the descriptive method is used to describe the condition of the implementation of increasing community participation in the urban farming program rw 03 region of sarijadi. the conclusion is most of the urban citizen is careless toward the degraded land or limited land around their neighborhoods because most of the citizen are busy with their job at home or at the workplace. keywords: urban farming, participation, welfare introduction national development is intended to improve indonesian people, so that development is an effort to improve the quality of human and indonesian community to carried out a sustainable manner, based on national capabilities by utilizing technological advances and paying attention to global challenges on development. in its implementation, it refers to the personality of the nation and universal noble values to realize a nation's jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 37 life that is sovereign, independent, just, prosperous, advanced and strong in its ethical moral strength. strengthening state sovereignty is not only done by using military or physical reinforcement, but also through social welfare approaches needed to build public awareness of existing living conditions. a good education process involves various components and lines of education, especially community education or nonformal and informal education (mulyono, 2012). with a complete approach, encompassing an educational, economic, health and cultural approach will build a mutually reinforcing awareness among the community to improve the overall quality of life (saepudin & mulyono, 2019). even the literacy approach can be used as an effort to build public awareness for the community in utilizing all its potential, both social potential, natural resources and cultural potential. a more comprehensive approach is expected to be the basis for developing the quality of life in society, including food security (ansori, 2016). interested in the issues, especially about the efforts of community leaders in motivating community members, especially women, to manage degraded land and limited land through urban farming activities in rw 03, sarijadi, sukasari, bandung. for this reason, the author intends to deepen it through a scientific study under the title: "urban farming in the context of increasing community welfare and participation through the women’s farmers group (kwt) of sauyunan gardens”. the main actors involved, prioritized are household women, unemployed and other community members who have special potential in urban farming, so that it is expected to be one of the reinforcement in the process of building community skills, especially empowering women. this is because the involvement of women is one of the main foundations for strengthening community capacity, especially in urban areas where women are sometimes marginalized even though women also have the same capacity to be able to empower themselves and the surrounding community (karwati, ansori & mulyono, 2018). the current condition of the urban citizen is tent to be careless on the degraded land and limited land around them, this condition happens due to their activity on the family and workplace. based on the problems above, there is a need for efforts and concern from various parties, both the government and community members should initiate various ways in managing degraded land and limited land through urban farming. minimal land use but used appropriately, will provide more optimal results, which is one of the bases in building ecoliteration awareness in the community (ansori, mulyono, rahayu, 2019). community leaders, both chairman of hamlet (rukun warga) or urban village officers should make and innovation by inviting the community to manage limited land and degraded land through urban farming in order to improve the welfare and care of citizens toward their environment. based on the introduction, several problems were identified; first, most of the urban citizen doesn’t pay attention toward their degraded and limited land around their area, secondly, there is still a lack of awareness from the jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 38 community to urban farming management because there are still many people busy with various activities both in their family and in their workplace. thirdly, the number of residents’ vehicles which are irregularly parked, and many citizens who carelessly dispose of the garbage around the field. proper land use is also expected to provide opportunities for water reservation patterns in urban centers, in addition to providing opportunities in improving welfare through urban farming (ansori, mulyono, rahayu, 2019). with a program that is designed systematically will provide reinforcement to increase community awareness in the process of social life in the community, especially the internalization of awareness in the community (fitriana & mulyono, 2019). based on the problems above, there is a need for efforts and concern from various parties, both the government and community members should initiate various ways in managing degraded land and limited land through urban farming. community leaders both chairman of hamlet (rukun warga) or urban village officers should make and innovation by inviting the community to manage limited land and degraded land through urban farming in order to improve the welfare and care of citizens toward their environment. theoretical review concept and theories of participation the basic notion of community development is to improve the economic, social, and cultural condition of the community, integrating the life of the communities and the life of the nation. one of the efforts is by increasing the citizen’s participation in all sectors of development. but the innovation and participation of the community will not automatically happen, it must be initiated by other parties. the other parties are taking the initiative to encourage the community to participate in the various ongoing development and future development. therefore, participation takes an important role in the process of community development. the understanding of participation according to mubyarto, as quoted by taliziduhu ndraha (1990: 102), is the willingness to help in achieving the goals of every program in accordance with the capabilities of every individual without means of sacrificing self-interest. furthermore, santoso sastroputro (1998: 40) argues that participation is a spontaneous involvement which is realized due to the awareness and responsibility to reach a common interest. from the two definitions of participation, the writer can give an idea that development will run with participation. participation that occurs is an awareness of the community members themselves to carry out development together for the common interest. in line with the two thoughts above, ardiwinata & muyono (2018) suggest that community participation means that the community participates, namely following and accompanying government programs. the notion above views that development is always initiated by the government and the community is required to be involved for the success of development for the benefit of the people. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 39 definition of urban farming urban farming is a concept of agriculture or plantation that is done by using limited land. urban farming is also called urban agriculture, according to experts understanding urban farming or urban agriculture as an activity of cultivating plants or raising livestock in and around large cities (metropolitan) or small cities to obtain food or other necessities and financial additions, including processing yields, marketing and distribution of products from these activities (bareja, 2010 "urban farming"). urban farming is currently a program run by the local government by supplying materials for the activities of each existing farms and providing infrastructure to the community, such as providing planting media, grain, seeds, and fertilizers. the planted plants are vegetables such as lettuce, kale, tomatoes, cayenne pepper, onions. plant installation is placed in every hamlet in bandung and it is expected to be consumed by the people, also give ecological, economic, and aesthetic value (wasliah, voaindonesia.com, 2015). government-supported vertical garden implementation source: www.voaindonesia.com (1/22/2015) the development of urban farming is as a response to various problems that confront urban life such as the reduction of agricultural land due to construction. cultivation of vegetable that is applied in the urban area arises from people with abilities and knowledge in agriculture in order to increase the use of limited and degraded land by utilizing other resources around it. the study of the application of urban farming is done by planting plants in areas that are intentionally opened for agricultural activities. if agriculture was developed based on the specific conditions in order to be well implemented. as a positive and beneficial social movement, where information can be gathered through communication from various people with various background of interests that bring benefit the urban life. definition of coaching in the management of non-formal education, coaching is the fourth steps of the management functions, namely planning, organizing, mobilizing and fostering. coaching is interpreted as follows: "a series of professional efforts to control all elements in the organization in order to run a proper function in all elements, so the goal can be achieved effectively and efficiently" (djudju sudjana, 1999: 157). from the statement above, it can be concluded that coaching is essentially an effort to utilize all sources, whether involving human or non-human elements, or when connected with an organization or group, is the utilization of organizational elements, whether it concerns regulations, policies, administrations, the nature and implementation, materials and tools as well as costs and several other elements, which in the end all of these elements can develop according to the objectives. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 40 the concept of skills the term skill is hardly undefinable for the very rigid concept. skills can refer to the specific actions that are displayed or to the nature of the owned ability. many activities are considered as a skill or consist of several skills and the degree of understanding achieved by someone describing the level of skill. this skill can be defined in two ways. first, by considering it as a noun, which refers to a particular activity that relates to a set of motions that must be met by the conditions. second, by considering it as an adjective. it is defined as what people have done so far in relation to the term new skills that regarded to the expanding definition based on the latest context. according to schmidt (1991) in agus mahendra and among ma'mun (1998: 131) "skill is the ability to make final results with maximum certainty but minimum energy and time ". whereas according to singer (1980) in agus mahendra and among ma'mun (2008: 14 2) “skills are a degree of success that is consistently achieving a goal with efficient and effective action. in this case, the skills used are functional skills. the education of functional skills as a sub-system of education has their own objective, the study of functional skills is one of the educational phenomena which is always be discussed by the experts of education. the theory of personal education is primarily a progressive stream that emphasizes the principle of learning by doing. b. operationally; emphasizing that functional skills education is a skill can potentially use by citizens as a provision to learn by doing, trying, and providing income for their daily lives. functional skills education can be done through the implementation of programs by making adjustments to (1) environment based curriculum, that flexible the work and society changing (2) content and structure of functional education programs (education for all according to the needs of society and the workplace). c. empirically; one of its missions is to develop a culture of achievement and productive attitude. on the other hand, it has to be applicable, the implementation of functional education is part of an integrated education system, but still weak in management, teaching and learning processes and evaluation process, as has been the case in several islamic boarding schools and socio-economic institutions. research methodology research methodology research conducted using a qualitative approach with descriptive study methods, qualitative research is a method that focuses on the problems that exist at the present time. this is in accordance with the opinion of winarno surakhmad (1982: 140) who argues that the descriptive method has characteristics as follows: 1. focus on solving problems that exist today, on actual problems. 2. data collected is initially compiled, explained, then analyzed (because this method is often called an analytical method). based on the opinion, the authors used a descriptive method to describe the current situation of increasing community participation in urban farming programs in 3rd hamlet (rw), sarijadi subdistrict, sukasari, bandung. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 41 research subjects this research was conducted in 3rd (rw), sarijadi sub-district, sukasari district, bandung. the research subjects were female members of a healthy heart community who actively participated in managing limited and degraded land by planting various kinds of vegetables and medicinal plants, as well as processing their crops with various types of food and medicines. data collection techniques data collection techniques used in this study are: 1. interview this technique requires direct communication between researchers and research subjects. kartini kartono (1990: 187) argues that "interview is a conversation, oral question, and answer between two or more people who sit face to face and directed to a particular problem". this interview is used to collect the required data that can support the problems of research, especially to obtain direct observation data. in this study, the interview was conducted to residents and the sub-district officers of 3rd hamlet (rw) sarijadi subdistrict, sukasari district, bandung city. this interview was conducted to obtain information about the factors that encourage and hinder the efforts of sub-district officials in motivating the community to implement the urban farming program. 2. observation observation is "a deliberate and systematic study of social phenomena and natural phenomena by observing and recording" (kartini kartono, 1990: 157). the reason for observing is to take a closer look at the phenomenon found in the research location. observation also defines as a process of conducting a direct review of the object of research which in this case consists of an overview of the location of the study area, as well as the activities of the extension process. the purpose of using the observation technique in this study is to conduct a direct observation of the environmental health conditions at the neighborhood of 3rd hamlet (rw) sarijadi sub-district, sukasari district, bandung. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 42 3. the questionnaire which is used to collect data through a series of written questions that are compiled and disseminated to obtain information from respondents regarding the problem. nasution (2003 : 178) says: "questionnaires are a list of written questions that are used to obtain certain information from respondents who are sometimes scattered about their residence. in the preparation of this questionnaire, it can be closed, open and can also be a combination of both. 4. literature study a literature study is "a technique for obtaining theoretical data in order to obtain the opinions of experts and their theories through reading sources" (bohar soeharto, 1987: 244). the library study technique in this study was carried out by studying/reading various literary sources that had to do with the objective and problems. this technique is expected to obtain concepts and theories that are related and can be used as the rationale in this writing so that the relationship between theory and research objectives is obtained. 5. documentation study the documentation study in this study was chosen as a tool to obtain the written data needed to complete the research, namely by reading, analyzing, studying and comprehending documents relating to the problem such as a general description of the area, population composition, level education and so on. data selection in this stage the writers' tent to investigate the data that shown in the questioners, so the writer can determent whether the data is ready to be analyzed or not data classification at this stage data is classified based on the number of units that can be calculated with numbers so that it can be measured or classified, this process is done in order to make the data getting easy to be processed and then getting easy to draw conclusions and to gain responses. this data is classified based on the aspects/variables of the research. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 43 result developed business unit food processing the urban farming management carried out in 3rd hamlet of sarijadi sub-district is used to utilizes the limited and degraded land conducted by most female members of the healthy heart community in this area. driven by a strong desire and an innovative movement from one of the housewives who also the alumni of stkip siliwangi in 2002, she concerns the existence of a dry and dirty environment. 3rd hamlet (rw) consists of 10 neighborhoods (rts), while 20 people actively participate in urban farming management activities. of the 20 people, almost 90 percent were pure housewives. and 10 percent work as private employees and civil servants. housewives who are active in managing urban farming, automatically become members of the sauyunan garden farmer group. what they usually do after returning home is taking a part in gymnastics activities, now they have other activities, namely managing the garden enthusiastically. as a result, the management of urban farming, they can consume the product of urban farming, and they also can sell it. in addition, they not only sell vegetables but they are processed into various processed foods. through training and guidance, the housewives were more eager to process food because it can give a satisfying income. the income of selling the vegetable was ranging from 800,000 idr. to idr 1,200,000, but by processing the vegetables into processed food, the income increase in range of 2,000,000, idr up to 3,500,000, idr in one harvest moon, it is not included the income from weekly harvest and income from selling processed food made from vegetables that not less than 500,000 idr. other advantages gained by the housewives is the ability in processing food, as well as other activities in managing organic waste derived from vegetable skin such as; carrot, potato, onion, chili, cucumber, etc. the housewives are also trained to make liquid fertilizer called mol (local micro organic), which is liquid fertilizer derived from fermented organic waste and it is regarded as superior fertilizer for plants, as quoted by taliziduhu ndraha (1990: 102), is willingness to help the success of each program is in accordance with the capabilities of each person without means of sacrificing self-interest. furthermore, santoso sastroputro (198: 40) argues that participation is a spontaneous involvement which is realized awareness and responsibility for the interests of the group to achieve a common goal. the location of the activity was originally centered around the 3rd hamlet (rw) field, and it is currently developed and implemented in all neighborhoods (rts), each neighborhood (rts) make hydroponic plants. 1. community engagement the people who are able to be empowered in this business are 20 people consisting of : jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 44 seed seeding 4 people plumbers 4 people marketing 5 people processing food 7 people total 20 people 2. partnership the partnership mechanism is carried out with healthy canteen in every school, as well as with community clinic (posyandu) administrators in providing additional food in the form of vegetables which are packaged in such a way that raises children’s interest. 3. green school: is a school-based gardening program that is close to the neighborhood 3rd hamlet (rw), the purpose of this program is to give school-based garden management that uses the dried and arid yard of the school and transformed it green schools. while the organic waste that was usually burned now was collected and pass through decomposing and use to fertilize the flowers or vegetables. while inorganic was used as saving because in every school that implant this program has waste bank. there are 7 schools fostered in this program: table 1. schools fostered in this program no. school name address 1 sdn sarijadi 5 rt 02 rw 03 2 sdpn setia budhi rt 03 rw 04 3 sdn sarijadi 7 rt 01 rw 05 4 smp pgri 5 rt 01 rw 03 5 pasundan middle school 12 rt 03 rw 04 6 nurulhuda paud rt 01 rw 03 7 tk puspa mekar rt 03 rw 04 the development of empowerment through fostering environmental awareness will be one of the starting points in developing a more positive environment in the development of community education, so that it will provide support to the process of community empowerment (fitriana dan mulyono, 2019). the urban farming program provides a more comprehensive reinforcement of the program to improve the quality of life of the surrounding communities, especially the implications in the economic field so that more women are empowered around the site. because income is more consistent jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 45 and helps with family finances. the role of community leaders and youths is one of the main reinforcement in developing the capacity of women around urban farming locations. this is because the role of community leaders does not only move in the capacity of figures, but also in their role as managers in the community and their role will provide corridors for sustainable program implementation (mulyono, 2018). conclusion based on the results of the discussion, the conclusions can be drawn as follows: 1. with coaching carried out by community leaders, both sub-district officers, the hamlets (rw), and farming officers, it gives significant contribution in managing urban farming carried out by the housewives. 2. based on the results of coaching and training followed by the housewives, the harvest from the garden is not only being sold but also can be produced into foods that are full of nutrients. 3. with the success of managing urban farming, the sauyunan women’s farmers community is formed, and they commonly being involved in various contests performed in the city level. 4. the sauyunan women's farmer group has collaborated with the schools’ canteen that is located at around sarijadi. bibliography ansori, a. (2016). model pengembangan kewirausahaan santri melalui pondok pesantren berbasis budaya agribisnis tanaman palawija. didaktik, 8(1), 06-10. ansori, a., mulyono, d., & rahayu, g. d. s. (2019). cec (center ecoliteracy of cibeber) pusat kegiatan reduce, reuse, dan recycle dalam upaya mewujudkan kawasan ciseupan kelurahan cibeber sebagai kawasan bestari (bersih, sehat, tertib, dan lestari). abdimas siliwangi: jurnal pengabdian kepada masyarakat, 2(2), 90-102. ardiwinata, j. s., & mulyono, d. (2018). community education in the development of the community. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 7(1), 25-35. bareja, ben g. (2010) : intensify urban farming, grow crops in the city http://www.cropsreview.com/urban-farming.html. diakses pada 14 mei 2015. fitriana, w., & mulyono, d. (2019). implication of internship iii programs on social competency of siliwangi ikip penmas students. p2m stkip siliwangi, 6(1), 14-20. fitriana, w., & mulyono, d. (2019). manajemen program pengelolaan sampah di bening saguling foundation. abdimas siliwangi: jurnal pengabdian kepada masyarakat, 2(2), 129-139. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 46 karwati, l., ansori, a., & mulyono, d. (2018). women empowerment to build entrepreneurship. journal of nonformal education, 4(2), 169-176. mahendra, a. dan ma’mun, a. (1998). teori belajar dan pembelajaran motorik. bandung : cv andira mulyono, d. (2012). menegaskan karakter pendidikan nonformal. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 1(1). mulyono, d. (2018). the strategy of managers in moving business learning group program in pkbm srikandi cimahi city. journal of educational experts (jee), 1(1), 37-44. nasution. (2003). metode penelitian naturalistik kualitatif. bandung: tarsito ndraha, taliziduhu (1990), pengembangan masyarakat mempersiapkan masyarakat tinggal landas, jakarta: rineka cipta sastropoetro, santoso r.a. (1988). partisipasi, komunilasi, persuasi, dan disiplin dalam pembangunan nasional. bandung ; alumni. saepudin, a., & mulyono, d. (2019). community education in community development. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 8(1), 65-73. suharto, bohar. 1997. pendekatan atau teknik dalam proses belajar mengajar. bandung ; tarsito. sudjana, djudju. 2001. metode dan teknik pembelajaran. bandung : falah prodiuction surakhmad, winarno. 1982. pengantar penelitian ilmiah, dasar, metode, teknik. bandung: tarsito. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 138 parents participation of digital parenting services through posyandu in rw 004 ledeng kota bandung rina bastian1, mustofa kamil2, sardin3 1,2,3 universitas pendidikan indonesia, jl. dr. setiabudhi no. 229, bandung, indonesia 11rinabastian@upi.edu received: juni, 2020; accepted: september, 2020 abstract this research is motivated by the issue of childcare. less optimal care causes problems with the child's development. the form of child development is physical health. improvement of childcare is carried out through posyandu institutions which serve as learning media. this program aims to increase the role of parents in caring for and educating children in the digital age. the purpose of this study was to determine the participation of parents in utilizing digital parenting services. the program that has been implemented facilitates parents to utilize technological sophistication to find information about children's health through training. health covers include monitoring children's development, nutritional status and immunization schedule for toddlers at all times. the conceptual foundation used in this study is the concept of parental participation, the concept of digital parenting and the concept of health. this research was conducted at rw 004 ledeng, bandung using a quantitative approach. the sources of information in this study were parents as active members of the posyandu rw 004. data collection techniques used interviews and questionnaires. the results showed that there was an increase in parental participation in the use of digital parenting through posyandu on their respective gadgets. keywords: parental participation, digital parenting, children's health abstrak penelitian ini dilatarbelakangi oleh masalah pengasuhan anak. perawatan yang kurang optimal menyebabkan masalah pada perkembangan anak. bentuk tumbuh kembang anak adalah kesehatan jasmani. peningkatan pengasuhan anak dilakukan melalui lembaga posyandu yang berfungsi sebagai media pembelajaran. program ini bertujuan untuk meningkatkan peran orang tua dalam mengasuh dan mendidik anak di era digital. tujuan penelitian ini adalah untuk mengetahui partisipasi orang tua dalam memanfaatkan layanan parenting digital. program yang dilaksanakan memfasilitasi para orang tua dalam memanfaatkan kecanggihan teknologi untuk mencari informasi tentang kesehatan anak melalui pelatihan. perlindungan kesehatan meliputi pemantauan perkembangan anak, status gizi dan jadwal imunisasi balita setiap saat. landasan konseptual yang digunakan dalam penelitian ini adalah konsep partisipasi orang tua, konsep pola asuh digital dan konsep kesehatan. penelitian ini dilakukan di rw 004 ledeng, bandung dengan menggunakan pendekatan kuantitatif. sumber informasi dalam penelitian ini adalah orang tua sebagai anggota aktif posyandu rw 004. teknik pengumpulan data menggunakan wawancara dan angket. hasil penelitian menunjukkan bahwa terdapat peningkatan partisipasi orang tua dalam penggunaan pola asuh digital melalui posyandu di gadget masing-masing. kata kunci: partisipasi orang tua, parenting digital, kesehatan anak how to cite: bastian, kamil, sardin. (2020). parents participation of digital parenting services through posyandu in rw 004 ledeng kota bandung. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 138-147. bastian, kamil, sardin. parents participation of digital parenting services through posyandu in rw 004ledeng kota bandung 139 introduction parenting is an effort to improve parenting by parents. care is carried out in various ways and certain types. baumrind (1991) revealed 4 types of care that are often done by parents. first, it is the type of authoritarian care (restrictive care). this type of care is often also called the coercive type, they also tend to force their will and do not tolerate small mistakes. the second type is the authoritative type that allows for discussion and openness with children but does not leave rules and limits. third, this type of neglectful (uninvolved parenting) is too neglecting, not caring about the child's actions. finally, this type of indulgent (permissive parenting), this type of child does as he pleases, considers himself king and must always be obeyed, also lacks respect for his parents and those around his environment. the care given has an impact on children's development, both psychological development and physical development. the participation of family and the environment also greatly influences. mamat (2019) proposed the bronfenbrenner ecological theory which could influence children's development consisting of five environmental systems that range from interpersonal interactions to broader cultural influences. first the microsystem is a setting where individuals spend a lot of time. the context in this system includes family, peers, school and neighbors. individuals interact directly with parents, teachers, peers, and others. the two mesosystems are the relationships between experiences in the family with experiences at school, and between family and peers. further exosystems occur when experiences in other settings (where students do not play an active role) affect the experiences of students and teachers in their own contexts. then makrosistem is a broader culture. culture is a broad term that includes the role of ethnicity and socioeconomic factors in the development of children. culture is the broadest context in which students and teachers live, including the values and customs of the community. finally, the kronosystem is the historical socio-economic condition of child development. more precisely the current generation of children are faced with growing up in an electronic environment filled with computers and new forms of media. the current era of globalization allows the internet to be accessed by all groups. there are many impacts on society, both positive and negative impacts. the positive impact is that it makes it easier to find information, entertainment, and also knowledge, but the negative impact is related to behavior and manners that tend to imitate outside cultures. the following is the percentage of population aged 5 years and over who have accessed the internet in the last 3 months according to regional classification in 2014 2018 table 1. rural and urban social status conditions year regional classification urban rural 2014 75,68 24,32 2015 73,67 26,33 2016 72,77 27,23 2017 71,15 28,85 2018 69,91 30,09 source: processed from the national socio-economic survei (susenas) results last update december 2019 bastian, kamil, sardin. parents participation of digital parenting services through posyandu in rw 004ledeng kota bandung 140 based on the data above that the internet affects people without knowing the region. technology becomes the center of human attention, often unconsciously we are willing to spend hours interacting in cyberspace (online) through social media, and at the same time forget the real reality around us (turkle, 2006). we lose control of the time we have and at the same time half of our lives are related to social media. for example, more often we feel it is appropriate to just say happy birthday, or happy eid, or even condolences to friends or family through social media without the need to meet face to face. social media can often satisfy parents to learn about their child's development through statements of caregivers who are questioned via short messages. this is one example of conditions that are not appropriate for parents. such conditions reduce the level of parental care for their children. a research result from latifah et al (2009) revealed that the risk factors identified in the family and community that could affect the development of children aged 3-6 years were found, one of which is the parents' knowledge about childcare is still low. errors in care not only affect early childhood but also their age when adolescents who enter the environment outside the family. one of them is parenting style which neglects the child too much. a study by pravitasari (2012) parents indirectly encourages their children to play truant by not being strict enough about their child's attendance at school. according to basembun (2008), this parenting includes permissive parenting which is full of negligence (permisiveneglectfull parenting), meaning that parents are not very meddling in their children's lives. thus the child shows poor self-control. also more worrying is the child's health problems. parental neglect affects the child's physical growth and development. children's health becomes down so they are susceptible to disease. this condition causes the child to grow abnormally. the following data also provides a description of children experiencing stunting ranging from under two years of age children under two years to toddlers. picture 1. indikator status gizi anak (stunting) source: center for health promotion, ministry of health republic of indonesia, 2018. the effect of neglect of care gives an unfavorable impact on each child's development. this nurturing is the responsibility of the family as the first education for children, it does not rule out the environment also has an influence. besides family, the surrounding community also has a role in helping to improve the quality of care. care that can be done so much, as one example of child health counseling, parenting training for child development and so on. but in bastian, kamil, sardin. parents participation of digital parenting services through posyandu in rw 004ledeng kota bandung 141 brief we see that the program is not properly applied to the real environment. this condition was conceptually included in posyandu activities. posyandu activities consist of the main activities and development activities or choices. the main posyandu activities include: maternal and child health; family planning; immunization; nutrition; prevention and control of diarrhea. while development activities or choices, the community can add new activities besides the five main activities that have been set, called integrated posyandu. the new activities, for example, toddler family development, family medicinal plants, elderly family development, early childhood education post, various other village community development programs (posyandu cadre handbook). efforts to improve parenting can not only be done in one way or carried out by certain institutions. information access can be done directly in the activity or indirectly (online). technology is now very helpful in all fields of education, social, health and others. through the help of technology all information about child health, maternal health, and learning programs for parents are on the internet. people easily use the application provided, so that many users use mobile phones as daily necessities, including applications that are important about the learning of children of martini (2018). restrictions on the use of the internet for children can also be limited through digital parenting. study of maisari and sigit (2019) the application of the concept of digital parenting by parents of children aged 5-6 years at ra bunayya includes: establishing rules and agreements regarding the use of gadgets; guide and assist children when using gadgets; use parental control; and parents get children to play with friends after playing gadgets so that children can socialize with friends. furthermore, the role of digital parenting on the development of logical thinking of children aged 5-6 years at ra bunayya includes: as education as well as entertainment, playing while learning; stimulate children's logical thinking; provide rules and and supervision so that digital devices or gadgets do not interfere with the concentration of children and which hinder children's logical thinking. that is one of the conditions for increasing child development through online media. conceptually the media that provides online childcare has many, rules and types of programs determined by some institutions. ideally, one of the efforts to improve children's health is done at posyandu. in fact, each learning activity in the posyandu lacks significant development. the activity is only done once a month for all children's health learning, with such short time. parents lack knowledge and understanding about good health and nutrition for children, even though learning can also be obtained from various sources. this information is not only obtained from the companion cadres but from the use of gadgets. but parents don't really take advantage of the technology they have. this is an opportunity for researchers to provide an increase in care through online and also the task for cadres to train and provide health learning at the posyandu. literature review poerwadarmita (in suwardi, 2009: 16) means that "learning achievement is a result that has been achieved by someone in carrying out certain activities." according to winkel (in mahyuddin, 2010: 11) said that "learning achievement is often also called an achievement index."the coastal area is a meeting area between land and sea, where the land area is still influenced by the nature of the sea. the socio-cultural coastal community is a group of people whose cultural roots were initially built on a combination of marine, beach and market-oriented maritime culture (satria in widodo, 2011). according to ki hajar dewantara (in ahmadi, 2004: 96) the family is a collection of several people who are bound by a derivative then understand and feel standing as an essential, bastian, kamil, sardin. parents participation of digital parenting services through posyandu in rw 004ledeng kota bandung 142 essential, and will together to strengthen the joint to glorify each of its members. djamarah (2004: 28) the family is an institution formed by the bond of marriage between a husband and wife to live together, in agreement, along with and agree, in fostering household bonds to reach a sure family in the protection and pleasure of allah swt. poverty is realized as a result of interaction between various aspects, especially social and economic aspects. according to rais (1992: 2) defines that poverty is a condition for sources of meeting basic needs such as food, clothing, shelter, health, and basic education. poverty is usually described as a lack of opinion to meet basic needs. method this research was classified as qualitative research because the data source was in a natural setting, not manipulated, not made up, researchers as research instruments, reports in the form of descriptive, prioritizing data directly from the first hand (yusuf, 2005: 54-59 ). the type of research the researcher undertook was a case study because the researcher had determined the focus of the study as stated in chapter i. although the focus of the study had been determined, this research was still classified as an effort to obtain a holistic picture (whole) in addition to the sharpened focus interact with each other, other variables related to the development of the data was examined, although not very deeply. data source selection technique was done by using snowball sampling technique. data collection techniques used was participant observation and interviews. data analysis was performed using qualitative data analysis. the process was done with data reduction, data display, and verification. results and discussion a. descriptions of parents' efforts towards children's education in family x 1. parent's hard work the findings of researchers in the field showed that mr. x is a fish seller, while mrs. x is a housewife. due to economic constraints, mrs. y decided to look for a part-time job, which was to take a palm leaf shoot which was then used as a diamond nest. mr. x and ms. y did various ways to meet the needs of their children, especially in terms of education. besides working, mr. x also acted as an educator in his family. as an educator in the family, mr. x did very well. this was evident from the positive habits of the children. mr. x was a good educator in his family. the success of family x in educating children was also inseparable from the parents' hard work at work. working earnestly and achieving then accompanied by surrender to allah swt both for the benefit of the world and the hereafter. many argued that the relationship between parents and child was the foundation for their relationship with others. children treated others as their parents treat it. not all children took this attitude, depending on the child and the problems they faced. there were two characteristics of a child, acceptable or unacceptable attitude. that was, children who can control themselves, who are stronger, more robust, although a little fragile, and temperamental, but the spirit of life is still there, fragile heresy, because indeed the attitude of parents was very influential on children, so it was highly unlikely that a child was affected if confronted with bastian, kamil, sardin. parents participation of digital parenting services through posyandu in rw 004ledeng kota bandung 143 one problem. parents were the main actors who played an important role in children's development which was explained in the form of parenting patterns. according to steinberg, parenting had two components, namely parenting style and parenting practices. parenting style was defined as a set of attitudes that were communicated to children where parental behavior was expressed so as to create an emotional condition. 2. parental responsibility the findings of researchers in the field show that all the needs for his children, especially in education he solely sought from the results of selling fish, without anyone else helping. every family member was responsible for his family, but responsibilities also constituted welfare, safety, education and life. the context was the responsibility of parents in education, then parents were the first and foremost educators in the family. for children, parents were a model that should be emulated. as a model, parents should provide the best examples for children in the family (bahri djamarah, 2004: 29). based on the explanation above, it can be understood that the hard work and responsibilities of parents were so influential on the child's developmental conditions, including their achievements. if the child was in a proper care, then the child would be assisted in the process of maturation of cognitive development, and affection. b. methods of education of children at home based on the results of research that researchers got in the field, it appears that mr x used a variety of methods in the implementation of education in his family. the method provided a large influence on learning outcomes achieved optimally. the results showed that mr. x used four learning methods namely exemplary, habituation, story and advice methods. by using various meetodes, mr. x had obtained the results to be achieved optimally. according to the big indonesian dictionary (depdikbud: 1999) "the method is a systematic way of working to facilitate the implementation of an activity to achieve the specified goals". besides the method is also a well-organized way to achieve a purpose. sanjaya (2008) stated that "the method is a way in achieving something". learning methods was interpreted as a method used to implement plans that have been prepared in the form of real and practical activities to achieve learning objectives. hermawan, et al (2008) said that "the learning method is a way of presenting (breaking down material, giving examples, and giving training) the contents of the lesson to students to achieve certain goals". not every learning method was suitable for use in achieving certain learning goals. from the description above, it can be concluded that the learning method is a method used by someone to achieve the intended purpose or objectives used. learning methods used in learning implementation lessons should vary. a good method help the implementation of good activities. in order to achieve the learning goals set previously, various learning methods are needed. the more methods used in implementing learning, the learning objectives to be achieved would be more leverage. bastian, kamil, sardin. parents participation of digital parenting services through posyandu in rw 004ledeng kota bandung 144 1. exemplary method in the family father and mother were educators who must be able to set an example for their children. the example they provided was able to influence children's behavior in their daily lives. the application of this method in the family such as parents gave examples to children not to lie, dressed modestly, always said politely and according to the norm, and parents must be able to give examples to help people who were being hit by difficulties. the model method was a method that gave an action or every thing that was imitated or followed by someone from someone else who did or made it happen, so that the person being followed was called an example. research findings in the field, mr. x and mrs. y always provided positive examples in front of their children so that children of family x emulated the habits of their parents. like always telling the truth and keeping promises, closing genitalia for those who had been baligh, imitating positive habits adopted by their parents such as eating, not talking, not standing, etc., saying politely to everyone, especially to both parents and helping people who were being overwritten by difficulties. according nabawi (1993: 215) in the educational process meant that every educator must be able to set an example for their students. with this example students were expected to emulate and imitate everything that was good, in terms of the words and actions of educators. 2. habituation method in the family habituation method was usually applied in terms of practicing worship. children were taught how to worship since childhood. for example praying and fasting. this was done continuously by the child so that it became a habit until adulthood. etymologically habituation came from ordinary words. in the big indonesian dictionary, the usual meaning was common or as common as before, it was a matter that could be separated from everyday life. mr. x used the habituation method in activities that he always did outside the home. mr. x accustomed his children to do positive things, such as praying in congregation and reading the qur'an. the habituation method was interpreted as a way that was done to get children to think and act according to the prevailing religion and norms. abdullah (1992: 160) conveyed imam alghazali's admonition "a child is entrusted to his parents, his heart is very clean like a pearl, if accustomed and taught a virtue, then he will grow up still doing such goodness, so he will get the happiness of the world and the hereafter." 3. story method mr. x is a father who prioritized the time to gather with his family. mr. x used the gathering time to tell stories, joke or exchange ideas with his wife and children. the story method was used by mr. x when he was gathering with his family at home. mr. x told me a variety of things that he knew both information that he got through television, when wirid was told, or from other media. in addition, mr. x also often told the story of the prophet and apostles and friends in ancient times. bastian, kamil, sardin. parents participation of digital parenting services through posyandu in rw 004ledeng kota bandung 145 the story method was a way of conveying material by telling chronologically about how things happened, whether reality or just engineering. in a family the method of storytelling was often used by parents to share experiences with their children. it was intended that children took something positive from the things they had told. children were also allowed to ask if there was something that was not or needed to be explained again by parents as educators. 4. advice method mr. x used the method of advice in between the stories he told when gathering with family. mr. x always gave advice to his children related to the stories he had told. so every day the children of family x always got different advice from mr. x. the method of advice was a method that provided an explanation of the truth and goodness with the aimed of avoiding the person being counseled from danger and showing the way to bring happiness and benefit. in realizing interactions between educators and students, advice was a way of educating those who were able to rely on very soft and soft language, both verbally and in writing. advice was very big influence on children; advice in the learning process was very effective for creating educational interactions. advice was very influential for the psychological child if it can be delivered properly. parents as the main educators in the family were very able to apply this method. parents gave advice based on life experience and based on logic. parents were able to convey advice in a good way, so that children received it well, without showing an attitude of rebellion. so it can be concluded that the learning method used by mr. x in the implementation of education in the family was an exemplary method, habituation, stories and advice. by using such varied methods, mr. x had succeeded in carrying out education in his family as evidenced by the change in the attitudes and bad behavior of mr. x's wife and children in a much better direction than before. c. habits of children in learning at home the research findings showed that each of mr. x and mrs. y's children certainly had different study habits. habit is a way of acting that is obtained through repeated learning, which in turn becomes settled and is automatic. various research results indicated that learning outcomes had a positive correlation with study habits. from the results of observations and observations made by researchers of children of family x, it can be concluded that children of family x were children who exceled in their respective schools. with the learning outcomes obtained by children of family x showed that the learning habits that they did were habits that were permanent and automatic, so that the results they got were in accordance with the effort that they did. various research results showed that learning outcomes had a positive correlation with study habits or study habits. habit was a way of acting that was obtained through repeated learning, which in turn became settled and was automatic. bastian, kamil, sardin. parents participation of digital parenting services through posyandu in rw 004ledeng kota bandung 146 learning habits were interpreted as a way or technique that settles on a person at a certain time, such as when receiving lessons, reading books, doing assignments, and setting the time to complete activities. in djaali (2006: 128) learning habits were divided into two parts, namely delay avoidan (da), and work methods (wm). da showed the timeliness of completing academic assignments, avoided the things that allowed the completion of tasks, and removed stimuli that interfered with concentration in learning. the wm refered to the use of effective learning methods (procedures) and efficiency in working on academic assignments and learning skills. according to mappiare in djaali (2006: 128), learning habits tended to master student behavior every time they did learning activities. the reason was because habits contained strong motivation. in general, every person acted on the basis of force of habit even though he knew that there were other ways that might be more profitable. this was caused by habit as an easy way and did not require great concentration and attention. suryabrata in djaali (2006: 129) formulating an efficient way of learning was with the smallest effort to provide maximum results for the development of individual learning. regarding efficient learning, it did not guarantee success in learning. most importantly, students practice it in daily learning, so that it gradually became a habit, both inside and outside the classroom. conclusion based on the results of research and discussion, conclusions can be drawn as follows: 1. mr. x and mrs. y did various ways so that their children still got a good education despite the economic conditions were mediocre, such as by selling fried foods, to make a diamond nest and by selling fish, and without anyone else helped. 2. in the application of the exemplary method, mr. x and mrs. y always provided positive examples in front of their children so that the children of family x emulated the habits of their parents. in addition, mr. x also always accustomed his children to do positive things, such as praying in congregation and reading the koran. and in the story method mr. x was used when gathering with his family at home by sharing various information he knew. while the advice method used by mr. x was in between the stories he told when gathering with his family. 3. children of family x were children who exceled in their respective schools. with the learning outcomes obtained by children of family x showed that the learning habits that they did were habits that were permanent and automatic, so that the results they got were in accordance with the effort that they did. references abdullah, m. yatimin. 1992. studi akhlak dalam perspektif islam. jakarta: gramedia. ahmadi, abu. 2004. sosiologi pendidikan. jakarta: rineka cipta. departemen sosial ri. 2005. petunjuk pelaksanaan pelayanan sosial. jakarta: departemen sosial ri. djaali. 2006. psikologi pendidikan. jakarta: pt bumi aksara. djamarah, syaiful bahri. 2004. pola komunikasi orang tua dan anak dalam keluarga. jakarta: rineka cipta. mahyuddin. 2010. prestasi belajar siswa. jakarta: penebar swadaya. bastian, kamil, sardin. parents participation of digital parenting services through posyandu in rw 004ledeng kota bandung 147 nabawi, hadani. 1993. pendidikan islam. surabaya: al-ikhlas. rais, amin. 1995. kemiskinan dan kesejahteraan di indonesia. yogyakarta: aditya media. suwardi. 2009. cara meningkatkan prestasi belajar siswa. jakarta: pt bumi aksara. yusuf, muri. 2005. metodologi penelitian. padang: unp press. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 224 improving children's language skills through the media illustrated story book wulan sari kober ya ibna, cibabat cimahi utara kota cimahi jawa barat indonesia wulan142018@gmail.com received: juni, 2020; accepted: september, 2020 abstract early childhood education has a large role in efforts to develop children's language skills. the problem that often occurs in language development at the level of early childhood education is that children are still experiencing difficulties in expressing language correctly. so it is necessary to have a strategy in managing and implementing appropriate learning media to be able to improve children's language activities. the purpose of this research is to find out the process of applying picture book media strategies as an effort to improve children's language skills. this research uses a descriptive method with a qualitative approach. data collection techniques through interviews, observation and documentation study. subjects in this study were 2 teachers, and students aged 4-5 years as many as 20 children in kober ya ibna, cibabat sub-district, cimahi utara district, cimahi city. the results showed that; (1) strategies in improving children's language skills through the media picture books begin with the planning stage, (2) the implementation of the effectiveness of language learning activities through the picture book media can improve children's ability in language, (3) the difficulties encountered in the learning process includes the limitations of story books and other infrastructure that can be handled well so that they don't interfere with the learning process. media illustrated story books through the method of storytelling conducted by the teacher has an important role in improving language skills in children. because of the importance of this learning strategy, it is essential to sustainable development and develop it. keywords: early childhood; language skill; the media of picture books abstrak pendidikan anak usia dini memiliki peran besar dalam upaya mengembangkan kemampuan bahasa anak. permasalahan yang sering terjadi pada pengembangan bahasa di jenjang pendidikan anak usia dini adalah anak masih mengalami kesulitan dalam mengungkapkan bahasa dengan benar. sehingga perlu adanya strategi dalam mengelola dan merapkan media pembelajaran yang tepat untuk dapat meningkatkan aktivitas bahasa anak. tujuan penelitian ini yaitu untuk mengetahui proses penerapan strategi media buku cerita bergambar sebagai upaya untuk meningkatkan keterampilan berbahasa anak. penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. teknik pengumpulan data melalui wawancara, observasi dan studi dokumentasi. subjek pada penelitian ini adalah 2 orang guru, dan siswa berusia 4-5 tahun sebanyak 20 anak di kober ya ibna kelurahan cibabat kecamatan cimahi utara kota cimahi. hasil penelitian menunjukan bahwa; (1) strategi dalam peningkatan kemampuan bahasa anak melalui media buku cerita bergambar dimulai dengan tahap perencanaan, (2) pelaksanaan kegiatan efektifitas pembelajaran bahasa melalui media buku cerita bergambar mampu meningkatkan kemampuan anak dalam berbahasa, (3) kesulitan–kesulitan yang ditemui pada proses pembelajaran meliputi keterbatasan buku cerita, dan sarana prasarana lainnya mampu diatasi dengan baik, sehingga tidak mengganggu proses pembelajaran. media buku cerita bergambar melalui metode bercerita yang dilakukan oleh guru memiliki peran penting dalam meningkatkan kemampuan berbahasa pada anak. oleh karena pentingnya strategi pembelajaran ini, maka sangat perlu dikakukan secara berkelanjutan dan dikembangkan. kata kunci: anak usia dini; kemampuan bahasa; media buku cerita bergambar sari. improving children's language skills through the media illustrated story book 225 how to cite: sari, w. (2020). improving children's language skills through the media illustrated story book. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 224-235. introduction early childhood education is essentially an education that is organized with the aim of facilitating the growth and development of the overall aspect of the child's personality (hidayah, 2015). early childhood was considered very important, because at this time the process of development has gone very rapidly. so, according to rozalena and kristiawan (2017)early age is often referred to as the golden age which is a golden era of early childhood between 0-6 years. at this time, children should be given education, stimulus and concrete examples of the surrounding environment in order to go through the stages of development including the development of the brain and its intelligence. development is a process of change that occurs in children who will learn to master the higher levels of various aspects. the development of language becomes one of the important aspects to be developed at an early age that is expressed by the child's thought using words that mark the increase in ability and creativity of the child in accordance with the development stage. language development can begin since the infant and rely on its role in the experience, mastery and language growth. development of language proficiency for early childhood aims to allow the child to communicate orally with his environment (filtri & efastri, 2019). suyadi (2010)said that early childhood activities were speaking and listening. they have not been able to write and read perfectly. therefore, early childhood in the language that needs to be constructed and developed mainly listening and speaking skills. developing a child's language skills will well affect other aspects of development, one of which is the cognitive ability of the child. language has an important role in children's intellectual, emotional and social development. therefore, language skills are the ability that the child must have in his/her life to be able to communicate with members of the social group. the communication of children certainly has different ways with adults. through such communication can encourage the child to be able to raise something that has been thought through feelings, books or other reading material (rosalina, 2011). children's language skills can develop optimally if given the right stimulus and in accordance with its development. children need to continuously train their language skills by stimulating them to speak so that his your vocabulary grows and the child has no difficulty in delivering anything (aprinawati, 2017). early childhood education has a major role in developing children's language skills. the problem is often the development of language at the kindergarten (tk) or the group play (kober) education that children are still experiencing difficulties in speaking. as the results of preliminary observations conducted by researchers showed that the ability to speak children in the group play (kober) ya ibna precisely in the village cibabat district of north cimahi can still be categorized low. of the twenty student groups there are twelve children who have not been able to speak properly and have not yet been able to reveal the language correctly (table 7 data). this is possible because the teaching and learning activities in kober ya ibna still not optimal in providing stimulus to improve the child's language skills. the learning process is still lacking using innovative learning media, so that children sometimes feel bored seeing from learning methods that still use face to face method with classical method and not use alternative sari. improving children's language skills through the media illustrated story book 226 media such as big books, audiovisual and so on. therefore, there needs to be a strategy to manage and complete the appropriate learning media to improve children's language activity. the condition in accordance with the findings of ratnasari and zubaidah (2019) about children's language skills in kindergarten shows the lack of media support used as props in the language learning process. therefore, there is a need for an effort to improve the language skills of children to develop optimally. one of them is using creative and innovative learning media. literally medium means intermediary or introduction. the term "media" is derived from the latin and is the plural form of the word "medium" which literally means center, intermediary or message introduction of the message sender to the message recipient (sadiman, 2009). the media is used to facilitate learning. the media can also be used to increase the interest and passion of children's learning, because the media are useful to overcome the limitations of space, time and memory (aprinawati, 2017). in this research, learning media that are used to improve the language skills of children is a media picture book. according to ratnasari and zubaidah (2019) the illustrated storybook is a book in which there are illustrations, where the text and images complement each other to convey a story. the main elements of the storybook are stories and drawings. the image makes the child understand the content in one view, different from the posts that need to be understood little by little. through the image, the child will be invited to connect what is read with the illustration in the book. the story book gives children an opportunity to add vocabulary so that children can develop their language skills. furthermore, through learning using the image media accompanied by a method of storytelling and questioning, the child is easier to develop his speech skills through the activities of answering questions, retelling the content of the story, and telling about personal experience (fitriyani & joni, 2017). henry guntur tarigan (2008) also stated "language skills have four components, listening skills, speaking skills, reading skills and writing skill." the purpose of this research is to know the process of implementing learning strategies conducted by teachers, ranging from the planning, implementation, effectiveness of learning, and obstacles faced in the stimulus aspects of language development through the media of the picture book that is expected to improve language skills in early childhood. method this study used a descriptive method with a qualitative approach, because the problem is researched describing the real situation is happening from the object being researched i.e. early childhood in kober ya ibna cibabat sub district of cimahi north of cimahi. the subject of this study consisted of teachers, students and principals in kober ya ibna cibabat subdistrict of the cimahi utara city. data collection is conducted using observation techniques, interviews, and documentation studies. instruments of research in the form of observation sheets and interview guidelines. as for the respondents in this study were 2 teachers, and students aged 4-5 years as much as 20 children in kober ya ibna cibabat sub district of cimahi utara city. research is conducted on the odd semester of the 2019-2020 school year. observations were made to collect data through observations of circumstances, situations, events and activities. researchers use passive observation that researchers observe directly the sari. improving children's language skills through the media illustrated story book 227 subject of research, but do not engage in such activities (sugiyono, 2017). through observation techniques will be obtained information about the application of learning techniques through a method of storytelling with the media of the picture book and the result of early childhood. the interview technique is used to strengthen and acquire more information about the objects to be researched. researchers use structured interviews with questions relating to the application of learning techniques through the storytelling method using the media of the picture book to the respondent. the study of the documentation examined in this study is a writing or note of a report, archive or other material record related to the issue being researched. the documentation will be used to obtain the curriculum data implemented in kober ya ibna cibabat subdistrict of the cimahi utara city, including the syllabus and assessment as well as the implementation of learning plan. data analysis used by models miles and huberman (sugiyono, 2017) are: 1. reduction of data (data reduction); summarizes and selects the data found in the field in accordance with the focus of the research. 2. presentation of data (data display); presenting the selected data into the table form, making it easy to understand. 3. withdrawal of conclusion/verification (conclusion drawing/verification);take conclusions from the data that has been presented and analyzed. results and discussion results 1. the strategy and implementation of children's language learning through an illustrated book media based on the findings of research obtained the results that the strategy and application of language learning children through the media storybook teachers in kober ya ibna cibabat subdistrict north cimahi in the city of cimahi begins with the planning stage in advance the results of interviews and observations with teachers that have been done, namely: table 1. are you in the learning strategy of preparing a daily activity plan? no alternative answer frequency % 1 2 3 4 sometimes rarely always prepare depending on the circumstances 2 100 amount 2 100 table 2. do you prepare learning media through method activities storytelling with various media story books? no alternative answer frequency % 1 2 3 4 yes not up sometimes 2 100 amount 2 100 source: respondent sari. improving children's language skills through the media illustrated story book 228 table 3. how do you improve your child's language skills at 3-4 years of age? no alternative answer frequency % 1 2 3 4 providing rough motor activity providing activity with storytelling methods providing counting activities provide writing activities 2 100 amount 2 100 source: respondent based on the table and the interview can be known the planning stage that the teacher did before starting the learning begins by setting up a daily activity plan (rkh), and preparing the learning medium. while the method used by teachers to support the application of picture book media in improving children's language skills is by using methods of storytelling in learning activities. furthermore, the interviews were strengthened with the observation that researchers have done, by observing directly teacher activities in implementing learning strategy, namely: table 4. steps to improve children's language learning strategy through picture book media indicators sub indicators good enough less steps to improve children's language learning strategy through the media pictorial storybook teachers prepare for rkh before learning  teachers prepare learning media before the activity begins  teachers prepare assessment records  teachers condition children before learning activities begin  teachers use classical learning  teacher explains the theme of learning  teachers stimulate children in learning activities  source: observation guide based on the table regarding the strategy and implementation of children's language learning through the media, the picture book is good enough, this is evident from the teacher to prepare the daily activities plan (rkh), prepare the advice for learning, prepare the learning materials and prepare the complete learning media to achieve the learning activities optimally. 2. effectiveness of children's language learning through picture book media the results of the interview further explain the frequency of implementation of children's language learning by using the media of the picture book and the teacher's role in the learning. here are the results of interviews with master 1 and guru 2, namely: table 5. frequency of activity method of storytelling with media picture book story in school no alternative answer frequency % 1 2 once a month once a fortnight sari. improving children's language skills through the media illustrated story book 229 3 4 once a week one week to two times 2 100 amount 2 100 source: respondent from the table, it can be seen that kober ya ibna cibabat subdistrict of north cimahi in the city of cimahi using the method of storytelling and media picture book story done twice in one week. the teacher's role in stimulating children's language skills is enormous. the teacher was instrumental in the stimulus to the ability of the child in language, ranging from preparing the storybook, and determining the theme of the story, as the following interview results: table 6. the role of teachers to stimulate children's language through storytelling methods using the media picture book no alternative answer frequency % 1 2 3 4 very large moderate very small no effect 2 100 amount 2 100 source: respondent furthermore, the success of learning students through the method of storytelling using the media of the picture book can be seen from the observation results conducted by researchers in two meetings. a child language enhancement indicator that the researcher uses includes the child's ability to open each page of the story book, the child's ability to hear and listen to the story well, as well as the child able and dare to retell the content of the story here are the results of the observation and assessment conducted by researchers directly based on the results of the research of researchers on the first observation sheet can be seen that the ability to open each page of the storybook still a lot of 8 children, began to grow as many as 7 people and develop as expected by 5 people. while the child's ability to listen and hear on average is in the condition of developing 11 children, has not developed as much as 7 people and develops as expected only as many as 2 children. in the child's ability to retell the content of the story book largely still in the undeveloped condition that is as many as 12 children, began to grow as many as 6 children and develop according to hope as many as 2 children. table 7 student learning outcomes on observation i no child's name can open pages of various storybooks can listen and hearken to the story well able and dare retell the content of the story description bb mb bsh bb mb bsh bb mb bsh 1 azka    2 gazwa    3 nazriel    4 aish    5 nazherra    6 naufal    7 farell    8 reza    9 tyandra    sari. improving children's language skills through the media illustrated story book 230 no child's name can open pages of various storybooks can listen and hearken to the story well able and dare retell the content of the story description bb mb bsh bb mb bsh bb mb bsh 10 fashlan    11 lingga    12 putra    13 rizki    14 alya    15 ara    16 gavin    17 iyas    18 amira    19 tata    20 yayas    total 8 7 5 7 11 2 12 6 2 further observation results at the second meeting obtained the following results: table 8. student learning results in observation ii no child's name can open pages of various storybooks can listen and hearken to the story well able and dare retell the content of the story description bb mb bsh bb mb bsh bb mb bsh 1 azka    2 gazwa    3 nazriel    4 aish    5 nazherra    6 naufal    7 farell    8 reza    9 tyandra    10 fashlan    11 lingga    12 putra    13 rizki    14 alya    15 ara    16 gavin    17 iyas    18 amira    19 tata    20 yayas    total 7 2 11 6 8 6 7 6 7 based on the table of observations on the second meeting, it can be seen that student learning results are improved. the ability to open each page of the storybook has grown in accordance with the expectations of 11 children, began to grow as many as 2 children, and has not developed as many as 7 children. on the ability of the child to listen and hearken to the content of the story is mostly still in the developing stage of 8 children, has not developed as much as 6 children and develops as expected by 6 children. furthermore, the ability of children in retelling the content of the story also increased ability, namely as many as 7 children already sari. improving children's language skills through the media illustrated story book 231 in the developing level as expected, 6 children began to develop, and 7 children have not developed well. overall learning in children's language through the media of the picture story book with the media presentation provided by educators is good enough and creative to improve the ability of children through this method of storytelling. 3. barriers encountered when implementing a learning strategy through a media picture book based on the results of the interview, there are obstacles that teachers feel in implementing a learning strategy through the media of the picture book. the interview results are as follows: table 9. what obstacles are perceived in the implementation of improving children's language skills with media picture book stories? no alternative answer frequency % 1 2 3 4 limited storybook the location is too wide choosing the right time everything is true 2 2 2 2 100 100 100 100 amount 2 100 according to the table it can be known that the obstacles or obstacles faced by the teachers are true all three so that 100% of these constraints are obstacles in the process of improving the child's language skills. from the results of interviews that researchers do, how to overcome the difficulties or barriers encountered when implementing a learning strategy through the media of the illustrated storybook is: obliging every parent of the student to buy a written and illustrated storybook to complement and multiply the storybook so that the child is interested in reading and being placed in a special story book, creating a special area for learning methods of storytelling in a large class area and scheduling a reading. discussion based on data acquisition through interviews, observations, and documentation, study studies that researchers have done, it is known that kober ya ibna has implemented a children's language learning strategy using a well-documented media picture book. the steps in improving children's language skills through the media of the picture book in kober ya ibna are as well as preparing steps of the daily learning strategy process, where teachers always prepare a daily activity plan (rkh), means, materials, and learning media before learning activities. to carry out the preparation steps before the learning process is crucial by the teacher for the achievement of learning objectives and facilitate teachers in delivering learning materials. according to salma (nasution, 2017) the preparation of this learning plan is related to the plan that she must carry out while in the classroom. in order for the learning, planning to be well structured, educators need a foundation of thinking or knowledge that supports the preparation of learning plans. learning is a process consisting of aspects of what learners do and what educators do. therefore, to obtain a quality and maximal learning process, there is a need for planning. in support of the media use of the picture book, teachers set a method of storytelling in the learning process. this method is considered appropriate to stimulate children's language skills sari. improving children's language skills through the media illustrated story book 232 at the age of 4-5 years in kober ya ibna. according to fauziddin's opinion (2017) that the purpose of storytelling for children aged 4-5 is for children to listen carefully to what is conveyed by others, the child can ask if they do not understand it, the child can answer the question, then the child can tell and express to what is heard and told so that the wisdom of the content of the story can be understood and gradually listened to, cared for, performed and related to others. moreover, (rizqiyani & azizah, 2018) also commissioned that through the activities of storytelling children can express their language, expressing the ability to think, able to interact with friends, read, and listen. improving the effectiveness of children's language learning through the media of the picture book is done in a planned and executed twice a week. teachers play an important role in learning processes such as preparing storybooks, and determining the theme of stories, setting children up before learning activities begin, and stimulate children in learning activities. the teacher's role has a major influence on learning. widyastuti (2018) reveals that to optimize children's language development, it is necessary for the roles, duties, and efforts of a teacher or educator. in the first activity, children were introduced various media types of picture storybook. the results of observation of the first activity of the child's ability to open a page from the contents of various types of storybook felt not optimal has seen from, there are some children who have not been interested to see and listen to the content of the storybook and still only hold the story book, then this condition is used as an evaluation material by researchers and teachers, it is intended to correct the deficiencies that occur in subsequent activities in order to obtain optimal results or achieve better results. the effectiveness of language learning activities through the media about the picture book in the second stage is seen as progress, it is proven by the response of children who are enthusiastic in seeing, listening and listening to the contents of the picture book, as well as a very high child confidence when they are able to tell the content of the story of the media picture book that has been delivered by the teacher. sari. improving children's language skills through the media illustrated story book 233 figure 1. the child's language proficiency based on the graph of the development of language skills after being given the effectiveness of children's language learning through the media picture book in the second stage shows satisfactory results. based on the research results, accumulative of the first activity and the second activity in increasing the language skills of children through the media of the picture book, the achievement of indicators of the language of the ability to listen to the content of the storybook and dare to tell the content of the story book again categorized with assessment (bm) has not developed, (mb) began to evolve, (bsh this shows that the implementation of a storytelling method with the media of the picture book can improve the language skills of the 4-5 year old in kober ya ibna. this results in accordance with the research results of indahyani (2014) who also applied the method of storytelling with the media such as picture illustrated books can develop children's language proficiency. picture book media can build courage for children to communicate with others, so that children's language skills develop in accordance with the development phases of children, children who actively develop their language skills will evolve compared with inactive children. in addition, a picture book that becomes a media learning has a huge role in the stimulus to the development of children's language. as ratnasari and zubaidah (2019) revealed that the learning media became one of the factors that contributed to the success of a learning activity. the purpose of media use is to help facilitate children's understanding. children who are at the age of 4 years have not been able to understand the content of learning delivered only in verbal form. the delivery of such learning should be balanced with the help of the media to clarify the objectives to be delivered to the child. further research has been done by isbell (2002) also shows that with the media when telling the child can build a more complex vocabulary, and increase understanding when often exposed stories through images viewed. 0 2 4 6 8 10 12 14 bb mb bsh bb mb bsh bb mb bsh children's language learning outcomes using picture book media observation 1 observation 2 can open the various storybooks able and dare retell the content of strory can listen and herken to the story well sari. improving children's language skills through the media illustrated story book 234 difficulties or obstacles encountered when implementing a learning strategy through the media of the picture book is a limitation factor in a storybook, a place that is too wide, and choose the right time for the child to tell the media content of the picture book. the limited media is learning to be one of the obstacles in the learning process, as the results of the research conducted by dewi (2014) that shows that one of the constraints of teachers in the learning process is the lack of learning media that is owned by the school. so in an effort to improve children's language skills, teachers should be able to establish various media and learner methods. to remain able to stimulate child language development. teachers make efforts to overcome existing barriers, including schools collaborating with parents to complement learning resources that can help grow their children optimally. as the results of the research conducted by afnida and fitriani, (2016) that the high level of language proficiency of children through the use of picture books in child language development is supported by the availability of picture book facilities at school and the role of a class teacher on the use of illustrated storybooks in the development of children's language as well as the child's interest in reading books, as well as the role of parents who also facilitate and introduce their children with. conclusion based on the results of the research and analysis of the data that has been outlined, it can be concluded that the strategy in improving children's language skills through the media of the picture book began with the planning stage, namely by preparing a daily activity plan (rkh), facilities, materials, and media learning and using methods of storytelling in the learning process. the effectiveness of children's language learning is planned. the effectiveness of children's language learning through the media of illustrated books with the media presentation provided by educators is good enough and creative to improve the language skills of children through this method of storytelling. learning outcomes show that the implementation of effective language learning activities through the media about the picture book can improve the ability of children in language. difficulty – difficulties encountered when implementing a learning strategy through the media of the picture book such as the limitations of the story book, and other infrastructures are able to be addressed properly, so as not to interfere with the learning process. the media of picture story books through storytelling methods performed by teachers has an important role in improving language proficiency in children. seen from the learning process that has been done makes the child have the ability to open their own storybook, hear and hearken to the story read by the teacher, and the child is able to retell the content of the book with confidence. because of the importance of this learning strategy, it is necessary to be done sustainably and in development. references afnida, m., fakhriah, & fitriani, d. 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(2017). metode penelitian bisnis: pendekatan kuantitatif, kualitatif, kombinasi, dan r&d. bandung: alfabeta. suyadi. (2010). psikologi belajar paud. yogyakarta: pedagogia. tarigan, h. g. (2008). menulis sebagai keterampilan berbahasa. bandung: angkasa. widyastuti, a. (2018). analisis upaya guru dalam mengembangkan bahasa pada anak usia 5-6 tahun di taman kanak-kanak assaadah limo depok. jurnal care (children advisory research and education), vol 6 no. 1, hal. 10-17. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 286 implementation of literacy program through tahfidz learning with talaqqi method in muhammadiyah orphanage eli triana1, enceng mulyana2 1,2 program pascasarjana pendidikan masyarakat – ikip siliwangi jawa barat indonesia 1 elitriana68@gmail.com received: agustus, 2020; accepted: september, 2020 abstract this research aims to describe the literacy program's implementation through takhfidz learning with the talaqqi method in muhammadiyah orphanage, starting from planning, implementation, results, and factors affecting the literacy program. the research method used is descriptive quality. the data collection techniques that the authors use in this study are through observations and interviews conducted with teachers and students., documentation studies, and literature studies. the analysis of the data used is to begin providing raw data, such as field records and research documents, storing and researching the results of research in the form of field records and documents, formulating views or interpretations, drawing conclusions, and reporting the entire research process. the results showed that: 1) planning literacy programs through takhfidz learning with talaqqi methods in muhammadiyah orphanages include: a) identification of learning needs and learners, b) formulating learning objectives, c) strategizing learning activities, d) determining the implementing team of learning, e) preparing learning facilities and materials, f) determination of learning methods and techniques, g) determination of place and time of learning, and h) determination of learning costs. 2) the implementation of learning consists of three activities, namely the initial activity (opening), this activity, and the last activity (closing). 3) the result of learning is that there is an improvement in the reading skills of the qur'an, now the child can know and mention various hijaiyyah letters, read and know short letters in juz 30, and can memorize them well. 5) supporting factors include teacher factors that use demonstration and guidance methods and the use of exciting media to appeal to the child. the factors that hinder the learning process are the environmental factors of the house that are less supportive. keywords: talaqqi method, takhfidz learning, literacy program abstrak penelitian ini bertujuan mendeskripsikan implementasi program literasi melalui pembelajaran takhfidz dengan metode talaqqi di panti asuhan muhammadiyah dimulai dari perencanaan, pelaksanaan, hasil, dan faktor-faktor yang mempengaruhi program literasi. metode penelitian yang digunakan adalah deskriptif kualitataif adapun teknik pengumpulan data yang penulis gunakan dalam penelitian ini adalah melalui observasi dan wawancara yang dilakukan dengan guru dan siswa., studi dokumentasi, serta studi literatur. analisis data yang digunakan yaitu dimulai menyediakan data mentah, seperti catatan lapangan dan dokumen hasil penelitian, menyimpan dan meneliti hasil penelitian berupa catatan lapangan dan dokumen, merumuskan pandangan atau tafsiran, menyusun kesimpulan, dan melaporkan seluruh proses penelitian. hasil penelitian menunjukkan bahwa: 1) perencanaan program literasi melalui pembelajaran takhfidz dengan metode talaqqi di panti asuhan muhammadiyah meliputi: a) identifikasi kebutuhan belajar dan peserta didik, b) merumuskan tujuan pembelajaran, c) menyusun rencana kegiatan pembelajaran, d) menentukan tim pelaksana pembelajaran, e) menyiapkan sarana dan bahan/materi pembelajaran, f) penentuan metode dan teknik pembelajaran, g) penentuan tempat dan waktu pembelajaran, dan h) penentuan biaya pembelajaran. 2) pelaksanaan pembelajaran terdiri dari tiga kegiatan yaitu kegiatan awal (pembukaan), kegiatan ini dan kegiatan akhir (penutupan). 3) hasil yang dicapai dari pembelajaran yaitu terdapat peningkatan keterampilan membaca al-qur’an, kini anak mampu mengetahui dan menyebutkan berbagai huruf hijaiyyah, membaca dan mengetahui suratt-surat pendek dalam juz 30, serta dapat menghafalnya dengan baik. 5) faktor yang mendukung di antaranya adalah faktor guru yang menggunakan metode demonstrasi dan bimbingan, serta penggunaan media triana&mulyana. implementation of literacy program through tahfidz learning with talaqqi methodin muhammadiyah orphanage 287 yang menarik dapat memberi daya tarik bagi anak. adapun faktor yang menghambat proses pembelajaran yaitu faktor lingkungan rumah yang kurang mendukung. kata kunci: metode talaqqi, pembelajaran takhfidz, program literasi how to cite: triana, e. & mulyana, e. (2020). implementation of literacy program through tahfidz learning with talaqqi method in muhammadiyah orphanage. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 286-295. introduction indonesia is in an era of information that is synonymous with the era of literacy. the literacy era describes the ability to interact, communicate, and actualize orally and in writing. indonesia is listed as one of the countries that managed to reduce the number of illiteracy. undp data in 2014 recorded that the literacy rate of indonesians reached 92.8% for the adult group, and 98.8% for the youth category. this figure shows that indonesia has passed the literacy crisis stage in the sense of literacy. according to the ministry of education research and development agency, the reading ability of 15-year-olds is only 37.6 percent of children reading without being able to capture meaning. in writing, indonesia can only produce 8,000 books per year, lagging behind vietnam, which can produce 15,000 books per year. irianto & febrianti (2017: 13) explain that people who have literacy skills can read and write. according to elizabeth sulzby "1986", literacy is a language ability possessed by a person in communicating "reading, speaking, listening and writing" in different ways according to his purpose. if defined briefly, the definition of literacy is the ability to write and read. learning activities support the formation of students who have a broad insight and have a way of international view. one of them is by cultured literacy activities. in muhammadiyah orphanages have become accustomed to literacy culture through the learning of tahfidz by using the talaqqi method in its imprisonment. the method of talaqqi is one of the methods that has existed since the time of the prophet muhammad saw. based on the quran and as-sunnah this method was used by the angel gabriel to the prophet muhammad saw when the first revelation from allah swt came down, namely qs. al-alaq verse 1. the prophet muhammad (pbuh), when receiving revelation, cannot read, then the gabriel angel tells the prophet muhammad to read the first revelation that comes down in the verse of the qur'an surah al alaq verse 1 with the talaqqi line. muhammadiyah orphanage is one of the places that implement tahfidz learning with the talaqqi method. nevertheless, based on initial observations, there are general indications that takhfidz learning in muhammadiyah orphanage in the results has not met the minimum standards that every child is expected to have. the learning outcomes for muhammadiyah orphanage children, in general, are relatively varied. this will affect the implications of utilization by children later in the learning process. besides, the implementation of takhfidz learning is less maximal because the method used is incoherent with experts. learners have made various efforts, but the results are not yet known through scientific research. this is interesting enough to be researched with an approach to the concept of community education. therefore, researchers will examine more about the literacy program's implementation through tahfidz learning with talaqqi method in muhammadiyah orphanage to describe the implementation of the literacy program and know the learning tahfidz with talaqqi method. literacy simply put, literacy means the ability to read and write or literacy. in the current context, literacy has a comprehensive meaning. literacy is an absorbent word derived from the word triana&mulyana. implementation of literacy program through tahfidz learning with talaqqi methodin muhammadiyah orphanage 288 literacy. literacy means the ability to read writing. the type of literacy varies greatly depending on the field of science. in a modern context, literacy refers to reading and writing at an adequate stage to communicate in a literate society (widodo, johan, & ghasya, 2015). a nation's quality is determined by its intelligence and knowledge, while intelligence and knowledge are generated by how much science is obtained, while science is obtained from information obtained both verbally and in writing. the study of literacy in this paper focuses more on reading and memorizing skills. as the main activity of literacy, in addition to writing, reading, and memorizing, also undergoes paradigm changes. this makes reading experts realize that reading is a complex activity. as revealed by caldwell (2008:2) that "reading is an extremely complex and multifaceted process". the process of understanding reading is not simple (kintsch & kintsch, 2005). reading literacy focused on reading comprehension includes four primary studies, namely: (1) reading skills; (2) application, training, and determination of readings; (3) the reading process; and (4) the text used in reading (unesco, 2005). the availability of similar text above can steer students' achievements in literacy reading in a better direction (geske & ozola., 20008). the availability of similar text above can steer students' achievements in literacy reading in a better direction. tahfidz learning according to munandar (suyono & hariyanto, 2011) learning is conditioned to be able to encourage children's creativity as a whole, keep students active, achieve learning goals effectively, and take place in pleasant conditions. furthermore, the meaning of the tahfidz qur'an consists of two syllables, namely tahfidz and qur'an. hisyam & hariyono (2006) stated that tahfidz means memorizing, memorizing from the basic word memorization, which is from arabic hafidza yahfazhu hifzhan, i.e., the opponent of forgetting, i.e. always remember and forget a little. meanwhile, according to abdul aziz abdul rauf, explaining that "memorization is the process of repeating something, either by reading or hearing. any job if repeated, is bound to be memorized." (rauf & aziz, 2015). the purpose of tahfidz qur'an learning, as stated by sanjaya (2009), is the ability (competence) or skills that students are expected to have after they have completed instruction. objectives must be formulated first in a clear and detailed learning implementation plan. besides, goals must also be communicated with students to be understood, so that they from the beginning of learning have understood the skills to have after the learning process. memorizing the qur'an is a very commendable and noble act, both in the presence of man, especially before allah swt. the ahl al-quran is the chosen group of allah swt, and they are the ones who will occupy a high place and a noble position when they are preoccupied with the qur'an. the person who memorizes the qur'an means that in his heart is kept a noble kalamullah, and then it is appropriate that the memorizers of the qur'an have a unique priority prioritized by allah swt for them. talaqqi method muhammad (2011) stated talaqqi is: "studying religious science directly to teachers who have the competence of science, tsiqah, dhabit and have a scientific isnament that muttashil to the messenger of allaah (peace and blessings of allaah be upon him). talaqqi means to learn and deposit memories directly to someone expert in reading and memorizing the qur'an. this method is more often used by people to memorize the qur'an, because it includes two very decisive factors, namely the maximum cooperation between teachers and students. triana&mulyana. implementation of literacy program through tahfidz learning with talaqqi methodin muhammadiyah orphanage 289 method this research approach is qualitatively descriptive. to determine the method used in this study, the researcher is based on the objectives that want to be achieved. descriptive research aims to obtain an overview of all aspects of certain social phenomena relevant to the research that researcher wants to achieve so that this method is chosen so that a clear picture of the ultimate research objective can be achieved, namely about the symptoms that occur in the present and stimulate in the future. this research was conducted at muhammadiyah orphanage, located at jalan purnawarman no.25, tamansari district bandung wetan bandung west java. the data collection technique that the authors used in this study are through observation done to observe the process of implementation of the literacy program through tahfidz learning with talaqqi method in muhammadiyah orphanage. interviews were conducted with teachers and students. the study documentation used to obtain students' value data, and other data needed, such as orphanage profile data, photographs that include learning, the surrounding environment in muhammadiyah orphanage. literature studies are used to obtain theoretical data by studying books relevant to research studies and problems. the analysis of the data used is by doing the following: 1) providing raw data, such as field records and research documents, 2) storing and researching the results of research in the form of field records and documents. 3) formulate views or interpretations, 4) draw conclusions, and 5) report the entire research process. results and discussion results the planning of takhfidz learning in muhammadiyah orphanage based on the results of interviews with organizers and educators on takhfidz learning planning in muhammadiyah orphanage, researchers were informed that the takhfidz learning planning stage was implemented gradually. first, identify the needs by briefing that in muhammadiyah orphanage held takhfidz learning. the educator then demonstrates how the takhfidz learning process so that they are interested in participating in the activity and explain to them about the results of takhfidz learning is needed in life. this briefing activity is carried out by educators not once but done repeatedly so that they are interested and motivated to follow it. second, to determine tahfidz learning's purpose is for students or learners to have the knowledge, skills, and mental attitudes in living life by understanding and practicing directly about takhfidz learning. third, determine the study schedule drawn up based on the agreement of the teacher or educator. this study is carried out every monday to friday. the learning length is about 1 to 2 hours, starting from 08.00 to 10.00 wib or until the finish. fourth, in implementing this takhfidz learning, a team of implementers of the program is organized in an organizational structure. the arrangement starts from the person in charge, the chief executive, and the teacher or learner. fifth, prepare learning facilities used in takhfidz learning in muhammadiyah orphanage in buildings and learning materials, such as the quran, modules, stationery, speakers, laptops, infocus, and others. sixth, compile learning materials for organizers and teachers or educators. students or students only have to adjust and follow existing materials. seventh, determine the techniques used in takhfidz learning i.e., with the combined techniques of various methods such as lecture methods, questioning, assignments, demonstrations, discussions, and practices. nevertheless, the most core in takhfidz learning is used as a method that is talaqqi method. learning is carried out gradually from the easiest to the more complicated, with a theoretical percentage of 30% and 70% practice. eighth, determine the cost of learning. the source of triana&mulyana. implementation of literacy program through tahfidz learning with talaqqi methodin muhammadiyah orphanage 290 funds for learning activities comes from the regular funds of muhammadiyah orphanages. the same opinion expressed by ibu sari as a teacher or educator that the learning funds come from regular funds. thus, learning funds are obtained from the institution's funds. organizers and teachers explain that all students or students are free of charge. implementation of literacy program through takhfidz learning based on the results of interviews with organizers and educators that in the process of implementing a literacy program through takhfidz learning with talaqqi method in muhamadiyyah orphanage consists of three activities as follows: a. early activities the initial activities in the implementation of the literacy program through takhfidz learning with talaqqi method consist of various activities, including preparing and conditioning students. in preparing and conditioning activities these students are carried out to get the results of a pleasant and more conducive learning atmosphere, as expressed by one of the educators in muhamadiyyah orphanage that the learning activities are better to prepare and condition the learners in advance so that the learning process feels more conducive and easy to manage. the preparing stage of these students begins by arranging the children to sit neatly, sitting in a circle, sitting like a prayer saf position, sitting in a chair, and so on. this is done so that the children do not feel saturated and bored, even make them discouraged in the learning process. this is also done to obtain the physical development of the child's motoric. the child's body is unconsciously moved by various activities such as sitting, running around, jumping, etc. once found a conducive situation, the next activity is to give greetings and answer the greeting. this is done to stimulate children's concentration when going to literacy program activities through takhfidz learning with talaqqi method. aperception is the next activity after praying before the learning process. this perception is done to recall the material submitted before and make it easier to associate the previous material with the next material. in this perception activity is strongly related to literacy programs in takhfidz learning and related to the development of children's language. at the age of four years to 5 years, the children have obtained almost all adult language elements. ages 5 to 6 years old the language of children and adults has been the same. this causes intelligent children to imitate the language or speech of the teacher delivered to their pupils. b. core activities in the core activities in the literacy program through takhfidz learning with talaqqi method, there are various activities carried out including concept planting activities, concept understanding activities, skills activities, fostering active participation of students in learning, fostering fun and enthusiasm of learners in learning, monitoring learning progress during the learning process, conducting final assessments according to competency, using spoken and written language, sound, and true, and convey the message in the appropriate style. these activities are interconnected with each other to be able to know to what the planting and understanding of students have been conveyed. learning activities also need to be specially designed so that students can develop their potential to the maximum by providing opportunities and freedom constructively. muhammadiyah orphanage uses talaqqi method in the learning process of hafalanya. using the talaqqi method will help and facilitate the study and reading of the qur'an, this is because learning takhfidz with talaqqi method is a method oriented towards students, a method that creates the process of learning to read and memorize the qur'an of active learners. help the learning process of reading and memorizing the qur'an better, meaningfully, and motivate students in smoothly learning to read and memorize the qur'an. in its implementation, educators have no difficulty because this method is easy to triana&mulyana. implementation of literacy program through tahfidz learning with talaqqi methodin muhammadiyah orphanage 291 implement. this is because all educators here have participated in a learning training program with the qur'an talaqqi method. c. closing activities in this closing activity, several activities include the following activities: evaluation activities, follow-up activities by providing directions or tasks, preparing and conditioning activities of students after learning in learning, praying and closing greetings. at this stage of the evaluation activity, students were observed directly to be assessed through achievement books on the ability and quality of reading of quranic learners individually, both reading short letters such as al-fatihah, an-nas, al-falaq, al-ikhlas, hijaiyyah readings, readings about makhroj, and others. next, follow-up and direction, followed by praying after learning. results of implementation of literacy program through takhfidz learning the literacy program results in takhfidz learning with the talaqqi method in muhammaiyah orphanage are as follows: children can know and mention various hijaiyyah letters, read and know short letters in juz 30, and can memorize them well. based on the results of interviews with students, it is known that before the implementation of talaqqi method in the process of implementing a literacy program through takhfidz learning, all children who became informants in this study have not been able to memorize and read the quran correctly and adequately. be it knowledge, the pronunciation of hijaiyyah letters, and memorizing short letters in juz' 30 such as surah an-nas, al-falaq al-ikhlas with the correct makhroj. however, after using talaqqi method in the literacy program through takhfidz learning in muhammadiyah orphanage, it was found as a result of the observation that children have gained an improvement in learning poses implemented and applied so far. children can memorize and read the quran satisfactorily and adequately. be it knowledge, the pronunciation of hijaiyyah letters, and able to read letters by distinguishing the dignity that should be read short and should be read long and able to memorize short letters in juz 30 such as surah an-nas, al-falaq, and al-ikhlas with the correct makhroj. supporting and inhibiting factors of literacy program through takhfidz learning the results of interviews with educators show several factors that influence the learning process of takhfidz with talaqqi method. supporting factors include teachers applying learning with demonstration methods and guidance proven to improve a child's reading ability. another supporting factor is the media used. the use of exciting media can give an attraction for the child to like the activity so that the child is encouraged to do activities with the best results. furthermore, about the obstacles felt by using the method of talaqqi carried out in muhammadiyah orphanage, that is like the environmental factor of the house that is considered very un supports. because a kid his age is only allowed to play. so sometimes able to make the mood of his child a little lazy. because for students, a good environment is hard to come by at the moment, so few environments are supportive in this case. another inhibitory factor is felt that students so have to be guarded their feelings so that they feel happy and happy in memorizing the quran. nevertheless, other factors consider less supportive due to other factors that exist around it. so from these studies, it was found that various inhibitory factors were felt by both students and educators who participated in literacy program activities through takhfidz learning using talaqqi method in the muhammadiyah orphanage. discussion the study results are that teachers or educators have conducted activities systematically starting the stage of planning, implementation, and results. in the planning stage, the step of identifying learning needs by interview and observation means that teachers or educators have triana&mulyana. implementation of literacy program through tahfidz learning with talaqqi methodin muhammadiyah orphanage 292 conceptually conducted scientific activities following the concept of learning management of education outside the school that prioritizes the step of identifying learning. this is considered essential in line with sudjana's opinion (2010) that the identification of learning needs is the main element or the initial foothold in compiling an out-of-school educational learning program because the learning program must be by the learning needs implemented so that it is known the mapping of learning needs. program planning after identifying the needs of teachers or educators mapping learning needs according to the scale of priorities, and then they draft learning programs for students or students, which means strengthening the core learning package. the preparation of this learning program is in line with the theory put forward by sudjana (2010), which emphasizes that teaching materials are one of the elements of learning activities in the classroom. from the research data, takhfidz learning conducted in muhammadiyah orphanage is carried out in a planned manner to improve the mastery of skills, knowledge, and attitudes relevant to life's needs. this learning plan serves as a handle in the implementation of life, a reference to control the implementation of learning, and a tool to thoroughly assess the success of takhfidz learning. the process of planning takhfidz learning with talaqqi method is carried out by teachers or educators and organizers gradually from the aspect of identifying learning needs and students or learners, formulating learning objectives, arranging learning activity plans, determining the implementing team of learning, preparing learning facilities and materials, determining learning methods and techniques, determining the place and time of learning and determining the cost of learning. all of them have been carefully implemented, meaning teachers or educators and organizers have carried out planning activities by educational principles. the implementation of takhfidz learning with the talaqqi method consists of three activities: the initial activity (opening), this activity, and the last activity (closure). in the initial activity, teachers or educators prepare and condition students to learn, say greetings, pray. after that, the teacher or educator performs an apperception that is to associate the lessons that have been learned before with the material to be learned. then the teacher or educator motivates in the form of questions that match the learner's curiosity and show hijaiyyah letters related to the previous learning. in core activities, first teachers or educators group students or students into groups. then the teacher or educator provides materials with the technique of lectures, discussions, and questions. in discussion and q&amp; a activities, learners are actively required to express their ideas. after understanding the material, learners are asked to directly practice the material delivered with the teacher or educator's guidance. in this practice, there is good interaction between teachers or learners so that the learning process becomes active and not monotonous. besides, various activities are carried out, including concept planting activities, concept understanding activities, monitoring the progress of learning during the learning process, fostering students' active participation in learning, fostering fun and enthusiasm of students in learning, and conducting final assessments following competencies. according to sagala (2011), in principle, the core activities in learning are building students' experience and ability programmatically implemented within a specific time. teachers or educators need to work out how to optimize their learning activities. through core learning activities, students are not only expected to have abilities that are instructional impacts (directly related to learning objectives designed according to the curriculum) but also have a positive attitude towards the subject matter (as an accompanying impact of learning activities). while according to munandar experts (suyono & hariyanto, 2011) stated that learning is the conditioning of students in order to encourage the creativity of children as a whole. according to pramuji atmosudirdjo, planning is a calculation and determination of something carried out to achieve a specific goal. in closing activities, teachers or educators and learners make summaries of the recently studied material. after that, the teacher or educator gives the task to triana&mulyana. implementation of literacy program through tahfidz learning with talaqqi methodin muhammadiyah orphanage 293 be done at home as a reflection of the day's learning. students carry out learning activities and learning activities carried out by educators. according to gagne (1970), in his book, the condition of learning suggests that learning is a change in a person's disposition or ability achieved through the person's efforts and that change is not obtained directly from the natural growth process. learning outcomes are related to learning activities because learning activities are a process, whereas learning results are partly the result. meanwhile, according to dimyati and mudjiono (2013), his opinion that learning results are the result of an interaction of learning and teaching action. the teaching-learning process's success is seen to the extent that the actual is performed or implemented in real-time. takhfidz learning in muhammadiyah orphanage can be concluded that the results achieved from learning so far are entirely satisfactory because the literacy program through takhfidz learning has given meaning to students' lives. this meaning is felt in the benefits that students or students get during and after the activity. while according to gunawan (2008), information literacy is useful in competition in the era of information globalization, so smart alone is not enough, but the main thing is the ability to learn continuously. the results showed an improvement in the reading skills of the qur'an. during the study, children were enthusiastic about memorizing and reading the qur'an. for children of muhammadiyah orphanage, this activity is one form of creative activity that is interesting and fun. through the activities of reading, the qur'an can develop competencies of thought, imagination, and sense of art. based on the opinions outlined above, it can be said that information literacy is useful in the era of information globalization for everyone. anyone who has information literacy can create new knowledge by combining it with the previously existing knowledge and making it easier to make decisions when dealing with various problems and making policy. the benefits felt by students during the study illustrate that mastery of takhfidz science provides many advantages. the perceived benefits of takhfidz learning include: 1) gaining a position in the world and the hereafter, 2) the one who reads the qur'an the most will get many rewards, 3) elevate the position in heaven, 4) the memorizers of the qur'an are his nearest family, and 6) memorize the qur'an into intercession on the last day for all humankind. there are supporting factors and inhibition to the learning process, including environmental factors, family factors, and factors of study or school. according to nawawi (1989), factors that support classroom management include curriculum, buildings and facilities, teachers and students, and classroom dynamics. in contrast, the inhibitory factor can come from the teacher himself, the students, the family environment, or other facilities factors. the learning activities of talaqqi method in order to grow the reading ability of the qur'an in children proved to be able to improve literacy skills in students in muhammadiyah orphanages. this is evidenced by the data obtained during the study. one of the factors that led to this research managed to achieve indicators of success is because muhammadiyah orphanage implemented a working step in growing the ability to read the qur'an as a literacy program. besides, teachers' role, determination of methods, and learning media are also one of the factors that support the implementation of learning goes well. after learning to read the qur'an, the literacy skills of children in muhammadiyah orphanages improved. similarly, based on the behavioristic theory in this study that the administration of stimulus in the form of activities to grow the reading of the qur'an, then the response that arises is the increasing development in students in muhammadiyah orphanages. the results of yuliya's research, nurhayati & andrisyah (2020) mention that the role of teachers is an essential factor in improving the spiritual intelligence of children, thus making children fluent in how to read hijaiyah letters and makharijul letters well and correctly, can distinguish hijaiyah letters and memorize one by one hijaiyah letters. triana&mulyana. implementation of literacy program through tahfidz learning with talaqqi methodin muhammadiyah orphanage 294 conclusion through takhfidz learning with talaqqi method in muhammadiyah orphanage, the literacy program is carried out systematically, starting the stage of planning, implementation, and results. literacy program planning through takhfidz learning with talaqqi method in muhammadiyah orphanage includes: a) identification of learning needs and learners, b) formulating learning objectives, c) strategizing learning activities, d) determining the implementing team of learning, e) preparing learning facilities and materials, f) determination of learning methods and techniques, g) determination of the place and time of learning, and h) determination of learning costs. the learning implementation steps are learning as a process in which there is an interaction between educators and students or between students. students carry out learning activities, and educators carry out learning activities. the implementation of learning consists of three activities: the initial activity (opening), this activity, and the last activity (closing). the results achieved from learning so far run quite satisfactorily because literacy programs through takhfidz learning have given meaning to students' lives. there is an improvement in the reading skills of the qur'an, now the child can know and mention various hijaiyyah letters, read and know short letters in juz 30, and can memorize them well. besides, during the learning process, children are enthusiastic about participating in memorizing and reading the qur'an. supporting factors include teacher factors that use demonstration and guidance methods and the use of attractive media that can appeal to children. the factors that hinder the learning process are the environmental factors of the house that are less supportive. references dimyati, & mudjiono. 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(2011). pentingnya belajar ilmu agama secara talaqqi. 04-30. retrieved from retrieved from jundumuhammad. wordpress. com: https://jundumuhammad. wordpress. com nawawi. (1989). organisasi sekolah dan pengelolaan kelas. jakarta: pt. haji mas agung. permatasari, a. (2015). membangun kualitas bangsa dengan budaya literasi. prosiding seminar nasional bulan bahasa unib 2015, pp. 146-156. rauf, a. a., & aziz, a. (2015). kiat sukses menjadi hafidz qur’an da’iyah (menghafal alqur’an itu mudah). jakarta: markaz alquran. sagala, s. (2011). konsep dan makna pembelajaran. bandung: alfabeta. triana&mulyana. implementation of literacy program through tahfidz learning with talaqqi methodin muhammadiyah orphanage 295 sanjaya, w. (2009). perencanaan dan desain sistem pembelajaran. jakarta: prenada media group. sudjana, d. (2010). strategi pembelajaran dalam pendidikan luar sekolah. bandung: falah production. suyono, & hariyanto. (2011). belajar dan pembelajaran. bandung: pt. remaja rosdakarya offset. unesco. (2005). literacy for life. paris (prancis): united nations educational, scientific, and cultural organization. widodo, s., johan, g. m., & ghasya, d. a. (2015, oktober 24). membangun kelas literat berbasis pendidikan lingkungan hidup untuk melatihkan kemampuan literasi siswa di sekolah dasar. prosding seminar nasional pendidikan. yulia, nurhayati, s., & andriasyah. (2020). meningkatkan kecerdasan spiritual anak usia dini melalui peran guru dengan menggunaan kartu huruf hijaiyah di paud nurul atfal usia 5-6 tahun. ceria (cerdas energik responsif inovatif adaptif), 3(5) jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 2 september 2021,p-issn no. 2252-4738 e-issn : 2580-7692 102 self leadership in the formation of santri independence in pondok pesantren tahfidz leadership nur al rahman siti hamidah kristiana sdit nur al rahman, jawa barat indonesia sitihamidahk08@gmail.com received: january, 2021; accepted: september, 2021 abstract this study aims to explain the implementation of self-leadership training and follow-up training in establishing the independence of students. self-leadership is very important to be had by students in order to have the habit of being independent in leading themselves before leading others. the research method used is descriptive qualitative with data collection techniques in the form of interviews, observation, and documentation. while the data analysis technique was carried out by data analysis techniques using interactive data analysis, namely data reduction, data presentation, and drawing conclusions and verification. the results showed that nur al rahman's tahfizh leadership islamic boarding school was very committed and serious in educating the leadership of the students so that the students' independence was formed, especially the ability to enforce discipline over themselves. this is evidenced by the existence of clear and gradual phases to achieve it, namely; self-leadership training, personal behavior change, building an islamic personality, and regular social action as a form of personality development. all stages are going well and can be seen in the formation of students' independence. apart from that, it is also supported by a rote program whose success or not really depends on the independence of the students. so objectively, the students change their own behavior to be more positive, productive, and contributive. and regular social action as a form of personality development. keywords: self leadership,independent, students abstrak penelitian ini bertujuan untuk menjelaskan pelaksanaan pelatihan kepemimpinan diri dan pelatihan lanjutan dalam membentuk kemandirian siswa. kepemimpinan diri sendiri sangat penting untuk dimiliki oleh siswa agar memiliki kebiasaan untuk mandiri dalam memimpin diri sendiri sebelum memimpin orang lain. metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. sedangkan teknik analisis data dilakukan dengan teknik analisis data menggunakan analisis data interaktif yaitu reduksi data, penyajian data, dan penarikan kesimpulan dan verifikasi. hasil penelitian menunjukkan bahwa pimpinan pondok pesantren tahfizh nur al rahman sangat berkomitmen dan serius dalam mendidik kepemimpinan santri sehingga terbentuk kemandirian santri, terutama kemampuan menegakkan disiplin terhadap diri sendiri. hal ini dibuktikan dengan adanya tahapan yang jelas dan bertahap untuk mencapainya yaitu; pelatihan kepemimpinan diri, perubahan perilaku pribadi, membangun kepribadian islami, dan aksi sosial secara teratur sebagai bentuk pengembangan kepribadian. semua tahapan berjalan dengan baik dan terlihat dari terbentuknya kemandirian siswa. selain itu juga didukung dengan program hafalan yang sukses tidaknya sangat tergantung pada kemandirian siswa. sehingga secara obyektif siswa mengubah perilakunya menjadi lebih positif, produktif, dan kontributif. dan aksi sosial reguler sebagai bentuk pengembangan kepribadian. kata kunci: kepemimpinan diri, mandiri, mahasiswa how to cite: kristiana, s.h. (2021). self leadership in the formation of santri independence in pondok pesantren tahfidz leadership nur al rahman. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (2), 102-115. kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 103 introduction according to the national education system law no. 20 of 2003 article 26 explanation of paragraph 3, youth education is education that is organized to prepare cadres of national leaders, such as youth organizations, scouting education, sports, red cross, training, leadership, nature lovers, and entrepreneurship. leadership is one of the education pressure points for youth. leadership training for santri is urgent because it is a potential leader. the progress or destruction of nations and states depends on young people as agents of change. youth leadership development is essentially an effort to create competitive indonesian youth, one of which is carried out through leadership development, namely activities to develop exemplary potential, influence, and youth movements. the qur'an also talks about leadership, namely, "you are the best people who are born for mankind, call on those who are good and prevent those who are evil and who believe in allah" (surah ali imran: 110). likewise the prophet muhammad saw clearly mentioned the matter of leadership in one of his words, "every one of you is a leader and will be held responsible for his leadership". an imam is a leader and is held responsible for his leadership. a husband is a leader in the middle of his family and will be held responsible for his leadership. a wife is a leader and will be asked about her leadership. a servant / employee is also a leader in managing his employer's property and will be asked the responsibility for his leadership. (antonio, 2008; 15-16). according to kadarusman (2012) leadership is divided into three, namely: (1) self leadership, (2) team leadership, and (3) organizational leadership. what is meant by selfleadership is leading yourself so you don't fail to live your life. the rise of juvenile delinquency cases that occur in society is suspected of lack of good behavior and intensive supervision of the education ecosystem including parents, society, so that it is one of the causes of violence that is contrary to the values of one's own leadership character in particular and other general characters. the cases of delinquency committed by adolescents have occurred for a long time in various forms. according to data released by kpai (2016), there are many cases of juvenile delinquency that are currently occurring, as stated in the following table: table 1. delinquency case data table case form 2014 2015 2016 total the child of the student brawl 46 126 41 213 children who use drugs (narcotics, liquor, cigarettes) 63 74 64 201 children as drug dealers (narcotics, liquor, cigarettes) 48 31 17 96 children as perpetrators of online sexual crimes 42 52 51 145 children facing the law of perpetrators of sexual violence (sexual abuse, rape, sodomy / pedophilia, etc.) 561 157 86 804 children face the law as acts of murder 66 36 31 133 children face the law as the perpetrator of the act of theft 47 81 24 152 source: 2016 kpai data bank kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 104 based on the data in the table above, the largest number of cases were children as perpetrators of sexual violence, as many as 804 cases. the number of cases is influenced by the spread of pornographic content and porno-action content in this era of global progress. internet access that bursts in is not equipped with sufficient self-defense for children. this indicates that parental supervision is still weak in monitoring growth and developmentself leadershiphis son. other cases that are very concerning are the number of perpetrators of school violence / bullying (253 cases) and children as the perpetrators of student brawl (213 cases). the high involvement of children in both cases indicates that schools have not been able to instill character in children. the increase in juvenile delinquency cases is a form of inappropriate adolescent maturation process. this social adjustment is an ability to react quickly, accurately, healthily and satisfactorily to the socio-cultural reality and socio-cultural environment by changing habits in such a way that social demands can be accepted harmoniously and well. because a leader is something that is not born, therefore the education system will contribute greatly to answering the needs of a leader who understands every problem that occurs and can contribute to its resolution. so that a leader should be able to open his eyes and minds so that any problems that develop can be handled properly. to realize this, a leader is needed to be willing to learn not only in the sphere of formal / formal education but also non-formal ones. islamic boarding school as a non-formal institution is one of the solutions that provides life provisions for its students, one of which is nur al rahman's leadership tahfizh islamic boarding school. this pesantren focuses on guiding its students in 2 things, namely leadership and tahfidz qur'an. with these 2 programs, it is hoped that the students will become independent in life in the future theoritical review definition of leadership in general according to kaswan, 2018 (441) leadership can mean many things to different people depending on experience, background, and level of development. in short what we can do is describe leadership as a process (not a position) that involves the leader, followers, and the situation. another aspect that must be noted, leadership is a multilevel phenomenon. leadership involves individuals, groups and organizations. at the individual level, people adopt the roles of leader and follower. in groups and organizations, leadership appears in the context of social structures and processes. without the context in which the interaction occurs, there may be no leadership. therefore, leadership is not something that is added to individuals, groups or organizations, but is drawn from various entities. self leadership neck and houghton, 2006 revealed that self leadershipis an ability possessed by an individual to influence, direct, supervise and motivate himself (his mindset and behavior) to achieve the desired goals. according to robbins (2006), self-leadership is a series of processes used to control one's own behavior. so that behind self-leadership there is a basic assumption that individuals are said to be responsible, when they can and are able to build and develop initiatives, if without pressure from above and from external parties, there will be awareness to do so. they can monitor and control their behavior. kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 105 furthermore, manz and neck, 2004 (in sahin, 2011) classify self-leadership into three categories, namely (1) behavior focused strategies help facilitate behavior management in completing tasks by increasing self-awareness, (2) reward strategies natural (natural reward strategies) help individuals in shaping perceptions and build pleasant aspects of the task by increasing intrinsic motivation, self-determination and feelings of competence (3) constructive thought pattern strategies create positive thinking patterns and replace selfdialogue. negative and destructive with optimistic self-dialogue. self-leadership that is good in a person, is able to lead himself, then achievement will be easier to achieve. impact on increasing self-confidence to achieve goals (garger & jacques, 2007). covey (2009) explains, with good self-leadership, individuals will be proactive and initiative, active and more responsible for all their lives. fundamentally, individuals who are able to have self-leadership can have an impact on the emergence of self-confidence, have good knowledge of themselves and have the ability to be reflected in behavior. furthermore, rosiman (2008) states that individuals who have self-leadership are individuals who are able to understand themselves, reflect on self-portraits and understand their own weaknesses and strengths. ken blanchard (2007), in kaswan self-leadership is the first because effective leadership starts from oneself. before you hope to lead others, you have to know yourself and know what you need to be successful. knowledge of yourself gives you a perspective. (ken blanchard, 2007). finally, self-leadership is the discipline most neglected by leaders in this world. however, this is the basis, from which all success in business and in life radiates (sharma in kaswan, 2013: 83). several other leadership theories can also be found in the prophet muhammad saw. for example, the four leadership functions (the 4 roles of leadership) were developed by stephen covey. this concept dictates that a leader must have four leadership functions, namely as a pioneer (pathfinding), aligning, empowering (empowering), and a role model (modeling). (antonio, 2008; 20). success in leading an organization or society cannot just happen without having the ability to lead oneself (self leadership). a person's success will not be complete without having this competency. an expression says, "we will not be able to lead others if we ourselves are not able to lead ourselves," this is where leaders need the ability to lead themselves, which in essence is the ability of oneself to control lust. a wise man said, "every enemy you treat politely, will become friends, except lust. the more lenient we treat lust, the more it will resist. our only choices are 2, which is whether we control the lust or the passions that control us. so self leadership is the basis of all forms of leadership. self leadership also means that self-discipline (enforcing discipline over oneself) is the most strenuous activity because it relates to oneself and does not involve other people. another case with organizational or team leadership, where we will get correction if we make mistakes. in addition, in leading ourselves, we often do self-excuse (forgive ourselves) if we make mistakes and rarely do self-punishment (punish ourselves). when we lead others, it is easier for us to sanction others we lead. (antonio, 2008,68) kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 106 self leadershiprelating to trust and respect, self-quality / self-concept, self-control and integrity. according to bob whipple, an expert on the topic of trust in organizations, explains the definition of trust and respect very well. when we respect someone, it means that we see them as high status in a factor, so we really appreciate their views on that factor. so, there is a clear reason when someone gets respect. for example, because of his expertise, experience, wisdom, wealth, and other factors. (cubic leadership online). meanwhile, according to burns (1982), self-concept is the relationship between attitudes and beliefs about ourselves. meanwhile, pemily (in atwater, 1984) defines self-concept as a dynamic and complex system of self-beliefs that a person has about himself, including the unique attitudes, feelings, perceptions, values and behavior of the individual. meanwhile, cawagas (in pudjijogyanti, 1988, p. 2) explains that the self-concept includes all individual views of their physical dimensions, personal characteristics, motivations, weaknesses, strengths or abilities, failures, and so on. based on some of the definitions above, it can be concluded that self-concept is the idea of a self-concept that includes one's beliefs, views and assessments of himself. self-concept consists of how we see self-concept as a person, how we feel about self-concept, and how a person's thinking ability. once installed, the self-concept will enter the subconscious mind and will affect one's level of consciousness at one time. the better or positive a person's selfconcept, the easier it will be to achieve success. because, with a good / positive self-concept, someone will be optimistic, dare to try new things, dare to be successful and dare to fail, full of confidence, enthusiastic, feel valuable, have the courage to set life goals, and behave and think positively. conversely, the worse or negative self-concept, the more difficult it will be for a person to succeed. because,with a bad / negative self-concept will result in a growing sense of insecurity, fear of failure so that they do not dare to try new and challenging things, feel stupid, inferior, feel useless, pessimistic, and various other inferior feelings and behaviors. the word integrity relates to leadership issues. there are many management experts who say that every successful leader is always based on high integrity. without high integrity, the leadership they carry will not be successful or successful. according to indah nuraini in the indonesian dictionary, integrity is quality; or the nature of a situation that shows a complete unity so that it has the ability to radiate authority. meanwhile, according to henry cloud, quoted by panca anang (2016), integrity is inseparable from efforts to become a whole and integrated person in every different part of the self, who works well and carries out its functions according to what has been previously designed. independence independence is one aspect of personality that is very important for individuals. individuals who have high independence tend to easily reach the ladder of success. the word independent means autonomy, which is a state of self-regulation (chaplin in chaidir, 2009: 42). langeveld, as quoted by soelaiman (1983: 9), said that independence is the ability of a person to make decisions of his own will in carrying out an action. steinberg (nandang budiman, 2006: 83) says that the term independence comes from the word independent which means independence or freedom. conceptually, independence refers to an individual's capacity to treat oneself. the independence concept explains that children who have achieved the ability to carry out or perform life activities on their own regardless of the influence of other people's controls. kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 107 according to susilowati. (kurniawati, 2010), describes independent learning as follows: 1. students try to increase responsibility in making various decisions. 2. independence is seen as a trait that already exists in every person and learning situation. 3. independence does not mean separating oneself from others. 4. independent learning can transfer learning outcomes in the form of knowledge and skills in various situations. 5. students who learn independently can involve a variety of resources and activities such as reading alone, study groups, exercises and correspondence activities. 6. the effective role of teachers in independent learning is still possible, such as dialogue with students, looking for resources, evaluating results and developing critical thinking. 7. meanwhile, according to mohammad ali and mohammad asrori (2014) independence is defined as an individual's internal strength and is obtained through a process of individuation, which is a process of self-realization and a process towards perfection. other figures such as hamzah b. uno (2006; 77) define independence in thinking and acting, and not feeling emotionally dependent on others. in essence, an independent person is able to work alone, be responsible, confident, and not dependent on others. according to haris mudjiman (2011; 1-2) independent learning is an active learning activity, which is driven by a motive to master a competency, and is built with the knowledge or competencies that you already have. in determining competence as a learning goal and how to achieve it, both the determination of study time, place of study, learning rhythm, learning tempo, learning method, learning resources, and evaluation of learning outcomes are carried out by themselves. meanwhile, the characteristics of independence according to mohammad ali and mohammad asrori (2014), namely having a view of life, being objective and realistic, integrating conflicting values, being able to resolve conflicts, having the awareness to respect and acknowledge interdependence on others, and having confidence. and cheerfulness to express feelings. students according to indah nuraini in the indonesian dictionary, students are students in islamic boarding schools. "santri" is synonymous with someone who lives in a boarding school who daily studies the salaf book or yellow book, with a body wrapped in a sarong, cap, and santristyle clothing to complement and add to their own distinctive characteristics. according to dr. nurcholish madjid (1997) has at least two opinions which can be used as reference material. first, it comes from sanskrit, namely "shastri", which means literate person. second, it comes from the javanese language, namely "cantrik", which means someone who follows a kyai wherever he goes and stays to master a particular skill. method the research method used in this research is descriptive qualitative research. descriptive research is a research method that is intended to describe existing phenomena, which are taking place now or in the past. this study does not manipulate or change the independent variables, but describes a condition as it is. descriptions of conditions can be individual or use numbers. (sukmadinata, 2006: 5). descriptive research can only describe a situation, but it can also describe a situation in its developmental stages, such research is called development studies. in this development kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 108 research, there are those that are longitudinal or over time and some are cross sectional or in time slices. in this case, the research used is developmental studies, namely research that describes the situation in the stages of its development which is cross sectional or in a time slice. because the self-leadership program is part of the overall leadership program stages at nur al rahman islamic boarding school. this research was conducted in december and february 2019/2020 at the nur al rahman leadership islamic boarding school, located on jalan pakuhaji 0 km, pasirhalang village, ngamprah district, west bandung regency. the data sample was the tahfidz students consisting of 8 people. there are not too many santri because it allows the supervision and guidance to be easier and more efficient. the number of research subjects was taken by 3 students and one student as guidance. the techniques used in collecting data are observation, interview and documentation techniques. while the data analysis technique was carried out by data analysis techniques using interactive data analysis, namely data reduction, data presentation, and drawing conclusions and verification. results and discussion based on the results of the study, it shows that the self-leadership of the students in shaping the independence of the students is well implemented. this can be seen from the existing data. training the self-leadership program begins with self leadership training which is held at lpmp dki jakarta which will be held on saturday, october 5 2019 with all the students from all the kubik leadership assisted branches. in the training activities, materials about self-leadership are given, including about trust and respect, ideal self-quality, self-control and upholding integrity. the results of the interviews with the students after attending the training to understand that building trust and respect are necessary in their lives. how can they get used to respecting others and trusting others. because most good relationships are built on trust and respect for each other. they get extraordinary material knowledge about leadership, especially in leading themselves, about upholding integrity, self-control, how to deal with a problem and know yourself. we learn a lot from leadership theories, which is actually simple, but has a tremendous impact. they also felt many changes in their perspective / mindset after participating in the training. the changes they get are changes in leadership thinking, namely the thought of being a leader which really reflects the thoughts of a leader. other examples are being not blaming other people or circumstances, blaming yourself and being benevolent for mistakes and being more generous in responding to everything. follow up training after the training is carried out, it is continued with leadership mentoring every week with a curriculum that has been prepared in such a way as to strengthen the understanding and motivation of students in educating themselves to have good self-leadership so that in a short program of approximately 3 months the students have a good understanding of themselves. the curriculum developed at pondok tahfihz leadership is a curriculum that is cognitively given during mentoring which is carried out 9 times in the program. mentoring is provided by the mentor (who provides guidance) to the mentee (who receives guidance), in this case the santri, which is designed to build students' self-leadership. leadership mentoring is provided kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 109 by mentors who have been educated and trained from the leadership cubic. the things that were conveyed by the mentor during the mentoring were materials that strengthen the selfleadership of the students which are listed in the table. table 2. material for mentoring leadership no. theme theory 1 how to change behavior behavior cannot be changed by transfer of knowledge, behavior needs to be trained. exercise needs awareness and awareness needs understanding. 2 practicing a positive mindset positive mindset is one of the important factors shaping behavior that leads to contribution to society. the positive mindset is often hindered by other mindsets that are opposite. it takes radical efforts to dismantle the old mindset and build a positive mindset. 3 review integrity behavior integrity is an important asset to build selfleadership. integrity is a long process of investing in self-behavior. how do you build integrity step by step? 4 review of internal locus control behavior locus control is also another important factor in self-leadership. is your locus control internal or external? very influential on the self-worth of leadership in us. 5 build productive habits how often we see many people who waste or use their time and resources for things that are futile or simply to fulfill their desire for pleasure. why is it difficult for them to escape from this habitual snare? this is the importance of building productive habits. 6 the concrete form of contributive action care, caring in the form of contributive actions, is not an easy thing. for some people, it needs stimulation or arousal 7 overcoming barriers to consistency of behavior consistency is a condition that is indeed challenging in manifesting behavior. because humans are not angels. so equipping ourselves to be consistent in realizing lci (internal locus control) and internal integrity, so as to be productive and contributive in society, needs to be prepared and developed. 8 action plan develop a written plan of social action in the community 9 preparation for execution planning action preparation as the final stage of the program. apart from leadership mentoring, there is also islamic mentoring which is held once a week for 3 months. islamic mentoring was given by the cleric who was appointed by the leadership cubic. this islamic guidance aims to broaden the islamic insight of students and build an islamic personality because self-leadership is also very close to an islamic personality such as consistency, integrity and so on. the materials provided during islamic kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 110 mentoring included aqidah islamiyah, akhlakul karimah, sirah nabawiyah and fiqh related to muamalah in society. the results of the interviews with the students showed the correspondence between what the santri felt with the objectives of the leadership and islamic mentoring activities, namely; gain insights and lessons learned from the daily leadership practices carried out by the participants, get enrichment in knowledge, concepts, insights and leadership experiences, get supplies related to leadership projects. self leadership project a project is a complex business activity, which is routine in nature, has limitations on time, budget and resources and has its own specifications for the products to be produced or unique services. in general, projects involve several people whose activities are interconnected. the project-based learning process aims to build a positive personality in the participants, increase social sensitivity, and build good relationships with the community. table 3. self leadership project activities no. time activities target 1 daily kultum train the courage to speak and selfconfidence students debate dare to argue in the forum book review get used to studying regularly according to the passion specified in the life vision and mission of the students sharing reading results expanding knowledge in the team 2 weekly social action build a positive personality in the students increase social sensitivity build good relationships with the community project product documents: short photos and videos short report regular improvement of the implementation of the action the results of interviews with students after participating in this social action program indicated a change in him. namely, being more concerned with the environment, being able to stay in touch with residents around the cottage and being able to contribute positive energy to the residents. apart from community service / social action, the students also teach tpa every day at the pesantren. tpa students come from children around the pesantren. with the self-leadership that they undergo for 3 months of coaching, they unconsciously make the students become independent individuals in their lives. they are confident in their future and know what to fight for in the future. some will continue their studies, some will continue their business and some will create teams for the training offered to schools. kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 111 there is a continuous evaluation. continuous evaluation is carried out in the form of treatment for students given according to the situation and condition of the students who are monitored by the supervisor. so treatment activities are very flexible according to the needs of the students. treatment can be in the form of coaching, mentoring, directing (directing) or in the form of motivation. treatment is given based on the results of daily and weekly evaluations. the following is an example of a recap of the development of a description of changes in the attitudes of students and measures of student self-leadership achievement as in the following table: table 4. leadership parameters report name value grow 3c ** accompanied actions to be implementedgrow mindset confidenc e collabor ative communi cative 1 2 3 1 2 3 1 2 3 1 2 3 santri 1 5 4 4 5 5 4 5 4 4 4 5 4 appreciation, nonformal coaching (chat) santri 2 5 4 4 5 4 4 5 4 5 4 3 4 appreciation, nonformal coaching (chat) santri 3 5 4 5 5 5 5 5 4 4 4 3 4 appreciation, nonformal coaching (chat) santri 4 5 4 5 5 5 5 5 5 4 4 5 4 appreciation, nonformal coaching (chat) santri 5 4 4 3 4 3 3 3 4 4 4 3 4 appreciation, nonformal coaching (chat) santri 6 5 4 4 5 4 4 5 4 4 4 4 4 appreciation, nonformal coaching (chat) santri 7 4 4 4 4 3 3 4 4 4 4 3 4 appreciation, nonformal coaching (chat) santri 8 4 4 3 5 4 3 5 4 4 4 4 4 appreciation, nonformal coaching (chat) * 1: terrible 4: fine 2: bad 5: very good 3: enough 6: excellent kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 112 tabel 5. mindset growth no. grow mindset confidence collaborative communicative 1 always think & be positive about every incident know & able to show your strengths able to build good relationships in the interactions carried out able to be an active listener 2 every decision taken has a longterm orientation dare to behave and make decisions independently always cooperationoriented and always trying to give the best able to convey simple and systematic messages 3 always oriented towards the best solution have good selfcontrol open to ideas & ideas from other parties able to provide positive responses and bring progress. table 5. leadership parameter description report name parameters (descriptions of observed behavior) accompanied action taken self-confidence hard work / smart / sincere. collaborative behavior activenesscommunication santri 1 high determination, able to set an example and encouragement for others. able to move for landfill epic. appreciated, feedback. santri 2 already more in with the group. hard work and high morale appreciated, feedback santri 3 istiqomah ability is good, especially in terms of worship. most concerned with time with on time appreciated, feedback student s 4 strong with personal accomplishments, using a lot of time outside the program for self-upgrading, such as reading, etc. appreciated, feedback santri 5 it has become increasingly daring to appear or express opinions during forums. appreciated, feedback santri 6 hard work in reaching the target is quite high, good effort. stick to personal choices, not easily influenced. appreciated, feedback santri 7 already more confident when appearing and having opinions. the improvement in courage was quite significant appreciated, feedback santri 8 willingness to appear high, good character. likes to socialize and interact. only sometimes there is still self-justification when in feedback. appreciated, feedback kristiana , self leadership in the formation of santri independence in pondok pesantren tahfidzleadership nur al rahman 113 barriers and challenges in program implementation. the internal barriers that were found were: for the supervisor: the fluctuations in the spirit of the students who still fluctuate in practicing their knowledge. this situation makes the supervisor and management have to be responsive and quickly overcome the situation of the students so that the program runs smoothly. santri did not drag on in a lazy state, returning to the old pattern before joining the program. but keep up the enthusiasm to always move on. for students: from inside the students sometimes feel lazy / futuristic about running programs that demand more wisdom of responsibility to get used to positive things. like getting used to night prayers, getting used to managing the time in an orderly manner so that there can be a balance between leadership and the koran memorization program, which must be deposited every day. there is a time that should be allocated for memorizing and so on. so building self-leadership in order to build independence is really a process that requires practice with habituation, not just concepts on paper. meanwhile, the external obstacle felt by the management and students is more to adaptation to the weather / climate conditions around the boarding school. because the location of the boarding school is in the highlands, it makes the atmosphere cool and cool. this makes the atmosphere easy to hungry and good sleep. so this is a trigger for students to be lazy about their activities. apart from that, the diversity factor due to the different backgrounds and cultures of hometown of the students also made this weather an extra challenge for the santri who came from hot areas. there were students who came from papua to be precise from sorong, samarinda, tangerang and others. conclusions based on the results of data analysis in the discussion, it can be concluded as follows: 1. the self-leadership process is carried out in 4 stages, namely: self-leadership training, with personal behavior change, mentoring leadership and islamic personality, and regular social action in the form of personality development implemented according to planning. 2. the independence of the students is established along with the increase in their selfleadership achievements. this can be observed and can be seen from the data obtained during the students' leadership programs. santri feel a change in him starting from the way he views himself, the friends around him and the community around him. the students become reflected in the direction of life and the life goals they will achieve. so that the high self-discipline continues to experience changes for the better. the courage to take responsibility also began to change compared to when the initial days came to the cottage. the enthusiasm and hard work to continue the dream to higher education are also getting stronger. references ali dan asrori, muhammad. 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(2003).the trust factor: advanced leadership for professional. united states:productivity publications. jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 40 empowerment of village communities in the development framework the unitary state of the republic of indonesia nandang rukanda stkip siliwangi nandangsae@gmail.com abstract empowerment of village communities, must be developed in accordance with the awareness and form of the existing cultural and ecological systems, in order to provide added value to the life of the community itself, and ultimately help the community to realize itself that the development framework leads to the model of building integrity the unitary state of the republic of indonesia. keywords: empowerment of rural communities, nkri preliminary indonesia is an agricultural country where most of its people still live in rural, inland or frontier areas. especially those who still depend on agriculture, plantations and various other livelihoods that are still related to the full use of nature. in the composition of the structure of the livelihoods of the indonesian people as a whole, agriculture still plays a significant role, with 34% of the total population of indonesia choosing agriculture as a livelihood. while trade contributed 31%, the service sector 13%, the industrial sector 11% and the rest were livelihoods in the banking, mining and so on. thus, agriculture is still very much contributing to the level of life of the indonesian people, coupled with the high consumption of agricultural products in the form of rice that is so high, which reaches 130 kilograms per capita per year. so it is natural that in 1999 there were still around 72% of the population dependent on agriculture and plantation sectors, and in 2007 this number shrank to only 61.7% of the population who depend their lives on the agricultural sector. this is certainly a separate note, where there has been a significant shift even though in just six years, it has shifted around 10.3% of the composition of the livelihood structure in rural areas. this is the main focus of the development of the indonesian community in the future, where urban and rural development, as if it still happens in accordance with factual needs, and not in the long-term vision of development that is far more advanced. empowerment of rural communities provides a diverse set of thoughts and concepts regarding how forms of empowerment are in accordance with cultural character, character of people's lives, and the characteristics of various life-supporting elements, both biological and non-living. because, ecological relations with the principle of development development are so important. we certainly still remember, when the tractor's assistance from president soeharto to the baduy community was actually rejected. the basic reason is an unprepared culture, whereas in its main component this is not a mere cultural reason, but rather a series of ecological jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 41 awareness that is still owned by the baduy community itself, where they never use cosmetic equipment or toiletries as used by the community other regions that feel they have reached their own degree of modernization, noting that it actually disrupts the ecological balance in which they live. this is what then encourages brundtland (1988) to state that the strategies and approaches of rural and urban development must be complementary and not mutually contradictory. empowerment of rural communities, especially in the 3t areas (remote, foremost and disadvantaged) is a major concern in indonesia's current development. we certainly still remember how sipadan and ligitan pulai could be separated from the motherland's grip, because the malaisya had already built and developed the two islands rather than what indonesia had done for the two islands. this then became the main basis for the decision of the international court of justice to resolve the disputes between the two countries regarding national borders and ownership of the two islands. in addition, we also certainly remember how the free aceh movement had carried out more than 30 years of resistance against the indonesian state, because it assumed that jakarta could never understand the difficulties that existed in other regions. we also certainly still remember how the free papua operation pushed to fight, because it felt unfairly treated. their wealthy regions have never been able to make their lives move much better. now, indonesia has realized the fallacy of the focus of development that is too javanese. this is what drives the government to build a much more equitable development system for all regions in indonesia, especially regions which have been categorized as remote areas (inland) that are difficult to get access at all, left behind (unable to align themselves with other regions ) and the outermost who directly face the lives of neighboring countries that are far more advanced. the integrity of the unitary state of the republic of indonesia is a fixed price to build a developed indonesia in the future. without the unity framework of the republic of indonesia, it will only make the development carried out in vain, even though the funds have been disbursed quite large, but will mean anything in building the meaning of the life of the nation as a whole. this is what follows that all parties must realize that the life of the nation and state requires a vision of development that is far more open and more capable of embracing all parties involved in it. the challenge regarding the nkri itself is not always from the outside, but rather from within the indonesian state itself. this includes problems with feelings of injustice in development. this is an important part of efforts to build a more advanced indonesia in the future. moreover, indonesia has almost 250 ethnic groups scattered in various regions and across geographical boundaries that cannot be maximized to date. if it is not immediately handled wisely, it is very possible that the seeds of national disintegration will continue to emerge and become a threat to the integrity of the unitary state of the republic of indonesia itself. this, which is the main key, about how to empower rural communities to support the establishment of a system of the unitary state of the republic of indonesia that is truly intact and complementary to one another, rather than allowing foreign nations to enter then causes a growing sense of injustice among fellow nationals grew up in indonesia. theoretical basis community empowerment and improving the quality of life of the people have taken a very important part in developing and developing various concepts regarding the community jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 42 welfare theory framework. many things can be developed if the community has been able to improve and improve the quality of life, both in quality and quantity. the struggle of various economic development theories regarding poverty alleviation is often the cause of various contradictions in economic studies and social life, even ideological conflicts between various groups and countries in the world also develop from the origin of questions about improving the quality of life of society as a whole without distinguishing social strata . the framework of the unitary state of the republic of indonesia, as expressed by president soekarno, at that time was to build and improve the quality of life for the people of indonesia, from the chaotic situation and conditions towards a just and prosperous society for all indonesian people. this is what is implicitly even explicit that this comprehensive community development is then an important part in building and developing the framework of the unitary state of the republic of indonesia. the important parts of development itself are how to provide an opportunity for all people to get their rights as human beings in order to develop themselves and their communities according to the goals and ideals of life itself, without differentiating between one another. prosperity and justice are a noble ideal to build a civilized state framework. likewise with the unitary state of the republic of indonesia. military power and lighthouse politics will never be able to make this country respected. both are only supporters as one of the ribs of development, while their own strength is derived from the country's ability to fulfill what is needed by its people independently, rather than relying solely on foreign aid and allowing economic invaders to impersonate investors to sway the interests and voices of the people to get material benefits that do not have a direct impact on improving the quality of people's lives even in local areas. a. empowerment and quality of community life ordinary community empowerment is understood or interpreted as a process of developing, empowering, empowering, strengthening the bargaining position of the lower classes of society against pressure forces in all sectors and sectors of life. there are also other parties who emphasize that empowerment is the process of facilitating community members together on a common interest or affair that collectively can identify targets, gather resources, mobilize an action campaign and therefore help re-establish strength in the community. there are several perspectives that can be used in understanding community empowerment (sutoro, 2004), namely: 1) empowerment is interpreted in the context of placing the position of the community standing. the position of the community is not the object of the beneficiary that depends on giving from outside parties such as the government, but in a position as the subject (agent or participant acting) who acts independently. doing it independently does not mean being separated from state responsibility. provision of public services (health, education, housing, transportation and so on) to the community is certainly a duty (obligation) of the state given. an independent society as a participant means the opening of space and capacity to develop potential-creation, control the environment and its own resources, solve problems independently, and determine the political process in the state's domain. communities participate in the development process and government. jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 43 2) empowerment principally deals with efforts to meet community needs. many people argue that grassroots communities really do not need utopian things such as democracy, decentralization, good governance, regional autonomy, civil society and so on. "is it true that village people need democracy and village autonomy? the community only needs the fulfillment of clothing, food and shelter. this is the most basic. there is no point in talking about democracy if the people are still poor. this opinion is reasonable, but very superficial. maybe the basic needs will be completed if there is a lot of money. but the problem of resources for meeting basic needs of the community is scarcity and constraints. communities cannot easily access resources to meet basic needs. therefore, empowerment is an effort to meet the needs of scarcity and resource constraints. however, various resources to meet people's needs are not only limited and scarce, but there are structural problems (inequality, exploitation, domination, hegemony, etc.) that cause uneven distribution of resources. in terms of the state, adequate, sophisticated, pro-poor policies and programs are needed to manage the limited resources. from the community side, as the later elaboration writer, requires participation (voice, access, ownership and control) in the policy process and resource management.pemberdayaan terbentang dari proses sampai visi ideal. dari sisi proses, masyarakat sebagai subyek melakukan tindakan atau gerakan secara kolektif mengembangkan potensi-kreasi, memperkuat posisi tawar, dan meraih kedaulatan. dari sisi visi ideal, proses tersebut hendak mencapai suatu kondisi dimana masyarakat mempunyai kemampuan dan kemandirian melakukan voice, akses dan kontrol terhadap lingkungan, komunitas, sumberdaya dan relasi sosial-politik dengan negara. proses untuk mencapai visi ideal tersebut harus tumbuh dari bawah dan dari dalam masyarakat sendiri. namun, masalahnya, dalam kondisi struktural yang timpang masyarakat sulit sekali membangun kekuatan dari dalam dan dari bawah, sehingga membutuhkan “intervensi” dari luar. hadirnya pihak luar (pemerintah, lsm/ ngo’s, organisasi masyarakat sipil, organisasi agama, perguruan tinggi, dan lain-lain) ke komunitas bukanlah mendikte, menggurui, atau menentukan, melainkan bertindak sebagai fasilitator (katalisator) yang memudahkan, menggerakkan, mengorganisir, menghubungkan, memberi uang, mendorong, membangkitkan dan seterusnya. hubungan antara komunitas dengan pihak luar itu bersifat setara, saling percaya, saling menghormati, terbuka, serta saling belajar untuk tumbuh berkembang secara bersama-sama. 3) empowerment extends from the psychological-personal level (community members) to the structural level of society collectively. psychological-personal empowerment means developing knowledge, insight, self-esteem, ability, competence, motivation, creation, and individual self-control. empowerment of personal structures means arousing critical awareness of individuals towards unequal socio-political structures and the capacity of individuals to analyze the environment that influences them. psychologicalcommunity empowerment means fostering a sense of belonging, mutual cooperation, mutual trust, partnership, togetherness, social solidarity and a collective vision of the community. whereas structural-community empowerment means organizing the community for collective action and strengthening community participation in development and government. empowerment cannot only be placed on the abilities and mental self of an individual, but must be placed in the context of a larger power relation, where each individual is in it. following margot breton's (1994) in sutoro (2004) jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 44 opinion, the objective reality of empowerment refers to structural conditions that affect power allocation and the distribution of resource access in society. he also said that the subjective reality of change at the individual level (perception, awareness and enlightenment) is indeed important, but very different from the results of the empowerment objective: changes in social conditions. 4) the government and the state essentially want to bring the country closer to the village community, with a framework of decentralization (autonomy) of the village, democratization of the village, village good governance and capacity building of village governance. state and development talk about the role of the state in development and public services. the focus is on changing the top down direction of development towards a bottom up, making public services better quality and getting closer to the community, as well as reducing poverty.pemberdayaan masyarakat merupakan strategi pembangunan. dalam perspektif pembangunan ini, disadari betapa penting kapasitas manusia dalam upaya meningkatkan kemandirian dan kekuatan internal atas sumber daya materi dan nonmaterial. sebagai suatu strategi pembangunan, pemberdayaan dapat diartikan sebagai kegiatan membantu klien untuk memperoleh daya guna mengambil keputusan dan menentukan tindakan yang akan dilakukan, terkait dengan diri mereka termasuk mengurangi hambatan pribadi dan sosial dalam melakukan tindakan melalui peningkatan kemampuan dan rasa percaya diri untuk menggunakan daya yang dimiliki dengan mentransfer daya dari lingkungannya (payne, 1997: 266). meanwhile ife (1995: 182 in the book "community development: creating community alternatives-vision, analysis and practice") provides limits on empowerment as an effort to provide people with resources, opportunities, knowledge, and skills to improve their ability to determine their future and to participate in and influence the lives of their communities. on the other hand sutrisno (2005: 185) explains, in an empowerment perspective, the community is given the authority to manage development funds both from the government and from other parties, besides they must actively participate in the process of selecting, planning and implementing development. the difference with participatory development is that the involvement of community groups is limited to the selection, planning, and implementation of programs, while funds remain controlled by the government. although the formulation of the empowerment concept varies from one expert to another, in essence, it can be stated that empowerment is a planned effort designed to change or reform a community or society from a state of helplessness to power by focusing on fostering potential and independence. society. thus they are expected to have full awareness and power in determining their future, where providers from the government and non government organizations / ngos only take the position of participants, stimulants, and motivators. the concept of empowerment as an alternative concept of development, which essentially provides the pressure of autonomy in decision-making from a community group, which is based on personal resources, direct (through participation), democratic and social learning through direct experience. as the focal point is locality, because "civil society" will feel ready to be empowered through local issues. however, friedmann (1992) also reminds that it is very unrealistic if economic forces and structures outside of "civil society" are ignored. therefore jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 45 community empowerment is not only limited to the economy but also politically, so that eventually the community will have a bargaining position both nationally and internationally. the concept of empowerment is the work of an interactive process both at the ideological and practical levels. at the ideological level, the concept of empowerment is the result of interaction between the top down and bottom up concepts between growth strategy and people centered strategy. while at the praxis level, interactive will occur through inter-autonomous battles. the concept of empowerment as well as containing the context of alignment with the layers of society that are below the poverty line. the problems faced by the community are mostly caused by gaps in access to capital, infrastructure, information on knowledge, technology in skills, added by the ability of human resources, as well as local economic activities that are not competitive to support community income, as well as problems in capital accumulation. in addition, development institutions that exist in local communities in general have not been optimized to channel and accommodate interests, needs and community services in order to increase productivity that is able to provide added value to the business. while looking at the institutions of the government apparatus at the local level is too burdened with the implementation of programs from the top level of government, so it cannot focus on the service of developing community participation in the process of embodying an advanced and independent society. according to kartasasmita (1996) which refers to chambers' opinion, community empowerment is a concept of economic development that explains social values. this concept reflects the basic paradigm of development that is people centered, participatory, empowering and sustainable. from the definition above, community empowerment is understood as a broader concept than just fulfilling basic human needs. community empowerment is more interpreted as an effort to make people as sources, actors and who enjoy the results of development. in other words, development from, by and for indonesian society. concretely, community development is pursued through people's economic development (sumodiningrat, 1998). meanwhile, people's economic development must begin with efforts to alleviate the population from poverty. then sumodiningrat said that community empowerment efforts as mentioned above must at least include five main things, namely financial assistance as venture capital, infrastructure development to support the development of activities, provision of facilities, training for officials and the community and strengthening of community social economic institutions such as assistance provided to the community which must someday be replaced with savings collected from a business surplus. this background is manifested in the community development approach as follows: 1) optimization of village / kelurahan community development through a community empowerment approach to be able to seize opportunities for business opportunities through the provision of infrastructure and facilities for social capital in the community. 2) strengthening development coordination through the creation of linkages between local institutions in the community. jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 46 3) basing on community participation accompanied by an increase in business partnerships, sustainable development management and transparency. community empowerment approach there are several approaches that need to be used in non-formal education which emphasize the empowerment process, among others, which was proposed by s. kindervatter in kusnadi (2007: 222) consisting of: 1) community organization, which is a characteristic that aims to activate the community in an effort to improve and change their socio-economic conditions. things that need to be considered include; (a). the role of participants is involved in group management or assignments; (b) the role of the tutor is only as an intermediary, guide and motivator and facilitator; (c) methods and processes prioritizing problem solving methods, organizing the community as a basic force 2) participatory approaches, namely approaches that emphasize the involvement of each member in all activities, the need to involve leaders, community leaders and local experts 3) education for justice, which is an approach that emphasizes the creation of situations that allow citizens to grow and develop their analysis and have the motivation to participate. b. community welfare and the unitary state of the republic of indonesia talking about the welfare of the people and the unitary state of the republic of indonesia, we will meet with various theories of development that were born in the 18th or 19th century where at that time every country tried to rise from an economic downturn or political downturn resulting from high corruption again able to become a shield for community development in the future. in addition, the growth of industry as one of the pillars of people's lives at that time became a major part of driving the emergence of new views about the quality of people's lives. various ideologies flourish and flourish to answer people's anxieties when facing social problems that they have never faced before. the increase in unemployment, due to reduced labor needs as a result of the modernization of the working devices of manufacturing companies in europe at the time, led to various other social problems that emerged as derivative effects of the birth of the industrial revolution in england and impacted on the birth of the french revolution, and continuously encouraged the birth the american revolution. even in the era after world war ii ended, the development of the theory of development and the welfare of society developed so tightly. humans try to answer the anxiety that has been disturbing, related to the quality of people's lives in the world. along with the development of people's lives at that time, the term welfare state was born, which appeared to answer the needs of the community about the question of how to build a country that is able to provide services to its people and provide welfare as aspired by every citizen. the state is not only a tool of power and decides to wage war with other nations, but more on how the state can guarantee the lives and rights of life of its citizens to achieve a better level of prosperity. we need to examine the definition of welfare state, welfare or welfare state. in general, the definition is a country whose government guarantees the implementation of people's welfare. in jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 47 realizing the people's welfare, it must be based on five pillars of state, namely: democracy (democracy). rule of law, protection of human rights (social rights), social justice (social juctice) and anti discrimination. the idea of a developing country welfare system in indonesia is usually more negative than positive. for example, we often hear that the state welfare system is a wasteful approach, incompatible with economic development, and creates dependence on beneficiaries. as a result, not a few think that this system has met its end, aka no longer practiced in any country. although this assumption is rarely accompanied by adequate arguments and research. many people become less interested in discussing, and moreover, taking this approach into account. talking about how welfare affects the integrity of a country, we can consider several basic concepts of the welfare state itself, including referring to suharto (2006), notions of welfare contain at least four meanings: 1) as a condition of well-being. this understanding usually refers to the term social welfare as a condition for fulfilling material and non-material needs. prosperous conditions occur when human life is safe and happy because basic needs for nutrition, health, education, shelter, and income can be fulfilled; and when humans get protection from the main risks that threaten their lives. 2) as a social service. in the uk, australia and new zealand, social services generally include five forms, namely social security, health services, education, housing and personal social services. 3) as social benefits, especially in the united states (us), given to poor people. because most recipients of welfare are poor, disabled, unemployed people, this situation then creates a negative connotation on the term welfare, such as poverty, laziness, dependence, which is actually more accurately referred to as donations. 4) as a planned process or effort carried out by individuals, social institutions, communities and government agencies to improve the quality of life (first understanding) through the provision of social services (second understanding) and social benefits (third understanding). the definition of state welfare cannot be separated from the four definitions of welfare above. substantially, the welfare of the state includes the first, second, and fourth welfare notions, and wants to erase the negative image in the third sense. in broad outline, the welfare of the state refers to an ideal model of development that is focused on increasing welfare through giving a more important role to the state in providing social services universally and comprehensively to its citizens. in the uk, the concept of the welfare state is understood as an alternative to the poor law which often creates stigma, because it is only intended to provide assistance to poor people (suharto, 2006). in contrast to the system in the poor law, state welfare is focused on the implementation of an institutionalized social protection system for everyone as a reflection of the right of citizenship, on the one hand, and the state obligation, on the other. state welfare is intended to provide social services for all residents parents and children, men and women, rich and poor, jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 48 as well as and wherever possible. he seeks to integrate the source system and provide a service network that can maintain and improve the well-being of citizens fairly and sustainably. the welfare state is very closely related to social policy which in many countries includes strategies and government efforts to improve the welfare of its citizens, especially through social protection which includes social security (both in the form of social assistance and social insurance), or social safety nets. discussion speaking of life quality, it will relate to the main standards of human quality of life that must be used as a reference. because, if not it will be possible to occur bias in determining the basic framework of the quality of life itself, because quality is a measure that can be understood in one context, but not in a universal framework, so it requires a measure to quantify it. this is the main part in building and developing a comprehensive and sustainable development system. in general, if we refer to decent living standards according to the indonesian minister of manpower, this includes the following requirements: 1) food & beverage 2) clothing 3) housing 4) education 5) health 6) transportation 7) recreation and savings these needs are determined based on the minimum needs of the standard of living that is needed for indonesian workers in general, thus it is expected that workers can live properly in accordance with humanitarian standards. this can be one of the benchmarks of decent life that is expected for the people of indonesia in general, although the needs of the quantity will differ from one region to another. rural communities, although in some cases still have certain characteristics, but in their basic principles still have the same needs as other humans, this is the basis that even rural communities have the same standard of living as those in other areas, including even in urban areas. . to understand the problems of the life of rural communities, it is necessary to examine how the patterns of life of communities around the countryside. what is meant by village according to sutardjo kartohadikusuma (1964) is a legal entity in which a community of self-government resides. according to r. bintarto (1977), the village is an embodiment or unity of geography, social, economy, politics and culture that is contained there (an area) in its relationship and its jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 49 reciprocal influence with other regions. whereas according to paul h. landis (1948; 12-13) the village is a population of less than 2,500 people. with the following characteristics: 1) having a life association that knows each other know between thousands of souls. 2) there are similar feelings about the preference for habits. 3) how to try (economy) is the most common agrarian that is strongly influenced by nature such as: climate, natural conditions, natural resources, while non-agricultural work is secondary. rural communities are characterized by the ownership of strong inner feelings of fellow villagers, namely the feeling of every citizen / member of the community who is very strong in essence, that someone feels an inseparable part of the community where life is loved and has a feeling of being willing to sacrifice at any time for the sake of the people or community members, because they think that as a member of the community who love each other respect each other, they have equal responsibility for safety and shared happiness in the community. the characteristics of rural communities are as follows: 1) in rural communities among citizens there is a deeper and more intimate relationship when compared to other rural communities outside their territorial boundaries; 2) the life system is generally grouped on a family basis (gemeinschaft or association). 3) most residents of rural communities live from agriculture. non-agricultural jobs are parttime jobs which are usually used as free time. 4) the community is homogeneous, such as in terms of livelihoods, religion, customs and so on. because community members have almost the same basic interests, they always work together to achieve their interests. such as when setting up houses, wedding party ceremonies, repairing village roads, making waterways and so on, in these cases they will always work together. the forms of cooperation in society are often termed mutual cooperation and help. mutual cooperation work is now more popular with terms of community service such as repairing roads, waterways, maintaining village security (night patrols) and so on. while there are two kinds of mutual cooperation work (voluntary work), namely: a) collaborative work for jobs that arise from the initiative of the community itself (usually termed from below). b) cooperation for jobs whose initiatives do not arise from the community itself comes from outside (usually originating from above). the first type of collaboration is usually, really useful for them, while the second type is usually often not understood its usefulness. the development of rural communities in indonesia, should properly pay attention to the character of each village, because in principle the character of the life of the village community will be an important part in determining the development program itself. the development jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 50 context and character of people's lives will have an impact on the views and readiness of the community itself to accept the development process. the feasibility of a development program and the empowerment of rural communities is strongly influenced by the readiness and ability of the community to continue the program in a sustainable manner and rests on the ability of the community itself. no matter how sophisticated the program is built, but without community readiness it will only cause further problems in the life of the community itself. for example the construction of a presidential school that had succeeded in increasing the gross participation rate of the community in education, but along with the development of time, and the increase in the number of schools including private schools, this has caused other problems, namely inequality between one school and another. in fact there is an imbalance in the distribution of educators between urban areas and rural areas. this is a problem, because the subsequent impact is the uneven quality of education graduates themselves. in addition, the distribution of industrial distribution centered in sub-urban areas is also a problem, because in principle the development that does not involve the local community will only become another problem in the life of the community itself. for example, the development of freeport in papua which does not directly touch the lives of rural communities there, will only lead to a never-ending gap, especially as the impact of too many foreign workers in the area and is felt to not improve the quality of life of the surrounding community. the integrity of the unitary state of the republic of indonesia means that indonesia is a unitary state that has sovereignty, has national goals and stands in full both in its territory, its people or its government. sovereignty has meaning not only politically and juridically, but sociologically, ecologically and economically. so that people have the ability to develop a series of life activities that are appropriate for humanity and able to actively participate in democratic activities. the strength of a nation's economy is not only related to the ability to build an economic system, but also the ability to develop the life of a nation and state that is able to process and actualize all its potential to achieve overall prosperity and be accountable in a life of mutual respect, respect and justice for all people. indonesia, has fulfilled all the prerequisites to become a basis for an independent state. because, in de jure and de facto terms, indonesia has had legal and political recognition of its sovereignty base. but the sovereignty side must be built in accordance with the vision and goals of development itself since the beginning of indonesian independence. community needs for basic needs which include clothing, food and shelter must be the main priority of development in addition to other development programs. development must provide opportunities for all people to be able to actualize themselves as other human beings, because the right to a decent life is not limited to advanced citizens, but to all citizens in the world. indonesia's ability to develop and develop a life of nation and state that is mutually respectful and equitable can still be developed, as long as all parties are able to contribute to the slightest contribution to the development of the nation and state of indonesia. the contribution of the able group to the disadvantaged groups is one form of positive contribution to building indonesia in the future. the framework of the integrity of the nkri is sovereignty that must be built based on the existing strength of the entire indonesian nation, along with the existing ecological unity. the integrity of indonesia cannot be built solely on the basis of mere political jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 51 and juridical power, because economic needs are equally urgent with the need for democratic development in indonesia itself. there is even an anecdote, 'democracy cannot be built on rumbling'. this is only an illustration that basic needs are far more urgent than democracy itself. communities in the countryside are very likely not to know who the legislative candidates and prospective ministers are in the next cabinet, but they will recognize the flag and in which countries must stand as long as the needs of the right to life can be fulfilled by the country in which they live. the case in aji kuning village, nunukan regency, east kalimantan, which is located on sebatik island, proves that the need for democracy and so on will only be number two, after basic needs are met. they prefer to transact in the malaisya region, because the price of goods is far more complete and cheaper, including when they have to transact and sell their produce. this is the important part of village development in the 3t region, the ideology of the nation and so on can be destroyed if it has to deal with the basic needs of the feasibility of human life itself. the framework of the republic of indonesia can be built, if empowerment and human development are in accordance with the expectations and needs of the community. this is the key to building a democratic system that is just for all indonesian people. indonesia's vision going forward in 2045 can only be obtained if indonesian people themselves are able to participate in that vision and feel part of the life of the nation and state within the framework of the republic of indonesia, not only being used as a barn for elections and forgotten after getting votes to get seats. conclusion indonesia's development requires substantial costs, but these costs are far less than the costs of reuniting a divided nation. indonesia has an enormous diversity of ethnic groups, even one of the largest compound countries in the world. no other country has ethnic diversity like indonesia. diversity itself can be an opportunity and opportunity, but it can also be a threat to the survival of the unitary state of the republic of indonesia itself, especially if there are groups of people who feel left alone in the midst of the progress of other national groups. empowering rural communities is felt so important to build the framework of the republic of indonesia in the future. because, there are still many indonesian citizens living in rural areas, especially those included in the 3t area category (remote, disadvantaged and foremost). the need to get a decent life is the most important demand, however the community is a child of the nation who has the same rights to be considered and treated according to their dignity and human dignity. this is the main key to empowering rural communities within the framework of the unitary republic of indonesia, so that indonesia will continue to be built on the foundation of a nation that is healthy, fair, prosperous and equitable for all the indonesian people. bibliography bintarto, r. (1977). pengantar geografi kota. yogyakarta: spring. brundtland, h. g. (1988). hari depan kita bersama (terjemahan, judul asli: our common future, 1987,world commission on enviroment and development). jakarta: gramedia. jurnal empowerment volume 6 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 52 friedmann, j. (1992). empowerment the political of alternative development. cambridge, massachusetts: blackwell publishers, three cambridge center. ife, j. (1995). community development:creating community alternatives. australia: longman. kartasasmita, g. (1996). pembangunan untuk rakyat: memadukan. pertumbuhan dan pemerataan. jakarta: cides. kartohadikusumo, s. (1964). desa. bandung: sumur. kusnadi. (1997). strategi hidup masyarakat nelayan. yogyakarta: lkis. landis, p. h. (1948). pengantar sosiologi pedesaan dan pertanian. jakarta: gramedia pustaka utama. payne, m. (1997). modern social work theory: second edition. london: mcmillan press ltd. suharto, e. (2006). membangaun masyarakat memberdayakan rakyat. bandung: refika aditama. sumodiningrat, g. (1998). membangun perekonomian rakyat. yogyakarta: pustaka pelajar. sutoro, e. (2004). reformasi politik dan pemberdayaan masyarakat. yogyakarta: apmd press. sutrisno, d. (2005). pemberdayaan masyarakat dan upaya peningkatannya dalam pengelolaan jaringan irigasi mendut kabupaten semarang. semarang: tugas akhir tidak diterbitkan, prorgam studi perencanaan wilayah dan kota, fakultas teknik universitas diponegoro. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 163 the role of parents discipline early childhood in using the internet as a learning media theresia wanda yustiawati1, enceng mulyana2 1,2 ikip siliwangi 1wanda.yus@gmail.com abstract parental warfare in the supervision of children is an absolute thing and requires a variety of approaches, including the increasingly frequent use of the internet. the internet provides various facilities in people's lives. however, it is necessary to provide a series of ongoing assistance. the theoretical foundation used in this study is the role of parents, early childhood education and the internet as a learning medium. the research method used was descriptive qualitative research instruments in the form of interview guidelines, observation guidelines and documentation study. the results of the study found that the role of parents in developing discipline was still low and therefore needed reinforcement and assistance. however, there are also parents who have been able to demonstrate the strengthening of discipline for their children in utilizing the internet. keywords : parents, dicipline, internet introduction the development of technology is growing rapidly in accordance with the times. technology appears in a variety of types and features of technology that are always new from day to day. technology needs are one of the important needs nowadays. this is because technology is needed for many things. technology is very easy to obtain because it is easily available, inexpensive, and can be tailored to the needs and economic pocket of its users. the growing development of information and communication technology is a phenomenon that cannot be avoided because the development of information and communication technology will continue to go hand in hand with progress in science. the gadget is actually used by people who have interests, both in terms of school, college, work and business. but in fact, the gadget is not only circulating among people who need it. however, gadgets circulate among early childhood. even ironically, that’s something familiar thing for early childhood, causes make a bad impact to children. (prianggoro, hasto, 2014 in warisyah, 2015: 131; akhyadi & mulyono, 2018; 1-8). based on the results of the preliminary study stated that there are various parenting styles given by parents to children, especially in providing assistance in the use of gadgets in daily life. one student guardian restricts the use of gadgets, so there is no change in negative behavior shown by the child in everyday life. the same thing is also done by a student guardian, parents limit the time to use gadgets to children, in other mailto:wanda.yus@gmail.com jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 164 words allow children to play with gadgets only when they are on holiday and not give them during school days, so parents do not feel any changes in children gadget. theorotical review appropriate care from parents is very important to give to children, because children are still too young and do not have the experience to guide their own development towards maturity. guidance and guidance of parents is the key to the success of children to be able to form a personality that is independent and socially competent, so that parenting or family education given to children is very important to make children successful in living this life. with this, the role of families, especially parents, in the development of the globalization era is very much expected. pipher (1996 in victoriana, 2012: 88), revealed that children need time, attention, affection, guidance, and discussion. this cannot be bought with money. children need a place of refuge, where they can feel safe when they learn what is needed in life in order to survive. thus this will make children more disciplined, especially in using the internet. poerwadarminta in the kamus besar bahasa indonesia (2005: 28) defines the word discipline as inner practice and character with the intention that all children's attention is always obeying the rules in the school. according to hurlock (1999: 82) disciplinary behavior is the behavior of someone who learns from or voluntarily follows a leader. in this case the discipline of learning early childhood by using the internet as a learning media. abdulhak (2013: 25) learning media is every person, material, tool, or event that can create conditions that allow students to receive knowledge, skills, and attitude. john blossom (2009: 29), social media is a form of communication technology that can be measured and easily accessed or technology that allows each individual to influence other groups or individuals easily. the purpose of this research is to find out the role of parents in disciplining early childhood in using the internet as a learning medium especially in tk yos sudarso bandung, children of level a and b. method this research is a qualitative descriptive study. the design of this study is survey research. data collected is classified according to type, nature, or condition. after the data is complete, then conclusions are made (arikunto, 2010: 3). this research was conducted to determine the role of parents in discipline early childhood in using the internet as a learning media. this research was conducted on parents of students at tk yos sudarso bandung, level a and b researchers conducted from march until june 2018. samples used in the study were as many as 5 respondent. the three interactive steps in qualitative analysis can be described in the following chart (miles and huberman, 2009: 20): jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 165 data collection data presentation conclusion withdrawal / verification data reduction the flow of research in this study is described as follows: adapted from enceng mulyana, 2008 results and discussion results tk yos sudarso is under the auspices of the holy cross foundation, which is one of the strongest and largest foundations in the city of bandung, which has reached the age of 90 years, has a very strong and clear organizational system. tk yos sudarso has been accredited with a very satisfactory "a" score. all educators already have s1 parents objective conditions discipline of learning children in using the internet new conditions for children's learning discipline are increasing parent's strategy to implementing child discipline in using the internet children identification evaluation jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 166 qualifications and use the 2013 curriculum, so parents want to support the programs offered by the school. table 1. educational background with the work of students' parents at tk yos sudarso tk yos sudarso bandung. academic year 2017 2018 work education goverm ent employ ees entreprene ur private employee s total f f f senior high school 5 17 5 27 bachelor 8 41 9 58 total 13 58 14 85 processed by researchers 2018 in this study, researchers only took five parents who were used by researchers. the following data have been presented that are closely related to the general description of tk yos sudarso's parents of students. table 4.6. data based on name, job and education no name job education 1 yani entrepreneur senior high school 2 herry private employees senior high school 3 cindy private employees bachelor 4 cecillia entrepreneur bachelor 5 rini goverment employees bachelor source: processed by researchers, 2018 so the research subjects in this study were five parents of students at tk yos sudarso bandung. for triangulation purposes, researchers set five people and are expected to provide information relating to this research so that the data obtained is complete, objective, detailed, accurate and reliable. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 167 participant 1: question 1: how do parents strategies to instill early childhood discipline in using the internet as a learning media: ibu yani is a housewife whose daily life is as a food maker, when interviewed about how and the strategies carried out in her role as a parent to discipline early childhood using the internet as a learning medium saying that: by giving rules in the time limit for children playing the internet, which is every time they go home from school, even then when the child is in a position to change clothes, after eating and napping the child is allowed to play the internet, ranging from 1 to 2 hours a day, by understanding that playing too long will cause the eyes to be damaged, besides that i explained to the child that they were playing the internet relentlessly making children lazy, not bathing, eating irregularly, unwilling to learn and not obeying their parents, and not having friends. then when the researcher asked how initially introducing the internet to children, ibu yani said the internet was introduced to children so it would not be outdated, but had to go through mentoring and explain to children that the internet is not just for playing online games but also learning, such as numbers, letters and colors. because there are many colors and the presentation is interesting who makes child feeling happy, without the child realizing that he or she is not just playing cellphone but learning. the researcher explored the answer to ibu yani. how about the internet could be used as a positive learning medium for early childhood, ibu yani said, it can be positive thing if parents always guiding the child . many positive things can be gained from this social media, because it can ajusted with school curriculum program , for example children can get to know cognitive, art, language and more from the internet. 2. how is the process and results obtained by parents in deducing early childhood using the internet as a learning medium. in instilling the process there must be results obtained during implementing the pattern of disciplinary cultivation in early childhood, researchers explored from ibu yani. she said there is progress can be seen even though they are not optimal as expected by parents, through mentoring programs, exemplary, patience and affection done by parents make children feel comfortable, want to obey the instructions of parents, such as bathing, eating, sleeping .when i introducing hp to children, its very easy , because nowedays children more smarter than parents for using internet. the impact of smartphone for children using internet we can find a negative and positive thing, one side of the child can smoothly read letters and sentences so as to help children learn, the negative child is difficult to stop playing gadgets with the reason being studying. from the process and results achieved in disciplining children, what rewards are usually given to children, it turns out that ibu yani made a favorite cake or ice cream as a gift, although not at all times, but if sure, and the child is extraordinarily proud. 3. constraints experienced by parents in disciplining children in using the internet as learning media. so many obstacles experienced by ibu yani yani in disciplining children playing the internet, children are so difficult to be invited to do discipline, do not understand the goals of parents, even consider parents do not love. children feel surprised why they jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 168 should be regulated and limited in using the internet, children are angry and crying. another obstacle arises because of the busyness of parents who have less time to accompany children to play the internet, so that when socializing to children it is not appropriate to be a child playing at will. through the process and time constraints begin to diminish and children begin to understand the discipline that is applied, with agreements made together. constraints actually arise from parents who do not have time to guide their children, the process stagnates instead of me as a mother , because it is busy. regarding the reward and punishment system promised to children sometimes it cannot be implemented, although it is not necessary but must be done because when children do not obey the rules parents punish children, become parents who are inconsistent with what is used as a rule. participants: 2 how is the strategy of parents to instill early childhood discipline in using the internet as a learning media: pak herry herry is a father of 4 children consisting of 2 sons and two daughters, the smallest being jessie aged 5 years. when the researcher held a home visit conversation and question and answer were mostly conducted with pak herry, the researcher asked whether parents had rules and how to implement the rules and strategies applied in playing the internet, pak herry explained that the rules for playing the internet certainly exist by trying to provide time limits on the child is on friday afternoon, saturday and sunday afternoon because monday has to go to school, because if it is not restricted to children can forget the time so cool to play gadgets, as a result of sleeping late, waking up late and going to school late, if already playing cellphones with their own children with their world, communication with home people is almost non-existent, playing with friends also do not want to, just having to eat is difficult, the answer is soon, later, and so on, i try to divert attention by playing or walking around. the difficulties faced when socializing the internet to children must be there, but certainly parents must be patient, try to take the time to pay more attention to the development and behavior patterns of children so that children are not addicted to gadgets. the positive impact obtained by parents related to the rules implanted is that children no longer confine themselves at home, want to move and play with other family members and peers. as long as parents apply the discipline to play the internet is there a reward given when the child adheres to the agreed rules and why giving rewards is deemed necessary. for the success of this discipline implementation program, one of the strategies of parents to provide rewards to children, with the aim of children being able to comply with the rules of discipline that have been implemented and agreed upon so that children are more disciplined to carry out disciplinary patterns. there is reward, there is punishment, when the rules are violated, the child will get a punishment, so that he will deter him, and there will be fear and responsibility, so we usually don't buy or make food for our children to like. 2. how is the process and results obtained by parents in deducing early childhood using the internet as a learning medium. from the results of interviews and observations made with mr. herry in his home regarding the process and results of planting child discipline in playing the internet as a learning medium, explained that at first it was difficult for parents to be more patient and provide special time. with mentoring programs and guidance and understanding jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 169 given, children begin to understand why parents limit themselves to playing the internet. by means of good socialization and communication children begin to abandon the habit of playing online games and open features that contain education, such as learning to enrich vocabulary, singing song numbers , national compulsory songs, dancing traditional dances, etc. during the process of implementing the current discipline there are certainly difficulties faced by parents so that children reduce playing gadgets, which at first parents let loose children play the internet slowly with a disciplinary agreement which agreed with the child can set the time to play the internet. when children adhere to the rules of discipline applied by parents, they will be rewarded with the aim of children becoming more orderly and more active in carrying out the disciplinary process applied by parents. conversely, if the child violates the rules of discipline, the parents who change give punishment to the child with the intention of the child not to repeat the rules that have been mutually agreed upon. 3. constraints experienced by parents in disciplining children in using the internet as learning media. according to pak herry, there are many obstacles faced in instilling this disciplinary process, ma'am, at first the children did not want to hear what the parents ordered, they were still hiding when i did not know taking hp and playing the game anyway. the child still can't follow the rules, even it seems to raise questions when he doesn't want me to play cellphones. clearly there was a feeling of dissatisfaction on his face. if you are invited to do other things or play hard, you choose to play cellphones at home. when the initial agreement was given the child still could not accept, still whining, sometimes the parents did not have the heart. there is very difficult to divert children's attention to the gadget, another obstacle that occurs is the busyness of parents who do not take the time for children sometimes the rewards just forget mom. ... when the child violates the rules there is a punishment given not to play cell phone all day, but the child is still confused as to why it should be arranged set, like not understand, uncomfortable with him like something is missing from her without a gadget. gadgets really need to be introduced but with a lack of assistance from parents, the discipline process is hampered. participants; 3 how is the strategy of parents to instill early childhood discipline in using the internet as a learning media: ibu cindi is a housewife and an entrepreneur who has several cellphone counters in the city of bandung. mother of 2 children, the eldest is in grade 2 high school, the second is shane still in kindergarten aged 5 years. ibu cindi is a mother who is hard on children, whatever is said must be obeyed by the child, in contrast to his father who is gentle and more free what the child wants, making shane confused. in giving ibu cindi's rules very hard but not directed, that means when children eat, play, sleep and study must be on time but all are served, such as being fed, and cleaning up toys done by parents. in directing children to play the internet, parents and children open children's learning sites, such as singing and dancing and character. when asked about the importance of reward for children, ibu cindi stated, "sometimes if a child is able to obey the rules of discipline that have been implemented with the aim of the child being more orderly, he carries out a pattern of discipline agreed between parents and children. likewise, penalties also apply to children so that children do not make mistakes and violate the jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 170 rules. my child really likes to eat jelly that i make, when he get punished he did not get a prize . others with their fathers, will be sent to visit the children's playground. when researchers asked how parents think that the internet is also a useful medium as a medium for learning early childhood, ibu cindi revealed that the internet is not always negative as long as parents can direct their children well, it can even be a positive medium for development children, for example my child learns more quickly to read and write through the media internet, language skills and many arts obtained from the internet. 2. how is the process and results obtained by parents in deducing early childhood using the internet as a learning medium. ibu cindi said the success that began was seen to be done with high level of patience. the point is the process is exciting , sometimes fight with children. through guidance, show extra patience from parents, children can be directed. take the time and invite children to play in the open, make gassing from wood and twigs, assemble cars from used goods, produce loyalty, children feel happy, cheerful and proud to be able to produce works from their own hands. the impact of this disciplinary regulation allows children to be able to exercise the rights of other obligations and responsibilities, such as eating, sleeping, learning on their own without having to fight. if the child did not want to hear, i was worried that too long playing the internet would accidentally open sites that should not be open to children who would later be mentally affected. but with constant patience and guidance without stopping, as well as clear direction, changing all children's behavior. giving rewards and punishments can be done to achieve the discipline that parents apply. 3. constraints experienced by parents in disciplining children in using the internet as learning media. ibu cindi said that because her child was hard and unwilling to regulate the process of applying discipline became somewhat hampered, if it was forbidden shane would shout very loudly and throw the object he was holding, maybe because his father had granted what he wanted, the child would fight when his mother forbade, even though in a slightly hard way. when the researcher asked what the main cause was, ibu cindy answered that maybe patience from parents, especially me as her mother who was impatient with children and did not understand the character of children especially with a busy schedule caused a lack of time to see children's development. the main obstacle is indeed parents who lack time for children, only require children to obey the will of parents, while parents do not understand what is desired and felt by children participants: 4 1. how do parents strategies to instill early childhood discipline in using the internet as a learning media: ibu cecilia is a mother who has 2 sons. is a private employee of a company in the city of bandung, every day returning home late in the evening so that the child's daily life with caregivers from morning to evening. children are free to play gadgets because there is no guidance. researchers held a home visit on sunday where parents were off working. the researcher conducted interviews and observations about how parents gave children the opportunity to play the internet. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 171 how do parents instill early childhood discipline in using the internet at home, then the answers from ibu cecilia are as follows, parents give alfond the opportunity to play the internet after returning to school on an unlimited schedule, after school, lunch, you can just hold the gadget, then at night before going to bed. the beginning of the internet was introduced to children so that children know modern technology and make children happy. while the sentence according to ibu cecilia states that punishment is almost not given, usually only advice and appeals because parents feel guilty for very little time for children. the researcher asked for the opinion of ibu cecilia about how parents would say that the internet was also one of the useful media as a medium for early childhood learning, and the answers obtained were agreed if the internet was given and introduced to children in accordance with the times and technological advances when this is the continuing development of internet media, the window of the world is on the internet as long as parents can direct and target well as needed. 2. how is the process and results obtained by parents in deducing early childhood using the internet as a learning medium after applying the discipline of using the internet to children, changes were found in children, from children who continuously played the internet little by little they began to want to do other things, such as eating, they wanted to ask for themselves, learning at a specified time so parents did not need to carry out what is required to be done even though the results obtained are not optimal. the process of socializing the rules for playing the internet in children initially did not go well because all day parents could not see children's activities at home. parents said that alfond was good at playing at home and not at all going out of the house. difficulties faced when giving regulations are parents only on sundays when parents are off and become quality time for the family and that's when assistance is carried out, little by little the discipline pattern is applied to children with very soft language because my child a sensitive boys, maybe it because ever go out and play with peers so they tend to be quiet children. about how the impact of the regulations obtained after the implementation of the discipline ibu cecilia explained that there are results in the disciplinary process instilled in children that children can sleep faster at night than those who always sleep late, of course by accompanying and accompanying children in bed bedtime tale, so the child forgets the gadget. what the parents say if the internet is also one of the useful media as a medium for learning early childhood, ms. cecilia thinks well as long as parents invite children to play the internet together by accompanying and showing children the media learning media for early childhood are widely presented by child experts, seeing cheerful kindergarten children playing slave labor, how to play traditional games that make children want to move and want to get along and socialize with others so as to prevent obesity in children. 3. constraints experienced by parents in disciplining children in using the internet as learning media constraints felt by parents in applying and instilling disciplinary habits in children are different like ibu cecilia feels the most difficult is because parents work and children with caregivers, whether the implementation of discipline is really well implemented or not, worried that caregivers do not dare to forbid the important thing is that the child is silent, but we cannot blame the caregiver because the biggest mistake is still in the parents who have less time to pay attention to the development and attitude of the jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 172 child. besides that we as parents do not have the heart to ban children. when daylight information from the caregiver is that online games are hard to stop, the reason is that the game is exciting. participants: 5 1. how do parents strategies to instill early childhood discipline in using the internet as a learning media: ibu rini is a civil servant with 3 children. the youngest is mia, 5 years old, still kindergarten b. ms. rini is a mother who is strict in applying discipline to children, there are positive and negative sides in the way that is applied by ibu rini. according to ibu rini, the internet discipline applied to mia's children, children may play the internet only at the time of going to bed for about 1 hour, even if it is valid on saturdays and sundays. how do parents socialize the internet to children by guiding and limiting any children who are opened by children. how do parents give rewards to children when children obey disciplinary rules that have been agreed upon with parents to give praise and hugs to children as the symbol of the parents is happy, dear and agrees with the efforts that have been made by the child. rewards in the form of object prizes are rarely carried out with the reason that later they will become accustomed, if parents are having money, if there is no way to try it, the child will charge and take on new problems later. kemudin when the child did not follow the rules whether the sentence was given, ibu rini said that sometimes being scolded for being annoyed was difficult to manage. 2. how is the process and results obtained by parents in deducing early childhood using the internet as a learning medium. the process is not easy to make children understand and obey the application of discipline made by parents, but by making a commitment from the beginning between parents and children, so that when the disciplinary process is implemented and disciplined processes can be successful and not too difficult, i also a little firm if not followed, his mother will be angry and make children afraid to violate. dissemination of internet use to children through the process of making commitments between parents and children, children may play the internet as long as their duties and responsibilities as children have been carried out. regarding how the difficulties faced when giving rules on playing the internet for children, rini explained that she was firm about what was agreed upon and if it was violated i would be angry. while the punishment on children was applied when the child did not follow the parents' discipline pattern with repeated notifications repeated and scolded a little by the child to not dare to break the rules. regarding whether the internet can be one of the useful media as a learning medium for early childhood, the answers are obtained, everything will have benefits if parents can maximize what is appropriate for the needs of children including the internet if implemented and provided through mentoring and understanding understood, the benefits will be felt for children and parents. 3. constraints experienced by parents in disciplining children in using the internet as learning media. even when implementing and implementing the disciplinary process of early childhood in playing the internet in their daily lives, there must be obstacles in the field, especially jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 173 during long holidays, amka children will ask to play gadgets longer than usual days and more than determined days especially when looking at other children who can freely play intenet at any time that makes the child whine and fight with parents. so the regulations that have been set can fade because of the overturning of the parents so that the discipline process becomes hampered. discussion from the description above it can be concluded that education and fostering of early childhood in terms of the use of the internet as a learning medium must be in accordance with the needs of early childhood. in this case the role of parents is needed in the use of the internet. self-discipline in children has been formed if the child is able to behave in accordance with good behavior patterns. children are familiar with good discipline if a child without punishment can behave and choose the actions expected by his environment. according to hurlock (2005: 93), how to instill discipline is how to instill authoritarian discipline and how to instill permitive discipline. the socialization of regulations on internet use in children is a statement of the interaction between parents and children in using technology media activities (livingstone and helsper 2008). through correct assistance from parents and the time limitation in playing gadgets and inviting children to open educational learning features. pontes, szabo and griffiths (2015) suggest that the role of parents in conducting media technology on children's behavior can prevent negative influences on the media. this means that prevention is also influenced by how children behave when they get regulations regarding internet usage. however, there are still many obstacles in the application of i in the use of the internet in early childhood, the condition of the family environment with an adequate and effective relationship pattern between parents and children is seen as the primary element in the attitudes and behavior of children in utilizing technology, both social media and other information. such family functions play a role in shaping children's characteristics, such as self-regulation and emotions, the ability to overcome problems controlling behavior, foster self-confidence and so on. therefore parents are expected to be able to face obstacles in making regulations on internet use in children. the role of the family as the smallest part of society is inseparable from the mechanism of care provided by parents in applying certain principles as a rule agreed upon by all family members aimed at creating and maintaining family stability (livingstone, mascheroni, dreier, chaudron, and lagae; 2015 ) the importance of the role of the family for individual development is also expressed by bronfenbrenner (2005) in the smallest environmental system, microsystems, parents are actively involved in shaping the character of children, even though environmental factors give changes along with the development of children. when making regulations on the use of the internet for children. instilling internet discipline with permitive discipline by using a little discipline usually does not guide children to behavior patterns that are socially approved and do not use punishment. children are not given limits or constraints that regulate what can be done. according to some parents in that way the child knows the meaning of punishment. if the child repeats the mistake in using the internet, as a parent, it is mandatory to apply jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 174 punishment to the child. many parental penalties are given to children when violating the rules that have been made by parents. the use of punishment or parental authority that is too large will also cause the child to lose confidence in various communication processes that should be carried out by the child and parents, which is basically the main foundation in the process of informal and non-formal education (mulyono, 2014). according to gottferson and hircshi (1990), parents who want to raise children with high levels of self-control must be involved in three main techniques of parenting arrangements, first parents provide oversight of the overall behavior of children, second, during the process of guarding parents who are expected to be able to recognize children's behavior, where the behavior included is not good, so it requires advice and examples towards behavior that is more appropriate. , third, parents are able to reward unexpected behavior and correct violations of these violations into generally acceptable behavior. giving punishments to children who violate the rules set by parents must receive a prescribed sentence. the deterrent of whether or not a child is dependent on how often parents give punishment to children. however, according to some parents not all children are deterred, although several times get a sentence, but not all the penalties given by parents bring some benefit to the punishment of the child. according to parents, it is necessary to give rewards for children when they are able to implement discipline rules in using the internet. kinner (sugihartono, kartika nur fathiyah, farida harahap, agus setiawati and siti rohmah nurhayati, 2007: 98) describes that reward or appreciation is a positive reinforcement as a stimulus can increase the occurrence of behavioral repetition. with the existence of rewards in introducing rules, it is expected that children will repeat and improve behavior according to the rules. if the behavior of obeying the rules experiences repetition and improvement, then the child discipline will be formed, parents are expected to ever give rewards to children. appreciation can be a motivation for children to do the same or better deeds. various kinds of attitudes and expressions shown by the child in obtaining rewards, there are feelings of pleasure, pride, feeling self-fulfilling is very great. with a more comprehensive and in-depth approach to the process of community development through family education it is hoped that children will be able to be internalized much more (ansori & samsudin, 2013). even in some learning model approaches, approaches that are more colored by the family education system will have a far greater impact on learning outcomes carried out in the school environment (e rohaeti, d mulyono, n widiastuti, a ansori, a samsudin, 2019). with several parties directly involved, the educational process carried out using an informal education approach including in the family environment will have a much greater effect on children's development in the future, and in turn will provide reinforcement to the development of education in the community (a. saepudin & mulyono, 2019). conclusion parental discipline approach to children's behavior in using gadgets becomes one of the reinforcement in shaping the character of children who are independent and able to provide reinforcement and improvement of better discipline in the future. especially in shaping the ability to control the process of using gadgets that are productive and more useful in the learning process for children in the future. 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(2012). planning children in school age care. melbourne: quality asessment and regulation division early childhood development group. warisyah, y. (2015). pentingnya pendamping dialogis orang tua dalam penggunaan gadget pada anak usia dini. seminar nasional universias muhammadiyah ponorogo (pp. 45-76). yogyakarta: universias muhammadiyah ponorogo. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 47 the influence of students’ motivation on entrepreneurship attitude in life skills program nandang rukanda1, sri nurhayati2, ganda3 1,2,3 ikip siliwangi 1nandangsae@gmail.com abstract the research aims (1) to obtain an overview about the motivation of learners in their participation in the life skills program implemented, (2) to identify a clearly formulated life skills program so that it can be used as a measurable standard for determining entrepreneurship behavior, and (3) to describe an effort to improve learners’ motivation toward entrepreneurship behaviors in the life skills program, as required by the business and industry, which have beneficial impact on their daily economic life. this research uses a qualitative approach to uncover social phenomena that is intended to study the motivation and human behaviors in depth, instead of numbers. the techniques used to collect data in this research are observation, interview, and document study. the data analysis is done inductively starting from empirical facts. the underlying assumption of this study is that motivation has influence on entrepreneurship behavior of a person. the theories used in the study are the concept of entrepreneurship, community empowerment theory, the concept of nonformal education, and motivation theory. the results of the study show that the life skills program can motivate learners to develop entrepreneurship behavior and to make their own business as well. keywords : motivation, entrepreneurship behaviour, life skills program. introduction in the beginning of era of industry 4.0, the world of education in indonesia is facing three major challenges. the first challenge is, as a result of economic crisis, that the education is required to maintain educational development that have been achieved. second, in order to anticipate the global era, the education is required to prepare competent human resources in order to compete in the global market. third, in line with local government autonomy, there are seemingly necessary changes and adjustments to the national education system so as to accomplish a more democratic educational process, more attention to diversity in needs, local circumstances, and learners, and more community participation. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 48 to answer these challenges, the ministry of education has established various policies, one of which directs education in different systems, types, and levels of education toward “life skills education” through a “broad-based education” or education based on the needs of the wider community. life skills programs organized by pkbm (community learning center) aim to establish entrepreneurship spirit of the learners so that after completing the program, they are expected to be self-employed. the chance that a learner is able to be self-employed is determined by her or his motivation when joining a life skills program, because such motivation has significant influence on successful learning, as stated by hamalik (2007: 108) that “motivation determines the level of success or failure of the learning activities. learning without motivation is difficult to achieve optimal success”. for those who are not accommodated in the formal education, their talents needs to be directed and developed through productive activities to transform them into productive people. certainly, such activities are related to life skills that match their interests and talents, so that by being skillful in them they can immediately enter the workforce, either in formal sector (job vacancies in business and industry), as well as in the informal sector (entrepreneurship) in such a way that they are able to provide for themselves and their family. this study has three objectives, namely: (1) to obtain an overview about the motivation of learners in their participation in the life skills program implemented, (2) to identify a clearly formulated life skills program so that it can be used as a measurable standard for determining entrepreneurship behavior, and (3) to describe an effort to improve learners’ motivation toward entrepreneurship behaviors in the life skills program, as required by the business and industry, which have beneficial impact on their daily economic life. the motivation in this study is the deployment of all resources and efforts to do something, whereas entrepreneurship behavior is such behavior shown by those who have taken the life skills program and applied the relevant knowledge and skills to earn or improve their living. life skills programs in this study are life skill programs organized by the community learning center in cigugur girang, parongpong, kabupaten bandung barat. in order to get a comprehensive reference, this research will be supported by a selection of representative theories in relation to educational theory, more specifically nonformal education theory (pls), communication theory, sociocultural theory, and theories about entrepreneurship. in practice, this study refers to the following description: jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 49 figure 1. conceptual framework (source: sudjana, 2004: 34) literature review enterpreneurship concept entrepreneurship is an ability to create value in the marketplace through the process of combining resources in new and different ways, through creative and innovative abilities. according to kamus besar bahasa indonesia (kbbi, 2003 : 764), the term entrepreneur has the same meaning as self-employed, that is a person who is intelligent or talented in recognizing a new product, defining a new production method, and drawing up its operations. meanwhile, according to machfoedz and machfoedz (2004), entrepreneur is an innovator who is able to transform opportunity into an idea that can be sold, can provide added value through the effort, time, cost, and skills in order to get profit. hendro (2010: 9) states that the entrepreneur is doing a process called creative destruction to generate an added value in order to generate higher value, so that the core of entrepreneurial skill is creativity. accordingly, he also states (2011: 165-166) that the attitudes of an entrepreneur are: (1) always thinks positively in the face of all things; (2) positive response from the individual to information, events, criticisms, contempts, pressures, challenges, trials, and difficulties; (3) future oriented, advanced thinking, achievement-oriented, and not easily carried away by things that have been passed (4) not wavered at the sight of competitors (5) always curious, always looks for a solution for progress (6) a desire to always give the best for other people. however, some studies show that human resources remains a key to success of development. at the micro level of individuals, albert einstein, winston churchill and instrumental input other input output graduates who have high motivation for entrepreneurship behavior process life skills programs environmental input outcomes self-confidence self-employment potential ability to earn extra money or improved living input learners with different and relatively low entrepreneurial motivation jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 50 william fulkner they originally failed in their attempts, but their mentality and personality were so competitive that their name are now written in the history of great men. also, at the meso-level of institutions, some enterprises which at first had only commitment, courage and creativity as their capital eventually became big companies. at the macro level of state, as an example, japan lost in world war ii and thus the lives of the people were miserable, but they had managed to rebuild the country and became the most leading industrial state. to achieve such great success, they had sent their best individuals to study in western countries. recently, it has been increasingly accepted that attitude toward psychological objects in the environment occupies a central position in the action. attitude is a function of human beliefs and actions which are specified by personal or group beliefs. how to look at any object, person or activity is a key element in the development of a person's selfconfidence. a person’s ideas and feelings are made up of ways of dealing with or responding to new situations that evolve in her or his environment, and in turn this environment does affect or shape the person’s thinking pattern, perception intensity, and action pattern. the effects arising from such reciprocal process create self-image in responding to something. people who have a positive self-image tend to perceive and respond to something positively and vice versa. in order that an adult can understand her or his self-image and develop it in a positive way, then a conducive atmosphere is necessarily created, strengthened and encouraged in line with her or his disposition. the orientation of a person's tendency can be seen from her or his words, behaviors, pleasures, and enthusiasm. community empowerment in the context of entrepreneurship empowerment is an effort that adheres to the principle of a fully concerned ecosystem in terms of availability, usefulness and sustainability. empowerment is closely related to the creation of human behavior that is aware of the future so that the learners care about what happens outside, a competition built upon collaboration. empowerment does not only produce added value but also utility value oriented to the needs of the society. the concept of empowerment is essentially based on the idea that a person is not merely an object of the world of others, but rather as a subject of her or his own world. the term empowerment, ‘pemberdayaan’, in the kbbi is defined as a process, a method, an action to make powerful, that is the ability to do something or the ability to act in the form of thought, initiative or effort (depdiknas, 2003). koentjaraningrat (2009) states that the society is the unity of human lives that interact according to a certain system of customs that is continuous and is bound by a sense of shared identity. this empowerment has a goal in two directions, that is to shed the shackles of poverty and underdevelopment and to strengthen the position of the community in the power structure of society. empowerment is a process and a goal as well. as a process, jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 51 empowerment is a series of activities to strengthen the authority or the power of vulnerable groups in society, including individuals who experience poverty. meanwhile, as a goal, the empowerment refers to the conditions or results to be achieved by a social change; this means, the people who are powerful have power or have the knowledge and ability in meeting their needs whether physical, economic and social such as having self-confidence, being able to convey aspirations, having livelihood, participating in social activities, and being independently capable of doing their tasks in life. but when we look at the structures, they obviously do not like the physical quality of the outside world. the structures depend on the regularity of social reproduction in that the society only has an effect on the people as far as such structures are produced and reproduced in what people are doing. therefore, community development has a logical epistemology based on the social obligations that individuals have to the communities that develop their talents. nonformal education seen as an empowerment process in the context of entrepreneurship national education act of 2003, article 1, paragraph 12 in indonesia states that “nonformal education is the system of education outside formal education that can be implemented in a structured and tiered way”, while paragraph 13 states “informal education is the system of education in family and in the environment”. sudjana (2001: 63) states that nonformal education has been present in this world as early as the human presence in that people interact with their environment on earth and such educational situation arises in the life of the groups and society. educational activities in groups and communities have been carried out by human beings long before the birth of school education in society. in the beginning, nonformal education was affected by informal education, i.e. activities mainly took place in families where there was interaction in the form of transmission of knowledge, skills, attitudes, values, and habits. basically, such activities become the root for the growth of education as it is known today. nonformal education is based on four principles, namely the principles of necessity, the principle of lifelong education, the principle of relevance to the development of society, and the principle of vision into the future. national education in indonesia, as one of the systems in the supra-national development system, has three subsystems of education as stated in the national education act of 2003, that is, formal education, non-formal education and informal education. formal education is also called school education while nonformal and informal education are included in out-of-school education. the empowerment program which is oriented to society development means that the program implementers do not impose their will to the community, instead they will stimulate the learners’ interest and help them realize a need for a positive change, that is, in entrepreneurship. then the implementers of empowerment and the communities that become the target, working together to achieve change toward the goals they agreed upon. decisions about the desired changes should belong to the community, jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 52 because if the decisions are determined and decided by the community, then they would be willing to do so and will participate with energy, ideas, and even their possessions. this is important to note by the implementers of empowerment, because in fact they who did not take such approach often complained about how difficult it was to get the target learners’ participation in the ongoing program. concepts of motivation definitions of motivation individual interaction with the environment, embodied in the forms of activity. this activity is always based on and driven by specific needs. in other words, individual needs may encourage individuals to perform certain activities in an effort to meet those needs. the power which encourages an individual to do activities in meeting such needs is commonly called motivation. motivation is an internal state of organisms, either humans or animals, which prompted her or him to do something. in this sense, motivation is the energizer to behave in a directed way (muhibbin shah, 2004: 136). motivation is also interpreted as a “driving force”, a conscious effort to influence a person's behavior so that she or he was moved to act to do something so as to achieve a particular result or goal (ngalim purwanto, 2006: 71). purpose of motivation in general, m. ngalim purwanto (1997: 73) states that the purpose of motivation is to“ push or pull someone so that she or he has the desire and willingness to do something so as to obtain results or achieve certain goals”. a motivation action will be more successful if the goal is clear and recognized by the targets and in accordance with their needs. therefore, any person who will provide motivation should know and understand thoroughly the background of life, needs, and personality of the persons who will be motivated. functions of motivation motivation is closely related to a goal, the more valuable the goal is for the motivated, the stronger is his motivation. the function of motivation are: 1. to encourage behaviors or actions. without motivation there would not be actions. 2. to direct, this means directing actions to achieve the desired goal. 3. to be a driving force, this means driving a person's behavior. the intensity of motivation will determine the speed of task accomplishment (oemar hamalik, 1999: 108). types of motivation according to oemar hamalik (1999: 109), the types of motivation can be highlited based on three approaches, namely: (1) approach of needs, (2) functional approach, and (3) descriptive approach. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 53 the functional approach is based on force, expectation, and incentive. a force energizes but does not guide, like a machine but it does not drive. expectation is a temporary belief that something will be achieved or obtained after doing a particular action. and, incentive is the actual object of the goal. rewards may be given in concrete or symbolic forms. the descriptive approach is associated with observable events. motivational problems are seen by their usefulness in order to control human behavior. nature of motivation oemar hamalik (1999: 112) states that the natures of motivation, namely (1) intrinsic motivation and (2) extrinsic are interrelated with each other. intrinsic motivation is motivation that is included in a learning situation that comes from the needs and goals of the learners themselves. this motivation is often called ‘pure motivation’. extrinsic motivation is a motivation which is caused by factors outside the learning situation. it is difficult to determine which kind of motivation is better, but the emergence of intrinsic motivation is desired, although such motivation is not easy and does not always emerge. research procedure research design the approach taken in this study is the qualitative approach. this is because the the study aims to reveal the social phenomena in relation to motivation and human behaviors in depth, instead of numbers. according moleong (2005: 6), qualitative research is a research that aims to understand the phenomena of what is experienced by the subject of the study such as behavior, perception, motivation, action and so on, holistically, and by providing description in the form of words and language in a certain natural context and by using various natural methods. the underlying assumption of this study is that motivation influences entrepreneurship behavior of a person and, therefore, we prepared a research design that will unravel social phenomena in depth and comprehensively and give an opportunity to grow during the research process. population and sample of research population population is a region of generalization comprising objects/subjects that have certain characteristics which are set and then from which some conclusions are drawn. this means, population is not only people, but also other objects in nature. the population is not just a number representing the objects/subjects being studied, but it covers all the characteristics/properties owned by the subjects or the objects (sugiyono, 1999: 57). jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 54 the population is a group of subjects that will become a source of data in the form of objects, people, symptoms or events as determined by the subject matter being studied. another definition which is considered to be more simple, proposed by suharsimi arikunto (1987: 102), says that population is the whole objects under study. based on the theories and concepts stated above, the population in this study are all participants involved in the activities in the teaching and learning program in pkbm suka baru, cigugur girang. sample sample is a part or representation of a population which has the same characteristics and be representative of the population. experts do not set for certain the size of sample should be selected for a qualitative study. but in general, the experts give estimates as a guide in determining the size of sample of a population. in this study, the sampling technique used was purposive sampling. with this technique researchers take samples by determining certain the characteristics in relation to the objectives to be achieved. sugiyono (2011: 84) defines purposive sampling as a sampling technique with certain consideration. therefore, in this study, the selected sample are all participants involved in the activities in the teaching and learning program in pkbm suka baru, cigugur girang. research procedure steps or procedures performed in this study are as follows : planning in the planning stage, the researchers systematically prepared a data collection tool in forms of blue-prints based on the problems or research questions. the activities in the preparation of the data collection tool is as follows: 1. formulating the research problems along with the variables and indicators that would be used as a research question. 2. develop questions or statements along with alternative answers that were tailored to the research problems and accompanied by relevant filling-out instructions so that the intent and purpose were clearly understood by the respondents. action respondents were divided based on roles by the researchers, and then the researchers provided treatment by observations and interviews to reveal the respondents’ opinions and the actual situation. 1. analyzing data. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 55 2. formulating results of the study. 3. stating recommendations for decision-making. data collection technique a research requires data or information that are useful for solving the problems found in the study. therefore, an appropriate data collection technique is necessary for the research to achieve a desired goal. the techniques used to collect data in this study are: observation, that is making a direct observation of the research objects which include an overview of the research location, as well as the activities in the counseling process. interview, which the researchers did to get the data in answering the questions of the research itself. study of literature, which the researchers used as supporting materials on the theoretical backgrounds that seemed to be related to counselling, and also as auxiliary techniques in data collection. data analysis the data were analyzed inductively, this means the research was carried out by starting not from deduction theory but from empirical facts. researchers went into the field, learned, analyzed, interpreted and drew conclusions from the phenomena that were found in the field. the researchers were confronted with data obtained from the field. from these data, researchers analyzed so as to find meanings, and then those meanings become the results. qualitative analysis was conducted during the study, from beginning to end. this was done because qualitative researchers collected data that required analysis since the beginning of the study. moreover, the results of the initial analysis will determine the process of further research. the stages that were done in the data analysis, mainly the data reduction and presentation, did not always occur in a sequence, but sometimes after the presentation of data, more data reduction was required before drawing a conclusion. results and discussion description of research results general description of the research objects the study was conducted in cigugurgirang, a village founded in 1850 and is located in the highlands of north bandung, district cisarua, west bandung regency. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 56 in this area, there is the community learning center (pkbm) sukabaru, a clc which is engaged in education and community empowerment. this institution was originated from an idea and the experiences of the owner who believed that people could improve and progress in life if they had the knowledge and skills. pkbm sukabaru vision is to build the character of intelligent citizens, while its mission is to build intelligent citizens in a pleasant, attractive, and religious learning environment resulting in citizens with noble characters. learners’ motivation and participation in the life skills program the residents generally received the information about life skills program at pkbm sukabaru from the village public servants, and they voluntarily registered and joined the program. they are interested in the life skills program because they are motivated to be an entrepreneur, be able to develop their own businesses, and to make progress in their enterprise. the learners think that the life skills program for the society is very useful and deserves a good response as it is supposed to be a place for building the skills to help them in life and improve their prosperity. this is supported by the evidence that they attend each session in the program. before attending the life skills program, the learners did not have knowledge of life skills. however, after the training they had the knowledge in the field of life skills such as which skills belong to life skills program, the kinds of life skills, and the benefit of life skills. they enthusiastically participated in the learning program and they could successfully complete the life skills program, and after graduated from the program they tried to open businesses in line with their interests and talents which they took in the program. after participating in the life skills program, learners had the skills and expertise in a particular field, such as flower arranging, making wedding supplies, bridal makeup, and photography. the learners admitted that they previously did not have the skills, but because of the life skills program they became skilled at making products marketable and useful in society. among the learners there were some who got the information about the life skills program at pkbm sukabaru from their friends. they registered and joined with the aim to increase knowledge and specific skills that might support the improvement of their well beings. according to them, during the life skills program, they were always enthusiastic because they had expectations that after completion of the programbe they would be able to try entrepreneurship, which means to live independently. after following life skills program, the learners had learned the materials in specific skill areas such as flower arranging, making wedding supplies, bridal makeup, and photography. according to them, the materials provided during the training were taught jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 57 by means of life skills oriented approach through individual or group methods, and a variety of teaching and learning techniques had been adapted to fit the materials. the life skills program as an effort to build entrepreneurship behavior the materials given in the life skills program at pkbm sukabaru cigugur girang are basic materials in entrepeneurship, which are familiar in the society for practical purposes, such as flower arranging, making wedding supplies, bridal makeup, and photography. the primary learning materials in the program are the definition of entrepreneurship, basic principles of entrepreneurship, entrepreneurial management, specific skills materials, and product marketing. the time span of the life skill program is thirty days or 24 hours in duration, that is, to be spesific, 3 days a week and 2 hours each day. learning resources in the life skills program are competent people in the field of entrepreneurship who also have expertise in the field of skills relevant to the learning materials. the required qualifications to become learning resources in pkbm sukabaru life skills program are teaching experience, working ethos, and high responsibility. the approaches used in teaching life skills are andragogy and participatory learning. the method are individual method and group method, which are tailored to the learning material itself. meanwhile, the instructional techniques used are: lecture, question and answer, discussion, demonstration, assignment, group work, lab, and field practice/job training as well as other techniques that correspond with discussion materials. implementation of the life skills program is prepared in such a way that the learners can strive independently in gaining the knowledge, skills, and attitudes of entrepreneurship in developing their business. the source of funds to support activities in the pkbm’s life skills program was derived from the district goverment subsidy through the district education board. in supporting the implementation process for the life skills program, there are some facilities that can be used by the learners. they include : 1. classrooms or learning rooms 2. workshop 3. enough seats for learning 4. a set of accessories intended for entrepreneurship 5. other supportive tools and equipments. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 58 efforts to improve learners’ motivation toward entrepreneurship behavior through life skills program the success of the life skills program can not be separated from responsibility of the administrators and the leader of pkbm sukabaru cigugur girang. this can be seen from the trainings, administered by the district government or related agencies, to improve the performance of the life skills program administrators. efforts to increase the motivation of the participants to learn entrepreneurial life skills is to create new, more attractive, product models in accordance with the demands of the business field and the industry that are constantly changing. creativity and innovation continues to be done to answer the progress of business and industry that requires production models tobe updated with the trend of consumer tastes. pkbm sukabaru continues to create networking with relevant partners to develop partnerships and motivate the participants to learn so that it may become a triger of progress in the future. the results of effort to improve learners’motivation toward entrepreneurship behavior through life skills program in pkbm sukabaru, cigugur girang are shown in the table as follows: table 2. affect changes in learners at pkbm sukabaru rated aspect changes that occur before attending life skills programs after joining the life skills program a. cognitive aspects no knowledge in the field of entrepreneurship did not have knowledge about entrepreneurship have no knowledge of ethics, and selfdevelopment have knowledge in the field of entrepreneurship have knowledge about business and entrepreneurship have knowledge of etiquette, business ethics and selfdevelopment and personality b. affective aspects aspire to be a worker lack of confidence in social activity do not have work emergence of motivation for entrepreneurship confidence in the social jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 59 rated aspect changes that occur before attending life skills programs after joining the life skills program ethics lack of discipline in respect of time not considering the responsibilities in life nothing appears as innovative and creative spirit within. activity work ethics be a disciplined person in respect of time be a responsible person in life emergence of innovative and creative spirit within. c. aspects of psychomotor not skilled in the field of entrepreneurship less able to communicate in society not to develop business be skilled in the field of entrepreneurship being smart people mingle and communicate in society try to develop businesses in the community discussion they are interested in the life skills program because they are motivated to be an entrepreneur, the learners are interested in the life skills program because they are motivated to be an entrepreneur, be able to develop their own businesses, and to make progress in their enterprise. this is relevant to the concept stated by ardiwinata & mulyono (2018) that entrepreneurship is an ability to create added-value in the marketplace through a process of combining resources in new and different ways, by means of creative and innovative abilities. the learners’ attitudes that become their values or personality traits play a critical role in responding to something, this is shown by responsiveness to the life skills program which is designed to improve their skills and to help them in life and improve their prosperity. this is supported by the evidence related to the level of attendance in each session in the program. attitudes affect someone’s willingness to participate in certain activities, and to how they respond to people, objects, or situations in their environment. willingness to jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 60 participate is an essential element of effective learning. a person’s mental attitude can be formed through the intensity of experience in the learning process, including learning entrepreneurship. therefore, studies on the mental attitudes toward entrepreneurship need a comprehensive understanding. the involvement of new entrepreneurs in entrepreneurial activities is a strong basis for a full understanding of entrepreneurship. the participants in the entrepreneurship life skills program are adults and, therefore, according to the theory of nonformal education, it is most appropriate that this training be guided by the approach of andragogy theory. andragogy is a learning model for learners in which they are involved in a learning activity or training. by means of directly involving participants in learning activities, the learning process can be done well, because the key to success in adult education is involvement/participation. according to ansori & samsudin (2013), in order to achieve the success of learning, the facilitators of learning should involve participants in: (1) identifying training needs, (2) formulating the purpose of learning or training, (3) developing learning or training program, (4) the evaluation of learning or training. because of such involvement, the learners will be motivated to learn, both in the learning process and in the use of learning outcomes as well. before attending the life skills program, the learners did not have knowledge of life skills. however, after the training they had the knowledge in the field of life skills such as which skills belong to life skills program, the kinds of life skills, and the benefit of life skills. however, in the program implementation, the theories from the field of nonformal education were sometimes not able to be applied optimally. this is strongly influenced by the real conditions in the field. as stated by the administrator, the purpose of the life skills program is to provide knowledge, skills, attitudes of self-reliance, and entrepreneurship spirit to the learners so that they can strive independently, open job opportunities and receive on-call services, so that they are given the materials in certain skills such as flower arrangement, wedding supplies, bridal makeup, and photography. implementation of the life skills program at pkbm sukabaru cigugur girang is an activity relating to administration of the learning process of basic materials in entrepreneurship, which are familiar in the society for practical purposes, such as flower arranging, making wedding supplies, bridal makeup, and photography. the learning process is related to objectives, materials, methods, techniques, media, learning activities and evaluation. implementation of a learning activity, including a training, is a process of transformation of knowledge, attitudes, and skills from the learning resources to the participants. the implementation of the life skills program is in accordance with its purpose, namely to provide the learners with the knowledge, skills, attitudes in the field of entrepreneurship and self-reliance in doing business that support their business jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 61 development. it was obvious that the implementation had been carried out effectively and efficiently, because the program could commit to scheduled time and produce graduates as expected. the results or the research suggest that the implementation of the life skill program is an educational interaction process between the learners and other learning components such as instrumental input, environmental input, raw input, and other inputs. this is in line with sudjana (2000: 34-38) who suggests that a learning process involves such elements as follows : 1. instrumental input, comprising all resources and facilities that allow for a person or group to perform learning activities. 2. raw input, that is, the learners along with the different characteristics that they have. 3. environmental input, that is, environmental factors that support progress of the educational program. 4. the process that involves interactions between the instrumental input, mainly the educators, and the raw inputs, namely the learners. 5. output, that is, the number of graduates, along with the quality of their behavioral changes. 6. other inputs, that is, supportive forces that enable the learners and graduates to use their achieved-capabilities to improve their living. 7. impact, which is related to the outcomes achieved by the learners and graduates. the collected data show that all learners who completed the entrepreneurship life skills program have successfully gained the expected knowledge and skills and also an attitude of self-reliance and entrepreneurship. further data analysis shows that the influence of the program on the learners’ cognitive, affective and psychomotor domains is beneficial to their behaviours, especially in improving the knowledge and skills in the intended field and in developing the attitude of self-reliance and the spirit of an entrepreneur. furthermore, the results of the learning process of life skills program, including the entrepreneurship skills training activities, have been relevant to the concepts put forward by djudju sudjana (2000: 102) as follows: learning as a meaningful outcome, as an ability which a person has achieved after completing the learning or after experiencing a learning as a process. through learning as a process, one can think, feel and act in and on his life. thus, learning as an outcome is the change in the behaviors of a person through the process of learning and it should be used to improve the performance in her or his life. learning outcomes are changes in behavior, such as increased knowledge, skills and the development of a person’s attitudes through the process of learning or training, and jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 62 such changes should be used to improve their life and living. in general, the benefit of the training or education which is oriented toward a training for learners is to provide knowledge, skills, attitudes of self-reliance, and entrepreneurial spirit to face and solve the problems in life, both as an individual and as a self-reliant citizen. the success of an entrepreneurship training program may improve the living standards of citizens, by improving job skills, labor productivity, and increasing the income of the program participants. pkbm sukabaru cigugur girang has managed to make the learners in the life skills program attain entrepreneurship behaviours by motivating them gradually and successfully. they are attracted to the entrepreneurship spirit and become focused to be an entrepreneur, an inner growth resulting in the development of life and wellbeings. the development of human resources through the center of community learning activities, has become one alternative in strengthening community capacity, in terms of education, vocational and economic. because through pkbm, the community is given the widest opportunity to access quality and sustainable education services (ansori, 2012). the success of the life skills program at pkbm sukabaru to make those adults learn is in accordance with the theory of nonformal education, that is, through andragogy theory approach, which is a model of learning for the learners in the program by engaging them in the activities of learning or training. by means of directly involving participants in learning activities, the learning process can be done well, because the key to success in adult education is involvement/participation. this is in line with the opinion of mulyono (2014) which revealed that the non-formal education process through the community education unit, will build a strong and sustainable character compared to the formal education system that is too age-limiting and the curriculum structure is too rigid. this was reinforced by the opinion of ardiwinata & mulyono (2018) who suggested that the process of community empowerment needed reinforcement related to the potential of the local community so that it could have specific positive implications compared to outside support that was not necessarily in accordance with community needs. the stimulants in the life skills program in forms of learning through inovation and creativity has been successful to motivate learners toward entrepreneurship. an ability generated by creativity is the ability to make something new in its existence, and it is actually a formation of new ideas which are original, unusual, or unique. the mindset of a creative person is thinking ‘out-of-the-box’, and such a person has a mind that is open and free to approach things in new ways. meanwhile, innovation is implementing creativity toward something so that it becomes a profitable new combination. strengthening community capacity through pkbm also provides an effort to give people a new mindset and awareness of the range of potential they have in order to improve the quality of people's lives (mulyono, 2018). this is relevant to the demands from the world of business and industry that calls for development of innovation and creativity to meet the challenges of the future, jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 63 specifically to provide superior products and service. therefore, to become a superior entrepreneur one needs to have a capacity in innovation and creativity. entrepreneurship development is one of the main focuses to build a better and more advanced community capacity (ansori, 2016). pkbm sukabaru continues to create networking with relevant partners as a response to a rapidly changing contemporary society. we inevitably need people because of our limitations and the fast growing complexities in life. this means, we have to interact with others. in fact, there are three things to do to meet our needs for networking: build trust, set objectives, and select our contacts. building a network is aimed to develop partnership and to motivate learners to get involved in the process so that it is expected to be a trigger for their success in the future. in addition to search for relevant partners, building a network is also used by pkbm sukabaru as a way to find ideas or new perspectives to decide future direction. a more in-depth and comprehensive approach is expected to provide an opportunity for the community to develop a value internalization system that is related to community development capacity in the future. this becomes urgent when the community is asked to build awareness about increasing the capacity of individuals and families with more basic entrepreneurship (fitriana & mulyono, 2019). conclusion based on the results of this study, it can be concluded that : 1. learners’ motivation and participation in the life skills program learners in the life skills programs are adults who are motivated to be an entrepreneur, that is, to open their own business. learners are actively involved, directly, in learning activities which show that the learning process is implemented successfully, that is, using an andragogy process. the learners believe that the life skills program for the society is very useful and deserves a good response as it is supposed to be a place for building the skills to help them in life and improve their prosperity. successful learning in the life skills program is relevant to the statement of srinivasan that in order to achieve success of learning, adults is supposed to be involved in: (1) identifying training needs, (2) formulating the purpose of learning or training, (3) developing learning or training program, (4) the evaluation of learning or training 2. the life skills program as an effort to build entrepreneurship behavior implementation of the life skills program is an activity relating to administration of the learning process of basic materials in entrepreneurship, which are familiar in the society for practical purposes. in the process, it is related to objectives, materials, methods, techniques, media, learning activities and evaluation. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 64 the results or the research suggest that the implementation of the life skill program is an educational interaction process between the learners and other learning components such as instrumental input, environmental input, raw input, and other inputs. all learners who completed the entrepreneurship life skills program have successfully gained the expected knowledge and skills and also an attitude of self-reliance and entrepreneurship. changes in behavior, such as increased knowledge, skills, and attitudes can be used to improve their life and living. 3. efforts to improve learners’ motivation toward entrepreneurship behavior through life skills program pkbm sukabaru cigugur girang has managed to make the learners in the life skills program attain entrepreneurship behaviours by motivating them gradually and successfully. they are attracted to the entrepreneurship spirit and become focused to be an entrepreneur to improve their life and well-beings. the success of the life skills program at pkbm sukabaru to make those adults learn is in accordance with the theory of nonformal education, that is, andragogy theory approach. the stimulants in the life skills program in forms of learning through inovation and creativity has been successful to motivate learners toward entrepreneurship. pkbm sukabaru is commited to create networking with relevant partners as a response to a rapidly changing contemporary society. we inevitably need people because of our limitations and the fast growing complexities in life. this means, we have to interact with others. bibliography ansori, a., & samsudin, a. (2013). transformasi pembelajaran di pendidkan non formal (upaya mempersiapkan pendidik dan peserta didik dalam menghadapi tantangan global untuk menjadi manusia pembelajar). empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 2(1), 115. ansori, a. (2012). proses pembelajaran pendidikan keaksaraan berbasis keluarga di pusat kegiatan belajar masyarakat kandaga desa mayang kecamatan cisalak kabupaten subang. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 1(1). ansori, a. (2016). model pengembangan kewirausahaan santri melalui pondok pesantren berbasis budaya agribisnis tanaman palawija. didaktik, 8(1), 06-10. ardiwinata, j. s., & mulyono, d. (2018). community education in the development of the community. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 7(1), 25-35. arikunto, s. (1987). prosedur penelitian suatu pendekatan praktik. jakarta: bina aksara. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 65 fitriana, w., & mulyono, d. (2019). implication of internship iii programs on social competency of siliwangi ikip penmas students. p2m stkip siliwangi, 6(1), 14-20. hamalik, o. (2007). proses belajar mengajar. jakarta: bumi aksara. hendro, s. (2010). pengaruh karakteristik pemerintah daerah terhadap kinerja keuangan pemerintah daerah studi empiris pada pemerintah daerah kabupaten/kota di indonesia. surakarta: skripsi pada universitas sebelas maret surakarta; tidak dipublikasikan. koentjaraningrat. (2009). pengantar ilmu antropologi. jakarta: rineka cipta. machfoedz, m., & machfoedz, m. (2004). kewirausahaan. yogyakarta: akademi manajemen perusahaan ykpn. moleong, l. j. (2005). metodologi penelitian kualitatif. bandung: remaja rosdakarya. mulyono, d. (2012). menegaskan karakter pendidikan nonformal. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 1(1). mulyono, d. (2018). the strategy of managers in moving business learning group program in pkbm srikandi cimahi city. journal of educational experts (jee), 1(1), 37-44. purwanto, n. (2006). psikologi pendidikan. bandung: remaja rosdakarya. saepudin, a., & mulyono, d. (2019). community education in community development. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 8(1), 6573. sudjana, d. (2000). strategi pembelajaran dalam pendidikan luar sekolah. bandung: nusantara press. sudjana, d. (2001). metode & teknik pembelajaran partisipatif. bandung: falah production. sudjana, d. (2004). manajemen program pendidikan (untuk pendidikan nonformal dan pengembangan sumber daya manusia). bandung : falah production. sugiyono. (1999). metodologi penelitian administrasi. bandung: cv. alfabeta. sugiyono. (2011). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. syah, m. (2004). psikologi belajar. bandung: rajagrafindo persada. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 89 increasing community participation capacity in paud program through parenting education at pusat kegiatan belajar masyarakat case study at pkbm lentera bangsa, margahayu selatan village, margahayu subdistrict, bandung district ansori1, nunu m. firdaus2 1,2 ikip siliwangi, cimahi, indonesia 1ansoryalb@ikipsiliwangi.ac.id abstract early childhood education is an important program that must be carried out within the scope of the community who realized that the growth and development of children are important and needs attention. in this research, it has been determined pkbm lentera bangsa located in the pkbm lentera bangsa, margahayu selatan village, margahayu sub-district, bandung district to be the location of the research. based on the identification results, it is found that the problem in the community is the difficulty of the pkbm institution in determining the appropriate parenting education model for parents of students in the similar paud units that provides a sustainable impact with community participation. because there is a need for a solution to this problem, a parenting education program is implemented with the aim of increasing the capacity of community participation in the pkbm lentera bangsa. the target of this program is the parents of students in the similar paud units, paud teachers in margahayu sub-district and margaasih sub-district. the method of implementation is in the form of identifying program needs, preparing program plan recommendations, preparing plans and socializing program plans, implementing, evaluating and following up on programs. the results obtained are the discovery of a parenting education delivery model in the form of seminars for parents and teachers of similar paud units so that increasing community participation capacity is ongoing or can be carried out sustainably for the surrounding community. keywords: capacity building, community participation, parenting education. introduction children are the pillars that will determine how sturdy and strong the future of a nation and state. in this era, the community and parents have begun to understand the importance of early childhood education, so that there are many formal and non-formal educational institutions that hold various types of early childhood education. in early childhood education there are certain elements and processes in it. in this case educators as subjects, students as objects and the educational process as the predicate. the formation and establishment of various paud programs are often carried out spontaneously and do not take into account the feasibility and feasibility of an early jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 90 childhood education institution. this is what requires further fostering and development. in order to create an education program that is truly child-friendly and able to reach all walks of life. like the motto of the ministry of national education, which comes from the thought of an educational figure ki hajar dewantara, which reads, "ing ngarso sung tulodho, ing madyo mangun karso, tut wuri handayani". this motto implies, when in front of the role of parents as educators that is by giving examples of good role models for their children. when parents are in the middle of children, parents guide and foster them. as for when they are behind, parents follow and supervise their children. thus, both from the perspective of religion or government, the task of parents for education for children is a necessary thing. the hope, children not only avoid the fires of hell as conveyed in the scriptures but also throughout their lives can provide benefits to the homeland and the nation. according to resiana nooraeni (2017) states that the attitude of parents after participating in the parenting program shows a positive behavior in parenting. of course the role of parents is very influential on the development and growth of children than early childhood educators. parents as the first and foremost environment where children interact as the oldest educational institutions, this means that this is where an educational process begins. so that parents play a role as educators for their children. the family environment is also said to be the most important environment, because most of the lives of children in the family, so that most education received by children is in the family. according to (hasbullah, 1997), in his writings on the basis of education, that the family as an educational institution has several functions, namely functions in the development of the child's personality and educating children at home; the function of family/parents in supporting education in schools. and it is the parents who have more time to interact than the educators in any school or paud institution. parenting education that is ongoing or can be carried out sustainably becomes one of the bridges to provide education to parents of students and educators of early childhood institutions to understand the conditions and needs of children, appropriate parenting and the right education system for early childhood. the right parenting education model and in accordance with the surrounding community would certainly be a strong factor in determining the achievement of these educational goals. the role of community leaders is felt to have a positive influence on the sustainability of the parenting education program because it is expected that in the future the community can actively participate in this program, therefore the involvement of local community leaders in this program can be a good supporting factor. this is in line with the opinion of akhyadi & mulyono (2018) which states that the process of implementing parenting must involve various elements that exist in the community. theoretical basis early childhood education (paud) is one of the main bases in achieving the vision of forwarding indonesia in 2045. with a population pyramid that has experienced much more rapid development than before, it is time for indonesia to develop early childhood education programs that are far more recent, actual and in accordance with the demands and needs of the community now and in the future. this is what drives the creation of various programs related to early childhood education. (hurlock, 2009) jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 91 states that children experience various parenting patterns that will shape themselves into an optimistic, brave and creative person at the age of the child entering the age of two to six years. thus, the development of children at an early age becomes an important part in shaping the nation's character in the future. especially when using non-formal education approaches that are developed in harmony with the culture and life of the local community (a. saepudin & d. mulyono, 2019). with a community approach, especially in parenting programs and local cultural involvement, it is expected to build a more complete character of children compared to approaches that are partial between schools, communities and families (ansori, a & esterlitha, t., 2019). children grow and develop forward following the times, not backward. therefore, parents follow children in the sense of accompanying them in the process of education towards maturity. parents as a bow must precisely direct the arrow to the target correctly. so, there are three conditions that must be fulfilled. first, it must be done deliberately by adults. second, there must be a goal to be achieved. the third, the object is a person who is not yet an adult or children. (syafei, 2002) the intentional element in education as a demand, because not all what is done by parents contains the purpose of education. intentions are a must. while the purpose of education itself. the general purpose of education according to (syafei, 2002) is the maturity of children. while the special purpose of education or also called the specialization of general objectives arise considering a variety of factors, from gender, nature of the child, age, state philosophy, national conditions, internal and external conditions of children, and others (syafei, 2002). to strengthen the development of early childhood, it is also necessary to develop various approaches to better parents, because positive parenting from parents will shape the child's character better too (firdaus & ansori, 2019). methods this method of implementing parenting education is carried out in accordance with the needs of the lentera bangsa pkbm. the stages are divided into 1) identification of program needs, 2) preparation of program plan recommendations, 3) preparation of plans, followed by socialization of program plans, 4) implementation, 5) evaluation, and 6) follow-up of programs, in the form of development programs that are ongoing for the local community, so that the programs implemented can run sustainably. this activity is carried out 2 times in 1 month with 8 hours. the first meeting was held with the aim of setting an example for the institution regarding the management of the parenting education program. then the next meeting will be carried out with a coaching process for the institution concerned to be able to carry out the program in order to run sustainably. after identifying the program needs, the parenting education model in the form of a seminar is felt to be appropriate to the situation of the community and the parents of the students. then in the preparation of program plans, in order to achieve the objectives of the program the organizing of organizing seminar organizing involves parents of students so that they can actively participate in these activities so as to create a positive atmosphere to build a sense of kinship, responsibility and mutual ownership. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 92 at the implementation stage the activities are in the form of (1) lectures used to provide material for parents and educators, (2) questions and answers to see the lecturers from seminar participants and provide solutions to problems faced by parents and students, and (3) personal counseling is conducted if there are parents who need to deal with problems in more depth. the target of this parenting education program is parents of students and educators at the level of ecce similar in the margahayu and margaasih districts in bandung regency with a total of 60 participants. evaluation of each of the stages that have been implemented becomes a reference to assess the success of this program. this is consistent with the opinion of s. arikunto (2006) especially in the determination and selection of respondents in the research being carried out. results and discussion results in implementing the parenting education program at lentera bangsa pkbm, several lecturers of the community education study program and local community leaders were appointed as facilitators, observers, and counselors. whereas educators and parents of students are determined to be committed and seminar members. based on observations and interviews that have been carried out, a clear picture is obtained that there has been a change or increase in the capacity of community participation in the paud program through parenting education. in this activity parents and educators enthusiastically carried out preparations for the seminar. positive responses were also obtained from local community leaders who hoped that the program would continue because it was felt to be beneficial for the families in the environment. through this program parents and educators better understand that each child has different circumstances and needs so that appropriate parenting and education are needed so that each child can grow and develop by maximizing his potential. discussion based on the results obtained in this study it can be stated that the parenting education program with a seminar model with community involvement in this case parents and positive support from community leaders can increase community participation. it also has a positive impact on the institution to be able to create a conducive, cooperative and child-friendly educational environment (ansori & estherlita, 2019). through this program, parents become aware of their roles and responsibilities, namely: first, is responsible for educating or providing knowledge, attitudes and other skills in their lives. second, have the task as a family leader to manage the lives of family members. third, become an ideal role model. fourth, have responsibilities in the lives of family members both physical and material as well as mental and spiritual. (darajat, 1987) in the process of mentoring and coaching for related institutions for the continuation of the parenting education program, it is expected to be a solution to solve problems between early childhood education at school and family care patterns at home. the jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 93 institution has also been developed to be able to carry out regular counseling with parents of students to jointly create the right education for each child. the role of managers in community education programs is one of the supporting capacities to increase the capacity of implementing non-formal education programs in education units, especially the community learning centers (mulyono, 2018). conclusion based on the results and discussions that have been presented, it can be concluded that the appropriate parenting education model to be implemented in the lentera bangsa pkbm is in the form of seminars involving community leaders, educators and parents as subjects that can increase the capacity of community participation in margahayu and margaasih districts, bandung district . an early childhood education system with high flexibility and creativity should be a strong capital to create children who have faith and intelligence that can benefit the nation and state. the right parenting for parents to educate their children throughout their lives can have a very positive impact on the development and growth of each child to be able to maximize their potential so that it is useful for the environment and surrounding communities. with an appropriate and directed guidance and coaching system for educational institutions, in this case, the community learning activity center is expected to improve the quality of community education so that it will be better in carrying out its role as a solution provider for every need that exists in the community through educational activities. references akhyadi, a. s., & mulyono, d. (2018). program parenting dalam meningkatkan kualitas pendidikan keluarga. abdimas siliwangi 1(1), 1-8. ansori, & estherlita, t. (2019). peningkatan kapasitas masyarakat di das citarum melalui program parenting. abdimas siliwangi: jurnal pengabdian kepada masyarakat, 2(1), 17-22. arikunto, s. (2006). prosedur penelitian : suatu pendekatan praktik, edisi. revisi vi. jakarta: rineka cipta. darajat, z. (1987). psikologi islami. jakarta: pt bulan bintang. firdaus, n. m., & ansori, a. (2019). optimizing management of early childhood education in community empowerment. journal of nonformal education, 5(1), 89-96. hasbullah. (1997). dasar-dasar ilmu pendidikan. jakarta: rineka cipta. hurlock, e. (2009). psikologi perkembangan. jakarta: penerbit erlangga. mulyono, d. (2018). the strategy of managers in moving business learning group program in pkbm srikandi cimahi city. journal of educational experts (jee), 1(1), 37-44. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 94 nooraeni, r. (2017). implementasi program parenting dalam menumbuhkan perilaku pengasuhan positif orang tua di paud tulip tarogong kaler garut. jurnal pendidikan luar sekolah 13(2), 31-41. saepudin, a., & mulyono, d. (2019). community education in community development. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 8(1), 6573. syafei, s. (2002). bagaimana anda mendidik anak. jakarta: ghalia indonesia. jurnal empowerment volume 8 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 126 community reading garden management (tbm) management in improving women's ecological literation juhanap2paud dan dikmas jawa barat, indonesiajuhelembang@yahoo.co.id abstractthe community reading park (tbm) is one of the community educationinstitutions that has become the foundation for the development of programsto improve the quality of life of the community. because with the presence oftbm the community will have broad access to information and cooperationnetworks. however, the management of this community education unit is stillexperiencing various obstacles, therefore it is necessary to examine theprocess of managing community education units, especially in the context ofincreasing ecological literacy for women. the theories used areempowerment theory, public education theory and environmental ecologytheory. while the research method used is descriptive qualitative researchmethod with a research source of 10 respondents, the instruments used areinterview guidelines, observation guidelines and documentation studies. inthe results it was found that management of tbm managers played animportant role in improving ecological literacy, including supportingwomen's understanding in utilizing the environment to improve the qualityof life. with the conclusion that the management of tbm managementprovides support for increasing ecological literacy for women. keywords: management, community reading parks, women's ecologicalliteracy preliminaryone very dynamic relationship between humans and their environment, can be seenfrom how they live together, side by side with all the surrounding components. it is tooconceptual indeed, even though in reality it is not. the ability of each individual tobehave well in his daily life, by using his understanding of environmental conditions iswhat is called environmental literacy.environmental literacy is not a new scientific discipline or even a new concept instudying human relations with their environment. this, is a simple thought and departsfrom physical determinism, physical possibility or even anthropocentrism. the physicaldeterminism itself is the view that nature has provided everything that humans need forlife and humans strive to be in line with existing environmental conditions. in this case,humans do not have many alternatives to determine their role in the environment inwhich they live. this is different from the possibility of possibilism. humans have somany possibilities, so many alternatives to minimize the shortcomings of existing jurnal empowerment volume 8 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 127 environmental conditions. in other words, humans can think and try hard to overcomethe limitations that nature provides.environmental literacy can be small things, as :1. providing 25% of vegetated open space at home. with the existence of vegetatedopen land, it means that it has allowed rainwater to penetrate into the soil, hasprovided continuity in the gas cycle especially oxygen and carbon dioxide well.2. provides adequate pentylation. with the thylation, it means that in addition to thegas cycle, especially oxygen and carbon dioxide occur well. and prevent the housefrom being a dirty and damp place.3. allowing sunlight to enter in the morning and afternoon. sunlight functions to killbad bacteria at home. and the house is not dirty, of course.4. establish a house in a sloping place. the homeowner can avoid the risk of landslidesif his house is built in a place with steep or sloping slopes.5. houses with their own toilets are better.community reading park (tbm) is one of the institutions built in order to facilitatevarious community activities related to enriching existing sources of literacy thatbenefit their lives. with these various opportunities, it is expected to provide addedvalue to the quality of people's lives, not only in the economic field, but also in the fieldsof education, culture, social and even politics. tbm provides an opportunity for thecommunity to access various fields of information relating to various needs of thecommunity itself, so that they can immediately utilize the information and potentialthey have to develop needs in the midst of society.community empowerment in the field of literacy is mainly developed through a seriesof strengthening the life capacities of women, because this will be one way to developeducational capacity related to strengthening women as one of the initiators ofincreasing community empowerment around them. this is because most men inlembang village earn a living as farm laborers, construction workers and entrepreneursoutside the lembang village area. so that with these conditions, it is expected thatwomen can provide added value to family life by using public reading parks as a meansto increase their daily knowledge and skills. the capacity of women to be able todevelop themselves is indisputable, because of the ability of women to be more selectiveand intensive in carrying out their tasks and able to do several tasks simultaneously(karwati, ansori, & mulyono, 2018).the community reading park development program and the strengthening of women'slife capacity are needed to improve the quality of life in lembang village, this is relatedto the implementation of community education in real life. community education must jurnal empowerment volume 8 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 128 be the spearhead in a clearer improvement and strengthening, especially in people'slives. so that it truly provides a clear value for life, both in the fields of economy, social,political, cultural and other fields of life (saepudin & mulyono, 2019). thisstrengthening alone will have implications for the community itself and the capacity fornon-formal education developed through community education (mulyono, affirming thecharacter of nonformal education, 2012).however, the main problem in the management of tbm is about strengtheningmanagement settings related to professional management systems, including the use ofvarious internet network systems to make it easier for people to access informationcontained in tbm collections. strengthening management is important, because withgood management, it will support greater strengthening in the concept of publiceducation and its implications for the quality of life of the community (mulyono, 2018).with this background, the author focuses on the problem of management of on-linecommunity reading gardens (tbm) management in improving women's ecologyliteracy. theoretical basis the concept of management of community education unitsout-of-school education is every opportunity where there is regular and directedcommunication outside the school and someone obtains information, knowledge,training and guidance according to age and life needs, with the aim of developing thelevel of skills, attitudes and values that enable him to become a participant efficient andeffective participants in the family environment, work even in the environment of thecommunity and country.phillips h. coombs (in sudjana, 2001: 67), revealed that out-of-school education is anyorganized educational activity held outside the formal system, either alone or as part ofa broad activity, which is intended to provide services to students certain in order toachieve learning goals. concept of community reading gardenscommunity reading park (tbm) as a medium for developing reading culture is a placeto access various reading materials: such as textbooks, practical skill books, knowledgebooks, religious books, entertainment books, literary works and other reading materialsin accordance with objective conditions and needs. the surrounding community andreading interest are both new letters, students in the formal and non-formal educationpathways (study citizens), and the general public without age limits.in lembang village, lembang sub-district, west bandung regency, many communityreading parks are integrated with community learning activity centers (pkbm). thecenter for community learning activities is a place to intensify and coordinate various jurnal empowerment volume 8 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 129 community learning activities, the implementation of which is centered in a place withthe status of management and ownership is by and for the community. pkbm is a placefor various learning activities needed by the community in accordance with theirinterests and needs with a community-based education approach. pkbm is acommunity-formed educational institution, which is managed and developed by thecommunity itself with the aim of providing educational service needs in the community.pkbm as a source of information contains various types of learning programs that areuseful especially in capacity building in the field of functional skills that are orientedtowards empowering the potential of local communities through community-basededucation approaches to improve community knowledge, skills and attitudes in theeconomic, social and cultural fields. the existence of pkbm has great potential to beused as coordination of learning programs in the community. the availability of qualitymanagers / organizers, teaching staff / tutors, is a special attraction for the communityto come to pkbm. the aim of pkbm is to empower the community for independence,through programs implemented in pkbm, in order to form people who have knowledge,skills and attitudes, while the functions of pkbm itself are (sihombing, 1999: 109).however, tbm, however, has its own program characteristics that are tailored to theneeds and interests of the community.in general, it can be described that the community reading park (tbm) is an institutionor service unit that provides reading material for a group of people in an area in orderto increase public interest in reading. people realize and appreciate that reading parksare very much needed by the community. community interest in tbm must continue tobe fostered and developed so that people get the information they need. becauseinterest in reading and literacy is a condition that must continue to be developed andstrengthened according to the needs of the community itself. in general, the functions ofthe community reading park are learning functions, recreational functions andinformation functions. this shows consistency in building a series of literacy programsrelated to public education carried out in community reading parks. the concept of ecological literacythe definition of literacy in general is the ability of individuals to process andunderstand information when reading or writing. literacy is more than just literacy,therefore, literacy is inseparable from language skills, namely written and oral languageknowledge that requires a range of cognitive abilities, knowledge about genres andculture.although literacy is a concept that has complex, dynamic meaning, it is constantlyinterpreted and defined in a variety of ways and perspectives, but the essence of one'sliteracy is the main basis for the development of broader meaning of literacy.the term literacy in indonesian is an absorption word from english literacy which isetymologically derived from latin literatus, which means people who learn. in latin jurnal empowerment volume 8 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 130 there is also the term littera (letters), namely the writing system with the accompanyingconvention.understanding of literacy according to unesco (in pemkabbelitung.go.id, april 26,2017) is a set of real skills, especially cognitive skills of reading and writing, which areindependent of the context in which those skills are obtained and how to obtain them.people's understanding of the meaning of literacy is strongly influenced by academicresearch, institutions, national context, cultural values, and also experience.in the merriam-webster online dictionary (merriam-webster, 2019), the notion ofliteracy is the quality or ability of "literacy" which includes the ability to read and writeand the ability to recognize and understand ideas conveyed visually and alsointerpreted as ownership on competence or expertise (video, image).environmental problems cannot be overcome, only improving relations betweenhumans and their environment, but also by making improvements to the values, normsand ethics of life. these improvements are included in the concept of eco-literacy, whichis about awareness of environmental sustainability. people who have been ecologicallyliterated are people who are very concerned about the importance of protecting theenvironment, caring for the earth, ecosystems and nature as a place to develop life. the concept of women's empowermentempowerment and empowerment are translations of the words "empowernwent" and"empower" according to webster and the oxford english dictionary, the word empowercontains the first meaning is to give power or authrity to which means giving power,diverting power or delegating authority to another party, while meaning the second isto give ability to or enable which is an effort to provide ability or empowerment(panarka & moeljarto, 1996).the concept of women's empowerment is basically a new paradigm of development thatmore concentrates the characteristics of "people centered, participatory empoweringsustainable". although the understanding is different but still has the same goal. that isto build power, by encouraging, motivating, and raising awareness of its potential, aswell as efforts to develop a better direction. community empowerment is not just tomeet basic needs or provide a preventive mechanism for further thought processes.empowerment of women is a systematic and planned effort to achieve gender equalityand justice in family and community life. empowerment of women "as humanresources, the potential that women have in terms of quantity and quality is not belowmen. but in reality it is still found that the status of women and the role of women insociety are still subordinate and not yet as equal partners with men ".development goals for women's empowerment jurnal empowerment volume 8 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 131 1. to improve the status, position and condition of women in order to achieve progressequal to men2. to build indonesian children who are healthy, intelligent, cheerful, and devoted andprotected. research methodsthe approach used is a qualitative approach with descriptive methods. using thismethod is expected to be able to support a more comprehensive explanation of theprocess of managing the community reading gardens (tbm) and further deepen theevidence regarding the journal management process carried out at the tbm that is thelocation of this study. the data source chosen was the manager, permanent tbmmembers and surrounding community members, totaling around 10 speakers. theinstruments used are interview guides, observation guidelines and documentationstudies. results and discussion resultsthe results of the study show that according to the prescriptions are as follows: first, the management of community reading parks has shown good results, especiallywith facilities that have improved, even though they are not complete, but have shownimprovement compared to the conditions of the facilities at the start of theestablishment of tbms. this is evidenced by the results of interviews with 10respondents, consisting of managers, tbm members and community members. second, the use of tbm facilities using online media is one of the advantages insupporting the expansion of accessibility of information obtained by tbm members. byutilizing various facilities, it is hoped that strengthening community capacity willdevelop far more. third, women's accessibility to tbm facilities shows a significant difference. this afterthe online access process is implemented provides wider opportunities for tbmmembers to access various processes related to information sources and literaturerelated to the needs of the community itself. fourth, by increasing the variety of opportunities related to the accessibility of thecommunity to the literary sources that exist in tbm, it has implications for the quality ofpeople's lives, especially in the field of information. according to interview respondents,it was stated that with greater accessibility, they felt that they better understood theactions that needed to be carried out related to environmental ecology. discussion jurnal empowerment volume 8 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 132 regarding the results described previously, then several discussions about the researchconducted are as follows: first, based on the results of the study, it was found that the management of communityreading parks had shown good results, especially with facilities that had improved well,even though they were not complete, but had shown improvement compared to theconditions of the facilities at the beginning of the establishment of tbms. this isevidenced by the results of interviews with 10 respondents, consisting of managers,tbm members and community members. along with the increase in community readingcommunity members, this indicates an improvement in the quality of management thatdevelops much better, so that members feel quite satisfied with the services providedby tbm managers. this opinion is in line with the opinion of mulyono (2018) that themanagement of community education units that are able to answer the challenges andneeds of members and the community, will have better implications in building anddelivering results for strengthening education capacity itself. second, regarding the use of tbm facilities using online media is one of the advantagesin supporting the expansion of accessibility of information obtained by tbm members,based on the results of research showing that there is an increase in accessibility eventhough it is not very significant, but still provides a stable one of the supporters instrengthening the existing program. by utilizing various facilities, it is hoped thatstrengthening community capacity will develop far more. the increase in capacity canbe seen from the increasing community participation in the tbm program and theincreasing interest of the community to visit tbm facilities. this is indicated by theincreasing number of visits based on the percentage of the presence of tbm members.the use of online media can be one of the expansion programs for programs that exist intbm itself. this is because members can access tbm facilities in the form of e-books orother digital collections, including the formation of community groups through digitalcommunication. this is what later became one of the strengths in the ecological literacyprogram carried out at tbm. so that the more synergistic various programs in tbm willprovide the greatest implications, namely the improvement of the quality of life of thecommunity, this is in line with the opinion of kindevatter (1980: 67) that non-formaleducation can be one of the main processes in community empowerment. tbm does notprovide facilities that are always complete, but also can be a means of increasing addedvalue in the life of the community itself. third, based on the results of the study, it was shown that women's accessibility to tbmfacilities showed a significant difference. this after the online access process isimplemented provides wider opportunities for tbm members to access variousprocesses related to information sources and literature related to the needs of thecommunity itself. with the expansion and accessibility by women, it is expected toincrease women's life capacity especially by understanding various contexts andconcepts related to ecology. so far, ecology has been considered as something complex jurnal empowerment volume 8 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 133 and complicated, whereas in reality it has become a manifestation of developing andimproving the quality of life better. especially along with increasing women'sparticipation in good environmental care. this is in line with the opinion of l. karwati,ansori and mulyono (2018) on the role of women who can become teachers of thefamily economy improvement if accompanied by better skills and capacity building inthe future. fourth, based on the results of previous studies, it shows that the increase in variousopportunities related to people's accessibility to the literature sources in tbm hasimplications for the quality of life of the community, especially in the field ofinformation. according to respondents in interviews and observations made, it wassuggested that with higher accessibility, they felt that they better understood theactions that needed to be done in relation to environmental ecology. women'sawareness of ecology is built with a simple system, including by providing anassessment of various environmental problems, then developing the ability to analyzeand provide solutions to problems that exist in the surrounding surroundings. so thatwomen can actively participate in empowerment activities carried out around them. conclusionwith various results obtained in this study, the conclusions of this study are as follows:1. good management of tbm will also have good implications in increasing communityparticipation, especially in the field of ecological literacy.2. the use of online media helps expand the accessibility of tbm members in utilizingaccess to information and various other members' experiences in the field ofecology.3. the tbm facility provides access to the development of women's lives to support theecological literacy program held, including the use of online media that is easier andmore massive, making access far more flexible and providing opportunities forwomen to find out more about the problem.4. the quality of life of women included in information can be a broader capacity forlife, in this case the community, especially in terms of ecological literacy relating to ahealthier community life and ensuring the continuity of social life in a moreenvironmentally friendly future. bibliographybelitung, p. k. (2017, april 26). https://diskominfo.belitungkab.go.id. retrieved mei 4,2019, from belitungkab.go.id:https://diskominfo.belitungkab.go.id/2017/04/26/survey-unesco-minat-baca-orang-indonesia-terpuruk/ jurnal empowerment volume 8 nomor 2, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 134 karwati, l., ansori, & mulyono, d. (2018). women empowerment to buildentrepreneurship. journal of nonformal education, 4(2), 169-176.kindevatter, s. (1980). nonformal education as an empowering process. bandung:tarsito.merriam-webster. (2019, may 4). online dictionary merriam-webster. retrieved may 4,2019, from merriam-webster: https://www.merriam-webster.com/dictionary/literate#h1mulyono, d. (2012). menegaskan karakter pendidikan nonformal. empowerment, 1(1),63-68.mulyono, d. (2018). the strategy of managers in moving business learning groupprogram in pkbm srikandi cimahi city. journal of educational experts (jee), 1(1),37-44.panarka, a., & moeljarto, v. (1996). pemberdayaan (empowerment); editor : onny s. prijono dan a.m.w. pranarka, pemberdayaan konsep, kebijakan dan implementasi. jakarta: csis.saepudin, a., & mulyono, d. (2019). community education in communitydevelopment. empowerment, 8(1), 65-73.sihombing, u. (1999). pendidikan luar sekolah; kini dan masa depan. jakarta: penerbitpd mahkota.sudjana, d. (2001). pendidikan luar sekolah (wawasan, filsafat, sejarah). bandung:falah production. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 100 models involvement of parents in growing religious characters in early childhood agus sofyan1, lety suharti2, edy hardiyanto3, dinno mulyono4 1,2,3 pp paud dan dikmas jawa barat, indonesia, 4 ikip siliwangi, cimahi, indonesia 1kinanti.clc@gmail.com, 4dinno@ikipsiliwangi.ac.id abstract this research departs from the field findings that the role of parents in inculcating religious character still lacks the proper portion, thus impacting children's understanding of religious values universally. with this model implemented in some paud units it is hoped that it will become a model that is ready to be used in other locations in order to develop religious values for early childhood. this research approach uses quantitative research methods with an instrument in the form of a questionnaire. the results of this study indicate that there are some changes in the understanding and behavior of parents in instilling religious character in early childhood. the main conclusion of this study is the model of involving parents in developing the religious character of early childhood provides a change in the attitude and understanding of parents in carrying out religious values in the family. keywords: parents, religious character preliminary minister of education and culture regulation number 30 of 2017 indicates that family involvement in the administration of education in education units is initiated by schools by carrying out the following missions: 1) imaging schools as partners (one, not the only) institution that aims to foster academic intelligence and social piety of students; 2) convincing parents that the family and school have an equal role in the child's success; 3) eliminates the impression that the presence of parents to school is always due to the reason their children are having problems, fosters the perception that parents go to school because of the awareness to share experiences in how to educate children, among fellow parents; 4) facilitate and encourage parents to want and be able to improve the ability to educate children at home. to realize the creation of educational centers that are in line with what is expected by the government and the community, the role of formal education units or schools is expected to be the initiator to start the link. the consideration is that schools have relatively more prepared resources to facilitate family engagement activities in schools. besides that, the school together with the school committee and parents need to design activities that involve parents optimally so that the process can be felt by parents and schools, especially in terms of encouraging the growth of children's religious character. one of the educational units that are considered strategic to strengthen its involvement programs from families is the early childhood education unit. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 101 realizing the importance of cooperation between these three parties, namely; education, family and community units need to work to establish partnerships between the three by starting a partnership program that unites schools, families and communities. this program is realized in the collaboration of implementing the empowerment of schools, families and communities. with this activity, it is expected to establish a more intimate and harmonious partnership between the three elements of education so that it is able to become an educational environment that supports the growth and development of children to become whole and achieving individuals. globalization and modernization result in social changes that are so fast and affect people's lifestyles. many things can be seen in the environment around us about the process of change. for example, religious and social values that are highly respected by the community have been transformed into patterns of society that put aside morality and ethics in achieving desired goals. collective lifestyle, mutual cooperation has changed into a subjective individualist style of society. various changes that occur are very demanding readiness from community members. the development of mass media can provide information to the community of things that occur daily and the public is treated with negative information that occurs in the community. now, pornography and violence are phenomena that occur in society and even students. at least the changes that occur also penetrated their world and it is unfortunate that many of them are not able to reach out and are not ready to face these developments, giving birth to development discontinuities such as the occurrence of deviant behavior. student brawls, violations of driving rules, drug abuse, free sex, and school discipline violations have become commonplace. almost every year students or communities who are involved in brawls are found even as if the community cannot use their functions and sound logic. in the past many things that were considered taboo and still limited to certain customers, now it seems to have become a public consumption that can be accessed anywhere. a concrete example is the spread of pornographic sites and can be easily consumed by internet users. indeed, on one side it cannot be denied, that the internet has contributed greatly to moral and intellectual development. however, at the same time the internet can also be a source of moral, intellectual and mental construction of a nation's generation, if not balanced with the inculcation of positive values. according to statistical data sourced from the child protection commission (kpa), it shows that in 2015 cases of pornography and cybercrime among students from 2011 to july 2015 there were 1,111 cases, then child victims of pornography from social media in 2015 were 576 cases. in addition, if we look at data from the indonesian child protection commission (kpai), in 2011-2014 there were 12,714 cases of child complaints. the results of the 2011-2014 kpai monitoring saw a significant increase. in 2011 there were 2,178 cases of violence, in 2012 there were 3,515 cases, in 2013 there were 4,311 cases, in 2014 there were 2,713 cases. furthermore, violations of the law committed by children, resulting in cases of children dealing with the law until april 2015 there were 6,600 subsequent cases, 3,160 cases of parenting, 1,764 cases of education, health and drugs there were 1,366 cases. law no. 20 of 2003 concerning the national education system has emphasized that, "national education functions to develop capabilities and shape the character and civilization of a dignified nation in order to educate the life of the nation, aiming at jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 102 developing the potential of students into human beings who believe in and fear god. almighty, virtuous mulya, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible ". furthermore, government regulation number 19 of 2005 regarding national education standards (snp) also explicitly explained various competencies concerned with character in addition to intellect. this all indicates that actually education is tasked with developing character as well as intellect in the form of students' competencies. according to the minister of education and culture regulation no. 23 of 2015 concerning the growth of character to provide legal certainty how the issue of character is something that must be considered and developed immediately in everyday life at school. the term character according to ki hajar diwantara is often called adab or morals. according to ki hajar dewantara (1967) manners learned everything about good and bad in human life. especially the movement of thoughts and feelings in the form of considerations and feelings to the application in the form of actions / behavior. from the cases above it is necessary to bring up the parents' classroom learning model for the inculcation of religious character in the family. as a solution, the need for parental support in involving the process of inculcation of children's character, according to ki hajar dewantara (1967) in inculcating character education, children need to involve the three elements, namely parents, schools and society, which are referred to as "tripusat education". another problem that has surfaced in the context of instilling early childhood character education is the low role and participation of parents. whereas parents are the first and foremost educators who need to be prepared for parenting skills and abilities in the application of the child's character planting, so to foster good character of the child it is necessary to have a habituation in planting religious character educators. realizing the importance of the role of parents in shaping the character of early childhood, p2paud and west java dikmas developed a model based on previous studies and preliminary studies. the location of the preliminary study is bandung regency, sumedang regency and garut regency. theoretical basis parent involvement parent involvement is a collaborative process that is built between schools, families and communities based on the needs of children, so participation is expected to grow from parents / families and the community in various programs organized by the education unit. the model of family involvement in the implementation of early childhood education is expected to be able to involve all elements of both students, parents / family, educators, education staff, school committees, communities, and partner organizations in the field of education. this is based on the opinion of i. hatimah (2016) which states that the family as the first and foremost educational institution for a child has a big contribution to the child's development towards a more complex life. so, if family life is fostered well, then community life will be good too. therefore, the main concept of family involvement is to provide opportunities for families to participate in early childhood education, with a variety of programs implemented in this model. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 103 religious character etymologically the word religious comes from the word religion which comes from english, namely religion, which means religion or belief in the existence of natural power over human power. while religious is a way of looking at someone regarding the teachings of his religion and the way that person uses his beliefs or religion in his daily life (earnshaw, 2000). religious is an obedient attitude and behavior in implementing the teachings of the religion it adheres to, showing tolerance towards the implementation of other religions and being able to live in harmony with followers of other religions (t. ramli, 2003). in the opinion of bloom (1956) states that the development of intelligence, personality and social behavior develops rapidly when the child is at an early age. therefore the strengthening of the child's religious character will be strengthened when parents are involved in the child's educational process, especially to understand the conditions of the surrounding environment, in order to internalize the existing religious values. parent class parent class is a parental education program or parenting program included in adult education, where adult education according to sudjana (2010: 45) is intended for adults in their community environment, so they can develop abilities, enrich knowledge, enhance skills and professions that are have owned, obtained new ways, and changed the attitudes and behavior of adults. this is relevant to all efforts made by parents as a form of protection of children from the effects of the development of human life that is too sophisticated and modern, as well as attitudes or acts of violence against children that often occur in recent times. this form of protection needs to be done as early as possible, even since the baby is in the form of a fetus in the womb until the child is 18 years old. knowledge and understanding of parents about parenting towards children is very influential on the child's growth and future development. therefore parents need to be given understanding and skills in educating children in the middle of the family, knowledge of caring for and guiding children and so that they can become quality human resources in the future. one of them is by inculcating child-friendly parent attitudes or behaviors including education-friendly, nutritional-friendly, caring-friendly and protective-friendly so that the needs of their children can be facilitated properly because it will affect structured and orderly stages of child development. included in maintaining developments in terms of children's psychology on an ongoing basis, so that physical and emotional development can run in a balanced manner. therefore, it is important to hold a parent class in order to maintain and build a balanced child's character, so that it is not easy to fall into individual and social problems that are not in accordance with the task of its development. methods the research method used is to use a quasi-quasi-experimental approach, which utilizes two different groups, to compare the results of existing research. however, it provides different conditioning for the two groups, but is not made equal, so that it is left in accordance with the conditions in the field. this is because the field where the family involvement program is implemented in cultivating religious character is a different and very diverse field, especially for the regional environment that is the subject of this research. the instrument used was a questionnaire using a likert scale to measure the level of understanding of parents before and after the family engagement program was jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 104 implemented. the main target of this research was carried out in 3 locations, namely kober spnf on jl. raya tanjungsari km 18, tanjungsari, sumedang, paud sartika on jl. muarasanding garut and paud rahadatul aisy, jl. cimanuk, kampung cangkuang, garut. with a total of 75 respondents. result and discussion result based on the results of the questionnaire distribution, the conditions for prior to using the family engagement model are found, the conditions can be illustrated in the following diagram: figure 1. initial study graph on religious character education in the family whereas for the distribution of questionnaires after the model of family involvement was implemented in developing religious character in the framework of developing the development of learning tools based on the results of field study analysis as follows: jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 105 figure 2. preliminary study results of the role of parents in growing religious character at home for this reason, the results of the study can be illustrated in the following graph, where the initial and final results of two different respondents are described as follows: 1. improved learning outcomes improved learning outcomes are measured by learning experiences in the form of using pretest and posttest questions. pretest questions are given before learning and posttest questions are given after fostering the application of religious values. in this trial 25 (twenty five) mawar hidayah paud students who received guidance on the cultivation of religious characters became the treatment group while 25 (twenty five) participants who did not receive guidance on planting religious values became the control group. based on the calculation, the average pretest score is 39.20 and the average post-test score is 77.36. based on the average pretest and post-test scores an increase in cognitive value of 0.62 was obtained. the value of the increase is in the medium category. this can be seen based on the distribution of instruments with the normality test in the table below: table 1. normality test tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. prestest .234 25 .001 .821 25 .001 posttest .275 25 .000 .785 25 .000 after carrying out the normality test, then proceed with the t-test, because the results are not normal. as for the results of t arithmetic can be described as follows: table 2. test t calculate changes in parents' understanding of early childhood religious character planting paired samples statistics mean n std. deviation std. error mean pair 1 prestest 3.92 25 1.115 .223 posttest 7.76 25 .779 .156 jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 106 paired samples test t df sig. (2-tailed) pair 1 prestest posttest -14.993 24 .000 based on the calculation of the results of the pretest and post-test, there is an increase in learning outcomes after carrying out the teaching of fostering religious character cultivation. this is evident from the results of the calculation of t arithmetic under the value of 0.05. 2. students' responses to the family engagement model for inculcating the religious character of early childhood in the family. data on students' responses to the formation of religious character planting using questionnaires is given at the end of the coaching activities. questionnaire responses of students to the formation of religious value investment consists of several statements. questionnaire responses of students consists of two aspects, namely aspects of the material and aspects of teaching materials. questionnaire responses of students distributed to students. calculation of student response questionnaires uses the same method as calculating the feasibility of a conceptual model. the average material aspect score was 3.53 (b) and the reading material aspect was 3.62 (b). and the average score of the total responses of students to coaching religious value inculcation is worth a. this score is included in the category of "very good". this shows that the family engagement model for inculcating the religious character of early childhood in the family deserves wider use. discussion based on the results of the research conducted it can be described as follows: first, the model of family involvement in inculcating the religious character of early childhood. for the development of an educational model it is found that the role of parents needs to be increased so that it is expected to provide reinforcement to the formation of children's character, especially in the early age of the child (akhyadi & mulyono, 2019). with the condition of urban areas that have many tkit (integrated islamic kindergarten) full day school, then parents grow uncritically and entrust their children fully to the school, this has become one of the obstacles in developing awareness of religious values in early childhood (sutarmin, zuchdi, & suardiman, 2014). with the trial of this model, it is expected to be able to facilitate parents to provide care and assistance in accordance with the tasks and development of early childhood, especially in inculcating religious character, because religious values are not only jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 107 related to religion, but also related to values harmony and mutual respect between one religion and another (t. ramli, 2003). second, the development of learning tools in order to develop a family engagement program in fostering the religious character of early childhood. with the development of these learning tools, it is expected that parents who participate in the parent class program and inspirational classes can be encouraged to further improve the quality of early childhood care in their families. parent class as one form of adult education, is an alternative education program that is expected to strengthen the quality of parents as well, in line with the opinion of mulyono (2012) which states that one of the main education channels in non-formal education is education for people adult. the main role of parents in the class of parents also needs to be supported by strengthening the role of the education unit manager to increase the effectiveness of the educational program undertaken, this is in accordance with the opinion of mulyono (2018) which states that the role of managers in non-formal education units will strengthen the capacity of unit management according with the expected goals. with the development of a model that also strengthens the development of the learning framework, it becomes a reinforcer in the model of planting religious character for early childhood. third, the results of the learning process in the development of religious character planting models for young children seem to provide a pretty good value, this can be seen from the results of t arithmetic showing the number -14,993 which indicates a change in understanding and behavior of parents who have followed the planting model program religious character for early childhood. with an average level of change of 0.69 based on the n-gen calculation of the scores obtained. with these achievements indicate an increase. a pretty good understanding of parents about inculcating religious character in a family. the development of religious values in the family becomes a reinforcement in the formation of character in the community which in turn will foster collective awareness in the community (saepudin & mulyono, 2019) conclusion with various approaches that have been carried out to strengthen the results of the research carried out, it can be concluded that the model of religious character planting for early childhood in the family has given quite good results, with indicators being a change in understanding and behavior of parents in providing values religious to early childhood in the family concerned and supported with an adequate approach also from the manager of the early childhood education unit. acknowledgement we thank the directorate general of early childhood education and community education, ministry of education and culture for providing support in the form of funding and assistance during the process of developing the religious character planting model for early childhood. do not forget to the leaders of p2paud and west java dikmas along with the ranks, peers, and academics who have helped in the development of this model. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 108 reference akhyadi, a. s., & mulyono, d. (2019). program parenting dalam meningkatkan kualitas pendidikan keluarga. abdimas siliwangi, 1(1), 1-8. bloom, b. (1956). taxonomy of education objective. new york: david mckay company inc. earnshaw, e. (2000). religious orientation and meaning in life: an exploratory study. missouri, usa: departmen of psychology: central modist college. hatimah, i. (2016). keterlibatan keluarga dalam kegiatan di sekolah dalam perspektif kemitraan. pedagogia: jurnal ilmu pendidikan, 14(2), 290-297. mulyono, d. (2012). menegaskan karakter pendidikan nonformal. empowerment, 1(1), 63-68. mulyono, d. (2018). the strategy of managers in moving business learning group program in pkbm srikandi cimahi city. journal of educational experts (jee), 1(1), 41-50. ramli, t. (2003). pendidikan karakter. bandung: penerbit angkasa. saepudin, a., & mulyono, d. (2019). community education in community development. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 8(1), 65-73. sudjana, n. (2010). dasar-dasar proses belajar. bandung: sinar baru algesindo. sutarmin, s., zuchdi, d., & suardiman, s. p. (2014). penanaman nilai-nilai dasar humanis religius anak usia dini keluarga perkotaan di tk islam terpadu. jurnal pembangunan pendidikan: fondasi dan aplikasi, 2(2), 156-166. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 29 angklung training for paud teachers sulastri ikip siliwangi lastrinurahwan@gmail.com abstract west java is the area that is rich in traditional music, one of them is angklung, which is a musical instrument made of bamboo and played by shaking . as one of the traditional musical instruments, angklung as musical instrument should be maintained by the community so that it can still be heard and played and even preserved to the next generation. one effort to appreciate and preserve angklung traditional music, igtki (bandung kindergarten teachers association) held a training to improve the professional competence of early childhood education teachers as a target audience in mastering traditional angklung music to be able to transfer knowledge to children early age in paud. the purpose of this study analyzed the implementation of angklung extracurricular learning in paud in bandung as a vehicle for the preservation of traditional music in west java. this study uses qualitative descriptive as the method. data collection techniques used were observation, interviews, and documentation. by preserving angklung traditional music, it is hoped that angklung music will remain a cultural heritage of west java without fear of being seized by other countries. keywords: training, education teachers, paud, angklung introduction training is an activity to give, obtain, improve, and develop a work ethic at the level of skills and expertise in accordance with job qualifications. training for early childhood educators is designed to complement paud teachers and in the playground, so they have adequate knowledge and skills in applying the basic of early childhood education, that is accordance with aspects of child development. the training program will also strengthen teacher skills in developing personality competencies, social competencies, professional competencies and pedagogical competencies accordance with minister of education regulation no. 12 of 2007. one of the most decisive factors in the effort to improve the quality of human resources through education is the educators (teachers), through them education is implemented at the micro level, it means that how the quality of education and learning outcomes will lie in how educators carry out their duties professionally and based on values of life that are not only material values but also transcendent values that can inspire the educational process towards an ideal and meaningful condition for the student happiness life, educators and society as a whole. thus, it appears that educators are expected to have a significant influence on the formation of human resources in cognitive, affective and skill aspects, both in physical, mental and spiritual aspects. this clearly demands the quality of the provision of good education and professional educators, so that the quality of educational outcomes can truly play an optimal jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 30 role in people's lives. for that educators are required to improve, develop themselves in building the world of education. by remembering the serious and complexity of developing education, it is very important to make efforts to encourage and empower educators to become more professional and encourage the public to active participate in providing space for educators to actualize themselves in order to develop education, this is nothing but intended to make efforts to build a solid education, and be able to continuously make improvements towards higher quality. in line with this, the bandung city kindergarten teacher association have an active role in increasing the competence of paud teachers, as part of human resources which has become a leading indicator in measuring and describing the progress of a nation, on that basis every country has placed the development of resources humans as the main development issues, programs and strategies, including indonesia. through angklung training activities, it is hoped that paud teachers will increasingly know their responsibility is really great because early childhood in their hands is the next generation of the nation so that they will be increasing to provide maximum service to children. various studies related to early childhood show that the preparation of quality human resources must be started from an early age, even from the conception period in the womb. knowing of the needs of children's development and growth greatly determines the quality of health, intelligence, and social maturity in the next stage. so at that age a nurturing and guidance effort is needed for children through the provision of educational stimuli to help the physical and spiritual growth of children so that they will have readiness in entering further education in the future. early childhood education, hereinafter abbreviated as paud, is an effort to guide children from birth to the age of 6 (six) years through the provision of educational stimuli to help growth and physical and spiritual development so that children have readiness to enter further education. (rohaeni, 2014). some of the components that can be elaborated from the formulation above, namely: (1) paud contains a training program in the form of educational activities, (2) paud targets are children aged 0-6 years, (3) paud programs to develop all potential children that cover the scope the development of religious and moral values, motoric, cognitive, linguistic, social emotional, and artistic, (4) the purpose of the paud program is to have readiness for further education for chidren. early childhood education in indonesia has special characteristics compared to those applied in various countries. the particularity lies in: (1) the range of age ranges, the target of early childhood in indonesia from 0 6 years, while in many countries reaching the age of 8 years; (2) early childhood service programs in indonesia consist of kindergarten (for children 4-6 years), playgroups (priority for children aged 2-4 years), child care parks (priority age 0-6 years), and similar paud unit (children 0-6 years old); (3) education pathways: kindergarten is included in the formal education pathway, while playgroups, child care parks, and similar early childhood education units are included in the path of non-formal education. this particularity makes paud in indonesia specific in its implementation because each service program has its own distinctiveness. however, all paud service programs have the same goal, namely to develop all the potential of children which includes aspects of religious and moral values, physical motor, cognitive, language, social emotional, and art to achieve readiness for further education, (purwaningsih, 2014). early childhood education is the basis that has a real influence on the success in the education level above. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 31 therefore, early childhood education is developed based on a scientific foundation, a judicial foundation, social, cultural, and pedagogical both theoretically and empirically. in this regard, great responsibility is born by paud teachers to develop all the potential possessed by children, so the association of indonesian kindergarten teachers in bandung city feels the need to integrate local cultures in west java to be applied through playground or paud that has a love of traditional angklung music. one of the traditional musical instruments of west java is angklung made of bamboo stems, first introduced by daeng soetigna around 1938 in west java. the word angklung comes from the sundanese language "angkleung-angkleungan" which is the movement of the angklung player and the sound produced is "klung". the way to play angklung instrument is to shaking, so that it will produce sound of the angklung appears because the bamboo collides with each other. the sound produced by the collisions of the bamboo forms the arrangement of the tones (indrawaty, ichwan, & erlangga, 2013). according to udjo dalam (komariyah, 2016), that angklung can arouse attention to music, revive musicality, develop a sense of rhythm, melody, harmony, development of intelligence, and creativity. angklung can be means of channeling emotions, expressions of happiness in playing music, as well as exercising gesture coordination when following the rhythm of music in the framework of developing psychomotor nerves. angklung music training activity provides a method that is very easy to remember by teachers or paud children, one of them is the finger method (koda'ly method), this is felt to be very important for the teacher to facilitate delivery in introducing and playing angklung instruments with the child paud children. research methods the method of this research is survey. data collection was carried out by direct interviews with respondents of paud teachers who participated in angklung training as representatives of each playground and paud in bandung as many as 35 paud teachers. data analysis was carried out descriptive qualitative. this research was carried out in the bandung wetan subdistrict teacher working group (tk istiqamah street citarum park). the site selection because the subdistrict cluster is the center of teacher activities and meetings every week, after each school's learning activities completed. results and discussion results the training organized by the bandung city kindergarten teachers association, which is devoted to paud teachers, aims to participate in preserving the west java arts culture, namely angklung traditional music so that it is not extinct and is not recognized by other countries, therefore according to the child's development that children are born with their own potential and can be stimulated early by inviting children to love, listen and play this angklung instrument while playing. on the below, it showed before the teacher gets angklung training using the koda'ly method and after getting angklung training using the koda'ly method. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 32 table 1. the ability of the teacher to play angklung before getting training with the koda'ly method no teacher code how to hold angklung how to ring angklung song reading 1 a-01 bb bb bb 2 a-02 bb bb mb 3 a-03 mb mb mb 4 a-04 mb bb bb 5 a-05 bsh mb bsh 6 a-06 bb bb mb 7 a-07 bsh mb mb 8 a-08 bb bb bb 9 a-09 mb mb mb 10 a-10 bb bb bb 11 a-11 bb bb bb 12 a-12 bsh mb mb 13 a-13 bb bb bb 14 a-14 bsh mb bsh 15 a-15 bb bb bb 16 a-16 mb mb mb 17 a-17 bb bb bb 18 a-18 mb mb mb 19 a-19 bb bb bb 20 a-20 mb mb mb 21 a-21 bb bb bb 22 a-22 bb bb bb 23 a-23 bsh bsh bsh 24 a-24 bsh bsh bsh 25 a-25 mb bb bb 26 a-26 bb bb bb 27 a-27 bsh bsh bsh 28 a-28 mb bb bb 29 a-29 bsh bsh bsh 30 a-30 bb bb bb 31 a-31 mb bb bb 32 a-32 bb bb bb 33 a-33 mb mb bsh 34 a-34 bb bb bb 35 a-35 bsh bsh bsh bb = not developing yet, mb = start growing, bsh = developing as expected jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 33 table 2. recapability of the teacher's ability to play angklung before getting training with the koda'ly method how to hold angklung how to ring angklung song reading bb 16 45,7 20 57,1 18 51,5 mb 10 28,6 10 28,6 9 25,7 bsh 9 25,7 5 14,3 8 22,8 total 35 100 35 100 35 100 from the table above, there were 16 indicators for how to hold angklung that had not yet developed, which began to develop by 10 teachers and it developed according to the expectations of 9 teachers. for the value of the indicator how to ring the angklung, there were 20 undeveloped teachers, who started to develop as many as 10 teachers and those that developed according to expectations were 5 teachers. for indicators of reading song scores, there were 18 undeveloped teachers, who started to develop as many as 9 teachers and those who had developed as expected were 8 teachers. table 3. teacher's ability to play angklung after getting training with the koda'ly method no teacher code how to hold angklung how to ring angklung song reading 1 a-01 bsh bsh bsh 2 a-02 bsh bsh bsh 3 a-03 bsh mb bsh 4 a-04 bsh bsh bsh 5 a-05 bsh bsh bsh 6 a-06 mb bsh mb 7 a-07 bsh bsh bsh 8 a-08 bsh bsh bsh 9 a-09 bsh bsh bsh 10 a-10 mb bsh mb 11 a-11 bsh bsh bsh 12 a-12 bsh bsh bsh 13 a-13 bsh bsh bsh 14 a-14 bsh bsh bsh 15 a-15 bsh bsh bsh 16 a-16 bsh bsh bsh 17 a-17 bsh mb bsh 18 a-18 bsh bsh bsh 19 a-19 bsh bsh bsh 20 a-20 bsh bsh bsh 21 a-21 bsh bsh bsh 22 a-22 bsh bsh bsh jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 34 no teacher code how to hold angklung how to ring angklung song reading 23 a-23 bsh bsh bsh 24 a-24 bsh bsh bsh 25 a-25 bsh bsh bsh 26 a-26 bsh bsh bsh 27 a-27 bsh bsh bsh 28 a-28 bsh bsh bsh 29 a-29 bsh mb bsh 30 a-30 bsh bsh bsh 31 a-31 bsh bsh bsh 32 a-32 bsh bsh bsh 33 a-33 bsh bsh bsh 34 a-34 bsh bsh bsh 35 a-35 bsh bsh bsh bb = not developing yet, mb = start growing, bsh = developing as expected table 4. recapability of teachers to play angklung after getting training with the koda'ly method how to hold angklung how to ring angklung song reading bb 0 0 0 0 0 0 mb 2 5,7 3 8,6 2 5,7 bsh 33 94,3 32 91,4 33 94,3 total 35 100 35 100 35 100 from the table above, there are 0 indicators for how to hold angklung that have not been developed, which began to develop as many as 2 teachers and which developed according to the expectations of 33 teachers. for the value of the indicator how to ring the angklung, there were 0 undeveloped teachers, who began to develop as many as 3 teachers and those that developed according to expectations were 32 teachers. for the music score reading indicators, there were 0 undeveloped teachers, who started to develop as many as 2 teachers and those who had developed according to expectations were 33 teachers. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 35 table 5. comparison between the teacher's ability to play angklung before and after getting angklung training using the koda'ly method how to hold angklung how to ring angklung song reading before = after before = after before = after bb 16 = 0 20 = 0 18 = 0 mb 10 = 2 10 = 3 9 = 2 bsh 9 = 33 5 = 32 8 = 33 total 35 35 35 the comparison table between the ability of teachers to play traditional musical instruments angklung before and after getting training is as follows: the ability of teachers to hold angklung musical instruments that have not yet developed there are 16 people then after training all participants can hold the angklung instrument correctly, who initially started berkembang with 10 people, after the training left behind 2 people, and for the value that developed according to expectations from the beginning 9 people rose to 33 people. the ability of the teacher to ring the angklung musical instrument which had not yet developed there were 20 people, so after the training all participants could hold the angklung instrument correctly, which initially began to develop there were 10 people, then after the training there were 3 people left behind, and for the value that developed according to the expectations of initially 5 people rose to 32 people. the ability of the teacher to read music scores that initially did not develop there were 18 people, so after training all participants were able to read song scores, which initially had 9 people, then after the training there were 2 people left behind, and for developing values according to expectations 8 people rose to 33 people. discussion angklung training for paud teachers organized by the bandung city kindergarten teachers association aims to help preserve the traditional culture of west java, especially to know traditional angklung music that will be transferred to early childhood in the playground or in paud. early childhood teachers who were not able to hold angklung at first, sounded angklung instruments with sound origin and many were unable to read song scores correctly, so after getting angklung training from angklung community trainers, the teachers had skills in holding angklung correctly, can sound an angklung instrument according to the correct rules, can read music scores correctly and can apply between musical notes in the form of solmizing notes into the hand signing movement (koda'ly method), the following will be compared to the ability of paud teachers before getting training and after getting angklung training. the method given during this training is by using the hand (hand signing), better known as the koda'ly method. lots of skills that must be possessed by paud teachers to master music art one of which is the ability to read solmization notation. the ability to read solmization jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 36 notation is one of the abilities in the field of music art including angklung music that must be mastered by the teacher, solmization itself means to put different syllables into each note on a musical scale. the solmization system used worldwide is the solmization system from guido (susilo, 2004, p. 36). guido's solmization system, do, re, mi, fa, sol, la, si, do 'was changed into a hand signing using easy-to-remember finger patterns and of course can be introduced to paud teachers and children while playing -main. paud teachers are asked to repeat the solmization system in hand signing both individually and in groups, can also be performed by playing a song followed by hand movements with the method koda "ly. picture 1. hand signing source : http://profileengine.com/group/profile/42130660/its-not-gang-sign-it-koda’ly the repetition of the hand signing demonstration is intended for paud teachers to quickly accept and understand and be able to read song scores with their solmization system. not only taught how to demonstrate hand signing, but also taught how to hold a correct angklung instrument by way of the left hand straightened parallel to the chest, while the right hand holds the angklung which has a higher tube on the right, the lower tube is on the left, while the position of the thumb and forefinger are united like a movement will pinch something and placed under the base of the angklung. the way to ring the angklung instrument is by shifting the right hand towards the left and right alternately according to the appearance of the solicitation note according to the direction of the conductor or song conductor. the way to play angklung is only shaken and the movement of wiggling angklung trains motorics and is played in groups, the nature of angklung that must be played in groups makes angklung cannot be played independently, (janir, 2012). in the beginning not all paud teachers were able to sound angklung instruments correctly, but as long as the angklung could sound, regardless of how they should hold and sound the angklung instruments correctly, not all paud teachers could read the solmization system properly. this training is very useful for early childhood teachers who in their daily lives are required to be able to sing a song according to the solmization scales correctly. the world of paud children is the creation of play. every child has an instinct to play, so the need to creativity in a certain pattern that greatly helps the process of growth and development. playing is the whole activity carried out by someone who is pleasant, encouraging, and creates pleasure which serves to help individuals achieve complete jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 37 development, both physical, intellectual, social, moral and emotional. playing activities are very interesting activities for children, in a large indonesian dictionary published by the ministry of education and culture it means that playing from the word play means "to play games that are pleasing by using a game or not", in another sense explained further that playing is "doing deeds for fun by using certain tools or not" (nurdiani, 2013). playing on children means to learn because for children playing and learning is a unity and a process that continues happening in his life. through play, children can organize various experiences and cognitive abilities in an effort to rearrange their beautiful ideas. in other words, playing is the initial stage of the learning process in children that is experienced by all humans, purwaningsih (2014). playing is the most basic child's needs, when children interact with the surrounding world, through playing it does. playing is the main tool to achieve growth, as a medium will try not only fantasy but is done real (ningsih, 2013). conclusion based on the description above, it can be concluded that the ability of paud teachers to receive angklung training delivered by angklung paguyuan trainers who initially held angklung instruments was only in the form of origin, so after getting training, the teacher learned that the way to hold angklung was the next hand left aligned parallel to the chest, while the right hand holds the angklung which has a higher tube on the right, the lower tube is on the left, while the position of the thumb and forefinger are united like the movement will pinch something and placed under the base of the angklung . the way to ring an angklung instrument is by shifting the right hand towards the left and right in accordance with the solution according to the direction of the conductor or song conductor, and paud teachers getting better at reading the solmization of a song. hopefully the angklung training will make angklung traditional music more attractive to young people through the hands of paud teachers. reference rohaeni, e. (2014). penerapan metode bermain balok dalam mengembangkan nilai kognitif anak usia dini pada paud nuansa kota bandung. empowerment, 4(2252), 181–197. purwaningsih, e. (2014). penggunaan metode bermain dengan teknik leader conference dalam upaya meningkatkan kecerdasan linguistik anak usia dini di taman kanakkanak cendekia leadership school kecamatan cimenyan kabupaten bandung. jurnal empowerment, 4(2252), 106–119. indrawaty, y., ichwan, m., & erlangga, a. (2013). pengembangan simulasi pola memainkan angklung. jurnal informatika, 4(2), 12–20. https://doi.org/10.1017/cbo9781107415324.004 komariyah, l. (2016). pengaruh musik angklung terhadap kualitas hidup wanita lanjut usia. jurnal pendidikan keperawatan indonesia, 2(1), 10–15. nurdiani, y. (2013). penerapan prinsip bermain sambil belajar dalam mengembangkan multiple intelegencia pada pendidikan anak usia dini. empowerment, 2(2252), 85–93. ningsih, e. (2013). penggunaan metode bermain peran dalam menumbuhkan keterampilan berbahasa anak usia dini. empowerment, 2(2252), 126–136. janir, z. v. (2012). penentuan distribusi angklung berdasarkan partitur menggunakan algoritma pencarian a *. sarjana institut teknlogi bandung, 1(2). empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 183 the information technology training for educators in order to improve the quality of learning in boarding school nurul ansor karawang sri handayani smp it bani hasan karawang sri.handayani21@yahoo.com received: juni, 2020; accepted: september, 2020 abstract abstract the background of this study is the existence of problems in the conventional learning process in boarding schools that led to declining interest in learning so that students affect on the number of students decreasing each year. the purpose of this research is 1). to determine how the information technology training for educators to improve the quality of learning pondok pesantren nurul ansor karawang, 2). to determine the impact of information technology training to students learning interest. the theory used in this research is the training concept, the concept of learning and the concept of a boarding school. the method used qualitative descriptive approach and qualitative methods. this study uses interview and observation techniques. two educators and five students’ representatives. research in pondok pesantren nurul ansor is a learning process that conventionally can be converted into innovative learning and varied with the training information technology for educators so that the learning process more quality and learning interest of students increased sharply so as to produce graduate students are more qualified and capable competitive with the outside world. keywords: training, quality learning and boarding schools. abstrak latar belakang dari penelitian ini adalah adanya permasalahan pada proses pembelajaran yang konvensional di pondok pesantren yang menyebabkan menurunnya minat belajar santri sehingga mempengaruhi pada jumlah santri yang semakin menurun tiap tahunnya. tujuan penelitian adalah 1). untuk mengetahui bagaimana pelatihan information technology bagi pendidik dalam rangka meningkatkan kualitas pembelajaran di pondok pesantren nurul ansor karawang, 2). untuk mengetahui dampak dari pelatihan information technology terhadap minat belajar santri. teori yang digunakan dalam penelitian ini adalah konsep pelatihan, konsep pembelajaran dan konsep pondok pesantren. metode yang digunakan menggunakan pendekatan deskriptif kualitatif dan metode kualitatif. penelitian ini menggunakan teknik wawancara dan observasi. lokasi penelitian di pondok pesantren nurul ansor karawang yang menjadi responden dalam penelitian ini pengelola pondok, pendidik dua orang dan lima orang santri sebagai perwakilan. hasil penelitian di pondok pesantren nurul ansor adalah proses pembelajaran yang konvensional dapat dirubah menjadi pembelajaran yang inovatif dan beragam dengan adanya pelatihan information technology bagi para pendidik sehingga proses pembelajaran lebih berkualitas dan minat belajar santri meningkat sangat tajam sehingga dapat menghasilkan lulusan santri yang lebih berkualitas dan mampu berdaya saing dengan dunia luar. kata kunci: pelatihan, kualitas pembelajaran dan pondok pesantren. how to cite: handayani, s. (2020). the information technology training for educators in order to improve the quality of learning in boarding school nurul ansor karawang. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 183-189. handayani. the information technology training for educators in order to improve the quality oflearning in boarding school nurul ansor karawang 184 introduction improving the quality of human resources in all aspects of life is the very thing absolutely must be done in order to face global competition. one of the elements to improve the quality of human resources is education, because education is the result of the determinant of the quality of human resources. quality education will not be separated from quality learning process.the variables of quality of learning is learning conditions, learning strategies and learning outcomes. while the quality of learning outcomes that is determined by the condition and learning strategies created by educators in the classroom. how to determine the learning strategies that appeal to the students an educator should be good to analyze each condition class and the students themselves. indicators contained in the quality of learning includes teaching skills of educators in learning information technology and learning activities of students in the study of religion by means of information technology. with the above indicators are expected to be implemented the learning process more interesting and innovating so that the students produced can be qualified and able to compete with the outside world. in accordance with the development at this point all the information can be obtained via the internet, while to be able to access to the internet should be able to master computer skills first. including the current learning system for all educators are expected to use the computer with all of his knowledge. in order to implement the strategy of learning in terms of delivery of material deemed necessary to provide it training to equip educators in the delivery of materials to the students so as to improve the motivation. according pribadi (2016, p 1) training is one of the important components in human resource development (hrd) in an institution. the training program is expected to improve the knowledge, skills and positive attitudes of hr, which act as an important asset in the institution. through the training of information technology should be able to change the paradigm of educators to be more creative in the delivery of material to the students without eliminating destination islamic boarding school that is personality and having good morals. it training is only as a medium of learning for teachers and facilitate the delivery of material. in addition, if teachers can implement innovative learning it is expected to produce an effective learning behavior and generate boarding school graduates are more qualified. training training is every activity to improve the performance of educators on the job he held today or associated with their job while information technology training is training in the field of computers and applications that can be used in the manufacture of learning media. according to wilson (akhyadi & kaswan, 2018) "a planned process to modify attitude, knowledge or skill behavior through learning experience to achieve effective performance in an activity or range of activities". means that training is a process that is planned to change attitudes, knowledge or behavior skills through learning experience to achieve effective performance in an activity or a number of activities benefits of training effective training will bring benefits both for boarding schools, educators as well as cultivation and maintenance of harmonious relations among students. the benefits of the training was divided: handayani. the information technology training for educators in order to improve the quality oflearning in boarding school nurul ansor karawang 185 a. islamic boarding school 1. increased labor productivity cottage 2. the realization of a harmonious relationship between the manager of the lodge and educators 3. the decision process faster because it involves educators responsible 4. improve morale all educators in the cottage 5. the smooth running of an effective and efficient communication 6. encouraging openness of management through a participative management style 7. functional conflict resolution so as to create a sense of unity and familiarity within the cottage b. educator 1. help educators create better learning media 2. improving the ability of educators in problem solving learning 3. the internalisation of operational and motivational factors, such as recognition, achievement, growth, responsibility and advancement of the profession of educators 4. the emergence of a boost in self-educators to continue to improve its capabilities 5. increasing the capacity of educators to overcome the problem of stress, frustration and conflict 6. improving the job satisfaction of educators 7. the greater recognition of the ability of educators 8. reducing the fear of facing new tasks in the future because the educators themselves have mastered these tasks c. students 1. the process of communication and effective information 2. their perceptions of the same students on tasks that must be completed 3. adherence to all students of the provisions of a normative nature 4. the presence of a good climate for the growth of all students 5. making the boarding school as a more pleasant place to work learning learning is a process of communication and interaction as an educational establishment with the condition the learning process in self-learners. according sanaky (suryani, setiawan, & putria, 2018, p. 4) instructional media defines a device that can be used to convey a message of learning while according musfiqon (suryani, setiawan, & putria, 2018) learning media can be used as the primary medium used for all learning processes or as a complement or supplement alone 1. media-based learning information technology computer-based technology or information technology is a way to produce and deliver material by using the resources of digital-based. kustandi according to the computer-based media and sutjipto (suryani, setiawan, & putria, 2018, p. 54) has the following characteristics: a. can be used randomly, or linearly nonsekuensial b. can be used on the desires of the students or by the desire of educators c. the idea presented in an abstract style with words, symbols and graphics d. the principle of cognitive science to develop this media e. oriented student learning and student interaction involves a high 2. understanding information technology in learning information technology or information technology function as an information distribution, storage and processing of information. according to richard weiner (saud, 2018, p. 183)said handayani. the information technology training for educators in order to improve the quality oflearning in boarding school nurul ansor karawang 186 that information technology is a process and processing of data by a combination of computers and telecommunications. more technology to the processing of the data and how the data is processed and processed using computers and telecommunications. 3. factors supporting education through information technology a. environmental factors, including institutions and community education providers b. students or learners include age, background, culture, mastery of language and a variety of learning styles c. teacher or educator includes background, age, teaching style, experience and personality d. technological factors include computers, software, network, connection to the internet and a range of capabilities needed with regard to the application of the internet in the school environment islamic boarding school according to a. halim, et al (kompri, 2018, p. 2) pesantren is islamic educational institutions that teach islamic sciences, led by kiai as the holder / owner of the boarding school and assisted by ustadz / teacher who teaches islamic studies to students, through the typical methods and techniques. boarding school as well as an educational institution that presents the science of religion as well as the center of islamic religion both among students and students’ parents. because the religious schools are taught with passion and religious teachings in schools precisely distributed. according mastuhu (kompri, 2018, p. 3)interpret boarding schools are educational institutions that present the teachings of islam to be studied, understood and practiced by stressing the importance of religious morals to guide everyday behavior. from some of the foregoing it is understood that the boarding school is an islamic educational institution in which his students staying at the lodge led by kiai. the students are expected to learn, understand and practice the teachings of islam with an emphasis on the importance of religious morals to guide behavior in everyday life character. purpose education in boarding schools 1. general purpose guiding students to become islamic human personality. students with religious knowledge, able to be preachers in the surrounding communities through science and religion. 2. special purpose prepare the students to become knowledgeable religion and to practice it in accordance with that recommended by kiai who are concerned and practice in the community. according mastuhu (kompri, 2018, p. 4) pesantren educational purposes, namely: 1. have wisdom in islam. the students helped to be able to understand the meaning of life, the existence, role and responsibilities in the life of society 2. having freedom guided 3. capable of self-regulating 4. have a high sense 5. respect for parents and teachers, in love with science 6. independent love the simplicity handayani. the information technology training for educators in order to improve the quality oflearning in boarding school nurul ansor karawang 187 method this research uses descriptive qualitative research methods, according to (sugiyono, 2014) research methods based on the positivism philosophy post, which is used to examine natural objects, (as opposed to being an experiment) through research is a key instrument. because this research will reveal events or facts, phenomena, variables and circumstances that occur when the research occurs by presenting what actually happened. the data processing technique is carried out by triangulation while the data analysis technique is inductive/qualitative because this research begins with data collection, data analysis and interpreting or interpreting the data which is then drawn an experimental sample produced from this research. this research was conducted at the nurul ansor islamic boarding school located in krajan hamlet, kemiri village, jayakerta district, karawang regency. data collection techniques through interviews with managers of boarding schools, educators 2 people and 5 students as samples in this study. by selecting the sample above, you can teach the conventional learning process and the innovative learning process after the information technology training. results and discussion result researchers conducted interviews with educators and students about why there is decrease in interest in student learning at the boarding school. here are answers educators with the initials tr: "students in nurul ansor’s boarding school from year to year continues to experience a significant decline, a few years ago could reach 500 students from various regions around karawang, such as bekasi, purwakarta and subang. there are elementary, secondary and vocational education in accordance with the education they take. but that number has declined and the remaining 2018/2019 school year students live 60 people. each of the learning process is only about 60% of the total number of students who follow the well and spirit. if i see this as the saturation of students with learning method performed by the ustadz or ustadzah is still conventional and rigid, it is due to our limited knowledge and inadequate infrastructure ". the next interview about the impact of the training information technology this interest in learning to students and the quality of learning. here's the interview: "the impact of this training are felt at all, a lot of changes in the learning process. ustadz and ustadzah so much passion in teaching as well as the students become more enthusiastic because they like the new teaching methods. with a quality learning interest in learning so students also increased, now 100% of students can follow a good learning and concentration ". the next question is how to improve the quality of learning by implementation of information technology training for educators in boarding school nurul ansor karawang. this interview was conducted to educators who had the initials rr, the following answer. "i think that is needed by the ustadz or ustadzah in improving the quality of learning is by their training or simple information technology computer training and other knowledge about computer technology, because considering the educational background of the ustadz or ustadzah only a high school graduate or equivalent. computer training can be started with the introduction of microsoft word, excel and power point. after the training is expected to educators to make learning more interesting models so that the learning process can be more qualified ". handayani. the information technology training for educators in order to improve the quality oflearning in boarding school nurul ansor karawang 188 the next interview researchers did the managers of the lodge with the initials as, regarding the training facilities information technology. "we, the cottage is very supportive of this training, to infrastructure we can prepare. starting from the laboratory and some laptops that can be used during the training was conducted. for us the important thing is that this training will improve the quality of learning for the students". of the five samples of the interviews students about why there is a decreased in interest in students in learning boarding schoolis as follows: "the way ustadz or ustadzah delivered material only so-so only, usually just with lectures and memorizing. no other amenities are a means of learning. material presented so unattractive and hard to be understood". "as for the next question on the impact of training information technology towards learning interest of students, the conclusion of the interview the five students are learning process more interesting, we were delighted with the material submitted by the ustadz or ustadzah. we were faster understand each lesson being held in pondok, more knowledge and skills that can we can with the new learning system". discussion based on what was described above regarding how information technology training for educators to improve the quality of learning pondok pesantren nurul ansor karawang and their impact on students' learning interest, with this training, it can change the learning method in boarding school becomes more attractive, innovation and quality. a performance of the educators can be further increased because training is every effort to improve the performance of the employee / employee on the job responsibilty current or associated with their job while information technology training is training in the field of computers and their applications. with educators to master computer then their ability to make more creative learning media, as well as with enthusiastic students in the study of religion is much more vigor and focus. this makes the manager of the lodge to be optimistic, the next school year the number of students will increase. here we can see all the benefits of the training felt by all parties, for better management of the lodge managers in improving the quality of a good lodge in the eyes of parents of students and the surrounding community. for educators obviously very helpful in delivering the materials to the students, it is very easy and fun. so that educators can enjoy his job. for the students clearly benefit more so because they are easier to learn and not feel bored, learning presented by educators more attractive and can help them to become more focused. by training information technology a method of learning can be helped by using a computer with software of various kinds are applied as the power point, it is very helpful in presenting the material presented to the students, but it can be connected to the internet by using a browser such as google chrome and mozilla firefox, it really helps educators and students see the outside world and they can increase their religious knowledge through the internet were very limited and certainly that is positive. as a medium of learning based on information technology according kustandi and sutjipto (suryani, setiawan, & putria, 2018, p. 54) has the following characteristics: a. can be used randomly, or linearly nonsekuensial b. can be used on the desires of the students or by the desire of educators c. the idea presented in an abstract style with words, symbols and graphics d. the principle of cognitive science to develop this media e. learning-oriented students and involves the interaction of students high handayani. the information technology training for educators in order to improve the quality oflearning in boarding school nurul ansor karawang 189 in addition to the media is also a contributing factor in learning based on information technology is very important as a factor environment that includes institutional providers of education and society, the student or students include age, background, culture, mastery of language and a variety of learning styles, educators or cleric includes background, age, teaching style, experience and personality as well as technological factors include computers, software, network, connection to the internet and a range of capabilities needed with regard to the application of the internet in the school environment. conclusion based on research carried out by researchers on the training of information technology for educators in order to improve the quality of teaching in a boarding school nurul ansor karawang has been very successful as expected either by the manager of the lodge and educators themselves and the impact of the training on the learning interest of students is very pronounced and significantly so. this is due to the manager of the lodge was very supportive and facilitate the implementation of this training so that the program can be implemented properly and the results obtained can be maximized. the success of the training program must be supported by all parties involved in it as a result of the training can also be enjoyed by the parties in a government agency to provide training. references akhyadi, a. s., & kaswan. (2018). manajemen program pengembangan sumber daya manusia. bnadung: upi press. hafid, m. (2017). pengaruh motivasi dan kompetensi guru terhadap kinerja guru sekolah dan madrasah di lingkungan pondok pesantren salafiyah syafi'iyah sukorejo. jpii, vol 1, no. 2, hal. 293-311 hasan, m. (2015). inovasi dan modernisasi pendidikan pondok pesantren. jurnal sosial dan budaya keislaman, vol. 23 no. 2, hal. 295-305 kompri. (2018). manajemen & kepemimpinan pondok pesantren. jakarta: prenadamedia group. maharani, d. i., y, m. h., & arifin, i. (2016). manajemen pembelajaran pondok pesantren. manajemen dan supervisi pendidikan, vol 1, no. 1, hal. 17-23 pribadi, b. a. (2016). desain dan pengembangan program pelatihan berbasis kompetensi. jakarta: prenada media group. saleh, f., anwar, a., & solikah, a. (2019). strategi peningkatan mutu pembelajaran pada sekolah unggulan. yogyakarta: deepublish. saud, u. s. (2018). inovasi pendidikan. bandung: alfabeta. sugiyono. (2014). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. suryani, n., setiawan, a., & putria, a. (2018). media pembelajaran inovatif dan pengembangannya. bandung: pt remaja rosdakarya. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 190 islamic boarding school management in improving student quality habibullah1, nandang rukanda2 1smp it bani hasan, karawang jawa barat indonesia 2 ikip siliwangi, bandung jawa barat indonesia 1habibullahar@yahoo.com, 2nandangsae@gmail.com received: juni, 2020; accepted: september, 2020 abstract the background of this research is that the management of islamic boarding schools in indonesia still use traditional management systems. by only doing learning without good management. good boarding school management is expected to produce high-quality students. the research objective is the management of islamic boarding schools in improving the quality of students. the theoretical basis used is management theory, boarding school theory, student theory. methods research use interviewing techniques and observation with qualitative descriptive methods to obtain information from sources. the sample in this study was chosen randomly on the grounds that the sample chosen was an influential person in the study as well as many people who were directly involved in the process whose information the researchers needed. the sample chosen was one manager of the islamic boarding school, one teaching staff, and five people student location of the study was conducted at pondok pesantren tahfidzul qur'an miftahul huda karawang west java. the results of this study are changes in management that occur in boarding schools have a very big influence on changes in the quality of students. the conclusion of this study is that islamic boarding school as a traditional islamic education system that has been transformed into a modern system has played a significant role in shaping the quality of indonesian human resources.. keywords: management, islamic boarding school and quality of students abstrak latar belakang dilakukannya penelitian ini adalah manajemen pondok pesantren di indonesia masih ada yang menggunakan sistem manajemen tradisional. dengan hanya melakukan pembelajaran tanpa manajemen yang baik. manajemen pondok pesantren yang baik diharapkan dapat mencetak santri yang berkualitas. tujuan penelitian adalah manajemen pondok pesantren dalam meningkatkan kualitas santri. landasan teori yang digunakan adalah teori manajemen, teori pondok pesantren dan teori santri. metode penelitian menggunakan teknik wawancara dan observasi dengan metode diskriptif kualitatif untuk mendapatkan informasi dari narasumber. sampel dalam penelitian ini dipilih dengan cara random dengan alasan bahwa sampel yang dipilih merupakan orang yang berpengaruh dalam penelitiaan serta orang yang banyak terlibat langsung dalam proses yang informasinya peneliti butuhkan sampel yang dipilih adalah satu orang pengelola pondok pesantren, satu orang tenaga pengajar, dan lima orang santri lokasi penelitian ini dilakukan pada pondok pesantren tahfidzul qur’an miftahul huda karawang jawa barat. hasil penelitian ini perubahan manajemen yang terjadi pada pondok pesantren memiliki pengaruh yang sangat besar terhadap perubahan kualitas santri. kesimpulan penelitian ini adalah pondok pesantren sebagai sistem pendidikan islam tradisional yang telah berubah menjadi sistem modern telah memainkan peran cukup penting dalam membentuk kualitas sumber daya manusia indonesia. kata kunci: manajemen, pondok pesantren dan kualitas santri. how to cite: habibullah & rukanda. (2020). islamic boarding school management in improving student quality. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 190-195. habibullah & rukanda. islamic boarding school management in improving student quality 191 introduction a management originally developed in kalanga n the world of industry and the military. but when the next development turned out to be very useful and needed. one of them is in the development of education. indonesia has three education channels namely informal, formal and non-formal education. these three lines of education have their own role. in the revolutionary era of 4.0 the development of the world of education was very rapid. this is a challenge for the world of education to carry out their roles accordingly. one non-formal education tries to carry out its role in accordance with its purpose of facilitating a community that cannot be served by formal education. non-formal education has a variety of units and programs. through one of the programs, islamic boarding school. islamic boarding school is the oldest educational institution in indonesia. in a boarding school management is given directly or led by a kiai. for the learning system in islamic boarding schools there are still many conventional or traditional ones that are centered all on the kiai. in addition to the strength possessed by a kiai's leadership, the pesantren boarding school also has an independence that is derived from the strength of the participation of the surrounding community. where the community is always helping boarding schools or indirectly boarding schools supported by community self-management. another strength possessed by pesantren is persistence, where if a kiai has good potential he will establish his own boarding school. based on the above categories, education management experts categorize the two boarding school management as a traditional management system. where the process is based on the natural selection process. this is different from the current phenomenon, where islamic boarding schools are starting to incorporate new things into their managerial processes. in this phenomenon, the kiai begins to play a less managerial role. management according to mohamad mustari (2014, p . 1) is a process in planning to achieve certain goals. so in accordance with this opinion, explain that if you want to achieve your goals, then you need an appropriate management. the achievement to be achieved in boarding schools is to create quality graduates or students. in the current development, qualified students or students who are appropriate and balanced between values and attitudes, knowledge, intelligence, skills, communication skills and interactions with the environment. in this regard, management is an important aspect. management shows effective and efficient ways to carry out the work. management can integrate educational resources so that they are centralized in achieving their educational goals, one of which is producing high-quality students. literature review management according to mulyani a. nurhadi (mustari, 2014, p . 5) states that management is an activity in the form of a process of managing the cooperation of human groups who are members of an organization, to achieve the goals that have been set beforehand to be effective and efficient. according to prof. dr. sondang p siagian, ma (syamsuddin, 2017) management functions include: 1) planning; 2) organizing; 3) mobilization; 4) supervision; 5) assessment. islamic boarding school islamic boarding school (noor, 2015) is an institution that organizes a religious education as regulated in ri law no. 20 of 200 concerning national education system article 30 paragraph habibullah & rukanda. islamic boarding school management in improving student quality 192 (4) is religious education in the form of diniyah education, pesantren, pasraman, samanera pabhaja, and other similar forms. the function and role of islamic boarding schools can be measured from the teaching materials that are served to the students. because teaching material is a part that can shape the mindset and behavior of students in the community. there are six knowledge that must be given to students, namely, sharia, empirical science, science that makes critical thinking skills and broad insight, science of character development, social skills training, and mental and character development (sudarnoto, 2008; 27). the purpose of islamic boarding school education is to create and develop muslim personalities, that is, personalities that believe and devote to god, have good morals, be useful for people to serve the community. (susanto & muzakki, 2016) students (santri) student (santri) is a person who studies islam and studies islam in a pesantren which is a place of learning for students (hidayat, 2016) . according to hasbullah (zulhimma, 2013) student is an important element in a boarding school, usually grouped in two parts, namely: 1) santri mukim are students who come from distant areas and settle in boarding schools; 2) santri kalong are student from the area around the pesantren and usually they do not settle in the pesantren, they return to their homes after completing the pesantren lessons. method the method used in this study is a qualitative research method with a qualitative approach. in the opinion of sugiyono (2017, p. 9) qualitative research methods are research methods based on the philosophy of post-positivism, which are used to examine natural objects, (as opposed to experiments) wherein this study, researchers as key instruments. data collection techniques using combined techniques or triangulation. as for the data analysis technique in accordance with the opinion of mules and humberman (sugiyono 2017 p. 246), the activity in qualitative data analysis is carried out interactively and continues continuously until completion, so that the data is already saturated. activities in data analysis are data reduction, data display and data conclusions or verification. the source of data collected by the informants is done purposively, with certain considerations and objectives (sugiyono, 2017, p . 216). determination of the sample is done by researchers randomly or randomly on the grounds that the sample chosen is an influential person in research as well as many people who are directly involved in the process for which the information researchers need. the sample in this study was one boarding school manager, one educator, and five students. researchers conducted data collection with interview and observation techniques. the sample selection above is expected that the researcher wants to describe or describe the facts or conditions or symptoms that appear in the management of islamic boarding schools in improving the quality of students. the place of this research was conducted at the tahfidzul qur'an boarding school mifahul huda karawang. results and discussion results in this study, researchers conducted interviews with managers, educators and students in islamic boarding schools about strategies to improve the quality of students. following are the results of researchers' interviews with the manager of islamic boarding school with the initials ab: "the beginning of the establishment of the islamic boarding school tahfidzul qur'an habibullah & rukanda. islamic boarding school management in improving student quality 193 miftahul huda only specializes in the students memorizing the qur'an. so for the students who follow the learning boarding schools do not follow the formal education that is held by the government. as a result, in 2014 the boarding schools that we managed ran out of students. evaluating the activities of islamic boarding schools that can cause a decrease in the number of students, the manager made a change in management in order to improve the quality of students. in 2017, changes were made to students who initially did not get formal education can attend school at the school that has been provided by the foundation. this was done so that there was a balance of the world and the afterlife. we are also aware of the changing times like today that every student must be prepared to face the development of the times. so that the strategy that we do is that every student can memorize the qur'an, they are also equipped with the ability of lifeskill in boarding schools and can go to school". subsequent interviews regarding inhibiting and supporting factors in improving the quality of students "with the ability of lifeskill and schools to be given to students resulted in students often experiencing delays in memorizing the qur'an but each student who completed his education at the boarding school was equipped with skills for his life. later. this program received support from religious leaders, community leaders and even from the village government. this was evidenced by community participation in the lifeskill program organized by the islamic boarding school. subsequent interviews were conducted with teachers at boarding schools, with this initial mn about the management of islamic boarding schools in improving the quality of students about the learning process of students "the learning system of students on a daily basis students are required to make a memorized deposit after dawn prayer in congregation then continued with learning at school until 14.30 wib. after the asr prayer the students carry out their respective duties in the chosen field of lifeskill. at night it is continued with the study of the qur'an and the study of the yellow book". the next interview about whether there is an increase in the quality of students "increase in the quality of students of course there is in our boarding school this is because our boarding school initially only focused on memorizing the qur'an and the book but now we provide additional learning about life skills for students through waqf bodies. by utilizing the existing waqf in the boarding school". the next interview about improving the quality of students addressed to five samples with the following interview conclusions: how the learning process in class with students "the latest learning process in our hut about extra activities in the form of life skills that give us a lot of knowledge about social life". then proceed with the question of what encourages students to be interested in participating in the extra learning "of course we are very enthusiastic about participating in these extra activities because we did not get this material at school. we were divided into groups to get direct material on how to cultivate freshwater fish, mango gardening, farming and so on. and each group will take turns getting knowledge about the existing skills in boarding schools ". the next interview regarding the students' response to the boarding school program "the students were very enthusiastic about the programs offered, especially the lifeskill program" discussion through the explanation above about the islamic boarding school tahfidzul qur'an miftahul huda that the management changes that occur in boarding schools have a very big influence on changes in the quality of students. a boarding school institution that initially only focused on habibullah & rukanda. islamic boarding school management in improving student quality 194 religious education in the form of learning the yellow book and memorization of the qur'an, causing the reduction and even depletion of students. this incident made the manager of the islamic boarding school think tap and make some changes in the management of the boarding school. with some of the solutions offered by the management now the students not only get religious knowledge but also get formal education and life skills so that it can be applied after being in the middle of the community. according to mahmud arif (2008) a there are certain factors that can affect the quality of students in which between one another are interrelated, namely: (1) the environment, (2) occupants/students, (3) curriculum, (4) leadership, ( 5) alumni, and (6) simplicity. the activities provided in the boarding school form an independent student who is ready to engage in the midst of the community. the teaching and education system both public and religious education should prioritize intellectual development rather than prioritizing the development of studentpersonalities. so that the critical power, the tradition of criticism, the spirit of research, and caring offer a scientific concept that can develop well in islamic boarding schools. in other words education and teaching can be integrated into a unified and harmonious whole. the teaching method should also take a mixture of religious and general curriculum. this mixed curriculum arises from the demand to develop general knowledge which is a real need that must be met by graduates of islamic boarding schools. for this reason, islamic boarding schools need to recruit university graduates, to become teaching staff in schools established by islamic boarding school administrators. mujamil qomar (2007) explained that there are several alternatives that can be sought by modern pondok in improving the quality of students, including (1) adopting modern management, (2) neat organization management, (3) education and teaching systems, ( 4) curriculum modern cottage, (5) provide various skills for students. in addition, an islamic boarding school manager carries out his function as a manager or manager. according to prof. dr. sondang p siagian, ma (syamsuddin, 2017) management functions include: 1) planning; 2) organizing; 3) mobilization; 4) supervision; 5) assessment. planning here the manager of the cottage to make a program or activity for students with the aim that students can receive learning other than religious knowledge. for organizing the manager gives the task or authority to all elements in the boarding school. as for mobilization, managers provide support to teaching staff so that they are willing to work sincerely. supervision is carried out by the management of the islamic boarding school so that all learning activities as one of the processes to improve the quality of students run well according to the initial plan. finally, the assessment or evaluation is carried out by the manager by comparing the results of real work achieved with the results that should be achieved by educators and also students. conclusion from the research that has been presented, it can be concluded that the history of islamic education in indonesia, islamic boarding schools as a traditional islamic education system that has changed into a modern system has played a significant role in shaping the quality of indonesian human resources. islamic boarding schools as the oldest islamic educational institutions in indonesia, lately it is interesting to be re-examined so that they can be upgraded in the future as islamic and quality educational institutions. habibullah & rukanda. islamic boarding school management in improving student quality 195 references arif, m. (2008). pendidikan islam transformatif . yogyakarta: lkis. hidayat, m. (2016). model komunikasi kyai dengan santri di pesantren . komunikasi aspikom, vol 2 no. 6, hal. 385-395. mustari, m. (2014). manjemen pendidikan. jakarta: pt raja grafindo persada. noor, a. h. (2015). pendidikan kecakapan hidup (life skilli di pondok pesantren dalam meningkatkan kemandirian santri. empowerment, vol 3 no. 1, hal. 1-31. qomar, m. (2007). manajemen pendidikan islam. jakarta: pt. gelora aksara pratama. sudarnoto, a. h. (2008). bunga rampai pemikiran islam kebangsaan. jakarta: baitul muslimin. sugiyono. (2017). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. susanto, h., & muzakki, m. (2016). perubahan perilaku santri (studi kasus alumni pondok pesantrean salafiyah di desa langkap kecamatan besuki kabupaten situbondo). pendidikan islam, vol 2 no. 1, hal. 1-42. syamsuddin. (2017). penerapan fungsi-fungsi manajemen dalam meningkatkan mutu pendidikan. idaarah, vol 1 no. 1, hal. 60-73. zulhimma. (2013). dinamika perkembangan pondok pesantren di indonesia. darul 'ilmi , vol 1 no. 2, hal.165-181. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 18 the role of community leader in developing the activity of tunas mandiri early childhood education rw (hamlet.) 27 padalarang subdistrict, west bandung tita rosita ikip siliwangi titarosita54@gmail.com abstract the implementation of early childhood education (ecd) is to optimally grow, develop and foster the full potential of early childhood. so it could form basic behaviors and abilities of children in accordance with the stage of development in favor of having per preparation to enter further education and achieve the objective of education. in reality, the implementation of ecd in the community is not maximal that caused by various factors. one of the issues has been suffered by tunas mandiri ecd located at rw (hamlet) 27, padalarang subdistrict, west bandung. for 11 years tunas mandiri ecd has not shown a significant since it established in 2007, in other words, the learning process goes flat. but, in early 2017 and last 2018, this ecd shows an improvement. therefore, this research is conducted by determining the research question; how the community leader in fostering tunas mandiri ecd in padalarang indah regency, padalarang, west bandung. this research uses a descriptive qualitative method, with interviews and observation as a data collection technique. all data was taken from community leader, teacher of ecd, and the educators. there are four questions that answered by this research; how was the initial condition of the school, why this school did not show any progress for 11 years since it established, what factor that initiate the development in 2017 and what progress that achieved in 2017. as the result, the initial situation of this school are; having 30 students, 6 teacher, and educators. as a classroom, the ecd occupies an empty house. and for 11 years it did not develop due to the influence of passive community leaders, none of the teachers and educators were graduated from early childhood major. it means that the competence is not as it required, yet they follow various seminar, training, and himpaudi activity. the development since 2017 is due to the very responsive role of the head of the hamlet by having a clear mission to make this ecd as the most advance ecd in padalarang. key words: community leader, ecd, development introduction the implementation of early childhood education (ecd) is to optimally grow, develop and foster the full potential of early childhood. so it could form basic behaviors and abilities of children in accordance with the stage of development in favor of having per preparation to enter further education and achieve the national objective of education. ecd is also regarded as the core of in fostering children personality. and it is also the most basic education as a strategy to develop human resources. parent participation in the implementation of early jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 19 childhood education is the main key to the sustainability of the specified program. (megawati.d. 2012: 60-64) tunas mandiri ecd padalarang west bandung established in 2007. all children in the area of pondok padalarang indah regency have benefited from the ecd. however, for 11 years since its establishment, the activity has been slow. and it can be said that it doesn't develop. in a long time, it went flat without any progress compared to other ecd that newly established. as an indicator, for eleven years, the classroom is placed in an empty house that is not occupied by the owner, it has monotonous activities, the constant number of students from year to year and the competency of the teacher has not changed as well, all of the teacher and educator are senior high school graduates and none of them having an ecd bachelor degree or even a bachelor degree. since the replacement of the hamlet management, in 2017, the ecd’s activities begun to shows progress. there are responsive attention and guidance from the head of the hamlet, as the indicators, the main facilities for learning have been built. the ecd’s room has been established in just one month with 5x5 meters large. there are a study room and an outdoor courtyard for playing. so this research formulates the problem, namely "what is the role of community leaders in advancing tunas mandiri ecd pondok padalarang indah regency, padalarang, west bandung. from the problems that arise, four research questions are established. the research question is how was the initial condition of the school, why this school did not show any progress for 11 years since it established, what factor that initiate the development in 2017 and what progress that achieved in 2017 research method research has been carried out at early childhood education (paud/ecd) tunas mandiri located in pondok padalarang indah regency, rw 27, padalarang, west bandung. the study takes place from october to december 2018. this research uses qualitative descriptive research. in the process, the author describes clearly and in detail without engineering everything found in the field. data collected is sourced from research subjects, namely community leaders, teachers, and educators. the technique of collecting data is through personal interviews, group interviews, observation during teaching and learning activities, observing existing facilities. all data that is owned is analyzed that project in a scientific report. theoretical review the law on national education system number 20 of 2003 article 14 expressly states that early childhood education (paud) is a coaching effort, aimed at children from birth (0) to age (6) years, carried out through the provision of educational stimuli in helping spiritual and physical growth and development. this is so that children have readiness in entering further education (tedjawati, 2011: 123-133). every institution administering education must continue to improve teacher competency. this was achieved by initiatives from principals, teachers, teacher forums, school committees, local governments, central government, and private institutions. the efforts made by the jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 20 teacher in the form of continuing education, participating in various seminars, workshops, upgrading, and various training (rochayadi, 2014: 1-10) the low ability and quality of early childhood educators are very influential on the low quality of education and learning conducted by paud institutions. one example is that the practice of early childhood education is still inadequate. so that there was a lot of criticism from the public. for example, the process of teaching and learning activities is too academic, structured and rigid. another example is a learning activity that emphasizes writing, reading, and arithmetic. in fact, there are still many aspects of child development that are neglected and have not received balanced attention. such as independence, self-control, creativity development, positive self-concept development, and other positive behaviors (rochayadi, 2014: 1-10) according to wahyu ramadoni, kusmitardjo, imran arifin (2016: 1500-1504), that being a headmaster is not easy to do just anyone in carrying out their duties as an education leader. because the principal has a big responsibility in guiding the human resources around him to be able to develop. the policy of developing early childhood education must be followed by teachers and educators who have competency. especially pedagogical competence because teachers have an important role in the education process in ecd. in fact, many non-formal ecd teachers have not met the standards qualification as determined by the government. good academic qualifications according to minister of education regulation no. 16 of 2007 concerning academic qualification standards and teacher competencies, or other competencies in accordance with minister of education regulation no. 58 of 2009, concerning ecd standards (hermawan, 2013: 149-159). the implementation of ecd activities generally has received support from the community. this is a manifestation of mutual attention, care, and responsibility about the importance of ecd for the people of indonesia. and, the government has also played a role in fostering and facilitating the quality of ecd educators. with the aim of having better competency as educators (rochayadi, 2014: 1-10) result and discussion result the initial condition of tunas mandiri ecd rw 27 that established in 2007 is as follows. for 11 years the classroom that has been used is an empty house which is not used by the owner. there were 30 students and 6 teachers. the headmaster of the school has a bachelor degree yet not early childhood education major. while the teacher is senior highs school graduates or teacher education school graduates. thus, the school has not an administrator that graduated from early childhood education. thus, principals and teachers do not have competencies as expected for ecd. however, as fostering the ability in school management, they often attend training, seminars, and workshops on early childhood education both organized by the government or himpaudi. this is in accordance with the opinion of rochayadi (2014: 1-10) that each school continues to strive to improve teacher competence. this was achieved through initiatives from the teachers themselves, principals, school committees, teacher forums, local government and jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 21 central government and private institutions. meanwhile, the teacher's business is trying to continue education, attend training, upgrading, workshops or seminars. during the 11 years since the establishment of 2007, learning activities went flat. there were no significant developments. based on observations and interviews, this happens because of many factors. among them are caused by the influence of passive community leaders, teachers, and principals who do not have maximum competence and inadequate facilities. the lack of development of tunas mandiri ecd for 11 years is in line with what was revealed by tedjawati (2011: 133) that socialization was not carried out for the community in ecd activities. so far, there has been little understanding of early childhood education, including a lack of coordination between ecd educators and education staff in every province, district/ city and sub-district. this resulted in the number of early childhood being accommodated still far from the expected number. as well as the lack of development and an increase in the number of ecd educators and education staff. in fact, this is very important for the success of early childhood education. therefore, to coordinate and socialize the paud program, to improve the effectiveness, himpaudi (indonesia teacher and educator of early childhood education association) and has been established as the headquarter which was declared in batu, malang, east java on 31 august 2005. the establishment of himpaudi is to help the government handle tasks that cannot be done due to human resources. paud tunas mandiri’s teachers, totaling six people consist of five high school graduates, one spg graduate. this is not as expected. whereas teacher competence is very influential on the quality of education, as according to rochayadi (2014: 1-10) that the quality of the ability of educators of early childhood is low, will result in the low quality of education and learning carried out in ecd institutions. for example, until now there are activities in early childhood education that still inaccurate. it caused a lot of critics. for example, the process of education and learning is too academic, structured and rigid. or there are still many learning activities that emphasized reading, writing, and counting. in fact, there are still many aspects of child development that have not received balanced attention. such as the development of creativity, independence, the development of positive self-concepts, self-control, and other positive behaviors. the importance of teachers who have high competency quality in early childhood education (paud) development is further said by hermawan (2013: 149-159) that on the other hand as an important part of the main program of national education development, policies for developing children's education early age is also always accompanied by competent educators or teachers because the role of teachers is very important in the education process in paud institutions. in fact, there are still many non-formal paud teachers who have not met the standards qualification set by the government, both academic qualifications according to minister of national education no. 16 of 2007 concerning academic qualification standards and teacher competencies, and other competencies in accordance with permendiknas no. 58 of 2009 concerning ecd standards. the principal at tunas mandiri ecd has not edc education background graduate, this is one of the causes of why the school did not show any progress in 11 years of activity. because according to wahyu ramadoni, kusmitardjo, imran arifin (2016: 1500-1504) that being a jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 22 headmaster is not easy for anyone to do his job as an education leader. the principal has a great responsibility in guiding every human resource around him in order to develop. furthermore, it is said that in general, principals are not only the spearhead in the success of an educational institution, especially in basic education. in a basic education requires high consistency and good effectiveness in managing and producing competent output in the world of education, principals are also assisted by teachers and employees in carrying out their duties so that they can easily achieve the expected goals. the principal not only produces a product, as does the director of a car company that only produces dead goods. however, principals as education leaders are responsible for creating a conducive learning environment to develop the potential of teachers, employees, and students as optimally as possible. (wahyu ramadoni, kusmitardjo, imran arifin, 2016: 1500-1504) other causes of the lack of development of tunas mandiri ecd for 11 years were caused by community leaders who were less responsive and passive. in this case, the hamlet administrators who have experienced 5 periods give low attention to the progress of the edc. so that there is a lack of guidance from community leaders whereas according to (rochayadi, 2014) that ecd implementation, in general, has been supported by most of the community, as a manifestation of attention, care and shared responsibility for the importance of ecd for the indonesian people. in this case, the government also participates actively in fostering and facilitating the quality of ecd educators so that they have the competence as educators to be better. thus the government, including the community leader, is very instrumental in fostering and facilitating the quality of ecd. since the chairman of the rw 27 padalarang subdistrict, west bandung was elected in 2017, drs. wawan suparwan made many progress and activities in the tunas mandiri paud. result the initial progress achieved was the construction of a building for learning and playing. development runs quickly, it only takes one month, from december 2017 to january 2018, the classroom building for ecd which is 5x5 meters wide, there is a classroom, and a yard for playing. so that since january 2018 this ecd already had their own main facilities and no longer use an empty house. another progress that has been shown by the leader is by giving supervision and guidance. because the head of rw 27 also acted as functions as a supervisor who supervise the progress of ecd. the head of rw 27 has a mission that tunas mandiri ecd will be the most advance ecd in padalarang. with the mission of the community leader, it will certainly be a stimulus and motivation for managers to get better achievements. advancing the required facilities, the head of hamlet, gave way as a mediator for funding assistance from padalarang government by submitting a proposal. because funds are needed to complete the educational game tool (ape), and other infrastructure. as a further plan, then the head of rw 27 will try to increase the monthly incentives for school principals, teachers and educators of tunas mandiri ecd. it is needed because the incentives are still low which does not meet the needs of the administrator. and will continue to improve supervision and ongoing guidance so that so that this ecd will become the most jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 23 advance ecd in padalarang. incentives are not only in the form of financial assistance, but also in the form of support for resources, especially in empowering women, as one of the main drivers in early childhood education. this is expected to also develop women's empowerment in these locations (karwati, ansori, mulyono, 2018 : 170). conclusion first, the initial condition of the paud tunas mandiri rw 27 pondok padalarang indah regency, padalarang subdistrict, west bandung is very modest. the classroom for children using empty houses that are not occupied by their owners with an area of 5x4 meters. the principal and his teacher do not yet have competencies that are in accordance with paud. of the 6 teachers only one with bachelor degree graduate and the other are high school and spg graduate. as well as children's game equipment is still limited. second, since its establishment in 2007 until 2017, for 11 years the condition of paud activities went flat, there was no progress and development. the main cause is passivity and lack of attention from community leaders. another thing is the absence of managers who have the appropriate competencies for paud. there are no principals or teachers who have paud graduates, although debriefing is still obtained through training, workshops and become a member of himpaudi. third, since early 2017 when the new head of rw 27 padalarang subdistrict was elected, the progress has begun. beginning with the construction of the main facilities, classrooms for learning and playing. thus, the existence of community leaders who respond and care brings major changes to the development of tunas mandiri ecd. fourth, progress achieved after 2017 is the construction of study rooms, the addition of educational teaching aids (ape), the formation and supervision, the existence of a mission from the leaders to make tunas mandiri ecd as the most advance ecd in padalarang. and there are other programs, namely by strengthening and facilitating relations to get funding assistance from padalarang governmental officers. bibliography hermawan, a. r. (2013). peran gugus paud dalam menungkatkan kompetensi guru paud non formal di kecamatan ciranjang kabupaten cianjur. jurnal empowerment, 149-159. l karwati, a ansori, d mulyono. (2018). women empowerment to build entrepreneurship. journal of nonformal education 4 (2), 169-176 megawati, d. (2012). meningkatkan partisipasi orang tua pada program paud melalui penyuluhan di pos paud melati 03 (kelurahan padasuka kecamatan cimahi tengah kota cimahi. jurnal empowerment, 60-64. rochayadi, i. (2014). upaya meningkatkan kopetnsi guru paud melalui pendidikan dan pelatihan guru di paud bougenvile kecamatan sukajadi kota bandung. jurnal empowerment, 1-10. tedjawati, j.(2011). peran himpaudi dalam mengembangkan paud. jurnal pendidikan dan kebudayan vo.7. no.1, 123-133. wahyu ramadoni, kusmitardjo, imran arifin. (2016). kepemimpinan kepala sekolah dalam upaya peningkatan kinerja guru (studi multi kasus di paud islam sabilillah dan sdn tanjungsari 1 kabupaten sidoarjo. jurnal pendidikan vol.1 no.8, 1500-1504. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 12 role of community learning center (clc) “handayani” batik training program in eradicate extreme proverty (case study of the batik craftsmen woman kemirian tamanan bondowoso regency) lutfi ariefianto university of jember lutfipls.fkip@unej.ac.id. abstract this study aims to determine the role of learning centers in tackling poverty. in this study, using a case study with a qualitative approach, while data analysis using a model of miles and huberman namely data collection, data reduction, data presentation, and conclusions. while data collection techniques using the technique of interview, observation and documentation. the results of this study indicate that the role of clc has a role that is empowering communities and improving the quality of life, the role of a direct impact on poverty reduction as well as social protection, are creating business opportunities, and improve human resources. the conclusion of this study is the role of learning centers handayani has the role of empowering the community, while improving the quality of life of citizens of learning that has followed the program batik was able to understand and apply the theory learned after the program batik implemented, and is not uncommon in the learners are able to produce batik itself. besides the effort to reduce poverty clc handayani have a strategy in tackling social protection is one of them. this strategy is to improve their economy after the program learn batik, while creating business opportunities and women devoted to the participants who previously did not have a job then given the batik program. while on peningktan human resources granted in order to improve the competence of work and improve the skills they have. suggestions for clc handayani more direct citizen should learn separately present at the time the program is in progress, and not just present only at the time of the competency test in order to develop learning outcomes. keywords: role of community learning center, proverty reduction introduction community education is a process in which government-initiated educational efforts are integrated in an effort to improve social, economic and cultural conditions that are jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 13 more beneficial and empowering the community. indeed the development of community education is an effort to improve the personal abilities of adults as members of the community as an investment community learning in the process of lifelong education. in this regard, the comunity learning center (clc) has become one of the areas where every community member can obtain non-formal education. the center of community learning activities (clc) is an inseparable part of the civilization of non-formal education, especially in indonesia. the center for community learning activities is a forum formed from, by, and for the community with the aim of increasing knowledge, independence, and an equal economic level. with the existence of clc the community has been given comfort in accessing education that was previously delayed. society can pour all forms of inspiration and hope in the future in getting the education they need. like what was done by clc of handayani in bondowoso city who had implemented a batik program for the people who needed it. bondowoso regency is one of the cities where the level of economy and education is low and the rate of early marriage is quite high compared to other cities in east java province. this is the reason why most of the population in the city are still unable to access education optimally and the high level of unemployment is high because of the low work competency they have, especially for women, usually they can only be at home by relying on income from their husbands. which is still uncertain work or can be said to work odd jobs. if seen from several objectives of community independence, namely developing community capabilities, changing community behavior, changing community behavior, and organizing the community themselves. if this can already be applied to the community, there will be differences after the implementation of these objectives. this will be felt to be very helpful to the community in the independent process. this is very important for the community in developing their own competence. according to ariefianto (2019: 17) the development process requires active community participation in realizing community welfare. clc of handayani has been implemented since 2013. but in fact there are still many people who have not been able to maximize human resources and the lack of community knowledge in getting skills to make the village of kemirian can still be categorized as the village termaginal, geographical location, and minimal transportation access as well. so the unemployment rate increases with the level of the economy too low. community productivity with production rates will be hampered, one of the efforts that can be done by clc. it is overcoming poverty using a batik training program. with the realization of the batik program community is expected to be able to answer all the needs of the community in getting specific skills training. with the existence of pkbm handayani, it is hoped that it will become a facilitator for people who need and can be able to provide skills as expected, so that after obtaining these skills, they can be utilized in the process of the family economy. in this case clc of handayani has a program, which is a batik program which is expected to be able to help jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 14 ease the burden on the citizens of learning after participating in the program. programs like this will make it easier for residents to learn to get work that can be prioritized in increasing family income without having to spend a lot of money. based on the above it would like to conduct research on "the role of community learning activity centers in reducing poverty (case study on the role of women batik artisans in kemirian village, tamanan district, bondowoso regency). method this research researchers used a qualitative approach, according to bogdan and taylor's qualitative approach (in moleong, 2001: 110), which is a research procedure that produces descriptive data in the form of written or oral words from the people and actors observed. the consideration of using this method is that the problem of facts found will be more appropriate to use a qualitative method because the data studied are in the form of written or oral words instead of mathematical calculations, so the results of research on a matter in question are expected to be revealed clearly and in depth. this type of research used is a case study is a research strategy in which researchers carefully investigate a program, event, activity, process, or group of individu als. cases are limited by time and activity, and researchers collect information in full using various procedures data collection based on a predetermined time (creswell, 2010: 17). the technique of determining the informants of this research uses purposive sampling, namely the determination of informants with certain considerations. the data obtained in this study are primary data and secondary data, where primary data is obtained through interviews and observations to clc managers handayani and tutors (key informants), citizens learning clc (supporting informants), and secondary data obtained through documentation. the validity of the data using source triangulation and technical triangulation in accordance with moleong (2001: 175), the qualitative data validity method is (1) extension of participation, (2) persistence of observation, (3) triangulation. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 15 figure 1. thinking framework in research data analysis using data analysis model miles and huberman (sugiyono, 2010: 91-92) figure 2. miles and hubermen data analysis techniques data colection data reduction conclusing drawing/ verifying data display community learning center (clc) is one of the government's working partners in educating people's lives and increasing community independence and clc has a role in overcoming poverty. role of clc : 1. comunity empowerment 2. improving quality of life 3. poverty alleviation: 1. social protection 2. creating business opportunities 3. increase human resources. role of comunity learning center (clc) in tackling poverty (case study of batik craftsmen women in kemirian village, tamanan district, bondowoso regency) jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 16 results and discussion results based on the outline of data collection and exposure in this study it can be found that the role of the center of community learning that are community empowerment an empowerment which is done to improve the economic level of learning citizens. the program that is in clc of handayani also has a goal of community independence and motivating citizens to learn in the implementation of programs in pkbm handayani, kemirian village, tamanan district, bondowoso regency. controlling quality of life based on data collection, it can be seen in general that the role of clc which is to improve its economy after participating in the batik training program in handayani clc, as well as many learning residents who improved their economy after participating in the batik program, especially women residents of kemirian village, tamanan district, bondowoso regency. poverty alleviation that social protection for women residents in the kemirian village is a lack of employment and therefore the existence of a batik training program at pkbm handayani that is specifically intended to improve the quality of life. on this moment key informan and supporters gave a statement that the batik training program was very helpful for additional income which so far had basically only expected money from her husbands who worked as heads of households, so with the batik training program the residents got their own extra income to help the economy their household. whereas in relation to local resources through batik training programs is a future business opportunity for citizens to learn to become independent women's communities. as stated by key informants and supporters in this study the batik training program as a business opportunity that is very supportive in improving the economy of the village of kemirian, especially women before the batik training program that women in the village of kemirian only become housewives, do not have jobs side due to lack of jobs in the village of kemirian. the batik training program can also improve women's thinking in accordance with one informant's statement that the batik training program makes the community skilled so that indirectly the reasoning power of thinking makes them have to be creative so that the community skills in the kemirian village increase. table 1. finding the role of clc in poverty alleviation no role of clc descriptions 1 literacy programs learning is the main activity carried out by clc of handayani in alleviating illiteracy that most residents learn that clc of handayani has not graduated from elementary school, learning is the beginning of achieving a batik training jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 17 no role of clc descriptions program in order to alleviate poverty especially women. feasible and to communicate with the outside community properly. 2 skill skills are the second role in the batik making program, these skills are proposed in order to increase business opportunities for women in the kemirian village, which were originally women who did not have the skills with a batik training program provided women were provided with enough to improve the economic level of the family, most of them residents. there in the village of kemirian does not have a permanent job. 3 management management is a core role in the batik training program of clc handayani, which is to provide an understanding and application of management functions ranging from planning, organizing, actuating and controling. management is useful so that the sustainability of the program succesfully. discussion community learning center is an integral part of non-formal education civilization, especially in indonesia. clc is a forum formed from, by, and for the community with the aim of increasing knowledge, independence, and an equal economic level. according to kamil, (2003: 12) community learning center (clc) or non formal education in implementing its programs has a very varied institutional management unit model. with the existence of clc, the community has access to education that has been delayed before. society can pour all forms of inspiration and hope in the future in getting the education needed. according to fadhil (2011) states that the role of clc will focus on empowering the community to be able to be independent, improve the quality of life of society both socially and economically, increase sensitivity to the problems that occur in their environment, so as to solve problems. there are 2 roles, namely community empowerment and improving the quality of life, it seems like that is done by clc of handayani in bondowoso city who has implemented a batik program for people who need it. focus on community empowerment and improving quality of life in poverty alleviation. clc through the batik program has become a facility to meet the needs of the community in the kemirian village, tamanan district, bondowoso regency. the program that was implemented aimed at maximizing human resources was also implemented in this program, one example of increasing people's thinking power in making batik products to enter the market. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 18 community learning center is a tool provided by the government which in this case has given a positive role to all indonesian citizens who provide many programs free of charge to all people in need. according to the regulation of law no.20 th. 2003 concerning the education system stated that every citizen must receive education and skills with the aim of overcoming poverty in remote areas in its implementation through programs in the clc which have two roles namely community empowerment and improvement of quality of life. community empowerment is an innovation of the program itself where community empowerment has been able to enter and can already be felt by every community that needs it, in the sense that with community empowerment, people who want to get the program only come to clc to be able to feel what is implemented by clc . this is in accordance with the theory expressed by dwidjoto and wrihatnolo (2007) community empowerment is more directed towards efforts to overcome different societies both socially, economically, gender and levels of intellectual and physical abilities. the empowerment carried out is the result of an evaluation of the existing poverty, in this case the government has an initiative on the batik training program that is in clc of handayani can give a positive influence on economic improvement for people in need. in the implementation of the batik training program there are a number of considerations in the presence of community empowerment, namely maximizing the competency that is in other words the community that has not maximized its competence will try to use one of them by following the program organized by the handayani clc institution, the program which has the wrong one goal is to improve the economy of the community based on capability, in the sense of ability based on knowledge, skills and work attitude to complete certain programs or tasks. in this case the researchers examined related to the batik training program carried out by the clc of handayani institution in kemirian village, tamanan district, bondowoso regency. in the implementation of this batik program there are several considerations with the holding of a batik program, which is to overcome poverty for women in kemirian village, in other words women who still do not have skills and do not have a job will try to be able to obtain skills and jobs for to improve its economy. one way is to follow the government program in clc of handayani, this batik training program has one of the objectives to alleviate poverty which is based on the ability, skills and work attitude to complete the work. in this case the researcher is related to the batik program carried out by clc of handayani in kemirian village, tamanan district, bondowoso regency. therefore the batik program in the context of community empowerment, especially in the field of batik is given material and work practices that have been adjusted to the type of work that will be faced in the field of course. it is estimated that in the implementation of the batik making program, participants will not be surprised at the conditions or conditions in the field after the program is finished. giving guidance by the tutor can maximize work and can understand the ability and can minimize the jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 19 occurrence of mistakes when in the field, as well as by growing business opportunities in this batik training program to overcome economic problems which certainly often arises for every citizen learning the conditions expected by the manager of the clc of handayani. the emergence of business opportunities from training participants in overcoming the problems of poverty that arise can provide added value to the citizens of learning, because the growth of separate business opportunities can reduce poverty. this is as stated by keynes (1936) in joseph, amartya and jean paul (2011) that business opportunities are always used for economic problems citizens learn and can solve problems in creating business opportunities. this batik program is also intended to improve the quality of life of learning citizens. this batik program has a good effect on improving the people's economy, this is in accordance with the theory revealed by stiglight in soeharto (2006: 6) that improving the quality of life of a set of factors to improve the economy and standard of living of learning citizens. improving the quality of life itself is considered very important in improving the lives of citizens because by increasing the quality of life this can help life be more worthy than before. in the implementation of training, the batik program has a very important purpose, which is to improve the income or income of citizens. conclusion the role of the handayani community learning center in the batik program in reducing poverty in bondowoso regency, namely clc has the role of community empowerment, clc of handayani's empowerment through the batik program is in the kemirian village, bondowoso district, while the improvement of the quality of life of learning residents who have participated in the batik program can already understand and understand apply the theory that can be obtained when the batik program is implemented, there are also residents who are able to produce their own batik. in addition to the role of clc, overcoming poverty has a role that is social protection, t he social protection of the batik program is carried out to improve the economic level of learning citizens after participating in the batik program, while creating business opportunities, this business opportunity is specifically for women who previously did not have jobs for now the community has the skills to make batik and improve human resources, the citizens learn to aim to improve the thinking power of the community aimed at improving the skills of the community itself. of the two focuses on the role of clc and overcoming poverty, it has the hope of making citizens learning empowered or independent, which in this case can foster initiatives within themselves and can solve the problems encountered when the batik program is carried out in the external environment, whereas for human resources the community has very prominent potential in making batik or other making. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 20 bibliography ariefianto, l, 2019, the contribution nonformal education in tourism development through empowerment and training of street vendors, vol 5, no 1, hal 15-24. arikunto, suharsimi. (2006). prosedur penelitian suatu pendekatan praktek. jakarta: pt rineka cipta. creswell, john w. (2010). research design pendekatan kualitatif, kuantitatif, dan mixed.yogyakarta : pustaka pelajar dwidjoto dan wrihatnolo, (2007), manajemen pemberdayaan: sebuah pengantar dan panduan untuk pemberdayaan masyarakat, jakarta :pt. elex media komputindo. hasibuan, malayu sp (2003). manajemen sumber daya manusia. jakarta: bumi aksara hariandja, maribot t.e, (2002). manajemen sumber daya manusia. jakarta: grasindo. http://tkpk.bantulkab.go.id. 2015 diakses tanggal 14 januari 2019 joseph stiglitz, amartya sen dan jean paul fitoussi. (2011). mengukur kesejahteraan. jakarta : marjin kiri kamil, mustofa. (2003). model pembelajaran magang bagi peningkatan kemandirian warga belajar. bandung: pps upi. kniu, dan bp-plsp jayagiri. (2005). panduan penyelenggaraan pusat kegiatan belajar masyarakat. kniu dan bp-plsp jayagiri. iqbal, fadhil. (2011). pusat kegiatan belajar masyarakat dalam pendidikan luar sekolah, (online), (http://1qbal.blogspot.com/2011/09/pusat-kegiatan-belajarmasyarakat-dalam-pendidikan-luar-sekolah.html, diakses tanggal 03 maret 2013). masyhud, sulton. (2014). metode penelitian pendidikan. jember: lpmpk margono, 2007. metodologi penelitian pendidikan, jakarta. rinaka cipta moleong, lexy j. (2000). metodologi penelitian kualitatif. bandung: pt. remaja rosdakarya. mullins, lausier j. (2005). management and organizational bahavior, prentice hall: edinburg gate harlow. nasution. 2003. metode research, jakarta: pt. bumi aksara. prijono, o.s & pranarka a.m.w (ed) (1996). pemberdayaan: konsep, kebijakan dan implementasi, jakarta : ccis. saud. udin syaefudin dkk. (2005). total quality manajement dalam konteks pendidikan. bandung: prodi adpen upi. soetomo. 2011. pemberdayaan masyarakat. yogyakarta: pustaka pelajar. soedijarto, 2008. landasan dan arah pendidikan nasional kita. jakarta: kompas. http://tkpk.bantulkab.go.id/ jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 21 sudjana, djuju. 2006. evaluasi program pendidikan luar sekolah: untuk pendidikan nonformal dan pengembangan sumber daya manusia. bandung: pt. remaja rosdakarya. sugiyono. 2012. metodologi penelitian kuantitatif, kualitatif dan r&d. cetakan ke-17. bandung: alfabeta ------------------. (2010). memahami penelitian kualitatif. bandung: alfabeta. ------------------, (2005). metode penelitian kualitatif, bandung: alfabeta suharto, edi. (2006). membangun masyarakat, memberdayakan rakyat : kajian strategis pembangunan kesejahteraan sosial dan pekerjaan sosial. bandung: refika aditama. -----------------(2005), membangun masyarakat memberdayakan rakyat: kajian strategis pembangunan kesejahteraan sosial dan pekerjaan sosial, bandung: refika aditama jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 64 community education in community development 1asep saepudin, 2dinno mulyono 1 universitas pendidikan indonesia, 2 ikip siliwangi 2dinno@ikipsiliwangi.ac.id abstract in the framework of developing community education, education service programs, especially those related to improving community welfare, need to get special studies, especially in supporting theories implemented. it also implies new approaches, techniques and concepts that must be key words in building people's lives. community education understands that corrections to past approaches need to be adjusted in the midst of continuous changes in the community, so that new studies are needed that are more in line with the challenges and needs of the community and new knowledge. keywords: community education, community development introduction in the national education system act, it is stated, "national education functions to develop capabilities and form dignified national character and civilization in order to educate the nation's life, aiming at developing potential students to become human beings who believe and fear god almighty, noble , healthy, knowledgeable, capable, creative, independent, and a democratic and responsible citizen, "(national education system law number 20/2003). this indicates that education and development are a series that cannot be separated from one another. therefore a more comprehensive and sustainable approach in the world of education is needed, not only by using an approach that is limited to providing certificates or diplomas, but it does not provide accessibility for education services for the indonesian people as a whole. the existence of education is inseparable from unesco's educational goals, namely learning to know, learning to do, learning to be and learning to live together. with these four pillars, it is explained that in the process education runs in accordance with human needs in their lives. not within the framework of educational completion which leads to a diploma which often causes problems in the form of discrepancies between diplomas and fields of work that are in accordance with the talents and needs of the people themselves. according to data from the central statistics agency in 2017 (mustikoaji, 2017), the high unemployment rate at undergraduate education (606,639 people) compared to education under elementary school (546,897 people) critically shows that there are not too far differences between undergraduate education and their who did not even complete elementary school education. so in this, unesco's view of being able to build education with the full objective of learning to be and to live together is a necessity in the midst of the challenges of today's society. education cannot only build one path of education, but all pathways of education, because the dichotomy only makes education go on each other without being able to answer the challenges of life in a global context, so that local potential is forgotten and left behind globally. mailto:dinno@ikipsiliwangi.ac.id jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 65 the role of the community in education is important, not only waiting for help from the government. society provides a big role in building and developing education. this is because in society there is intensive social interaction (soekanto, 2004). therefore, both in the world of indonesian education gave birth to a concept of community education aimed at building the power of social awareness that is mutually beneficial. the concept of consciousness itself, is built in the framework of the praxis strength of social and intellectual life that supports each other. education with a social basis is expected to provide added value in forming the character of the community itself. not in the context of the pathway per education path that seems to narrow the space for education in the community. because the community is the estuary of all educational processes, where education provides an opportunity for every human being to be able to move into himself by presenting the greatest benefit to the social life around him. equality of education is included in every educational path in indonesia, all of which are inseparable parts. naming the path that seems to be a separate field of study will only break the coordination of the community development system itself and disintegrate social capital that should work together with each other and work together to become a unity. therefore, it is needed a unity of programs that complement each other with the same definite steps, because the estuary of education itself is community development, it is appropriate if we are prioritized to be able to fill a community education program that is able to provide continuity in strengthening education in indonesia. because education itself is not standing between educational paths, but in the midst of communities that complement each other. building an active citizens is a necessity of the world of education (tett, 2010). the problem of education that has been symptomatic is the problem of relevance, quality and equitable education. the relevance of education is constrained because the output produced is not in accordance with the demands of the community, other than that, the quality of education also invites various questions, especially related to various products produced from the world of education itself that have not demonstrated their ability to respond to problems and problems in society. and, finally, education equity which leads to the availability of educational services for the entire community. therefore, if later the development of education is released from its main estuary, namely the community, it will certainly have an impact on the ability of the graduates themselves. this in freire (1984) is a form of alienation of education that gives birth to new problems, not an alternative to solving problems in the midst of a society that is trying to answer the various challenges that exist. theoritical review 1. philosophical foundation of community education philosophically, public education still puts forward a philosophical approach as taught by ki hadjar dewantara, as the father of education in indonesia as one of the main foundations of community education. this is because ki hadjar dewantara's philosophy with educational nationalism teaches that how education is built on three main pillars. the pillar is ngarso sung tulodo, ing madyo mangun karso and tut wuri handayani. the first pillar that mentions sung sungodo is the meaning that each educational process requires a character, a model in the practice of education itself. on various occasions, the main problem of education in indonesia is the poor character who can be used as the main model in the development of people's lives. education does not merely speak of the power of theory in building development infrastructure, providing how to provide references to figures of reformers, who are productive and actively campaign for community development with the strength of social jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 66 capital and the ecological potential they have. the second pillar is ing madyo mangun karso, in the middle giving strength. in this context education requires practitioners who master and are able to map various solutions to development problems in the community, not to add to existing problems. educators, managers, instructors are the implementing parts that become strength builders in the community in collaboration with the community itself. so that development can be developed sustainably and in accordance with community needs. third pillar, tut wuri handayani, who is behind giving encouragement. in particular educational development studies not only require initiators, but also require the support of leaders and stakeholders in the education of the community itself, so that various programs can run according to the targets set. encouragement is not only in the form of material but also moral, the support of various parties in the development of education in indonesia is a necessity and necessity in providing the right portion in the context of complete indonesian human development. ki hadjar dewantara's philosophy, in general, is in line with the thinking of constructivists. everyone needs to support and strengthen each other within the framework of future education development, so that they can have a positive impact on improving the lives of indonesian people going forward. everyone is actively involved, even though the principle of mutual respect for the potential of each other. the praxis of reality-based education in the field is also expected to provide valuable experience in order to prepare the output of educational programs to participate in the development of surrounding communities. 2. theory of lifelong education lifelong education (life long learning) is a statement and conviction that in the process of the journey of human life can not be separated from the process of learning and learning. humans will continue to learn, since in the womb until later toward the time to the grave. humans start the learning process after the sense of hearing functions in the womb, then learn to master basic competencies related to biological abilities that must be mastered, such as walking, talking and interacting with parents. humans then learn to be able to interact and place themselves in a wider environment in the midst of society, then study the summary of human life experiences in the form of theories that exist in the school bench. everything requires a learning process and humans continue to need education. if then the question arises whether what is produced from the human learning process to master good walking techniques, then the answer is competence, not a diploma. because there was never one toddler who was certified in his ability to walk after 12 months of birth. this then needs to be reviewed, that the current diploma seems to be a new deity, even many young people depend on their lives only for a piece of paper called a diploma, then forget their duty to learn to understand that real life can only be learned when he comes down and engages in social life around it, this is what is known as diploma disease. the lifelong journey of man (lifelong) contains developments and changes that include three components, namely the stages of individual development (toddlerhood, childhood, schooling, adolescence, and adulthood), common social roles within life, which varies in each environment, and aspects of personality development (physical, mental, social, and emotional) (mudyahardjo, 2001). awareness of the social role that is carried out by each member of the community has their own character that must complement each other, so that no conditions are truly the same. but because of that difference, everything can complement each other. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 67 in the unesco text on institution for education (1979), it was explained that lifelong education was developed on the following principles of education: a. education only ends when humans have left this mortal world. b. lifelong education is a strong motivation for family members to plan and conduct organized and systematic learning activities. c. learning activities are intended to obtain, renew, and / or increase knowledge, attitudes and skills that have been possessed and who are willing or unwilling, must be owned by family members in connection with continuous changes throughout life. d. education has a variety of goals in meeting learning needs and in developing self satisfaction for every person who conducts learning activities. e. the acquisition of education is a requirement for the development of human life, both to motivate themselves and to increase its ability, so that people always carry out learning activities to meet their needs (saepudin, 2009). 3. critical pedagogy as one of the community education fundaments freire once mentioned that "education ... is the practice of freedom of means by which men and women deal critically and creatively with reality and find ways to engage in the process of transformation in their own world" (freire, 1984). in this understanding, the picture is that education is not a rigid process, it is understood only according to educational paths which are totally incompatible with the concept of lifelong education. it should be understood that the coombs and ahmed (1974) report mentioning three lines of education is a form of the process of implementing lifelong education to build a community. it is not then to make education in indonesia cut into cakes which are totally formless due to being too focused on one education path and forgetting that the basic function of education is the practice of liberation so that humans move and develop into whole human beings. criticism delivered by freire (1984), and illich (2000), not without reason. they criticized school education because they fully understood that education cannot be built using rigid buildings, rigid approaches, closed theories and frozen educational channels. the criticism of schooling education is in order to build a strength and awareness that the main context of education is human life itself, and not in the concept of how to provide life through schools, paths or artificial institutions. with the existence of various institutions, the aim is to facilitate, not just to justify that failure is the end of life. even though humans since prehistory have never needed a diploma to live, they need to realize that they are part of the universe and try to work together and cooperate with various parties in order to build themselves and the community and even the surrounding environment. 4. learning theory, knowledge and community development learning theory in public education is carried out by malcolm s. knowless (1913-1997) with an andragogical approach. previously, education was always identified with education for children or youth with pedagogical approaches. but later, knowless denied it, and developed the concept of learning for adults and said that adults also have the ability to learn, not just children. in fact, he argued that adults have readiness and support for learning experiences to make it develop far wiser in understanding the existing learning context, also able to translate theories into applications in the community. this is also supported by studies from paulo freire (1921-1997) which stated that learning is not merely providing knowledge with theoretical capacity and language alone, because with this approach, only building isolated communities and unable to answer the challenges of real life itself . especially with the learning process that only emphasizes understanding and minimal efforts to equip students with the ability to analyze problems that exist in the community. the two theories of the experts developed when they were later linked to the concept of fulfillment of needs proposed jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 68 by abraham maslow (1908-1970). in the development of society, learning and knowledge are not developed using mere theoretical approaches and floating in space, but by using knowledge and using it for the development of society to achieve prosperity in the sense of independence to make choices in life. this is community development in the concept of education that empowers, and humanizes, as revealed by freire (1984: 89). c. discussion 1. basic concepts of community education community education or whatever the term develops in indonesia, starting from outside school education and non-formal education, is a series of educational activities carried out in order to prepare human consciousness to understand their potential and the surrounding environment and make the most of it for the prosperity of society. it cannot be done if then education is only an effort to achieve diplomas, certificates or certificates only, but develops people's lives in a real way. the main problem in public education is that when the implementation of an existing program, it only relies on classical approaches and only carries out examinations as limited as formal efforts to legalize someone to keep a position. community education is far greater than that. community education develops more sophisticated approaches, because it must prepare humans to face their own lives and encourage them to become leaders in the changes in the quality of people's lives. 2. community education objectives the aim of public education is to provide opportunities for the community to broaden their knowledge and skills and build their competencies to be able to promote personal development, democracy, equality and economic and employment improvement as well as equitable welfare distribution (ministry of education and research, swedish government, 2019). however, in some concepts, there are also several public education goals as expressed by westonka public schools (2019) which state that the goals of public education are: a. to provide lifelong education services for the entire community. b. to promote and build communities in order to support compulsory education programs. c. to build a strong community, which allows everyone to achieve the best results from every potential they have. 3. community education method the method of community education is carried out by using several approaches, according to the 2016 train intercultural mediators for a multicultural europe) including: a. presentation methods with quick benefits are implemented and information is comprehensive, but it is difficult to bring students in a critical mindset and bridge relevance to other fields of knowledge, and is very dangerous for passive learners. b. instructional methods, with the advantage that the instructor can organize learning in providing learning guides and can produce more reflection and critical thinking patterns. c. methods of discovery (discovery), with the advantage of helping learners to follow the process of intellectual and mental exploration, comfort in the learning process that suits jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 69 the interests of participants, training in praxis, transfer of learning, but has weaknesses in promoting communication and social relations, because it focuses on individual achievements. in the practice of learning it can be carried out with presentation patterns enriched with demonstrations, discussions by capturing questions and solutions from learners, brainstorming, working in groups, case studies, role playing, as well as interviews with practitioners / technicians directly. the techniques and approaches used in learning must ensure several important things, including: a. the purpose of the learning program b. learning context c. selection of learning methods and characteristics of learners d. expertise of trainers / instructors e. learning climate f. available time g. existing resources 4. evaluation of community education assessment and evaluation of the abilities displayed by the learner, aims to estimate the degree of knowledge, skills and competencies convincingly and measurably through the participation shown during the learning process. however, evaluation in public education also not only speaks of the achievements achieved by the learners, but also those achieved by the trainers. these include the appearance shown by the trainer, such as the adequacy of learning material, the effectiveness of learning techniques and so on. the techniques and instruments for collecting data for evaluation must be in line with the intended learning objectives and learning content as well as the basic characteristics and capabilities of the learners. while evaluation instruments can be developed using questionnaires, tests of success and appearance, questions directly through tests for learners, tracking records of activities, discussions and observations. 5. analysis of community education policies the education policy of the community develops according to the needs of the community itself, but it is necessary to consider that the policy can be in line with the needs of the community, so that it can become a clear corridor of work. the standard used must last until it is able to produce results that are expected to not keep changing and produce nothing. because policies that always change are not possible to achieve perfect results because they are unable to show results even though the dissemination process is still ongoing. this needs to be made into a more in-depth study for the stakeholders in the field of public education. community education requires a clear working corridor, but it must be considered that public education also requires a policy that is flexible and able to adapt to the needs of the jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 70 community quickly, especially in the current industrial era 4.0. although not entirely in the form of an industrialization process, because over time, now also raises problems where the social potential-based industrial sector is very wide open. new professions are emerging and developing very fast. this is what needs to be anticipated by community education in the future. 6. scope of community education to be able to understand the scope of public education going forward, we need to consider the picture below: figure 1. differentiation of learning programs according to age and population composition (source: http://www.accu.or.jp/litdbase/pub/p_man1/eiceg/chap2.pdf) for public education, the greatest coverage arises from the concept of lifelong learning. when observed from the picture above, an understanding emerges that lifelong learning requires specifications and clarity for each program. the scope of public education according to kenny (2018) is: a. in personal scope: 1) increased self-esteem and self-esteem 2) increased communication skills 3) increased ability to commit and achieve specific goals 4) increased knowledge, skills and competencies 5) increased motivation and hope 6) increased awareness of education and life choices 7) ability to think analytically critically 8) readiness in facing the accreditation process jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 71 b. in the collective / social sphere: 1) building a network of mutually beneficial cooperation 2) building social analytical awareness 3) building capacity to influence government policies and decision making 4) ability to organize individuals and group development 5) ability to take action on social and community issues 7. challenges of community education in the future community education in the future will be faced with a growing number of problems, including policies that must constantly change according to the needs of the community and the development of science, the challenges of educational equality, problems in the quality of community education amid the need for educational flexibility, the use of learning related to real life, changes in public education standards in accordance with the development of the demands of the industrial and business world. d. conclusion community education develops according to the demands of needs and changes in society. various criticisms developed are not intended to assess but as a thought to build a world of education that is more developed and far better in the future. community education does not only develop as a complement, substitute or enhancer, but rather becomes an alternative education that can be one way in order to improve the quality of public education as a whole and in accordance with the needs of the community. bibliography accu.or.jp. 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(2010). community education, learning and. ediburgh, uk: dunedin academic press ltd. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 216 training of pencak art to preserve local life in youth organization kp. andir rt. 01 rw. 15 village padalarang, west bandung district edy syafrudin1, sri nurhayati2 1 dinas pendidikan, kabupaten bandung barat jawa barat indonesia 2ikip siliwangi – cimahi – jawa barat – indonesia 1edysyaf74@yahoo.com received: juni, 2020; accepted: september, 2020 abstract the background of the researchers conducting this research is that the art of pencak art is determined as an intangible cultural heritage by unesco so that it hopes that pencak art as an intangible cultural heritage. with this placement, it is expected that young people through youth can continue to cultural background and want to get involved in training conducted as provisions. this training is intended to be able to elevate the art of pencak among the general public as well as to preserve local culture that has begun to be marginalized in this era of globalization. the purpose of this training is to find out about pencak art training to preserve local wisdom in youth organization kp. andir rt. 01 rw. 15 padalarang village, west bandung regency. the theory used in this research is the theory of youth, training theory and pencak art theory. researchers conducted interviews and observation techniques with qualitative descriptive methods to obtain information from resource persons. the sample of this study was one trainer, 6 trainees, one youth organization chairperson and one rw kp chairperson. andir is chosen randomly. the results of the research on pencak art training to preserve local wisdom in youth organization kp. andir kec. padalarang, west bandung regency is in line with expectations where the community in the village. andir padalarang has begun to recognize and know the training of pencak arts. there were also many benefits felt by the participants. the conclusion of this study is kp. andir padalarang to introduce pancak art in general society, especially young people so that pencak art is not easily lost and is increasingly developing as our nation's cultural heritage in the midst of today's digitized world competition. keywords: youth organization, training and pencak art abstrak latar belakang peneliti melakukan penelitian ini adalah seni pencak art ditetapkan sebagai warisan budaya tak benda oleh unesco sehingga berharap agar pencak art sebagai intangible cultural heritage. dengan penempatan ini diharapakan para pemuda melalui karang taruna dapat terus melesatarikan budaya serta mau ikut terlibat dalam pelatihan yang dilaksanakan sebagai bekal. pelatihan ini dimaksudkan agar dapat mengangkat kembali seni pencak ini di kalangan masyarakan umum selain juga dapat melestarikan budaya lokal yang sudah mulai terpinggirkan di era globalisasi ini. tujuan pelatihan ini adalah untuk mengetahui pelatihan seni pencak untuk melestarikan kearifan lokal di karang taruna kp. andir rt. 01 rw. 15 desa padalarang kabupaten bandung barat. teori yang digunakan dalam penelitian ini adalah teori karang taruna, teori pelatihan dan teori seni pencak. peneliti melakukan teknik wawancara dan observasi dengan metode deskritif kualitatif untuk mendapatkan informasi dari narasumber. sampel dari penelitian ini adalah satu orang pelatih, 6 orang peserta pelatihan, satu orang ketua karang taruna dan satu orang ketua rw kp. andir yang dipilih secara random. hasil dari penelitian pelatihan seni pencak untuk melestarikan kearifan lokal di karang taruna kp. andir kec. padalarang kabupaten bandung barat sudah sesuai dengan harapan dimana masyarakat di kp. andir padalarang sudah mulai mengenal dan mengetahui pelatihan seni pencak tersebut. selain itu juga banyak manfaat yang dirasakan oleh peserta. kesimpulan dari penelitian ini adalah karang taruna kp. andir padalarang untuk mengenalkan seni pencak di masyarakat umumnya khususnya syafrudin & nurhayati. training of pencak art to preserve local life in youth organization kp. andir rt.01 rw. 15 village padalarang, west bandung district 217 pemuda-pemudi sehingga seni pencak tidak mudah hilang dan semakin berkembang sebagai warisan budaya lokal bangsa kita di tengah persaingan digitalisasi dunia saat ini. kata kunci: karang taruna, pelatihan, seni pencak how to cite: syafrudin, e & nurhayati, s. (2020). training of pencak art to preserve local life in youth organization kp. andir rt. 01 rw. 15 village padalarang, west bandung district. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 216-223. introduction the state of indonesia is a country that consists of various islands, islands which are inhabited by various ethnic groups that have different cultures. the identity of a group or community is a culture. culture, customs and values are different for each region and are hereditary that must be maintained and preserved so as not to become extinct. the condition of our country which has many diverse ethnic groups resulted in indonesia having a local culture that must be preserved. one element of society that can be involved in preserving culture is young people. young people are gathered or gathered in a forum called youth organization. according to wenti (sunoto, 2017) youth organization is a youth organization in indonesia and a place where the development of young people's social life grows in the awareness and social responsibility of the community and for the community itself, especially for young people in an area. . with the existence of youth organization, it is hoped that it can help maintain and preserve the culture that exists in indonesia, especially the sport of pencak arts. pencak art sport is a sport inherited from the ancestors of the indonesian people who have been passed down inherited by indonesians through our previous parents. pencak art in ancient times is a sport that aims to nourish the body by moving all limbs, regularly, both hand and foot movements. along with the development of the age of pencak art began to develop in every region and many variations then to add to the beauty of the arts pencak added to the accompaniment of music in accordance with the pencak art movement, but today in this digitalization era pencak art began to be excluded, so the need for socialization associated with pencak art this is to be known and loved again by the wider community, especially for young people in this globalization era who prefer gadgets rather than preserving the sport of pencak arts. in addition, young people are now more familiar with martial arts which prioritizes physical competition rather than art. pencak art is a part of martial arts with hand and foot movements accompanied by musical accompaniment. nowadays, pencak art is less popular among young people, because the majority of young people prefer pencak art which prioritizes fighting art so that the art of pencak is less sporting. in interest because it prioritizes the beauty of the movement of the hands and feet. in order for young people to help preserve, young people need to attend a training that suits their needs. according to bernardin and russel (akhyadi & kaswan, 2018) training is any attempt to improve the performance of employees or employees on the work they hold at the moment or related to their work. continuous training is needed for pencak art so it is hoped that with the many pencak art training in the community it can reintroduce pencak art which has been replaced by other martial arts and as a way to encourage millennials to understand local wisdom. according to bps data (bahri, 2019) states that the population of indonesia is syafrudin & nurhayati. training of pencak art to preserve local life in youth organization kp. andir rt.01 rw. 15 village padalarang, west bandung district 218 dominated by millennial population, is the population born in the range of 1980 2000 amounted to 33.75%, the values of local wisdom contained in many regional cultures in indonesia have functioned in the context of culture, among others: as a filter and controller of (values values) outside culture; and give direction to the development of culture. in addition, according to a statement from the regional secretary setiawan wangsaatmaja (haryadi, 2020) states that the art of pencak art is determined as an intangible cultural heritage by unesco so that it hopes that pencak art as an intangible cultural heritage. with this placement, it is expected that young people through youth can continue to cultural background and want to get involved in the training carried out so that the threat of scouring the values of local wisdom which is a great heritage which is of great value, can be overcome. and not only that, our regional culture and national culture and the noble values in it can be preserved and always have a place among the youth and generations to come.. literature review youth organization youth organization (arif & adi, 2014) is one of the youth organizations as a forum that has a mission to foster young people especially in the village. according to law number 20 year 2009 regarding youth, article 43 explains that youth organizations must have membership, management, secretariat and financial management, as well as the statutes and by laws. the purpose of youth organizations according to permensos number 25 of 2019 about youth organizations is 1) realizing social responsibility awareness of each young generation in anticipating, preventing and warding off various social problems, especially among young people; 2) developing the ability of the younger generation in organizing social welfare through one of them social empowerment; 3) build the character of the younger generation who are knowledgeable, personality, skilled, intelligent, innovative, and creative; 4) develop the potential and abilities of the younger generation; 5) developing the spirit and spirit of social entrepreneurship; 6) motivate young people to become the glue of unity in diversity; 7) establish synergies and partnerships between young generation with various parties in realizing increased social welfare. the training training (kaswan & akhyadi, 2015) is a planned process to change attitudes, knowledge, or behavior skills through learning experiences to achieve effective performance in an activity or a number of activities. meanwhile, according to michael j. jucius (kamil, 2012) stated that the training was carried out to show each process in developing the talents, skills, and abilities of employees to complete certain jobs. the training objectives according to moekijat (kamil, 2012) is 1) the training aims to develop skills, complete work more effectively and quickly; 2) training aims to develop knowledge so that work can be done rationally; and 3) training aims to develop attitudes so as to bring up the desire to work together method this research uses a descriptive method with a qualitative approach. according to (sugiyono, 2014) research methods based on the philosophy of post positivism, which are used to examine natural objects, (as opposed to experiments) where researchers are as key instruments because they are more active, ranging from research, data collection to making research conclusions at the end of the activity. for data collection techniques carried out by triangulation or a combination. as for the data analysis technique in this study, according to miles and huberman syafrudin & nurhayati. training of pencak art to preserve local life in youth organization kp. andir rt.01 rw. 15 village padalarang, west bandung district 219 (sugiyono, 2014), the data analysis technique in qualitative research is data reduction, data display and conclusion drawing or verification which are carried out interactively and continue continuously until completion so that the data has become saturated. sources of data can be done in a purposive way, is a selection with specific considerations and goals (sugiyono, 2014). whereas the selection of samples is done randomly on the grounds that the representative sample selected are competent people and can assist in this research. for the research data, the researchers took samples from one trainer, 6 members of the youth group, one youth leader and one head of rw kp. andir with data collection techniques through interviews and observations, researchers took these respondents because they are people who are directly involved in the training as well as those who are competent in the field of pencak arts training so that by interviewing a research trainer can find out the techniques of training pencak arts both its simplicity and difficulty then interviewing the training participants and the head of the youth cadets researchers can also find out firsthand the results of the training both the advantages and disadvantages. whereas for the reason of choosing the sample of the head of the rw andir village is that researchers can obtain data about the results of the training of youth activities as one of the community organizations that helps accommodate youth to be more productive. the research site was conducted in youth organization kp. andir padalarang padalarang district, west bandung regency. results and discussion results results of interviews conducted by researchers in youth organization kp. andir padalarang regarding how the training of pencak arts to preserve the local wisdom is as follows : interview of researchers conducted to the pencak arts trainer initials r, following the results of the interview "pencak art training conducted by young people is very good, we did training once a week and this training was asked directly by the youth committee to me", then about the development of the youth after participating this training is "they have begun to master both theory and practice in order to continue to preserve the art of pencak". the obstacle felt by the trainers when giving training is "they sometimes bump into time with other activities that are held at school or even at the youth organization itself, because youth organization does not only have this training program", besides that the trainer also explains the strategy " for the strategy used so that they want to continue to be consistent is to continue to provide motivation about the art of pencak and change the schedule of activities if there are conflicts with other activities. " for the response of the pencak art training participants the trainer answered "the participants responded well to everything i taught and they tried to practice what they got". furthermore, researchers sought information about this pencak art training to six pencak training participants and the results of interviews with the first trainees with the initials er "i am happy to take part in this pencak art training, because as a way of sport and also evidence that we are one generation nation to help preserve local wisdom ". furthermore, participants explained about the facilities to attend the training "me and all my friends who participated in this training paid to get clothes or whatnot". as for the implementation of the activities themselves the participants answered "happy with this and the schedule once a week, but sometimes it is indeed constrained by the tasks of the school or other activities carried out by youth, but usually there is a change in the schedule of activities". the benefits of participating in the training were that participants explained "the perceived benefits are that i have become healthier and i can know the history and also be involved in preserving the local wisdom of syafrudin & nurhayati. training of pencak art to preserve local life in youth organization kp. andir rt.01 rw. 15 village padalarang, west bandung district 220 pencak arts". finally, the participants explained about the encouragement that made the participants want to get involved in the activity." the interview continued with the second participant with the initial m, and the results of the interview were "happy to be involved in the training". then explaining the facilities, m answered "the facilities that we got during the training were not free, but we were happy to join this training". furthermore, regarding the implementation of the activities themselves the participants answered "the activities are carried out once a week with a schedule tailored to our free time". as for the benefits of participating in the training, participant m explained "the benefits are that i have become healthier and i can get involved in maintaining culture or local wisdom". for the final question about how the encouragement that made the participants want to get involved in the activity "the encouragement i want is to continue to support and help the government in preserving local wisdom by learning about the art of pencak and besides that i can also gather with friends through positive and healthy activities". researchers continued the interview to the third participant with the initial s, the results of the interview as follows "i am happy to be able to take part in the training". furthermore, regarding the facilities in the training, s answered, "the facilities we get are all paid, but if we don't pay, we also have". for the implementation of the third participant's activity explained "the training activities were carried out according to our schedule, usually held once a week". furthermore, regarding the benefits and also the factors that encourage involvement in this training are "the benefits to maintain health, know how the art of pencak, maintain and participate in preserving the local wisdom as well. for the factors that encourage myself, i just want to learn, encouragement from myself and also the environment of my fellow youth management ”. the next interview with the fourth participant with the initial d, following the results of the interview "was very happy to be involved in this activity", then regarding the facilities "supporting facilities, even though we had to buy the facilities that we used except those that did exist and did not need to be purchased". after that the fourth participant answered back about the implementation of training activities "the training is carried out according to schedule, once a week". the next question about the benefits and also the motivating factor for participating in the training. participant d said "the benefits are many, one of which is involved in preserving the culture or art of pencak as one of local wisdom, while for the factor why i want to get involved because i want to learn and also a lot of encouragement from the surrounding environment ". the results of the fifth interview with the participant initials a, while the results of the interview as follows "happy to take part in the activities". "the facilities are good, although we have to spend our own capital". furthermore, regarding the implementation of training activities "goes well, according to the schedule usually carried out once a week both theory and practice". as for the next question about the benefits and also the factor why you want to get involved, participate a explained "the benefits of adding knowledge, exercising, being involved in preserving local wisdom and fears that drive it are themselves and the environment". interview with the sixth participant with the initials f, following the results of the interview "happy to join the training". "for our own facilities we buy it, but other than that the facilities are good". next regarding the implementation of the training, the benefits and also the factors involved in this training, participant f answered "the implementation is carried out once a week by providing theory and practice, many benefits are obtained from this training for themselves syafrudin & nurhayati. training of pencak art to preserve local life in youth organization kp. andir rt.01 rw. 15 village padalarang, west bandung district 221 and also the community, and for the factors that encourage why participating this training is oneself wanting to learn and help preserve local wisdom. the researcher continued the interview with the head of youth organization with the initial y, following the results of the interview "pencak art training conducted by the management friends is very good and runs smoothly and is carried out once a week", then the youth development after participating in the training is "they have already began to master both the theory and practice as a provision to preserve the wisdom of the art of pencak " whereas the perceived obstacle is "they are sometimes unable to attend due to clashes with other activities held at school or even at the youth organization itself, because youth organizations do not only have this training program". for the response of pencak y art training participants answered "the participants responded well to everything i taught and they tried to practice what they got". the researcher interview ended by interviewing the head of rw kp. andir who had the initials e, follows the results of the interview "the training conducted by the youth organization or most of the youth of kp. andir is very good and useful for them to develop their talents to be more productive also than they do negative things, after that respondents answered about the development of young people "they are now more productive, good for other activities they also like to help government officials kp. andir ". respondents answered about the response of government officials regarding training activities "i respond well as long as they carry out positive activities and there are benefits for them in general for other communities". discussion as a result of the above research, the researcher can conclude that the training of pencak arts as a way to maintain or take local parity in place is already underway. the coach and also the head of youth organization facilitate the youth and young women who are gathered in a youth organization called youth organization is a good effort to preserve local wisdom. as one of the nation's generation, participants who have participated in this training feel the benefits, one of which is that they can get involved in preserving local wisdom. as a generation of young people they are indeed expected to be the successors of local wisdom, one of which is the local wisdom of pencak art. seeing the results of interviews and observations, the youth organization has carried out their duties through this training. the task of youth is in the minister of social affairs regulation no. 23 of 2013 concerning empowerment of youth organization article 9 in carrying out the tasks referred to in article 8 (cahyo, 2017), youth organization has functions: 1) preventing the emergence of social welfare problems, especially the younger generation ; 2) carrying out social welfare including rehabilitation, social protection, social security, social empowerment and training of every member of the community, especially the younger generation; 3) improve productive business economy; 4) growing, strengthening, and maintaining social awareness and responsibility of every member of the community, especially the younger generation, to play an active role in the implementation of social welfare; 5) growing, strengthening, and maintaining local wisdom, and 6) maintaining and strengthening the national spirit of unity in diversity and the establishment of the unitary state of the republic of indonesia. besides that, seeing from the results of the interviews, the training given to the members or youngsters of youth clubs was good and in accordance with the needs of the participants. the trainees who initially did not know or had not even mastered the training of pencak arts after following them were able to know both in the form of theory and practice. moekijat (kamil, 2012) is 1) training aimed at developing skills, completing work more effectively and quickly; 2) training aims to develop knowledge so that work can be done rationally; and 3) training aims to develop attitudes so as to bring up the desire to work together. koentjaraningrat (wahira, syafrudin & nurhayati. training of pencak art to preserve local life in youth organization kp. andir rt.01 rw. 15 village padalarang, west bandung district 222 2011) states that "local culture is related to the term ethnicity, according to which, ethnicity itself is a group of people who are bound by awareness and identity of cultural unity. the awareness carried out by youth organization kp. andir is to further introduce the art of pencak while preserving the local wisdom is one thing that should be proud of and of course preserved as a national cultural heritage. conclusion implementation of pencak art training in youth organization kp. andir rt.01 rw. 15 padalarang village, west bandung regency is going well and is a for of concern from the youth group of kp. andir padalarang to introduce pencak art in general society especially young people so that pencak art that has started to disappear again can be known and most importantly of course pencak art as a legacy of our ancestors is not easily lost and is increasingly developing as a local cultural heritage of our nation in the middle digitalization competition in the world today. references akhyadi, a. s., & kaswan. (2018). manajemen program pengembangan sumber daya manusia. bandung: upi press. arif, m. r., & adi, a. s. (2014). peran karang taruna dalam pembinaan remaja di dusun candi desa candinegoro kecamatan wonoayu kabupaten sidoarjo. kajian moral dan kewarganegaraan , vol 1 no. 2, hal.190-205. bahri, s. (2019, juli 19). memahamkan nilai kearifan lokal dalam kebudayaan nasional kepada generasi millenial . retrieved from kompasiana: https://www.kompasiana.com/kebonpala74/5d31352e0d82306b531e7532/memahamk an-nilai-kearifan-lokal-dalam-kebudayaan-nasional-kepada-generasimilenial?page=all cahyo. (2017). strategi karang taruna dalam membina generasi muda di desa tunggilis kecamatan kalipucang kabupaten pangandaran . ilmiah ilmu pemerintahan , vol 3 no. 4, hal. 120-131. haryadi, d. (2020, februari 16). ajak masyarakat lestarikan pencak art. retrieved from ayobandung.com: https://m.ayobandung.com/read/2020/02/16/79623/sekda-jabarajak-masyarakat-lestarikan-pencak-silat kamil, m. (2012). model pendidikan dan pelatihan (konsep dan aplikasi). bandung: alfabeta. kaswan, & akhyadi, a. s. (2015). pengembangan sumber daya manusia dari konsepsi, paradigma. dan fungsi sampai apilikasi. bandung: alfabeta. mardotillah, m., & zein, d. m. (2016). silat : identitas budaya, pendidikan, seni bela diri, dan pemeliharaan kesejahartan. antropologi, vol 18 no. 2, hal. 121-133. notosoejitno. (2008). antologi pencak art. jakarta: pondok pustaka padepokan pencak art indonesia. sugiyono. (2014). metode penelitian kuantitatif kualitatif dan r&d. candung: alfabeta. sunoto, i. (2017 ). mengukur tingkat partisipasi pemuda dalam program karang taruna dengan pendekatan metode fuzzy infrence system mamdani . jurnal simetris, vol 8 no.2, hal.711-720. syafrudin & nurhayati. training of pencak art to preserve local life in youth organization kp. andir rt.01 rw. 15 village padalarang, west bandung district 223 wahira. (2011). pengembangan model pelatihan apresiasi seni tari tradisi lokal pada guru di sekolah dasar. penelitian pendidikan, vol 29 no. 2, hal. 149-157. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 48 community empowerment in managing waste through takakura training suzi soliati ikip siliwangi suzisoliati@gmail.com abstract household waste from approximately three million residents of the city of bandung, every day reaches approximately 2000 tons or reaches 6195 cubic meters consisting of 65% organic waste, 10% paper, 2% plastic, 1% glass, 1% cloth, 8% metal and other 13%. in terms of waste management, each region has the potential that if managed and utilized properly will help improve their quality of life. society has an important role in efforts to empower the community, because society is the subject of empowerment. the rt.04 rw 011 administrator at kompleks pasirjati bandung was moved to empower the community in managing household waste through takakura / composting training. this training aims to empower the community in reducing household waste and in maintaining environmental cleanliness through environmentally friendly waste management. the training participants were residents in the kompleks pasirjati neighborhood rt.04, rw. 011 bandung city, 22 people. keywords: trash, takakura introduction garbage is a big problem faced by people in the world today including in indonesia. one of the environmental pollution is caused by organic waste mixed with inorganic waste so that it releases carbon from waste into the air which adds to global warming. waste management in major cities in indonesia generally uses open dumping methods. stockpiled waste is left open or not closed daily with soil, and leachate collection and processing systems (waste water) are not optimal. methane gas arising from biochemical reactions of waste is not controlled so that fires often occur in landfills (tpa). this type of landfill (tpa) is very damaging to the environment and is a source of various diseases and other problems such as landslides household waste from approximately three million residents of the city of bandung, every day reaches approximately 2000 tons or reaches 6195 cubic meters consisting of 65% organic waste, 10% paper, 2% plastic, 1% glass, 1% cloth, 8% metals and other 13% (data taken from sahdu waste bank). if each community member actively manages household waste as a manifestation of his responsibility, then the amount of garbage load in the final disposal site will be greatly reduced. every day we produce waste whose type depends on its activities. each type has a different processing method. mixed waste causes expensive processing costs. therefore, the key to waste management is segregation, or the separation between one type of waste and another type of waste. waste management that can be carried out by the community to reduce the amount of waste entering the landfill includes the method of processing organic waste through controlled decay known as composting or composting. another benefit of waste management techniques jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 49 by composting is that it can make fertilizers that can fertilize plants. compost is organic materials (organic waste) that have undergone a weathering process because of the interaction between microorganisms (decomposing bacteria) that work in it. these organic materials such as leaves, grass, straw, the remnants of twigs and branches, animal droppings, flower fall, urine, etc. are stated by murbandono in (suhastyo, 2017). takakura is known as a compost basket, which is one of the models of household-scale wet waste treatment equipment. this processing system is suitable to be placed indoors, because it does not require large rooms and also does not smell based on pplh and widyawati in (handaratri & yuniati, 2015).. takakura method can be done easily because of its aerobic nature where air can be passed naturally through basket holes so that the growth of microorganisms can take place well in decomposing waste into compost according to w.kurniati dalam (handaratri & yuniati, 2015). waste issues must be handled jointly between the government, non-governmental organizations and the community itself. in terms of waste management, each region has the potential that if managed and utilized properly will help improve their quality of life. society has an important role in efforts to empower the community, because society is the subject of empowerment. so community empowerment is not fully the responsibility of the government. therefore it requires shared awareness and commitment towards changing attitudes, behaviors and ethics that are culturally environmentally sound. praising islam about protecting the environment, 'do not damage the earth after god has fixed it. but he exclaimed with fear and longing. indeed, allah's mercy is near to those who do good ”(qs al a'raf, 56). based on ayat qauniah and the above problems, the management of rt.04 rw 011 in kompleks pasirjati bandung was moved to empower the community in managing household waste through takakura / composting training. method community education activities are provided through training in the form of takakura training to manage organic waste into compost, this training is held on saturday, september 15, 2018, located in kompleks pasirjati. street. jatiluhur iv city of bandung. participants were residents in the kompleks pasirjati neighborhood rt.04, rw. 011 bandung city, 22 people. the method used in this training activity is the provision of material and demonstrations. participants listened to the presentation from the speaker followed by the takakura making demonstration. the tools used in the training are forage / leaves, kitchen waste rice husk, granulated sugar, water, machetes / knives, trash baskets, boxes, basket cover cloths and small shovels. results and discussion results at first the garbage in the community has not been well managed so training needs to be carried out in managing waste properly. this training aims to empower the community in reducing household waste and in maintaining environmental cleanliness in kompleks pasirjati rt.04 rw.011 bandung city through environmentally friendly waste management. all training costs are borne by the collaborating party, namely bandung eco town with the rt management. 04 and rw.011 in kompleks pasirjati. the speakers in this training were ir. mohamad satori, mt, who lives in puri cipageran indah 2 blok d2 no. 15 west bandung regency. his daily activities are as a lecturer in the jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 50 industrial engineering study program, faculty of engineering, unisba, the founder of the bandung upcycle shop (bus). "bus is a place to collect various products made from garbage made by craftsmen and garbage banks". m. satori is a graduate of the itb postgraduate program in the department of development studies, was awarded the west java governor and west java bplh in 2014 and 2015 for being considered istiqomah in fostering communities in sanitation management, especially waste management in west java since 2000. the material provided is about takakura basket takakura is a basket of compost makers (composter) that is very concise and practical. as the name implies, this basket is thought by pak koji takakura from japan. this processing system is suitable to be placed indoors, because it does not require large rooms and also does not smell according to pplh and widyawati in (handaratri & yuniati, 2015). types of waste processed in takakura baskets:  remaining vegetables. ideally the remaining vegetables are not stale.  but if it's stale, wash the vegetables first, squeeze, then urinate.  remaining rice.  remaining fish, chicken, eggshells etc.  soft fruit waste (grapes, orange peels, apples, and etc). avoid putting hard fruit peels such as bark how to use takakura baskets: (1) store the basket in the shade. don't forget to sweep the bottom of the basket periodically so there are not many ants or scattered husks around it. (2) the garbage put in the basket should be in the form of leaves / vegetables / fruit. it is not recommended to dispose of the remains of protein / bone / chicken / fish / meat even though some people try to throw them in the takakura basket with good results. baskets that function well decay run fast, do not smell, temperature is warm. in fact, in the morning when the basket is opened, it appears warm steam. slice the trash so the breakdown is fast. (3) dispose of kitchen organic waste in the filter basin in the sink. let the garbage wash off the dish water. cover with a lid. use so that vegetable waste is washed and eggs are washed away to prevent maggots from growing in takakura baskets. (4) if the garbage in the filter basin is full, enter it into the takakura basket. cover again with a few new shovels. this makes garbage disposal more practical (for example 2 times a day). the principle in making compost is 'organic bombs', which is to throw large amounts of garbage every time, rather than throwing garbage a little into the basket. after that, just rub the rubbish with water so that decay occurs. it's better if the water is washing rice or sweet water / sugar.(5) note the comparison of chaff / soil with garbage, must be balanced. if the contents of the basket start full or runny enter the new husk and soil. (6) if the composting process occurs well, the outer side of the basket will feel warm to the touch. the composting process has a very significant effect in reducing the total number of bacteria and coliform bacteria. this happens because of an increase in temperature that occurs during the composting process. the temperature during composting reaches thermoofilic for all reactors. the increase in temperature during composting is a result of reforming organic matter in market waste. this is in line with the opinion of dalzell et al. 1987 in (puspa dan ganjar, 2017) that a certain amount of energy will be released in the form of heat directly in the reform of organic matter, this results in rising temperatures in the compost pile. because the composting process is 'aerob' or requires oxygen, the contents of the basket should be stirred with hand shovels every day. (7) if the basket is full (long enough, it can take 3-4 months depending on the volume of garbage) just jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 51 leave this basket and use another basket to dispose of your trash (so make two takakura baskets). compost in the first basket will eventually dry up and get stuck. if it is dry, the contents of this basket can be spread around your fruit tree or for ornamental plants after first being chopped (i did not do it, but immediately spread). (8) another way to fill a full basket is poured over a plastic sack. waste that has not been decomposed is put into the basket again. waste that has been decomposed (compost) is aerated on a plastic sack in the shade until it dries (not dried) for about a week. if it's dry it can be spread in the garden. picture 1. takakura basket activities carried out by the community in managing organic waste are shown in the table below: table 1. types of waste management activities prior to takakura training types of organic waste management information kitchen trash thrown into the trash worthless leaves from trees burnt air pollution from the table 1 above, the garbage found in the community has not been well managed where people only dispose of garbage to the trash so that the waste does not have any value and benefits while the waste burned will only cause air pollution, the waste management is certainly not environmentally friendly. table 2. types of waste management activities after takakura training types of organic waste management information kitchen trash takakura compost leaves from trees takakura compost in table 2 that people who have taken takakura training in managing organic waste are put into takakura baskets, so the waste becomes valuable and has benefits for the environment where the waste that has gone through the composting process will turn into a fertilizer that is useful for plants. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 52 picture 2. photos of material presentation about takakura picture 3. photos of takakura demonstration activities the participants who were all women were very enthusiastic in participating in the training. this was seen when there was an interactive discussion about the material provided, namely takakura function, type of waste that could be used, method of making, how to manage, and harvest time of takakura basket. female citizens can mobilize individuals and communities to participate and be active in environmental management according to blocker and eckberg in (asteria donna dan heruman heru, 2016). women can become agents of change in urban environmental management, even as part of solving environmental conflicts in urban areas according to asteria in (asteria donna dan heruman heru, 2016) . discussion the waste produced by the community of jati endah village consists of organic and inorganic waste. the source of organic waste is obtained from cooking housewives in the form of kitchen waste and leaves from trees planted around the house, while routine inorganic waste is produced in the form of paper and plastic, although there are also cardboard, glass and metal, but in relatively small amounts . preliminary observations that have been made indicate that the community is accustomed to disposing of organic wastes such as leftover vegetables and leaves in trash or burnt places. waste management in some areas has not been maximized both in urban and rural areas. this is influenced by the behavior of people who are less concerned about the cleanliness of the jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 53 environment so that waste is often disposed of on the roadside, sewers, gardens and even on riverbanks. according to singhirunnusorn et al. 2012 in (asteria donna dan heruman heru, 2016) that changes in the way people think about managing household waste to reduce waste at source through citizen participation must be integrated into community-based projects the unavailability of garbage disposal facilities also triggers dumping, burning and littering. even though these activities have a negative impact on the environment and humans including floods, air, water and soil pollution, disrupt the aesthetics of the environment and sources of disease conversely, if waste is managed well then the problem of garbage can not only be overcome, but also can be an alternative to improving the economy of the community according to tobing (2014: 35). the community empowerment activities of rt 04, rw 011 in jati endah village, which took part in this training program, gained knowledge in the form of technology transfer on composting by takakura as an effort to utilize the potential of the surrounding environment in the form of organic waste. community members especially in pasirjati complex rt02, rw 011 jati endah sub-district, cilengkrang sub-district, bandung city after taking takakura training, the organic waste that was originally not valuable and not useful, with proper handling and management through takakura in the end organic waste becomes valuable and has benefits for the environment where waste that has passed through the composting process turns into compost. takakura training also teaches the community to sort out waste, fostering community awareness to process waste wisely in order to reduce waste transported to landfills takakura training has demonstrated the ability of citizens to mobilize their communities to play an active role in managing waste in their environment while at the same time exercising social control in their communities. takakura training has become a basic knowledge for the community to manage waste from the source, namely household waste. community empowerment to shape the knowledge and skills of community members so as to be able to sort out organic and non-organic waste. the benefits of the ability of citizens to manage waste by using takakura have provided direct benefits, not only economically but also the realization of environmental health. changes that occur in locations that have attended takakura training can be seen in table 2. where there is a decrease in the amount of organic waste thrown into the trash because organic waste has changed its function into compost. so far, the people have not been too familiar with the benefits of compost. even though compost has benefits including: 1) improving the structure of clay soil so that it becomes lighter; 2) increase the binding capacity of sandy soil so that the soil does not break; 3) increase the binding capacity of the soil to water and soil nutrients; 4) improve drainage and air management in the soil; 5) contains complete nutrients, even though they are few in number (this amount depends on the ingredients of the organic fertilizer); 6) helping the weathering process of mineral materials; 7) provide availability of food for microbes; and 8) reduce harmful microorganism activity according to yovita-2001 in (suhastyo, 2017). the pattern of managing the waste management program is also expected to develop programs related to community empowerment, especially in terms of equitable distribution of welfare including women (l karwati, a ansori, d mulyono, 2018: 70). jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 54 conclusion processing household waste through takakura training, is one form of activity in an effort to empower the community who can: (1) giving birth to an independent society by creating conditions that enable the potential of the community to develop. (2) the community has increased knowledge and skills about the benefits of organic waste as raw material for making compost using takakura. (3) the program / activity is believed to be able to solve the problems faced, namely garbage that is of no value becomes valuable. bibliography pusat pelatihan dan pemberdayaan masyarakat pt indocement, tbk. (2014). pengelolaan sampah mandiri ramah lingkungan skala rumah tangga studi khasus desa cupang, jurnal scientiae educatia 3, 11– 20. donna dan heru. (2016). bank sampah sebagai alternatif strategi pengelolaan sampah berbasis masyarakat di tasikmalaya, jurnal manusia dan lingkungan, 23(1), 136–141. handaratri, a., & yuniati, y. (2015). pelestarian lingkungan melalui tatajer. jurnal abdimas vol. 19 no. 2, 71-76 l karwati, a ansori, d mulyono. (2018). women empowerment to build entrepreneurship. journal of nonformal education 4 (2), 169-176 puspa dan ganjar, s. s. (2017). pengaruh kadar air terhadap proses pengomposan sampah organik dengan metode takakura. jurnal teknik mesin (jtm), 6(2), 124–128. suhastyo, a. a. (2017). pemberdayaan masyarakat melalui pelatihan pembuatan pupuk kompos community empowerment through composting training, jurnal pengabdian dan pemberdayaan masyarakat 1(2), 63-68 jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 152 utilization of supervision in early childhood education and community education development institutions for accreditation purposes eva liana center for early childhood education and community education developmentministry of education and culturejl. jayagiri no. 63 lembang west bandung west java, indonesia evaliana81@gmail.com abstractnational education standards is criteria used by educational units. educationalunits that will be undergoing accreditation must possess the standards whichconsists of: content standards, process standards, graduate competencystandards, educators and education personnel standards, facilities andinfrastructure standard, management standards, financing standards andassessment standards. the purpose of the center for the early childhoodeducation and community education development is so that the educationalunits in their working areas can be well accredited so that the level and qualityof educational units which namely are nonformal education can compete withformal education. the method used by the researcher is qualitative descriptiveto find out the extent to which supervision conducted by pp paud and dikmasof west java provides benefits to the educational unit to prepare accreditationdocuments. the type of research that will be used by the researcher is casestudy research conducted in the city of bogor and cimahi. the techniques usedare interviews, instruments and documentation. this research producesinformation that participants who participate in supervision activities ingeneral can understand and have completed filling in accreditation documentsso that the documents are submitted directly to the accreditation board of theprovince of west java. the conclusion of the researcher is that the supervisionactivities conducted by pp paud and dikmas of west java are very useful foreducational units that will be applying for accreditation for their institution. keyword: supervision paud dan dikmas, accreditation introductionthe law of the republic of indonesia number 20 of 2003 on national education system,particularly article 60, paragraph (1) mandates that accreditation is undertaken todetermine the feasibility of programs and educational units in formal and non-formaleducation paths at every level and type of education. article 2, paragraph (2) ofgovernment regulation number 19 year 2005 which was amended by governmentregulation number 13 year 2015 stated that the guarantee and quality control of jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 153 education in accordance with the national education standards is conducted withevaluation, accreditation and certification which means that every program andeducation unit in the formal and non-formal path must be developed to achieve thenational education standards (nes).according to (dolopo et al., 2015), the school as an educational unit, has the obligationto implement quality education that meets the needs of indonesia people. so, schools informal education and educational units in non-formal education are obliged to improvethe quality of education both in terms of educators, learners, curriculum, managementand improving facilities and infrastructure in the learning place itself, because schoolsor educational units are the spearhead of education.the center for early childhood education and community education development (pppaud and dikmas) of west java is one of the technical services unit of the ministry ofeducation and culture through the directorate general of early childhood educationand community education which has the working area in the west java and dki jakartaprovinces and has the task of implementing the development model and quality of earlychildhood education and public education supervision and has the following functions:a. mapping of the quality of early childhood education and community education.b. development of educational programs in early childhood education and communityeducation.c. development of educational model in early childhood education and communityeducation.d. supervision of early childhood education and community education units inachieving national education standards.e. facilitate the compilation and implementation of educational programs and modelapplication for the development and utilization of resources in the field of earlychildhood education and community education.f. development of early childhood education and community education resources.g. information management of early childhood education and community education.h. development and implementation of partnerships in early childhood education andcommunity education;i. implementation of administrative affairs of the center for early childhood educationand community education development (pp paud and dikmas).in implementing the functions of which one of them is supervision of early childhoodeducation and community education unity in achieving national education standard,west java pp paud and dikmas carry out supervision activities to the educational unitslocated in its working area for the establishment of early childhood and communityeducation units accredited by the national accreditation board for early childhoodeducation and community education.the supervision activities undertaken by the center for early childhood education andcommunity education development are conducted in collaboration with the west javaprovincial accreditation board. the cooperation is in the form of compilation of jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 154 materials that will be given to the supervision participants so that the material is inaccordance with the national education standardsbased on the data from the national accreditation board for early childhood educationand non-formal education (ban paud and pnf), there are currently several paud anddikmas units that already have accreditation, namely:1. accredited pkbm 32 from 9,372 (0.3%)2. accredited paud 36,561 from 190,160 (19.2%)3. accredited lkp 345 of (19,325%)based on these data, there are still many institutions that must be guided to meetnational education standards. so, the center for early childhood education andcommunity education development (pp paud and dikmas) of west java as thetechnical implementation unit of the ministry of education and culture is directlyresponsible to jointly provide guidance and coaching of the educational units in itsworking area.according to sergiovanni and starratt, supervision is a specifically planned program toassist teachers and supervisors in learning more of their day-to-day tasks inschools/institutions so as to use their knowledge and skills in delivering better services.this is in line with the statement of alfonso et al. that "supervision is a combination or integration of processes, procedures, consciously designed to advance the work effectiveness of individuals and groups”guidance or supervision of the paud and dikmas educational units held by the centerfor early childhood education and community education development of west java isfocused on improving the quality of paud and dikmas unit services which refers to theminimum criteria of the national education standards set by the government. so, thepurpose of this guidance activity is the increasing ability of the educational units (paud,pkbm, lkp) to fulfill all the national education standards and can be accredited by banpaud and pnf.the purpose of this supervision is increased performance of learners to learnpassionately so as to attain optimal learning achievement; improvement of the qualityof educators' and education personnel’s performance; increased effectiveness of thecurriculum, process and learning materials; increased effectiveness and efficiency ofexisting facilities and infrastructure; improvement of the quality of the educational unitmanagement.therefore, the researcher tries to see and observe whether supervision or guidanceconducted by pp paud and dikmas of west java helps educational units in fulfilling thenational education standards so that the educational units can apply for accreditation toban paud and pnf.the target of supervision activities of paud and dikmas units in 2016 is as many as 400(four hundred) educational unit institutions spread throughout the west java and dki jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 155 jakarta province. this activity is held for 3 months for 33 locations in west java and 5locations in dki jakarta. but the researcher only analyzes this supervision activity incities of bogor and cimahi.benefits that will be felt by the educational unit that has been supervised is theeducation unit understands and knows in detail how to compile documents inaccordance with the national education standards and for those who have completedthe forms and compiled the accreditation submission documents, can directly send thedocuments to the accreditation board of west java province. methodsin accordance with the objective of the researcher, this research uses the qualitativedescriptive research design to find out the extent the supervision conducted by pppaud and dikmas of west java benefits the paud and dikmas educational units inpreparing accreditation documents. the type of research that will be used by theresearcher is a case study research conducted in the cities of bogor and cimahi by using12 people from bogor and 12 people from cimahi.the researcher only uses primary data obtained directly from the object of researchnamely the supervision activities participants. the techniques used are interview,instrument and documentation. the researcher provides the instrument to thesupervision participants to find out to what extent the benefits conducted by pp paudand dikmas of west java in helping the educational unit to achieve accreditationobjectives. research resultthis supervisory activity includes pauds, pkbms and lkps in west java province with303 educational units and dki jakarta with 97 educational units. total supervisionparticipants are 400 educational units. this activity is held for 3 days in the educationoffice of each city/district.the participants of this activity are educational units that have never and will submitaccreditation documents to the national accreditation board in this case through theaccreditation board of west java province.the education unit that will follow this supervisory / supervisory activity must complywith the specified general requirements such as:1. has a deed of establishment2. has an establishment license3. has a business operation license4. must have a national education unit principal number5. the program to be accredited has been running for at least 2 yearsgeneral requirements that must be possessed by the educational unit is jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 156 a. paud shall meet the requirements set out in the 8 national education standardssuch as: education level achievement standards; content standards; processstandards; educators and education personnel standards; facilities andinfrastructure standards; management standards; financing standards andeducation assessment standards. in total there are 60 points of assessment thatmust be fulfilled by the educational unit to apply for accreditation.b. lkp shall meet the requirements set out in the 8 national education standards suchas: graduate competency standards; content standards; process standards;educators and education personnel standards; facilities and infrastructurestandards; management standards; financing standards and education assessmentstandards. in total there are 77 points of assessment that must be fulfilled by theeducational unit to apply for accreditation.c. pkbm shall meet the requirements set out in the 8 national education standardssuch as: education level achievement standards; content standards; processstandards; educators and education personnel standards; facilities andinfrastructure standards; management standards; financing standards andeducation assessment standards. in total there are 72 points of assessment thatmust be fulfilled by the educational unit to apply for accreditation.the researcher only takes samples of research in two locations: the cities of bogor andcimahi. this activity is held for 3 days each followed by 12 participants with thefollowing distribution:table 1. bogor city supervision activity participantno name of institution type ofeducational unit total1 tk high scope rancamaya paud 12 tk it andina paud 13 sps kartika sari paud 14 sps bunga harapan paud 15 sps be smart paud 16 sps harapan bangsa paud 17 pkbm nurul hidayah pkbm 18 pkbm mandiri pkbm 19 pkbm kartini pkbm 110 lkp bogor institute lkp 111 lkp nenny lkp 112 lkp herlinda lkp 1total 12 participants of this supervision activity are the chairmen or managers of the educationalunits located in bogor and will be compiling accreditation preparation documents.paud educational units are more dominant in this activity because the number of paudeducational units are more than the number of pkbm and lkp in every district/city. 6people from paud education units, 3 people from pkbm education units and 3 peoplefrom lkp. these participants have never participated in any supervision activities jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 157 previously undertaken by the center for early childhood education and communityeducation development.table 2. cimahi city supervision activity participantno name of institution type ofeducationalunit total1 tk adinda cahaya plus paud 12 kb hidayatul amin paud 13 kober cahaya ilmu paud 14 kb cahaya hati paud 15 tk daarul piqri paud 16 tk kartika siwi paud 17 pkbm mitra dikmas pkbm 18 pkbm munggaran pkbm 19 pkbm at tajdid pkbm 110 lkp aditia surya lkp 111 lkp amanah natural healingeducation lkp 112 lkp smart in english lkp 1total 12 participants based on table 2 are participants from cimahi. like participants frombogor, participants from cimahi have never participated in similar activities of thecenter for early childhood education and community education development. thenumber of participants who participated in this activity amounted to 12: from paud 6people, pkbm 3 people and lkp 3 people. the number of pauds participating in thesupervision is more than the other educational units based on the data of paud anddikmas education units from the provincial education office of west java and dkijakarta. likewise, cimahi which has more pauds compared to other educational units.in this activity, pp paud and dikmas of west java partners with the accreditation boardof west java province which in this case they send one assessor per regency/city tobecome an authority for the supervision activity. the assessor is entitled to conduct anassessment of a competency in accordance with the scope of the assessment, where theassessor will be authorized to assess and determine the results of the competency test.the assessor will become an associate of the educational unit that will complete andcompile the accreditation submission documents. the appointed assessor will explainthe 8 national standards including the points in it, so what is expected in this activitycan proceed in with its original objective.the activity conducted in the city of bogor is followed by 12 participants who comefrom paud, pkbm and lkp educational units that have not submitted accreditationsubmission documents. participants who come from the educational units are expectedto be the chairmen of the institutions that will prepare the accreditation submissiondocuments. beside that, participants are also expected to bring existing documents in jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 158 order to be checked by the assessor whether the documents are in accordance with thepredetermined standards or much remains to be rectified.the activity conducted in the city of cimahi invited 12 participants who come fromeducational units who have never filed an accreditation submission document to theaccreditation board of west java province. the requirements of the participants ofcimahi supervision are the same as the requirements of bogor, so the activities in thetwo cities are not much different from each other.the essence of this supervision is the participants will be guided and assisted to preparethe accreditation submission document. supervision materials that will be given toparticipants have been provided by pp paud and dikmas of west java in accordancewith the needs of each educational unit. in general, it is differentiated as follows:1. supervision materials for paud accreditation preparation2. supervision material for pkbm accreditation preparation3. supervision materials for lkp accreditation preparation during the activity, the assessor will provide detailed guidance. how to compiledocuments and how to fill the instruments that have been provided as an indicator ofthe success of supervision activities.the paud accreditation instrument has 60 points of assessment consisting of:1. development achievement level standards = 3 points2. content standards =12 points3. process standards =10 points4. educators and education personnel standards = 4 points5. process standards = 7 points6. management standards =17 points7. financing standards = 4 points8. education assessment standards = 3 pointsall these points will be explained by the assessor to the educational units from paud.each question/statement point has different statuses according to its role in accordancewith the fulfillment of the unit quality standards and the relevant paud program. thestatus is stipulated as follows: must (major) status is a question/statement point that isconsidered to affect the quality of paud directly, should (minor) status is aquestion/statement point that is considered to potentially influence paud qualitystandards, ought (observed) status is a question/statement point that is considered toaffect the effectiveness, efficiency, and productivity of paud’s performance. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 159 pkbm accreditation instrument has 72 points of assessment consisting of:1. graduates competency standards = 2 points2. content standards = 8 points3. process standards = 7 points4. educators and education personnel standards = 6 points5. facilities and infrastructure standards = 6 points6. management standards =28 points7. financing standards = 5 points8. education assessment standards =10 pointsall these points will be explained by the assessor to the educational units from pkbm.each point of question / statement has different status according to its role inaccordance with the fulfillment of the unit quality standards and the relevant pkbmprogram. the status is stipulated as follows: must (major) status is aquestion/statement point that is considered to affect the quality of pkbm directly,should (minor) status is a question/statement point that is considered to potentiallyinfluence pkbm quality standards, ought (observed) status is a question/statementpoint that is considered to affect the effectiveness, efficiency, and productivity ofpkbm's performance.accreditation instrument lkp has 77 points of assessment consisting of:1. graduates competency standard = 3 points2. process standard =11 points3. process standards =14 points4. educators and education personnel standards = 6 points5. process standards =11 points6. management standards =19 points7. financing standards = 5 points8. education assessment standards = 8 pointsall these points will be explained by the assessor to the educational unit from pkbm.each item of question / statement has different status according to its role inaccordance with the fulfillment of the unit quality standards and the relevant pkbmprogram. the status is stipulated as follows: must (major) status is aquestion/statement point that is considered to affect the quality of pkbm directly,should (minor) status is a question/statement point that is considered to potentiallyinfluence pkbm quality standards, ought (observed) status is a question/statement jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 160 point that is considered to affect the effectiveness, efficiency, and productivity ofpkbm's performance.after the technical explanation regarding national education standards, participants ofthe supervision activity will be given guidance in filling accreditation instruments ofpaud, pkbm and lkp and the preparation of supporting documents for accreditationsubmission in accordance with 8 national education standards. participants areencouraged to compile the accreditation forms. this is because during compilation ofthe file participants will be accompanied by the assessors. so, the documents are inaccordance with the requirements set by the national accreditation board.after the guidance is completed, the researcher tries to see the extent of the success ofsupervision by observing the prepared instrument.table 3. recapitulation of participants' understanding of the supervision materialno aspect understand(%) not quiteunderstand(%) notunderstand(%) total(%)1 understanding of policy andaccreditation mechanism ofpaud and dikmas unitreaction, among others,contains: theoreticalconcepts of nationaleducation standards in paudand dikmas accreditation;accreditation instrument;accreditation assessment 88,36 11,64 0 100 2 understanding of fulfillmentof technical guidance materialof paud accreditationinstrument and compilationof accreditation applicationsupporting documentsreaction. 86,30 13,70 0 100 3 understanding on fulfillmentof technical guidance materialof pkbm accreditationinstrument and compilationof accreditation applicationsupporting documentsreaction. 68,30 31,70 0 100 4 understanding on fulfillmentof technical guidance materialof lkp accreditationinstrument and compilationof accreditation applicationsupporting documents 69,61 30,39 0 100 jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 161 no aspect understand(%) not quiteunderstand(%) notunderstand(%) total(%)reaction. the table above can be observed that 78.14% of participants have been able tounderstand the materials presented at the time of supervision took place. theparticipants have stated their ability to complete all accreditation documents andsubmit them to the west java provincial accreditation board. conclusionas a result of this study, the researcher sees that the supervision from the pp paud anddikmas of west java, will be very helpful for paud and dikmas educational units inpreparing the accreditation submission documents. the benefits and impact obtainedfrom this supervision activity are:1. assist educators and education personnel in every educational unit to improveproblem-solving skills encountered in the learning and management in accordancewith the national education standards2. provide support and motivation for educators, education personnel and learners toimprove the quality of learning3. establish better communication and coordination between education units withpaud and dikmas of west java based on (radovan 2011) "an increase in the number of requests for the acceptability of a solution in the field presented in the article" explains that in general, education willcontinue to experience change so that the school/educational units must continuouslydevelop themselves to always obtain a solution in solving a problem.what is described by (stofer 2015 (stofer 2015)“whether or not free-choice learning is the answer, the problems with trying to contrast and separate formal and either nonformal or informal go beyond a simple issue of hyphenation. these terms are still all based in a mindset that privileges a standardized, structured school system, by setting formal as the standard against which informal and nonformal are compared (falk & dierking, 1998)"establishes formal education as the standard of an education, with theaccreditation of an education institution/unit then it can compete with formaleducation.the benefit of accreditation for the educational unit is to encourage paud and dikmaseducational units to always try to improve the quality of paud and dikmas programs ina sustainable, planned and competitive manner at the district/city level and utilize allreliable and accurate accreditation information as feedback in an effort to improve theperformance of the paud and dikmas units. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 162 the impact that will be felt by the educational unit is the implementation and theservice is more optimal and qualified in accordance with the national educationstandards. in addition, the benefits are directly felt by the educational unit, namely:a. paud is an educational institution that is non-formal for early childhood, rangingfrom 0-6 years. the paud educational institution provides the provision for childrento welcome the next level of education through education-oriented play activities.activities in early childhood education institutes aims to develop the children’spersonality to become good children in accordance with the expectations of theirparents. many paud institutions compete and race to become the most qualifiedinstitution and are in demand by the community. with the accreditation of the earlychildhood institution, the higher the quality assurance level of the institution, both interms of management, education personnel and the program it runs.b. community learning activity center is a community-based educational institution,in short is from, by and for the pkbm community. the purpose of the establishmentof pkbm is to realize the improvement of quality improvement of life of a society byopening entrepreneurship education, equality education and coursework coursethat empowers the surrounding community. with the accreditation of a pkbminstitution, the institution can conduct national examination package a, b and c tofacilitate the management in graduating their students.c. course and training institute is a form of non-formal educational unit organized forpeople who need knowledge, skills, life skills, and attitudes to develop themselves,develop their profession, work, independent business, and/or continue theireducation to a higher level. with the accreditation of a course institution, the higherthe selling power of the institution. course institutions can be trusted because thequality of its graduates is in accordance with government standards. bibliographyalfonso, et al. instructional supervision: a. system behavior. boston: allyn and baconinc., 2003.dolopo, affairs, madiun district, luki eko cahyono, and satrijo budiwibowo. n.d. "lukieko cahyono, satrijo budiwibowo & juli murwani: analysis of the implementationof 8 standards ...`, "99-105.malang, state university. n.d. "need for accreditation and certification of equaleducation program package c based on regional autonomy," 48-53.radovan, marko. 2011. "validation of non-formal and informal learning researchresults." andragoška spoznanja: the andragogic perspectives, no. 1: 24-32.stofer, kathryn a. 2015. "informal, non (-) formal, or free-choice education andlearning? toward a common terminology for agriscience and ag-stemeducators "3 (1): 125-34.sergiovani and strarratt, educational govermence and administration. new jersey,prentice hall inc, 2007. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 170 care pattern based on the learning of adults (andragogi) to students of directors in bintara police spn cisarua polda jabar sobana sopyandi 1 spn cisarua, jawa barat indonesia 1sobanasopyandi71@gmail.com received: juni, 2020; accepted: september, 2020 abstract the background of this research is that it is not easy to create a bintara police student from civil society to become a member of the national police. the backgrounds of students who come from a variety of characters and different educational backgrounds become obstacles in forming non-commissioned police officers, especially students who have just graduated from high school with their thoughts still playing and free. the purpose of this study was to determine how the pattern of adult learning-based parenting (andragogy) to students of the west java police of the west java police national education department. theories used in this study are the theory of parenting, the theory of formation of the national police force and the theory of adult education. researchers used interview and observation techniques with qualitative descriptive methods to obtain information from informants. the sample in this study was a cisarua spn school principal, one student escort and three cisarua spn student representatives. the results of the study at the west java regional police cisarua spn are going well so that the results obtained from the learning process are a member of the national police who can serve, protect and protect the community. these results are inseparable from the role of a student companion in the implementation of the learning process or care provided during the prospective police member training. the conclusion of the research at the cisarua spn is the role of a student escort or danton, who becomes a student facilitator, the facilitator carries out his duties in accordance with the principles, assumptions of adult education and also as a caregiver for students who pay attention to their role as caregivers. keywords: pattern of care, participants of the police bintara diktuk, adult learning abstrak latar belakang penelitian ini adalah menciptakan seorang siswa bintara polri dari masyarakat sipil menjadi seorang anggota polri bukanlah hal yang mudah. latarbelakang siswa yang berasal dari berbagai macam karakter serta latar pendidikan yang berbeda menjadi kendala dalam membentuk siswa bintara polri, apalagi para siswa yang baru lulus sma dengan pemikiran mereka yang masih bermainmain dan bebas. tujuan penelitian ini untuk mengetahuai bagaiman pola pengasuhan berbasis pembelajaran orang dewasa (andragogi) kepada siswa diktuk bintara polri spn cisarua polda jabar. teori yang digunakan dalam penelitian ini adalah teori pola pengasuhan, teori pendidikan pembentukan bintara polri dan teori pendidikan orang dewasa.peneliti menggunakan teknik wawancara dan observasi dengan metode deskriptif kualitatif untuk mendapatkan informasi dari narasumber. sampel dalam penelitian ini adalah seorang kepala sekolah spn cisarua, satu orang pendamping siswa dan tiga orang perwakilan siswa spn cisarua. hasil penelitian di spn cisarua polda jabar adalah berjalan dengan baik sehingga hasil yang didapatkan dari proses pembelajaran adalah seorang anggota polri yang dapat melayani, mengayomi serta melindungi masyarakat. hasil tersebut tidak terlepas dari peran seorang pendamping siswa dalam pelaksanaan proses pembelajaran atau pengasuhan yang diberikan selama para calon anggota polri mengikuti pelatihan.kesimpulan penelitian di spn cisarua adalah peran seorang pendamping siswa atau danton yang menjadi fasilitator siswa, fasilitator menjalankan tugasnya sesuai dengan prinsip-prinsip, asumsi-asumi pendidikan orang dewasa dan juga sebagai pengasuh siswa yang memperhatikan peranannya sebagai pengasuh. kata kunci: pola pengasuhan, peserta diktuk bintara polri, pembelajaran orang dewasa sopyandi, s. care pattern based on the learning of adults (andragogi) to students of directors in bintarapolice spn cisarua polda jabar 171 how to cite: sobyandi, s. (2020). care pattern based on the learning of adults (andragogi) to students of directors in bintara police spn cisarua polda jabar. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 170-176. introduction to form a member of the police who has a high commitment, professional and intellectual in accordance with the responsibilities as a police officer in accordance with the 1994 constitution, article 3 paragraph (4) and law number 2 of 2020 concerning the national police of the republic of indonesia after 13 paragraphs (1,2, and 3)), namely maintaining public security and order, enforcing the law, and providing protection, protection and services to the community, then a container was made to equip members of the indonesian national police, one of which was the national police school (spn). state police school or spn is a police education institution (lemdikpol) which operates under the responsibility of the respective provincial police and has the aim to educate and train prospective police student students who have passed after passing various tests conducted in accordance with the education being followed (hidayati, 2017). one of the education provided to members of the police force is the formation education (diktuk) of the national police. an education given to equip students to become polri with responsibilities and discipline. the education is given to bintra polri students with parenting. each polda has a different learning method to be given to the dictatorial participants. one of them is cisarua west java regional police provides learning methods using the andragogy method as a way to shape the character of prospective police officers. creating an indonesian national police officer from a civil society into a member of the national police is not easy. the backgrounds of students who come from a variety of characters and different educational backgrounds become obstacles in forming non-commissioned police officers, especially students who have just graduated from high school with their thoughts still playing and free. so an educator or instructor must have a learning method that suits the conditions on the ground. where the method can help an educator convey learning and provide understandable to all students. learning approaches for adults and children are different, so an educator or instructor is required to be able to understand and apply a model of adult learning approaches to each student. such a situation shows that the adult learning process is a transition process from starting to change, relearn, renew, and observe any information obtained. adult education or pod is the art and science of helping adults carry out learning activities, carried out in an organized manner and has clear objectives to help adults improve their abilities, both with regard to aspects of knowledge, skills and attitudes so that a change in behavior occurs. (musa, 2010). through the method of andragogy, it is hoped that the pattern of student care can run smoothly and can print the appropriate members of the police, as well as one solution to reduce the obstacles that are passed by the instructor during the learning process. sopyandi, s. care pattern based on the learning of adults (andragogi) to students of directors in bintarapolice spn cisarua polda jabar 172 literature review parenting patterns hoghughi (santoso, apsari, & taftazani, 2018) expressed that care includes a variety of activities aimed at ensuring that children can develop optimally and survive well. with the principle of parenting does not emphasize sipa in care, but rather emphasizes the activities of development and education. according to alfian (kurniasari, 2015) parenting is divided into three namely: 1) authoritarian parenting the authoritarian parenting style is hard, rigid, and forced. facilitators in this case make various rules that are rigid, sacred and all the rules that are not liked by students. if a student violates the rules that have been made, the facilitator or educator does not hesitate to punish students both physically and mentally. however, authoritarian parenting has advantages and disadvantages, the advantages are that students are obedient, polite and diligent, but for their shortcomings they become inferior, less confident and less free. 2) democratic parenting parenting democracy has the understanding that this parenting puts the child in and provides an opportunity for students to be able to convey ideas, opinions and desires. students can be involved in every decision making and payment made based on agreement. the characteristics of this upbringing are giving direction on actions, determining discipline or consideration with consideration, creating a communicative atmosphere, creating an atmosphere of harmony and providing guidance with understanding. 3) permissive parenting according to alfian (kurniasari, 2015) permissive parenting is a caring parent towards students. students tend to be released without restrictions, regulations, and control of students. education for the establishment of police bintara education of the formation of the national police of bintara to form and equip students to become members of the national police who have knowledge, skills, abilities, toughness, attitudes and behavior that are commendable in order to carry out police duties originating from high school graduates who have passed various tests required such as administration and others. (hidayati, 2017). diktuk bintara, which is meant in accordance with article 17 paragraph (3) letter a in the 2016 curriculum of formation of non-commissioned police officers, is an education directed to form a police bintara that has knowledge, skills, abilities, toughness, attitudes and behaviors fulfilled in order to carry out police duties with educational patterns 24, 5-0.5 include: 1) 2 months for the formation of the bhayangkara foundation; 2) 4.5 months for debriefing the police profession; and 3) 0.5 months for rounding including latency, latja and debriefing. adult education andragogy comes from the yunani words "aner" or "andr", meaning adults and agogies namely "agogus" which means to lead or guide or the art and science of leading / guiding (sunhaji, 2013). according to saleh marzuki (2012) adult education or andragogy is a process of helping adults to get maximum learning. some adult education assumptions that need to be applied and considered, these assumptions include: 1) adults have self-concepts; 2) have life experience; 3) have a readiness to learn to meet other needs; 4) adults need new knowledge; 5) learning motivation; 6) ability to learn (musa, 2010). sopyandi, s. care pattern based on the learning of adults (andragogi) to students of directors in bintarapolice spn cisarua polda jabar 173 the principles of teaching adults include: 1) learners agree and understand every goal in educational activities; 2) learners want to learn; 3) informal and friendly learning atmosphere and learning spaces; 4) students come into play and have responsibility for the learning process; 5) the learning process is closely related to the experience of students; 6) the facilitator understands the learning material, pays attention to sincerity and perseverance; 7) students can learn according to their abilities, have a sense of self-satisfaction and self-development; 8) the facilitator provides a variety of learning methods and helps grow in the teaching process; 9) the education process should have a flexible plan in the teaching and learning process (sunhaji, 2013). method this research uses a descriptive method with a qualitative approach. according to (sugiyono, 2014) a research method based on post positivism philosophy, which is used to examine natural objects, (as opposed to experiments) where researchers are key instruments. data collection techniques were carried out by triangulation (combined), data analysis was inductive/ qualitative, and the results of qualitative research emphasized the meaning rather than generalization. according to (sugiyono, 2014) the source of the data can be determined purposefully, that is chosen with specific considerations and goals. for research data, researchers took a random sample, arguing that the education of instructors and student assistants and their role in the learning process while for students or students were chosen on the grounds as one of those involved in the learning or education process. the number of samples in the study was one principal of the state police, one student escort and three student representatives. data collection techniques through interviews and observations. with the selection of the sample above, it can find out how the pattern of adult-based parenting or andragogy to students of the cisarua national police bintara diktuk in printing the next polri. the research site was conducted in cisarua west bandung spn west java indonesia. results and discussion results the following are the results of interviews and observations by researchers about how the pattern of parenting based on adult learning (andragogy) to students of the west java regional police headquarters of cisarua regional police in west java with the headmaster of the cisarua spn school initials the jr kombes: indirect." furthermore, regarding the strategy "strategies to improve the character of bhayangkara students are given a lot of historical material struggle of the heroes of the police". for the inhibiting factors or difficulties experienced by the head of the cisarua spn explained that "the inhibiting factors for the formation of the new police candidate's cultural character include differences in environmental, economic, social and religious backgrounds while facilitating the educational process are instructors who are experienced in dealing with problems and process obstacles education". the last question about how the results obtained are "the results of the formation of kebhayangkaraan character is students are expected students to understand in accordance with 12 characters kebhayangkaraan (brata true dedication) namely; bra = believer ta = love the motherland de = democratic di = discipline sopyandi, s. care pattern based on the learning of adults (andragogi) to students of directors in bintarapolice spn cisarua polda jabar 174 ka = hard work si = professional the next interview researchers conducted to danton or student companion namely taruna b, following the results of the interview: "the learning process in the form of assistance is done every day and every time because of course it is not easy to change the nature of children who just graduated from high school into a figure who can act and think like adults who are expected to serve the community well. for the learning model carried out by student assistants is "the model used is adult learning, we have many stories about experiences in carrying out tasks in the field. "the change is very noticeable after two months of students attending dasbhara education (a time of basic introduction to the character of bhayangkara) because at this time students are required to be independent and responsible for all their decisions and actions. the obstacle felt by the student companion is "the obstacle that is often faced is that students are still not fully aware of their goals in going to education. "in the beginning, many students who attended education were shocked and stressed. the strategy given by the student leader is "our strategy is to run all curricula determined by educational institutions and many approaches with students to foster a spirit that has gone down". finally, the researcher conducted an interview with the students, following the results of the interview: the first student with the initial ak explained about the learning process carried out "the process of learning theory and practice, for ordinary theory taught in class while for practical application directly in the daily lives of students in the educational environment, for example perdupsis (rules of student life) while attending education at spn ". furthermore, regarding the methods and results obtained "the methods are usually lectures or briefings, discussions from the heart of the heart, and we as students are expected to understand the duties and obligations as members of the national police who are expected to protect and protect and serve the community”. the second interview initials iws to students, the second student explains about the process, methods and results obtained in learning "the learning process is done through theory and practice carried out in the field and in the classroom, while for the method given by danton to us is the method of lectures and discussions but it is not uncommon to approach students. as for the results obtained is to become a member of the national police who is responsible and can protect and protect the community through the best service". the last or third interview initials mp conducted by researchers to students with the results of the interview as follows: "the process of learning theory and practice, taught in class and its application directly in the daily lives of students in the educational environment, for example perdupsis perdupsis (rules of student life) while following education at spn ". next to the method "the method is usually lecture or direction, discussion from the heart of the heart". and the results obtained "we as students are expected to understand the duties and obligations as members of the national police who are expected to protect and protect and serve the community". discussion after knowing the results of the interview above, the researchers draw conclusions about how the pattern of parenting based on adult learning (andragogy) to students of the west java police of the spn cisarua regional police national police department of education runs well sopyandi, s. care pattern based on the learning of adults (andragogi) to students of directors in bintarapolice spn cisarua polda jabar 175 so that the results obtained from the learning process are a member of the national police who can serve, nurture and protect public. these results are inseparable from the role of a student companion in the implementation of the learning process or care provided during the prospective police member training. student companions act as facilitators who have different parenting according to the conditions at the time of learning. as alfian opinion (kurniasari, 2015) parenting is divided into three namely: 1) authoritarian parenting the authoritarian parenting style is hard, rigid, and forced. facilitators in this case make various rules that are rigid, sacred and all the rules that are not liked by students. if a student violates the rules that have been made, the facilitator or educator does not hesitate to punish students both physically and mentally. 2) democratic parenting parenting democracy has the understanding that this parenting puts the child in and provides an opportunity for students to be able to convey ideas, opinions and desires. 3) permissive parenting permissive parenting is parenting that is indifferent to students. students tend to be released without restrictions, regulations, and control of students. nevertheless, usually the facilitator or danton uses more authoritarian parenting because it helps to shape the mentality of students so that after becoming a member of the national police can be strong in dealing with the environmental conditions of the community. other successes in the parenting process using adult learning methods can also be seen from the results of learning where students can also have readiness to learn for new things or new knowledge and have life experiences that students can apply after becoming a member of the national police. this success is seen from the assumptions of adult learning, namely the assumptions include: 1) adults have a self-concept; 2) have life experience; 3) have a readiness to learn to meet other needs; 4) adults need new knowledge; 5) learning motivation; 6) ability to learn. (musa, 2010). conclusion patterns of parenting based on adult learning (andragogy) to students of the west java police of the spn cisarua jabar police national education office have been going well, seen from the learning process and the results obtained by students and also the cisarua spn. this success can be seen from the role of a student companion or danton who becomes a student facilitator, the facilitator carries out his duties in accordance with the principles, assumptions of adult education and also as a caregiver for students who pay attention to their role as caregivers. references hidayati, h. (2017). komunikasi instruksional dalam pendidikan pembentukan (diktuk) bintara polri di sekolah polisi negara polda riau . jom fisip , vol 4 no.1, hal. 1-15. kurniasari, n. d. (2015). pola pembelajaran dan pengasuhan pendidikan anak usia dini di paud madura. komunikasi, vol 9 no. 02, hal. 113-119. marzuki, s. (2012). pendidikan non formal . bandung: pt. remaja rosdakarya. sopyandi, s. care pattern based on the learning of adults (andragogi) to students of directors in bintarapolice spn cisarua polda jabar 176 musa, s. (2010). seni dan teknik fasilitasi pendidikan orang dewasa. bandung: y-pin indonesia. santoso, m. b., apsari, n. c., & taftazani, b. m. (2018). pelatihan pengembangan kapasitas ibu dalam pengasuhan anak usia sekolah dasar. prosidiang penelitian & pengabdian kepada masyarakat, vol 5 no. 3, hal. 214-219. sugiyono. (2014). metode penelitian kuantitatif kualitatif dan r&d. candung: alfabeta. sunhaji. (2013). konsep pendidikan orang dewasa. jurnal pendidikan, vol 1 no. 1, hal.1-11. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 130 children achievement of underprevillage family ridha husnul hayati1, elih sudiapermana2, sardin3 1,2,3 universitas pendidikan indonesia, jl. dr. setiabudhi no. 229, bandung, indonesia 1ridhahusnulhayati@upi.edu received: juni, 2020; accepted: september, 2020 abstract this research departed from the success of children of underprevillage families on the achievement of learning achievement that they got so that one of them can graduate at gadjah mada university which is the number 1 college in indonesia. mr. x worked as a traveling fish seller using an old bicycle, while mrs. y looked for buds of coconut leaves to be used as a sarang ketupat. this study aimed to describe how the efforts of parents towards children's education, educational methods for children at home, and children's habits in learning at home. this study used qualitative research methods with the type of case study research. the data were collected by using snowball sampling technique. the participants were observed through observation and interviews. data analysis was performed using qualitative data analysis. the process was done with data reduction, data display, and verification. after analyzing the data, it showed that: (1) parents do various ways to be able to meet the needs of family x, especially in terms of children's education; (2) the learning methods are exemplary methods, habituation, stories, and advice; (3) childrenfamily x children have the habit of learning independently. keywords: children achievement, underprevillage family, parental effort abstrak penelitian ini dilatarbelakangi oleh keberhasilan anak-anak keluarga miskin atas pencapaian prestasi belajar yang mereka dapatkan hingga salah seorang dari mereka bisa lulus di universitas gadjah mada yang merupakan perguruan tinggi nomor 1 di indonesia. bapak x bekerja sebagai penjual ikan keliling menggunakan sepeda tua, sedangkan ibu y mencari pucuk daun kelapa untuk dijadikan sarang ketupat. penelitian ini bertujuan untuk mendeskripsikan bagaimana upaya orangtua terhadap pendidikan anak, metode pendidikan terhadap anak di rumah, dan kebiasaan anak dalam belajar di rumah. penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian studi kasus. teknik penjaringan sumber data dilakukan dengan menggunakan teknik snowball sampling. teknik pengumpulan data yang digunakan adalah observasi partisipatif dan wawancara. analisis data dilakukan dengan menggunakan analisis data kualitatif. prosesnya dilakukan dengan data reduction, data display, dan verification. setelah dilakukan analisis data maka akan dapat diketahui bahwa: (1) orangtua melakukan berbagaimacam cara untuk bisa mencukupi kebutuhan keluarga x terutama dalam hal pendidikan anak, (2) metode belajarnya adalah metode teladan, pembiasaan, cerita, dan nasehat, (3) anak-anak keluarga x mempunyai kebiasaan belajar secara mandiri. kata kunci: prestasi anak, keluarga miskin, upaya orangtua how to cite: hayati, sudiapermana, sardin. (2020). children achievement of underprevillage family. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 130-137. introduction educating children is an important and noble responsibility of parents. many parents are not aware that the task of parents is a role model that will be identified and internalized into roles and attitudes by children. therefore, one of the main tasks of parents is to educate their heir. in hayati, sudiapermana, sardin. children achievement of underprevillage family 131 other words, the relationship between children and parents are naturally listed for educators, build children's personality, and mature them, because parents are the first and foremost educators for their children. various forms of parental treatment of children will make an impression in their future lives because what parents do to their children during their growth and development can be the basis of behavior patterns. based on the previous description, it can be concluded that education in the family is significant to be applied. it can be imagined how if a child does not get an early education from both parents, it will cause the child to become independent and cause many problems in themselves. vice versa, the success of the children themselves in the family and in the educational environment is also inseparable from the pattern of parental education to their children. besides being responsible for educating children, parents are also responsible for providing education by sending their children to school. but this often becomes an obstacle for some people to provide proper education for their children due to economic factors that do not support. difficult economic conditions often become obstacles for children in getting a proper education. poverty is manifested as a result of interaction between various social and economic aspects. according to rais (1995: 2) defines that poverty is a condition for sources of meeting basic needs such as food, clothing, housing, health and basic education. poverty is usually described as a lack of income to meet basic needs. according to rais (1995), there are 2 categories or characteristics of poverty levels, namely: a. absolute poverty is a condition where the level of income is not enough to meet basic needs such as food, clothing, housing, health and education. b. relative poverty is a calculation of poverty based on the proportion of income distribution in an area. this type of poverty is said to be relative because it is more related to the distribution of income in an area between layers of society. according to bps (2019), the criteria for poverty are as follows; (1) the floor area of residential buildings is less than 8 m² per person, (2) the type of residential floor is made of soil / bamboo / cheap wood, (3) the type of residential walls of bamboo / thatch / low quality wood / walls without plastered , (4) does not have bowel facilities / together with other households, (5) sources of household lighting do not use electricity, (6) sources of drinking water come from wells / unprotected springs / rivers / rain water, (7) fuel for daily cooking is firewood / charcoal / kerosene, (8) only consumes meat / milk / chicken once a week, (9) only buys one set of new clothes a year, (10) only able to eat as much as one / two times a day, (11) unable to pay for medical expenses at the health center / polyclinic, (12) sources of income for household heads are: farmers with an area of 500m², farm laborers, fishermen, construction workers, plantation laborers and or other work with income below rp. 60 0,000 per month, (13) highest level of education for household heads: not going to school / not completing elementary school / graduating from elementary school, (14) not having savings / goods that are easy to sell with a minimum of rp. 500,000, such as a motorcycle for credit / non-credit , gold, livestock, motor boats, or other capital goods. ri ministry of social affairs (2005), the population is said to be poor if the ability to meet food consumption only reaches 2100/23000 calories / person / day and basic needs or equivalent to rp150,000.00-rp175,000.00 / person / month. the poor as a group is a group that resides in a hayati, sudiapermana, sardin. children achievement of underprevillage family 132 place, an area that gets lower income when compared to the minimum needs they are supposed to meet. in the description above the researcher can conclude that poverty is usually described as a lack of income to meet basic needs or only reach 2100/23000 calories / person / day and basic needs or the equivalent of rp150,000.00-rp175,000.00 / person / month. poverty here includes not only shortages of food, clothing, shelter, and health but also education. based on the observations of researchers, many phenomena that occur in society in terms of education such as families who are materially included in the upper middle class, but there is no desire of the child to be serious in education, and vice versa. many children who can not continue to even taste an education due to family economic factors that do not allow the child to go to school, but the child has a seriousness and a very strong motivation to realize his ideals. this researcher encountered the family x in the korong area of korong teluk belibi, lubuk alung district, padang pariaman regency. from the results of interviews conducted by researchers, this family has a low educational background (parents did not complete primary school education), and is classified as a underprevillage family (poor), mr. x works as a traveling fish seller using old ontel bicycles that are no longer suitable for use and mrs. y does not work (housewife) while there are 8 family members consisting of mr. x, mrs. y and 6 children. but family x is still able to provide good education for their sons and daughters until one of them named yudi who is the 3rd child of 6 siblings, can study at the number 1 college in indonesia, namely at the university of gadjah mada (ugm) in yogyakarta (according to the ranking list of the best higher education in indonesia version 4 of international colleges and universities (4icu) in 2019), even ugm is included in the ranking of the best universities in the world version of the times higher education (the) 2020 in the 1001+ world rankings. this is a matter of pride for the x family. from the description of the problem above, the researcher is interested in further researching about the children achievement of underprevillage family (case of family x in korong teluk belibi, lubuk alung district, padang pariaman regency). literature review poerwadarmita (in suwardi, 2009: 16) means that "learning achievement is a result that has been achieved by someone in carrying out certain activities." according to winkel (in mahyuddin, 2010: 11) said that "learning achievement is often also called an achievement index."the coastal area is a meeting area between land and sea, where the land area is still influenced by the nature of the sea. the socio-cultural coastal community is a group of people whose cultural roots were initially built on a combination of marine, beach and market-oriented maritime culture (satria in widodo, 2011). according to ki hajar dewantara (in ahmadi, 2004: 96) the family is a collection of several people who are bound by a derivative then understand and feel standing as an essential, essential, and will together to strengthen the joint to glorify each of its members. djamarah (2004: 28) the family is an institution formed by the bond of marriage between a husband and wife to live together, in agreement, along with and agree, in fostering household bonds to reach a sure family in the protection and pleasure of allah swt. poverty is realized as a result of interaction between various aspects, especially social and economic aspects. according to rais (1992: 2) defines that poverty is a condition for sources hayati, sudiapermana, sardin. children achievement of underprevillage family 133 of meeting basic needs such as food, clothing, shelter, health, and basic education. poverty is usually described as a lack of opinion to meet basic needs. method this research was classified as qualitative research because the data source was in a natural setting, not manipulated, not made up, researchers as research instruments, reports in the form of descriptive, prioritizing data directly from the first hand (yusuf, 2005: 54-59 ). the type of research the researcher undertook was a case study because the researcher had determined the focus of the study as stated in chapter i. although the focus of the study had been determined, this research was still classified as an effort to obtain a holistic picture (whole) in addition to the sharpened focus interact with each other, other variables related to the development of the data was examined, although not very deeply. data source selection technique was done by using snowball sampling technique. data collection techniques used was participant observation and interviews. data analysis was performed using qualitative data analysis. the process was done with data reduction, data display, and verification.. results and discussion a. descriptions of parents' efforts towards children's education in family x 1. parent's hard work the findings of researchers in the field showed that mr. x is a fish seller, while mrs. x is a housewife. due to economic constraints, mrs. y decided to look for a part-time job, which was to take a palm leaf shoot which was then used as a diamond nest. mr. x and ms. y did various ways to meet the needs of their children, especially in terms of education. besides working, mr. x also acted as an educator in his family. as an educator in the family, mr. x did very well. this was evident from the positive habits of the children. mr. x was a good educator in his family. the success of family x in educating children was also inseparable from the parents' hard work at work. working earnestly and achieving then accompanied by surrender to allah swt both for the benefit of the world and the hereafter. many argued that the relationship between parents and child was the foundation for their relationship with others. children treated others as their parents treat it. not all children took this attitude, depending on the child and the problems they faced. there were two characteristics of a child, acceptable or unacceptable attitude. that was, children who can control themselves, who are stronger, more robust, although a little fragile, and temperamental, but the spirit of life is still there, fragile heresy, because indeed the attitude of parents was very influential on children, so it was highly unlikely that a child was affected if confronted with one problem. parents were the main actors who played an important role in children's development which was explained in the form of parenting patterns. according to steinberg, parenting had two components, namely parenting style and parenting practices. parenting style was defined as a set of attitudes that were communicated to children where parental behavior was expressed so as to create an emotional condition hayati, sudiapermana, sardin. children achievement of underprevillage family 134 2. parental responsibility the findings of researchers in the field show that all the needs for his children, especially in education he solely sought from the results of selling fish, without anyone else helping. every family member was responsible for his family, but responsibilities also constituted welfare, safety, education and life. the context was the responsibility of parents in education, then parents were the first and foremost educators in the family. for children, parents were a model that should be emulated. as a model, parents should provide the best examples for children in the family (bahri djamarah, 2004: 29). based on the explanation above, it can be understood that the hard work and responsibilities of parents were so influential on the child's developmental conditions, including their achievements. if the child was in a proper care, then the child would be assisted in the process of maturation of cognitive development, and affection. b. methods of education of children at home based on the results of research that researchers got in the field, it appears that mr x used a variety of methods in the implementation of education in his family. the method provided a large influence on learning outcomes achieved optimally. the results showed that mr. x used four learning methods namely exemplary, habituation, story and advice methods. by using various meetodes, mr. x had obtained the results to be achieved optimally. according to the big indonesian dictionary (depdikbud: 1999) "the method is a systematic way of working to facilitate the implementation of an activity to achieve the specified goals". besides the method is also a well-organized way to achieve a purpose. sanjaya (2008) stated that "the method is a way in achieving something". learning methods was interpreted as a method used to implement plans that have been prepared in the form of real and practical activities to achieve learning objectives. hermawan, et al (2008) said that "the learning method is a way of presenting (breaking down material, giving examples, and giving training) the contents of the lesson to students to achieve certain goals". not every learning method was suitable for use in achieving certain learning goals. from the description above, it can be concluded that the learning method is a method used by someone to achieve the intended purpose or objectives used. learning methods used in learning implementation lessons should vary. a good method help the implementation of good activities. in order to achieve the learning goals set previously, various learning methods are needed. the more methods used in implementing learning, the learning objectives to be achieved would be more leverage. 1. exemplary method in the family father and mother were educators who must be able to set an example for their children. the example they provided was able to influence children's behavior in their daily lives. the application of this method in the family such as parents gave examples to children not to lie, dressed modestly, always said politely and according to the norm, and parents must be able to give examples to help people who were being hit by difficulties. hayati, sudiapermana, sardin. children achievement of underprevillage family 135 the model method was a method that gave an action or every thing that was imitated or followed by someone from someone else who did or made it happen, so that the person being followed was called an example. research findings in the field, mr. x and mrs. y always provided positive examples in front of their children so that children of family x emulated the habits of their parents. like always telling the truth and keeping promises, closing genitalia for those who had been baligh, imitating positive habits adopted by their parents such as eating, not talking, not standing, etc., saying politely to everyone, especially to both parents and helping people who were being overwritten by difficulties. according nabawi (1993: 215) in the educational process meant that every educator must be able to set an example for their students. with this example students were expected to emulate and imitate everything that was good, in terms of the words and actions of educators. 2. habituation method in the family habituation method was usually applied in terms of practicing worship. children were taught how to worship since childhood. for example praying and fasting. this was done continuously by the child so that it became a habit until adulthood. etymologically habituation came from ordinary words. in the big indonesian dictionary, the usual meaning was common or as common as before, it was a matter that could be separated from everyday life. mr. x used the habituation method in activities that he always did outside the home. mr. x accustomed his children to do positive things, such as praying in congregation and reading the qur'an. the habituation method was interpreted as a way that was done to get children to think and act according to the prevailing religion and norms. abdullah (1992: 160) conveyed imam alghazali's admonition "a child is entrusted to his parents, his heart is very clean like a pearl, if accustomed and taught a virtue, then he will grow up still doing such goodness, so he will get the happiness of the world and the hereafter." 3. story method mr. x is a father who prioritized the time to gather with his family. mr. x used the gathering time to tell stories, joke or exchange ideas with his wife and children. the story method was used by mr. x when he was gathering with his family at home. mr. x told me a variety of things that he knew both information that he got through television, when wirid was told, or from other media. in addition, mr. x also often told the story of the prophet and apostles and friends in ancient times. the story method was a way of conveying material by telling chronologically about how things happened, whether reality or just engineering. in a family the method of storytelling was often used by parents to share experiences with their children. it was intended that children took something positive from the things they had told. children were also allowed to ask if there was something that was not or needed to be explained again by parents as educators. hayati, sudiapermana, sardin. children achievement of underprevillage family 136 4. advice method mr. x used the method of advice in between the stories he told when gathering with family. mr. x always gave advice to his children related to the stories he had told. so every day the children of family x always got different advice from mr. x. the method of advice was a method that provided an explanation of the truth and goodness with the aimed of avoiding the person being counseled from danger and showing the way to bring happiness and benefit. in realizing interactions between educators and students, advice was a way of educating those who were able to rely on very soft and soft language, both verbally and in writing. advice was very big influence on children; advice in the learning process was very effective for creating educational interactions. advice was very influential for the psychological child if it can be delivered properly. parents as the main educators in the family were very able to apply this method. parents gave advice based on life experience and based on logic. parents were able to convey advice in a good way, so that children received it well, without showing an attitude of rebellion. so it can be concluded that the learning method used by mr. x in the implementation of education in the family was an exemplary method, habituation, stories and advice. by using such varied methods, mr. x had succeeded in carrying out education in his family as evidenced by the change in the attitudes and bad behavior of mr. x's wife and children in a much better direction than before. c. habits of children in learning at home the research findings showed that each of mr. x and mrs. y's children certainly had different study habits. habit is a way of acting that is obtained through repeated learning, which in turn becomes settled and is automatic. various research results indicated that learning outcomes had a positive correlation with study habits. from the results of observations and observations made by researchers of children of family x, it can be concluded that children of family x were children who exceled in their respective schools. with the learning outcomes obtained by children of family x showed that the learning habits that they did were habits that were permanent and automatic, so that the results they got were in accordance with the effort that they did. various research results showed that learning outcomes had a positive correlation with study habits or study habits. habit was a way of acting that was obtained through repeated learning, which in turn became settled and was automatic. learning habits were interpreted as a way or technique that settles on a person at a certain time, such as when receiving lessons, reading books, doing assignments, and setting the time to complete activities. in djaali (2006: 128) learning habits were divided into two parts, namely delay avoidan (da), and work methods (wm). da showed the timeliness of completing academic assignments, avoided the things that allowed the completion of tasks, and removed stimuli that interfered with concentration in learning. the wm refered to the use of effective learning methods (procedures) and efficiency in working on academic assignments and learning skills. hayati, sudiapermana, sardin. children achievement of underprevillage family 137 according to mappiare in djaali (2006: 128), learning habits tended to master student behavior every time they did learning activities. the reason was because habits contained strong motivation. in general, every person acted on the basis of force of habit even though he knew that there were other ways that might be more profitable. this was caused by habit as an easy way and did not require great concentration and attention. suryabrata in djaali (2006: 129) formulating an efficient way of learning was with the smallest effort to provide maximum results for the development of individual learning. regarding efficient learning, it did not guarantee success in learning. most importantly, students practice it in daily learning, so that it gradually became a habit, both inside and outside the classroom. conclusion based on the results of research and discussion, conclusions can be drawn as follows: 1. mr. x and mrs. y did various ways so that their children still got a good education despite the economic conditions were mediocre, such as by selling fried foods, to make a diamond nest and by selling fish, and without anyone else helped. 2. in the application of the exemplary method, mr. x and mrs. y always provided positive examples in front of their children so that the children of family x emulated the habits of their parents. in addition, mr. x also always accustomed his children to do positive things, such as praying in congregation and reading the koran. and in the story method mr. x was used when gathering with his family at home by sharing various information he knew. while the advice method used by mr. x was in between the stories he told when gathering with his family. 3. children of family x were children who exceled in their respective schools. with the learning outcomes obtained by children of family x showed that the learning habits that they did were habits that were permanent and automatic, so that the results they got were in accordance with the effort that they did. references abdullah, m. yatimin. 1992. studi akhlak dalam perspektif islam. jakarta: gramedia. ahmadi, abu. 2004. sosiologi pendidikan. jakarta: rineka cipta. departemen sosial ri. 2005. petunjuk pelaksanaan pelayanan sosial. jakarta: departemen sosial ri. djaali. 2006. psikologi pendidikan. jakarta: pt bumi aksara. djamarah, syaiful bahri. 2004. pola komunikasi orang tua dan anak dalam keluarga. jakarta: rineka cipta. mahyuddin. 2010. prestasi belajar siswa. jakarta: penebar swadaya. nabawi, hadani. 1993. pendidikan islam. surabaya: al-ikhlas. rais, amin. 1995. kemiskinan dan kesejahteraan di indonesia. yogyakarta: aditya media. suwardi. 2009. cara meningkatkan prestasi belajar siswa. jakarta: pt bumi aksara. yusuf, muri. 2005. metodologi penelitian. padang: unp press. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 10, nomor 1 february 2021, p-issn no. 2252-4738 e-issn : 2580-7692 54 parental involvement in early childhood education for family empowerment in the digital age sri nurhayati program studi magister pendidikan masyarakat, ikip siliwangi indonesia srinurhayati@ikipsiliwangi.ac.id received: february, 2021; accepted: february, 2021 abstract parental involvement in early childhood education plays a vital role in the growth and development of children. various research results show that parental involvement has a positive impact on parents and educators or managers of paud institutions must be in an excellent relationship to meet all children's needs. the aim of this study is to examine the involvement of parents in early childhood education in order to empower families in a digital age that is full of challenges, particularly in the context of the organization of quality early childhood education. this aims to inform parents of the importance of their involvement in the child education process and to establish good communication and collaboration between parents, educators and managers of educational institutions. this research uses a descriptive method of research with a qualitative approach. the research was conducted at taud saqu nurul islam al husna kota cimahi, with the research subjects of 30 parents, 2 educators and 1 managers of paud institutions. collection of data through interviewing techniques, observation and documentation studies. the results showed that: parental involvement in taud saqu nurul islam al husna includes parenting activities, sharing information between parents and teachers through various communication media, parental volunteering, home learning assistance, involvement in decisionmaking, and parental participation in field activities. through a variety of activities involving parents, making it more empowered to build a family force that can be beneficial to the child's success. keywords: parental involvement, early childhood education, family empowerment abstrak keterlibatan orang tua dalam pendidikan anak usia dini memiliki peran penting dalam pertumbuhan dan perkembangan anak. berbagai hasil penelitian menunjukan bahwa keterlibatan orang tua berpengaruh positif terhadap orang tua dan pendidik atau pengelola lembaga paud harus terjalin hubungan yang baik agar terpenuhi semua kebutuhan anak. penelitian ini bertujuan untuk mengkaji keterlibatan orang tua dalam pendidikan anak usia dini dalam rangka memberdayakan keluarga di era digital yang penuh dengan tantangan terutama dalam konteks penyelenggaraan pendidikan anak usia dini yang berkualitas. hal ini bertujuan untuk membentuk pemahaman orang tua mengenai pentingnya keterlibatan mereka dalam proses pendidikan anak, serta membentuk komunikasi dan kolaborasi yang baik antara orang tua, pendidik, dan pengelola lembaga pendidikan. penelitian ini menggunakan metode penelitian deskriptif dengan pendekatan kualitatif. penelitian dilakukan di taud saqu nurul islam al husna kota cimahi dengan subjek penelitian adalah 30 orang tua, 2 pendidik serta 1 pengelola lembaga paud. pengumpulan data melalui teknik wawancara, observasi dan studi dokumentasi. hasil penelitian menunjukkan bahwa: bentuk pelibatan orang tua di taud saqu nurul islam al husna meliputi kegiatan parenting, berbagi informasi antara orang tua dan guru melalui berbagai media komunikasi, kerelawanan orang tua, pendampingan belajar dirumah, terlibat dalam pengambilan keputusan, dan keikutsertaan orang tua dalam kegiatan lapangan. melalui berbagai kegiatan yang melibatkan orang tua, menjadikannya semakin berdaya sehingga membentuk kekuatan keluarga yang dapat bermanfaat untuk keberhasilan anak. kata kunci: keterlibatan orang tua, pendidikan anak usia dini, pemberdayaan keluarga nurhayati, parental involvement in early childhood education for family empowerment in the digital age 55 how to cite: nurhayati, s. (2021). parental involvement in early childhood education for family empowerment in the digital age. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (1), 54-62. introduction families have a significant influence on children and play a role in managing child development (bronfenbrenner 1986). therefore, each family member plays an essential role in the child's development process, especially for each parent. every parent is responsible for early childhood development and education. the importance of parental involvement in child education has been demonstrated in various studies. furthermore, the research results of park, byun, dan kim (2011) revealed that parental involvement contributes significantly to the achievement of children's development, both in cognitive aspects and other developmental aspects. the early childhood education institute (paud) is one of the places where children are systematically educated. paud plays a role in helping parents support the development of children so that parents and educators in schools must work together to meet all aspects of the developmental needs of children. a good relationship between parents and school educators will have a positive effect on the child. on the basis of these considerations, it is clear that the involvement of parents in children's education is an absolute thing that must be done in every educational institution in order to optimize the development and objectives of children's education programmes. however, in reality, parental involvement in some paud institutions is still very minimal. this is because there is still a great deal of lack of collaboration between parents and early childhood education managers. parents, educators or paud managers tend to meet only when there are issues to be discussed. meetings should be held on a regular basis. according to hardin and littlejohn (1994) regular meetings between parents and professionals allow them to build relationships and have the opportunity to discuss the strength of the child, not just the challenges or negative aspects of the child. in addition, if parents are not physically able to attend face-to-face meetings at school, then the paud institution manager should be able to encourage a variety of communication options, including home visits, letters and telephone conversations. based on the description in line with the aim of this research, teachers and parents in each educational institution are aware of the importance of parental involvement in children's education in order to increase the intensity and quality of parental involvement. taud saqu nurul islam al husna is a non-formal paud institution that focuses early childhood learning programs on memorizing the qur'an and planting religious values in children. researchers assume that it takes a good collaboration between paud institutions and parents to be able to help children learn to memorize the qur'an well and consistently. this is an interesting thing to research because, in this digital era, family empowerment tends to weaken because there are some parents who work and submit their children's education entirely to paud institutions. parental involvement sheldon (2002) defines parental involvement as the investment of resources by parents in children. while coleman and churchill (1997) provide a more descriptive definition, family nurhayati, parental involvement in early childhood education for family empowerment in the digital age 56 involvement can include many different components, including emotional support programs, providing parents with skills and knowledge, and communicating with the education provider about the child. furthermore, mcbride, bae and wright (2002) used the words "familyschool partnership," "parental engagement" and "family engagement" to determine the process between school and family that improves children's learning. meanwhile according to diadha (2015) the involvement of parents in children's education is a variety of activities carried out by parents through cooperation with teachers at home and at school, in order to maximize the development and education of children at school for their benefit, children and school programs. based on a literature review of parental involvement conducted by rous, beth, et.al (2003) the first step is to recognize and share knowledge about the importance of collaboration between parents and educators. second, parents and educators must come together to develop ideas for them to work together to improve the well-being of children. it sets out specific objectives, continuous two-way communication, parental and professional support, parental empowerment and awareness of needs, contributions and barriers to all concerned. parental involvement models have been described by epstein (2001), which includes six types of involvement, namely: parenting, communication, volunteering, home learning, decision-making, and community-based work. this model is based on the needs and expectations of different families and educators. families and educators can work together to set goals and develop meaningful and appropriate best practices for both parties. there are six types of engagement, according to epstein. table 1. six types of parental involvement according to epstein type involvement goal type 1 parenting helps all families to build a home environment that can support children in learning type 2 communicating establishes effective communication between schools and home-schools regarding all school activities and their child's development. type 3 volunteering improves recruitment and organizing parents to help and support school activities type 4 learning at home provides information and ideas to parents on how to help children learn at home and other activities that are in accordance with the curriculum in school. type 5 decision making involves parents in making school decisions, and establishes leadership and parental representation type 6 collaboration with the community to identify and integrate community resources and services to strengthen school programs, family practices, and student learning and development. nurhayati, parental involvement in early childhood education for family empowerment in the digital age 57 family empowerment from a language point of view, empowerment is meant to make a person more empowered. according to mas’oed (theresia et al. 2014) the definition of empowerment is defined as an effort to provide empowerment or strengthening. furthermore, karwati (2017) defines empowerment as one of the containers used to help the community meet the needs of citizens to learn in the form of knowledge and skills related to a better life in family and community life. the concept of empowerment is an effort to make something fair and civilized more effective in every aspect of life. family is defined as two or more people united by togetherness and emotional closeness and who identify themselves as part of the family (friedman, bowden, and jones 2003). furthermore, william j. goode (indrawati and rahimi 2019) the family is defined as the smallest social unit human beings have as social beings characterized by economic cooperation. thus, family empowerment means every effort of guidance and guidance given to the family in order to live a healthy, prosperous, advanced and independent life. while murray et al. (murray et al. 2013) stated that parental empowerment involves the ability of caregivers to meet the needs of their families while maintaining emotional control. family empowerment can be seen from the confidence shown by parents in managing their children and the actions they take to meet their children's needs (vuorenmaa et al. 2016). family empowerment can also be interpreted as any non-formal effort to improve the family's knowledge and ability to identify problems, plan and make decisions to solve problems correctly, either with their efforts or other parties' help. the helplessness of the family in dealing with the problems contained in it encourages an effort to empower the family's function to run correctly and adequately. family empowerment is essentially an act associated with high self-efficacy (green et al. 2007; ice and hoover-dempsey 2011). the family empowerment in this study is an effort to increase parents' role and function in educating their children through a program of parental involvement in early childhood education. method this research used a descriptive method with a qualitative approach. this research examined the focus of research problems on parental involvement in early childhood education. this study's subjects were one principal, thirty parents, and two educators/teachers at taud saqu nurul islam al husna institution, cimahi. data collection techniques are by interviews, observations, and documentation studies. the interview was conducted by asking several questions to gather information about parental involvement activities in the school and their participation rate. observations are carried out by observing various school activities involving parents. in the implementation of observations, not all the involvement of parents can be observed by researchers. through documentation studies, researchers collect and obtain information from data or archives at taud saqu nurul islam al husna related to parental involvement activities that have been carried out. furthermore, this research used data analysis in the field at the time of data collection and after collecting specific data. data analysis in this study used miles & huberman model (miles, huberman, and saldaña 2014), namely: 1) reducing data by selecting and summarizing the information obtained so that according to the focus of the research, 2) nurhayati, parental involvement in early childhood education for family empowerment in the digital age 58 presenting the selected data with the form of narration to describe the results of the research, and 3) conclude as to the final stage in achieving research objectives. results and discussion results analysis of the interview revealed that parental involvement in early childhood education at taud saqu nurul islam al husna includes the following activities. parental education parental education is the first form of parental involvement. parents and educators play a key role in the education of children. cooperation between the two needs to be established so that children's education is the same between school and home. parenting is an educational activity for parents concerning the development and pattern of child care. all parents are involved in this activity. the school reports that the school communicates information about parenting activities to all parents through two events: formal letters and messages in the whatsapp group of parents. teacher interviews are known to be held every three months at the taud saqu nurul islam al husna parenting program, which is a seminar on parents and children's themes. materials and speakers for parenting activities have been identified by the school. furthermore, through the parents interviewed, it is known that 15 parents have stated that they always follow parenting activities at school, and 10 parents have responded sometimes, while five parents never respond to parenting activities because they have to work. on the basis of the results, it is known that schools routinely carry out parenting activities through seminars to improve parents' ability to stimulate children's growth. communicating the school obtains information about the characteristics and growth, and learning needs of children through several ways such as meeting parents and teachers, from questionnaires shared at the beginning and end of the semester, from home visit activities, and from teachers' notes on children's learning outcomes, or from other professionals such as health professionals who come to school. based on these findings, the school collects information about children in various ways to obtain complete and accurate data. furthermore, the communication channels used by the school are known that teachers and parents communicate through parent meeting meetings, through phone calls, contact books containing notes by teachers for parents or vice versa, personal meetings based on appointments, short messages in parent groups, and informal contacts that occur when parents drop off or pick up children to school. from the parents interviewed, most parents always ask the teacher about the child's development and always get information about the children's activities in school. based on the interview, information was obtained that communication between the school and parents was established through various means, both formally and informally. various communication media are also used by the school so that parents can choose the communication channel they like. volunteering involving parents as volunteers in school becomes an interesting activity. this form of involvement is more parents who give up their time to attend activities in school. meanwhile, to act as a companion teacher in the classroom or even a resource for all parents interviewed is still not willing. nurhayati, parental involvement in early childhood education for family empowerment in the digital age 59 learning at home it is known that the school has a children's learning progress book and a parents' connecting book. the book contains messages and tasks that parents should carry out when educating children at home. most parents always accompany their children to study, encourage their children to do school assignments, and help their children memorize the quran. few parents know the learning methods used in school. it is not surprising, therefore, to have differences in how to learn between home and school. decision making the headmaster explained that some activities involve parents making decisions. such as conducting a survey of parents to gather information as a consideration to make changes to the learning program. alternatively, if specific problems arise, then the school, teachers, and parents arrange a formal meeting. nevertheless, for important policy, the school already has a special committee in determining the decision. furthermore, most parents who are interviewed are happy to be involved in making decisions, and a small number feel that whatever the school decides is the best for their child so that there is no need to provide input for the school. collaborating with the community the headmaster stated that the cooperation activities with the community are carried out through a program of educational trips for children. educational trip is an out-of-class learning activity by visiting a number of places of scientific value. the child will interact with the people in these places. in this activity, parents and teachers work together to prepare everything related to the implementation of these activities. discussion parental involvement in every educational activity has an impact on the achievement of children's interests and learning achievements. some activities show that parents are aware of the importance of their involvement in children's education. parenting is a routine activity that takes place once every three months, but not all parents can take part in the activity because there are some working parents. the problem can be resolved by organizing weekend activities to participate in these activities to improve parents' knowledge, understanding and ability on child development, parenting patterns, and child-related issues. this activity involves parents as students, where parents learn about parenting. this follows on from what coleman (2012) stated that parents have a role as students by holding workshops or classes to improve their knowledge and skills. the school's way of engaging parents is also done by establishing a communication system. in accordance with type 2 parental involvement, according to epstein (2018) his involvement in the form of communication activities that include a communication from school to home, from home to school regarding various school programs and children's development in learning. the availability of various communication channels between parents and teachers helps establish excellent and effective communication. parents can choose the way they like to get information about their child. however, this condition certainly gives teachers demands because they have to use different communication mechanisms with parents. teachers' information must also be understood and understood by parents because they have different levels of understanding. as flett & conderman (2001) has classified, teachers must use a language familiar to parents to provide information about children, and teachers must also nurhayati, parental involvement in early childhood education for family empowerment in the digital age 60 patiently explain concepts that parents do not understand. this is because every parent has a different level of understanding, so it takes the patience of both parents and teachers. volunteering is an activity that involves parents in the learning process. in this form of involvement, it is expected that the role of parents may be more intense, i.e. as resource persons or volunteer teachers in the classroom. however, it is still not possible to carry out these activities. so far, new parents have taken their time to take part in school activities, such as highlighting the theme event. volunteering activities need to be carefully p lanned by identifying what activities parents are willing to help and what skills parents have to work with in the implementation of the learning process (smith et al. 2011). in addition to school, parents should also be involved in children's learning at home. parents act as a child's learning companion and as non-academic supporters, ensuring the child has finished doing homework, getting enough sleep, getting an adequate nutrition intake, and supervising the child's play environment (hodgkinson 2010). not all parents are directly involved in the education of children at home. this is because of the parents' routine, so that they do not have time to teach the children or to repeat the materials that have been given at school. some parents also decide to call a private tutor to teach their children. this indicates that parents do not fully understand how to teach their children, or do not understand the materials and tasks of the teacher. teachers and schools should therefore help families with the different skills required by their parents. as morrison explained (2012) schools can provide books and materials for parents to help children at home, provide guidance on how to accompany children to study at home, or various media and facilities that can help parents develop or continue learning classroom. in every school activity, there is always deliberation involving parents, teachers, and the school. this can be one of the efforts to improve parents' understanding of the importance of parents' ability in children's education. as bruckman & blanton explained (2003) allowing parents to make decisions and set rules leading to empowerment, and when parents feel competent and influential in their child's education, they see parental involvement as necessary. further parental involvement is a field activity involving the environ ment and community groups such as field trip activities. conclusions parents' involvement in early childhood education needs to be well planned and synergized because the school needs to adjust the time, skills, experience, availability and commitment of parents to education and child development. forms of parental involvement in taud saqu nurul islam al husna range from parenting activities, sharing information between parents and teachers through various communication media, parental volunteering, home learning assistance, and involvement in decision-making, and parental involvement in field activities. the ultimate goal of parents' involvement in children's education is a collaborative partnership between families, teachers and schools that will see the advantages, uniqueness and need of each other. parents will understand and have the ability to develop the growth of children. parents who have been empowered and have a role to play in their child's education will therefore form a family force and, together with other programs, make it easier for children to succeed. nurhayati, parental involvement in early childhood education for family empowerment in the digital age 61 acknowledgments the author thanked the rector of ikip siliwangi and lppm ikip siliwangi who financed this research, as well as those who contributed to the research process, namely the principal, the teachers, and the parents of the students at taud saqu nurul islam al husna, so that the researchers could complete the research properly. references bronfenbrenner, urie. 1986. “ecology of the family as a context for human development: research perspectives.” developmental psychology 22(6):723. bruckman, marilyn, and priscilla w. blanton. 2003. “welfare-to-work single mothers’ perspectives on parent involvement in head start: implications for parent–teacher collaboration.” early childhood education journal 30(3):145–50. coleman, mick. 2012. empowering family-teacher partnerships: building connections within diverse communities. sage publications. coleman, mick, and susan churchill. 1997. “challenges to family involvement.” childhood education 73(3):144–48. diadha, rahminur. 2015. “keterlibatan orang tua dalam pendidikan anak usia dini di taman kanak-kanak.” edusentris 2(1):61–71. epstein, joyce l. 2018. school, family, and community partnerships: preparing educators and improving schools. routledge. flett, angela, greg conderman, and robin h. lock. 2001. “enhance the involvement of parents from culturally and linguistically diverse backgrounds.” intervention in school and clinic 37(1):53–55. friedman, marilyn m., vicky r. bowden, and elaine jones. 2003. family nursing: research, theory & practice. vol. 16. prentice hall upper saddle river, nj. green, christa l., joan m. t. walker, kathleen v hoover-dempsey, and howard m. sandler. 2007. “parents’ motivations for involvement in children’s education: an empirical test 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review of the literature.” the interdisciplinary human development institute and the prichard committee for academic excellence from the wk kellogg foundation. retrieved on december 30:2005. sheldon, steven b. 2002. “parents’ social networks and beliefs as predictors of parent involvement.” the elementary school journal 102(4):301–16. smith, joanna, priscilla wohlstetter, chuan ally kuzin, and kris de pedro. 2011. “parent involvement in urban charter schools: new strategies for increasing participation.” school community journal 21(1):71–94. theresia, aprillia, krishna s. andini, prima g. p. nugraha, and totok mardikanto. 2014. pembangunan berbasis masyarakat: acuan bagi praktisi, akademisi, dan pemerhati pengembangan masyarakat. penerbit alfabeta. vuorenmaa, m., m‐l perälä, n. halme, m. kaunonen, and p. åstedt‐kurki. 2016. “associations between family characteristics and parental empowerment in the family, family service situations and the family service system.” child: care, health and development 42(1):25–35. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252 4738 90 religious awareness development based on adult education for corruption inmates in pesantren al-hidayah class i sukamiskin penitentiary lesi oktiwanti 1 , achmad hufad 2 , iip saripah 3 1 siliwangi university, tasikmalaya 2 indonesian university of education, bandung 3 indonesian university of education, bandung 1 lesioktiwanti@unsil.ac.id, 2 achmad_hufad@upi.edu, 3 iip_saripah@upi.edu abstract this research was concerned about the development of religious awareness based on adult education for corruption inmates in pesantren al hidayah. the main objective is to describe development of religious awareness process-based adult education for corruption inmates in pesantren al – hidayah. the literature review of the research comprised: religious awareness, adult education, penitentiary. this research was conducted through descriptive research and case study method with a qualitative approach. data collection techniques used through observation, interview and documentation. subjects in this research was a spiritual adviser, corruption inmates and tutors. the research showed that the religious awareness was applied through a participatory, fair and equitable, transparent, learning need; multi way communication, a variety of learning methods, pragmatic, problem-based in awareness and inoculation of belief, habituation, practice and reinforcement process; spiritual adviser role as a facilitative leader. application of selfevaluation that suitable with the ability and condition of inmates. keywords : adult education, corruption inmates, religious awareness, spiritual development introduction corruption in indonesia at the moment shows a serious challenge to development. in politics, corruption complicates democracy and good governance by destroying formal processes that weaken democratic values such as trust and tolerance. corruption problems that are dealt with through corruption in prisons do not cause deterrent effects, being aware of mistakes and self-improvement therefore need guidance from various fields, especially religion with approaches that are in accordance with the conditions of the assisted people who are generally adults. "the elements of religion and character education are very important in the context of efforts to overcome and eradicate corruption. "(igm nurdjana, 2010: 31-32) the objective in this study is to describe the process of fostering religious awareness based on adult education that is applied to islamic spiritual development for corruption inmates in pesantren al – hidayah sukamiskin class i penitentiary. jalaludin (1998: 10) states that "people's awareness for religion is a person's mental stability to give an idea of how religious they are. in this condition, people's religiosity is difficult to change, because it is based on consideration and mature thinking. "there are several concepts that tell about aspects of religious awareness. aspects of religious awareness according to jalaludin (1998: 54) and abdul aziz ahyadi (1995: 37) are "cognitive, affective and psychomotor aspects". whereas according to basri jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252 4738 91 (2003) aspects of religious awareness are faith, ibadah and morals. the two opinions above have similarities in understanding with different names, namely cognitive which means faith, affective which means moral and psychomotor which means ibadah. the definition of adults broadly means that adults are not only seen from the age range, but also from the psychological, social. as stated by luckmann (peter jarvis, 1983: 58) "arguments that during the early years the individual self become detached from its immediate experience in the interaction with other people". this shows that meaningful self-awareness and construction of plans exist when people can respond to learning needs to develop self-development. every experience is interpreted by oneself and interpreted to be integrated into meaningful past experiences to be stored in his mind. knowles (1983: 64-68) that adults have "the need to know; the learner's self concept; experience; readiness to learn; orientation towards learning, motivation "which will affect the learning process in accordance with adult learning conditions. the steps of adult learning according to knowles (mustofa kamil, 2011) are as follows: 1) creating a climate for learning, 2) compiling a form of planning activities together and helping each other, 3) assessing or identifying interests, needs and values, 4) formulating learning objectives, 5) designing learning activities, 6) implementing learning activities and 7) evaluating learning outcomes (reassessing the fulfillment of interests, needs, and achievement of values). method this research was conducted in 2013. the research was located at pesantren al-hidayah class i sukamiskin penitentiary, jalan a.h nasution no.114 bandung, in a community development program, specifically an islamic spiritual development program in pesantren al-hidayah. the research subjects in this study were residents assisted in corruption inmates who attended advanced at the level of awaliyah, wustho and ulya; tutor and spiritual advisor. subjects taken in this study used purposive sampling with snowball techniques. therefore, the initial informants in this study were the spiritual adviser and tutors, data collected from spiritual advisers through in-depth interviews and observations on the process of fostering religious awareness based on adult education. data collected from tutors through in-depth interviews and observations are about the learning process and the role of tutors in the development of religious awareness based on adult education. this research uses descriptive research method because researchers want to describe the overall facts, nature and relationship between the phenomena regarding the development of adult education-based religious awareness on spiritual guidance increasing religious awareness of the fostered people of corruption. this qualitative research is the approach in this study because researchers want to find methods that allow recording of observations accurately, while finding meaning from life experiences of subjects who will rely on subjective written and oral statements regarding the meaning given by the individuals studied. this research was conducted to study the situation that exists from individuals in depth and thoroughly about the process of adult education applied to islamic spiritual development in increasing religious awareness of those assisted in the corruption. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252 4738 92 data collection techniques used in this study are as follows: (1). interview. this interview was conducted through open questions so that the data collected was more in-depth. the interviewees in this study were facilitators and tutors at the pesantren al-hidayah to find out the process of fostering religious education based on adult education carried out on spiritual formation in pesantren alhidayah. (2). observation or observation. this technique is used to describe the situation and conditions as well as the process of implementing adult education-based religious awareness on spiritual development. this observation was also carried out to describe the condition of religious awareness of the assisted people in terms of worship and morality during spiritual development involving secondary data sources that have special closeness with primary data sources. this research included tamping and peers near the assisted residents in the observation process. (3). documentation study. documentation study is a method of collecting data through written relics studies, such as archives, books on theory, opinions, arguments, laws, etc. this technique is used to describe physical evidence of the implementation of spiritual guidance. the stages of data analysis results of this study consist of data processing, editing, coding, tabulation, analysis of qualitative data in accordance with the opinion of ulber silalahi (2010: 319). the analysis activity in qualitative research consists of three lines of activity that occur simultaneously, namely data reduction, data presentation, and conclusion / verification. "matthew b. miles & a. michael huberman (agus salim, 2006: 22). results and discussion results the model of the process of fostering adult-based education in islamic spirituality development for those assisted by criminal acts of corruption is carried out through the following stages: figure 1. model of religious development based on adult education in the pesantren al – hidayah sukamiskin class i penitentiary jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252 4738 93 a. planning learning plan in pesantren al – hidayah sukamiskin class i penitentiary is done through three stages, namely admission and orientation, formulation of learning objectives, division of groups and designing learning activities programs. the planning process is carried out through the principles of inclusion and participation of assisted citizens and components originating from the guidance of lapas and environmental inputs, justice and equality, transparency, inclusive solutions, and in accordance with the interests and needs of the assisted citizens. 1) admission and orientation at admission and orientation, the assisted citizens through a disciplinary process carried out during the admission period and orientation in the form of apples, gymnastics, and marching lines. then the activities of fostering familiarity and identifying needs. the regulation of the physical environment is done through structuring and equipment tailored to the conditions of the adult; hearing aids and see used; room arrangement, table arrangement, chairs and other equipment that enables social interaction. identification of needs is carried out through interviews and distribution of learning needs identification questionnaires and the qur'an reading test. in general this activity is carried out as follows: figure 2. familiarity development activities at the pesantren al – hidayah sukamiskin class i penitentiary 2) group formation based on the results of the identification of needs and interests, the assisted citizens were divided into four major groups. namely iqro group, awaliyah group, wustho group and ulya group. 3) formulation of learning objectives and designing learning patterns the formulation process the objectives and design of learning activities patterns are carried out as follows: jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252 4738 94 figure 3. process of formulating objectives and designing patterns of learning activities at pesantren al – hidayah sukamiskin class i penitentiary b. implementation awareness activities and monotheism cultivation are carried out through taushiyah activities also inserted in each learning process. this activity was carried out so that the inmates realized their mistakes so that they would repent, were able to think positively in facing every life problem. habitual activities in familiarizing the assisted citizens to ibadah sincerely or without force and have good character among fellow prisoners and prison officers. this habit is carried out through routine learning activities, ibadah in congregation, tadarus al-qur'an together, praying together, taking part in activities on time, applying family principles, giving motivation to each other and reminding intercitizens, the application of educative words for example salam lapassuka "alhamdulillah, extraordinary, allahuakbar". the practice of activities is carried out through the application of habituation results to the activities of the participation of the assisted citizens in coaching programs both independence and interest and talent in personality development and daily activities. after the assistants have finished learning, they are entitled to learn about da'wah. the strengthening activities are carried out through taushiyah and esq activities. this activity is carried out to reinforce the lessons that have been given, the cultivation of further faith, and giving motivation. figure 4. stages of learning process spiritual development in pesantren al – hidayah sukamiskin class i penitentiary. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252 4738 95 learning activities are routinely conducted on mondays to thursdays at 07.30 to 09.30 wib and friday at 07.00 until 09.00 wib. whereas for additional activities, namely the activities of the dzuhur, ashar and maghrib prayers in congregation; commemorating islamic holidays through competitions, taushiyah and eating together; islamic art such as tagonian and nasyid; and the yellow book study. learning approaches and methods in boarding schools generally use an expository and inquiry approach that is combined with experience, problems, and daily activities. the method used in general is a tutorial or lecture that is collaborated with other methods in accordance with the material to be discussed such as discussion and question and answer, demonstration, nabi and rosul tales, drill. the communication relationship that exists between the assisted citizens and tutors is multi-directional, motivational and participatory. figure 5. communication relations between corruption inmates and tutors in the learning process in pesantren al – hidayah sukamiskin class i penitentiary. the duty of the spiritual coach as a facilitator has three important tasks, namely environmental facilitation, facilitation of diagnosis and facilitation of the resolution of the coaching process in pesantren al-hidayah. c. evaluation more evaluation is focused on self-evaluation in accordance with the ability of self-mastery of learning and the conditions of the inmates. evaluation is done through evaluation of learning and evaluation programs. discussion in the planning process carried out is to create a conducive learning climate both physically and psychologically, identifying needs, creating a joint planning structure, formulating learning goals and designing patterns of activities carried out in a participatory, fair and equal manner, based on the needs of the target population. al-hidayah islamic boarding school has adequate facilities for conducting learning processes such as public libraries, boarding schools, teaching aids, adequate learning media for the learning process to take place. familiarity building in the context of regulating the psychological environment is carried out through introductions, learning contracts and extracting hopes and desires according to adult learning conditions. facilitators and tutors have fully utilized the conditions of the assisted citizens as adults who have self-motivation, self-concept, learning goals, experience, and learning readiness. through this intimacy coaching, the inmates can get to know each other, respect each other for mutual help and apply family values so that psychological conditions are conducive to learning. although the learning rules have been set by the pesantren itself, the assisted citizens may criticize and give suggestions for the rules that have been set. the design of this pattern of learning activities is only done in collaboration with experts, namely the ministry of religion of the city of bandung and uin in compiling learning curricula and syllabus jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252 4738 96 from pre-islamic boarding schools, awaliyah, wustho, and ulya. even though the inmates cannot participate in formulating their vision, mission, objectives and direct learning design, technically the assisted citizens can provide suggestions and criticisms of the implementation of learning such as material. the assisted citizens only participate in the process of identifying learning needs that will be used to determine peer tutors, extracurricular determination, instrumental input determination, and class distribution. the assisted citizens with all the characteristics and educational backgrounds, and their rich life experiences make it one of the assets utilized by the pesantren al-hidayah facilitators to fulfill the learning needs of the assisted citizens. the assisted citizens who have the knowledge of religion who inhabit, they can help teach the knowledge of religion to other assisted citizens who are still weak. the assisted people who have wealth can contribute their assets according to their abilities for the continuity of the teaching and learning process. in terms of the implementation of learning, the process of adult education is carried out in pesantren al-hidayah and generally refers to the paulo freire model of awareness education. habits and learning activities are carried out based on mutual agreement without any coercion. tutors have followed the principles of adult learning such as creating participatory and multi-directional learning; based on experience, problems and mutual learning; use learning approaches and methods that are fun and participatory, provide time to reflect, draw conclusions, and form the principles that will be used in similar experiences in the future. tutors can meet the immediate needs of the assisted citizens in terms of religious education. in addition, the assisted citizens can also take responsibility for their own learning because they know their own needs. be respectful and respectful of each other, provide feedback that is correct and supportive. as well as creating a safe and calm atmosphere so that the inmates can learn more without fear, shame, anxiety, or anger. based on the process, this enables the learning experience of the built-up people to be utilized ideally, so that the process of religious awareness carried out by the pesantren becomes more optimal. in terms of evaluation, generally learning evaluation is carried out directly through drill or practice and question and answer and practice. evaluations that are more directed towards self-evaluation allow the inmates to have good readiness and time to carry out evaluations because the evaluation time depends on the readiness of the assisted people, especially those who will conduct the tpp session. during this time the pesantren had never carried out a program evaluation, even though evaluation was very important to be carried out to determine the success and limitations of the program as input for the continuity of the pesantren program. after the inmates have finished participating in spiritual formation up to the advanced islamic boarding school, both at the awaliyah, wustho, and ulya stages, the assisted citizens can resume at the next advanced islamic boarding school stage or can participate in additional pesantren activities and personality development, and scouts. however, in general, the inmates did not take part in independent development activities because they were not yet in accordance with the interests and talents of the corrupt prisoners. the success of adult education-based religious awareness in pesantren al-hidayah sukamiskin in addition to relying on the participation of assisted citizens in the program is also the role of facilitators and tutors in utilizing environmental conditions and conditions. the main role of spiritual coaches as a facilitator influences the success of the program occurs because the duty of spiritual advisers as facilitators has three important tasks, namely environmental facilitation, facilitation of diagnosis and facilitation of resolutions. environmental facilitation, namely in the form of providing facilities and infrastructure needed in learning in boarding schools. facilitation of diagnosis, namely spiritual jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252 4738 97 advisers, identifies each of the needs of the assisted people in learning. facilitation of resolution is to help provide alternative solutions to problems that occur both in learning and in learning programs. in more detail, every day the duty of spiritual adviser facilitates all the equipment and facilities that will be used for learning, both iqro classes and advanced boarding classes, assisted by tamping pesantren; identify the needs of assisted citizens in learning. in the orientation admission process, the spiritual coach with the tutor identifies needs, interests and talents as program input and learning. this is done through interviews with the assisted citizens; assisting tutors and assisted citizens in clarifying religious learning goals in boarding schools. at the beginning of education, before the tutor first teaches, the spiritual coach gives an introduction to the learning objectives and the benefits that will be obtained during the learning process; make religious programs with tutors and islamic boarding schools; become a liaison between tutors, bimkemasy, and assisted citizens in launching communication; ensure all activities in the pesantren run smoothly; ensure the presence of assisting tutors and tutors. ten minutes before learning begins spiritual coaches always communicate with tutors to confirm the presence of assisting tutors and tutors when the tutor is unable to attend; ensure the presence of assisted citizens in learning. spiritual coaches together ensure all prisoners are present, and confirm the absence of assisted citizens in learning. if for three consecutive absentees, the spiritual coach directly goes to and asks the inmates about their absence; evaluating the smooth reading of the al-qur'an of the assisted people who will attend the tpp (correctional observation team). spiritual coaches directly evaluate the smooth running of the residents in reading the qur'an before attending the tpp session. the time of evaluation is based on the ability and ability of the assisted people; become a source of learning in esq awareness and activities programs and motivate inmates to be enthusiastic in worshiping and studying in boarding schools. ten minutes before the esq activity on friday, the spiritual coach gave motivation and encouragement to the assisted people; provide time to listen to complaints and provide alternative solutions. in creating effective and efficient adult learning, the facilitator is able to help the adult learning process in accordance with the concept put forward by knowles in robert jarvis (1983: 174): creating effective adult learning requires a facilitator who is able to: express new possibilities for fulfillment. helping each student (adult) to clarify his aspirations to improve his behavior. helping students diagnose the difference between aspirations and their current level of appearance. helping students identify life problems they experience. prepare physical conditions for fun teaching and learning processes (seating, ventilation, lights, tables, blackboards, literature books etc.). respect his feelings, opinions and ideas. creating conducive interactions among participants. building helping each other. involve participants in formulating learning goals. designing shared learning experiences, choosing learning materials, teaching methods and techniques, involving participants in making decisions. helps in organizing themselves in study groups. helping students to use experience as a source of learning. helps direct its resources to gain learning experience. together measure learning progress based on learning goals. develop and establish a suitable evaluation model to measure learning progress. helping students in developing and applying self evaluation in terms of learning, tutors have a very important role to play, even though tutors do not play a role in planning learning that includes learning citizens. the first thing tutors do in learning is familiarizing themselves with the inmates, getting to know each other, counseling each other in kindness to be patient in accepting the exam. one way to familiarize the inmates is to provide direction to understand the true meaning of life, self-introspection so that they realize that their purpose in being in prison is to improve themselves, live side by side with other assisted citizens because they share the same fate. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252 4738 98 the second thing raised is about the process of awareness about repentance, being aware of mistakes, heart disease, problems that occur so that the inmates are in prison, the reasons for studying religion and how to improve themselves, so that the process can be clarified about the aspirations of the learners religion. the third thing is to create conducive interactions among the assisted citizens, although learning is generally done in the classroom and in the mosque depending on the subject matter using only the available media, but the tutor strives to help the tutors understand tutor learning in general more frequently using discussion and questioning answer so that the inmates are not bored with the subject matter presented. the material presented is always associated with daily problems and solving a case. because basically learning religion is learning about life and experience. another way to be used so that they are enthusiastic is by giving awareness of the importance of religious knowledge to be studied in this modern era. to better understand the learning, the tutor provides an opportunity for the assisted citizens to ask questions about the subject matter and life issues. tutors also provide extensive opportunities to ask questions and consult about both the material and the problem. tutors also appreciate their opinions and ideas without cornering opinions when the opinions of the inmates are wrong. according to one tutor, inmates who are involved in corruption are people who have high intellect, in general they are critical, their knowledge is high but their faith is still moderate so that they understand about the arguments and things that are teroitis but in practice they are still lacking. therefore, in the learning process it is better to do it through discussion and straightening of aqeedah and habituation. the task of the facilitator and tutor is in accordance with the theory and principles of adult learning according to the local government support program (lgsp) (2009: 17) that “the principles of adult learning are as follows: participatory, experienced, reflective, meeting immediate needs, for oneself, respect those who learn, providing feedback, creating a safe atmosphere.” in terms of evaluation of learning, especially iqro or pre-islamic boarding schools, tutors mentioned and claimed that they had no difficulty in guiding people assisted by criminal acts of corruption to evaluate learning outcomes. the inmates understand the consequences when they cannot read the qur'an or inactivity in learning which affects the remission period. so that as adults who are more pragmatic they never do things that are off the mark. however, the evaluation in the learning material for the corrupt prisoners for boarding schools continued indeed, there has been no revision from the previous year. the tutor stated that it was more difficult to evaluate further islamic boarding school learning seen from the material taught more deeply. at the moment there is no evaluation of learning for advanced boarding schools. the evaluation results are only illustrated with graduation certificates, material and lesson hours. conclusion the success of the pesantren al-hidayah in carrying out the development of religious awareness based on adult education is influenced by several factors, namely the ability and expertise of facilitators and tutors in applying the learning process based on the principles of adult education; and the role of the facilitator as environmental facilitation, facilitating the identification and facilitation of resolutions; and the core of learning about awareness, tawhid cultivation, habituation, practice and strengthening. fostering religious awareness on spiritual development that is applied to the principles jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252 4738 99 of adult learning has increased the awareness of religious people seen from the faith, ibadah and morals. in addition, the corruption inmates has increasingly shown adherence to the rules applied by prisons, this can be seen in the absence of disciplinary sanctions. bibliography ahyadi, aa. (1995).psikologi agama (kepribadian muslim pancasila).bandung: sinar baru algesindo basri, mr. (2003). hubungan akidah, ibadah dan akhlak. [online]. tersedia: http://blogger-merentas .blogspot.com/2013/03/hubungan-akidah-ibadah-dan-akhlak.html?m=1 [2 juni 2013] jalaludin. (1998). psikologi agama. jakarta: raja grafindo persada. jarvis, p. (1983). adult and continuing education. australia: croom helm kamil,m. (2012). modul pendidikan orang dewasa. tidak diterbitkan. knowles, m.s, et all. (1998). the adult learner, sixth edition. california: elsavier. lgsp. (2006). menyiapkan kegiatan/ pelatihan partisipatif. jakarta: lgsp. nurdjana, igm. (2010). sistem hukum pidana dan bahaya laten korupsi “perspektif tegaknya keadilan melawan mafia hukum”. yogyakarta: pustaka pelajar. salim, a. (2006). teori dan paradigma penelitian sosial. yogyakarta: tiara wacana. silalahi, u. (2010). metode penelitian sosial. bandung: refika aditama http://blogger-merentas/ jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 36 optimizing the role of the community in community empowerment through out of school education wedi fitriana stkip siliwangi bandung wedi@stkipsiliwangi.ac.id abstract society is a social group that also has enormous potential if it can direct its ability to develop various competencies that can provide added value in their lives. the problem is the role of the community, often because of ignorance of the problems of their own lives. therefore, it is necessary to develop a series of outof-school education programs that are far more comprehensive in order to build public awareness to be involved in a far more optimal process of community empowerment. keyword: community role, community empowerment, out of school education preliminary indonesia is one country with enormous wealth. even in various fields, indonesia has enormous potential, such as fisheries which are allegedly capable of producing 3000 trillion rupiahs and can only be utilized for 291.8 trillion rupiahs, up to uranium reserves in indonesia, which reach 70,000 tons. at the end of the change of leadership of this country, it was revealed that the level of economic progress in indonesia reached a considerable range. the main problem is that utilization is not optimal, because of the minimal carrying capacity. utilization of various assets owned by indonesia, not because of mere incompetence. but because of the wrong perception factor about utilizing social potential, as well as natural potential. the existing perception is limited to the use of natural resources by using raw materials to be directly used as a life support tool. not in an effort to improve its condition, then use it. naturally, if the value of indonesian exports is very small, because the form of goods exported is raw goods, it is not finished goods. people often fantasize about something beautiful and good, which is still beyond the reach of their abilities. in such a society, the majority of the population cannot interact positively with their environment, and quite the opposite, sometimes their lives depend on the environment. society is always an object and not the subject of community development. the courageous attitude to face life rarely develops, because the perception of life itself is also different, not in efforts to improve the quality of life, but only to accept how life works. the tendency that often occurs is the attitude of escaping from the problems faced in his life. this actually aggravates the level of disparity in social life in the community. community life is characterized by high levels of education, income, health, employment opportunities, and awareness of the environment. in short, it can be argued that pseudo life situations exist in societies that are still lagging behind in a low socio-economic jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 37 level, not a justification, but an overview of the current context of people's lives, amidst various economic, social and cultural strikes who enter through various communication channels. whereas the planning society, according to graham & hogg (1995), is a society that is very responsive to the changes that are taking place and to the possibilities of changes that will occur in the future. most of the community members are able to think creatively, be innovative, and have strong responsibilities to realize community welfare. thus, they are able to develop various personal potentials and utilize various environmental potentials around them. this makes them able to build a quality of life that is far better and on par with other communities that have already advanced. in principle, community members must have a plan that is based on high awareness of the environment and the development of the community, nation and country. they have the ability to learn to solve problems and innovate in supporting the progress of social and ecological life around them. this can be built when scientific and open attitudes, rational thoughts and actions, tolerance for differences in views and background in life, and focusing on humanity color the behavior of most citizens, have been well formed. with high solidarity they participate in planning, implementing, assessing development policies and programs related to efforts to meet the needs of the community, nation and country. in this context, community empowerment is an important part of the development of the nation and state, including efforts to make people aware of the forms of life they must explore in order to improve the quality of life that is far better. discussion the process of transformation or social change that is now often called globalization does not only change human life, but also changes trends in education and learning (tilaar, 1997). it is recognized that there will be fundamental changes in education and learning. education must function doubly, namely to foster humanity through the development of all human persons, and the development of human resources to enter a new life. the longer work and learning become a unity of the lifelong education frame. because knowledge advances and increases exponentially, so that in order to do a good job, one must increase his knowledge through continuing education. the challenges and demands for continuous learning are increasingly strong, education and learning are essentially life itself. therefore learning outside of school and outside the university has increasingly important role. in the past, schools and universities became the main center or even the only center of learning activities. at present, workplaces, community environments, and various other social places have gradually become the center of new learning activities, the workplace has become an important place of learning. even in other life frameworks, people are urged to be able to teach themselves, before finally being able to teach others. this is the main core in the lifelong learning process. in a publication published by unesco, it stated that, "non formal education is organized and sustained educational activities that correspond exectly to the definition of formal education. non formal education may therefore take place both within and outside educational institutions, and cater to persons of all ages. depending on country context, it may cover educational programs to import adult literacy, basic education for out of school children, lifeskills, work skills, general culture. non-formal education do not program programs follow the "ladder" system, and may have differed durations and jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 38 certification of learning achieved "(unesco, 1997). this explains that the learning process is not solely because of the need for credential signs (diplomas, certificates and so on), but because of the demands and challenges of life itself. the general problem is when people, in fact, cannot understand what learning is, how they learn, and what can be changed in their lives, through the learning process. if this answer cannot be developed in people's lives in general, it is very possible that they can only answer that learning is an educational process that runs in the community. and there are no implications at all for the life they are currently living. various countries that are undergoing a development process (developing countries) are experiencing obstacles where the formal school system does not have the capacity to handle all children and adolescents or children cannot benefit from the system, especially because formal schools, limited constraints, input that can be received in the educational process in it. parents and children as well as teachers with education authorities tend to find the fastest solution from the formal education process to replace the stunted schooling process. various out-of-school education programs provide access for young people and children to non-formal and informal learning, which serves to strengthen self-esteem and help them find ways to contribute to their communities. in some cases, this activity may also serve as a bridge to help children and youth improve their academic skills directly and in the end, they will gain recognition of their skills, as well as those who have completed their formal education. various educational activities outside of school can take the form of literacy programs, cultural activities such as music, dance or drama, sports activities programs, popular education and various contexts, non-formal education also includes accelerated learning programs aimed at making children and young people experiencing obstacles in the formal education program, can be facilitated to be able to catch up. out-of-school education can also be used as an important supplement for students enrolled in formal schools. in some of the more precarious situations, formal school curricula often cover only core subjects or only a few important topics to be able to survive in a new environment. short school times in the majority of emergency situations make it difficult to add more subjects to the curriculum. as an alternative that can be achieved by some students to get extra curricular activities in non-formal learning activities. in conflict situations, or after natural disasters, non-formal education activities may be needed to focus more on specific subjects, such as environmental education, natural care, peace education and conflict resolution, health production, hygiene, prevention of disease or epidemics, hiv awareness and prevention / aids, psychological concerns, and human rights. outside school education provides opportunities for students to be able to develop understanding and awareness about the implications of life itself. this is what will help them to find character in the world of education, not just limited to the achievement of certain competencies that are very likely far from what they expect in real life in the community. one challenge in today's community life is that technology is increasingly advanced and more widely used in society, routine work is increasingly scarce, while non-routine jobs require high qualifications. now, formal education is increasingly easy to reach by everyone, so that social mobility is getting higher and faster. the greater the equal rights to learning opportunities available to anyone who wants to advance and the more jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 39 attention the government gives to the role of talent, the more talent and maturity that will be generated to meet the demands of work in all walks of life. modern society is also characterized by change and high mobility, and the most prominent is population mobility as a result of high economic and technological rationalization. the development of the horizons of individual experiences is broadening with the support of mass media, so that now anyone can touch and get to know international languages that cause people to travel more than their parents and ancestors used to. outside school education provides an expansion of access to all levels of society to be able to develop their abilities and creative power to build a broader framework in improving the quality of their lives. various reviews, as previously revealed, indicate that it is necessary to optimize the role of outside school education in community empowerment. freire (1984) states that awareness is the main fundamentals in building the true character of society. where they can access and utilize a variety of learning opportunities that exist, so that they can improve the quality of life in real terms. not just accepting what is and closing themselves to various facts that they should have criticized or which they should correct. improving the quality of life rests on the ability of the community itself to improve and develop its various potentials, so that they can build a structured system in order to improve the quality of life. conclusion based on the discussion above it can be concluded the following matters. 1. non-formal education (pnf) or pls plays a role in improving education which concerns the expansion of education services through various programs and out-ofschool education units that provide opportunities for the community to be able to manage, utilize and maintain the quality of life of the community itself. 2. education outside of school must be developed based on the needs of the community in the midst of the various challenges that exist, thereby being able to expand people's access to improving the quality of life better. reference freire, p. (1984). pengembangan sumber daya manusia dalam era globalisasi. massachussets: centre for international education university of massachussets. graham, v., & hogg, m. (1995). introduction to social psycholog. new york : parentice hall. tilaar, h. (1997). pengembangan sumber daya manusia dalam era globalisasi. jakarta: grasindo. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 81 increasing creativity of early childhood through origami playing activities wati setiawati ikip siliwangi watisetiawati2525@gmail.com abstract this study aims to improve the creativity of early childhood through origami playing in the at-takwa play group in padasuka sub-district, cimahi tengah sub-district, cimahi city. in accordance with the study, the research method used is a qualitative research method. the research subjects were early childhood groups playing at-takwa padasuka sub-district, cimahi tengah city district, cimahi, totaling 10 children. data collection techniques obtained through interviews, observation, and documentation. data analysis techniques in this study are data reduction, data display and verification. increased creativity of early childhood through origami playing activities characterized by 5 aspects of creativity include: (1). children's ability to issue new ideas (2). new ideas or products (3). new combinations based on existing data (4). idealis in working (5). demonstrating independence. the results of the enhancement of the 5 aspects of creativity in the at-takwa cimahi playgroup children indicated by the achievement of scores on the categories of creativity development are as follows: before the research actions from the pre-survey observations in the at-takwa play group padasuka village cimahi obtained the results of creativity development of children who have not growing by 40%, starting to grow by 50% and developing according to expectations of 10% and final observations on the creativity of children in the at-takwa play group in padasuka sub district cimahi showing an increase in the development of children's creativity according to expectations by 60% and developing very well 30%. keywords: early childhood creativity, origami playing activities a. introduction play group is one component of an educational institution that functions to help develop the potential, talents, and interests of a child. the development of this potential can be created with an atmosphere of love, safety, and fun for children, including when children develop their creativity. in the play group there are five aspects that must be developed in these five aspects including: religious and moral aspects, motoric, cognitive, language, socialemotional. meanwhile, according to permendikbud no. 137 of 2014 concerning the standard content in article 10, the aspect of art has been added, from the six aspects through the art of creativity, children can develop according to the stage of development. everyone has creative potential, some people have more than anyone else, and no one is not creative at all. especially preschoolers are actually very creative, they have natural creativity, but how we will increase creativity and enrich creativity in early childhood with things that are cheap and easy to obtain so that learning activities are interesting and easy for children and teacher. with interesting learning can improve one aspect of child development, namely mailto:watisetiawati2525@gmail.com jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 82 art, through the art of creativity and creativity of children began to emerge and develop can also enrich creativity in children. based on this, the researchers had the idea to observe one of the play groups located in padasuka sub-district, central cimahi district, whether the creativity in the play group had developed as expected. the researcher also observed directly in the play group. when researchers conducted observations in the field researchers found problems that occurred in the playing group at-takwa padasuka village cimahi tengah city district cimahi which is the low creative power of children in developing their creativity. this can be seen from various factors, one example when the process of folding a simple bird shape, the child does not seem to have the talent for creativity, this is because educators are less creative when giving examples only so that children get bored and seem monotonous. as a result they lack the opportunity to develop their creativity. variations in teaching and learning activities are changes in activities that aim to increase student motivation and reduce boredom and boredom. based on the results of preliminary observations made on creativity in at-takwa padasuka cimahi play group still low, the authors are interested in trying to do research directly using origami paper through learning activities as an effort to improve the creativity of early childhood to be able to develop optimally and can improve the improvement of learning conditions that occur in the at-takwa cimahi playgroup. identification of problems in the at-takwa padasuka cimahi play group is the development of art, especially creativity in children aged play group has not developed optimally and there is still a lack of techniques provided by the teacher to foster ideas in developing creativity optimally.this problem is limited to improving the creativity of children through origami playing in the at-takwa cimahi play group. formulation of the problem how to improve children's creativity through origami playing at the at-takwa cimahi play group. the purpose of this study was to find out how to improve children's creativity through origami play in the at-takwa cimahi play group. benefits of research can add to the knowledge of writers in the field of creativity in early childhood and can be as additional material in the development of knowledge about various media that can improve children's creativity. b. study of theory early childhood creativity concept creativity is one of the natural potentials in children that must be developed optimally. creativity itself is grown by the right brain, which is the part of the brain that has the specification of thinking, processing data around feelings, emotions, art and music (azmi, 2012:87). all children born in the world must have a creative side, but in different levels. high and low creativity of children is influenced by two things, namely genetic factors (birth defects) and environmental factors. this creativity will grow optimally if the two factors are well combined. looking at the above, the role of parents in developing children's creativity becomes very important and fundamental. so that at least the parents know how they develop their children's creativity. creativity is one aspect developed in early childhood education. creative and innovative processes can be carried out through interesting activities, arousing children's curiosity, motivating children to think critically and discover new things (yulianti, 2014:20). according to rogers (munandar, 2014:18) creativity is a tendency to actualize jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 83 oneself, realize potential, drive to develop and mature, a tendency to express and activate all abilities of an organism. whereas munandar (2014:20) states that there are several formulations regarding the notion of creativity as follows:1. creativity is the ability of children to make new combinations based on data, information, or elements that exist.2. creativity (creative thinking or divergent thinking) is the ability based on data or information that is available to find many possible answers to a problem that percenannya is quantity, accuracy and diversity of answers.3. operationally creativity can be formulated as an ability that reflects fluency, flexibility, flexibility and originality in thinking and the ability to collaborate (develop, detail and enrich) an idea. according to rachmawati&kurniati (2011:15) the characteristics of creativity in children include: characteristics related to the ability to think creatively or cognitively (aptitude) are fluent thinking skills, flexible thinking skills, original thinking skills, detailed skills and judging skills. while the characteristics of one's attitude and feelings or affective are curiosity, imaginative, feel challenged by pluralism, have the courage to take risks and mutual respect for their own developing abilities and talents. whereas according to utami munandar (rachmawati&kurniati, 2011:33) creativity will be weakened if inhibited by environmental conditions as follows:1. poor health, can turn off children's creativity because children cannot develop themselves.2. poor family environment, which does not provide encouragement to increase creativity.3. the existence of economic pressure makes it difficult for children to develop their creative talents, if children need funds, for example, buying books or toys that can stimulate children.4. lack of free time, lack of freedom for children to develop their creative talents. the concept of playing origami muliawan (2016:67) said that "playing is a vehicle that allows children to develop optimally. playing directly affects the entire area and aspects of a child's development. play activities allow children to learn about themselves, others, and their environment. in playing activities, children are free to imagine, explore, and create something ". creative children really need help, support and motivation from parents in developing their creativity (andesriza, 2014:5). so from that the role of parents is needed in the development of children's creativity, because the success of children is very dependent on the support given by parents. every child has their own talents which are believed to be their abilities. talent in children does not immediately appear just like that, but must be explored, recognized and understood. parents should be the main characters who must start to explore and direct and develop it. one effort that parents can make in developing children's creativity is through origami games. origami is an art of paper folding originating from japan. the word origami comes from japanese, which is a combination of the word ori which means folding and we which means paper. when the two words are combined, there are slight changes but do not change the meaning of our words into gami so that what happens is not orami but origami, meaning folding paper (wahyuti, 2015:1). origami is the art of paper folding originating from japan and developed in various other countries as a complement to skill activities or just to fill leisure time (salsabilla, 2012:2). for children (especially early childhood), origami is part of jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 84 fine motor development as a medium for measuring the work of the brain that is channeled in coordinated finger movements to achieve the expected skill level. childhood is a time for playing and origami is one means of playing educative that is able to foster motivation, creativity, skill, and perseverance. in addition, origami can also train children's fine motor skills during its development, so that it can be applied in the world of basic and vocational education. in the introduction of origami in children, interesting things are needed, namely origami models that can be made to almost all models in everyday life such as transportation equipment, plants, animals, and others. from the results of the folds of paper that can make children imagine to be creative to make origami. the indirect excesses are origami works that can be used as cheap toy items without having to buy expensive toys, because the basic material is easily available. benefits of origami in wahyuni (2014: 1), namely:1. as a medium for the introduction of geometric forms; 2. improve children's fine motoric abilities; 3. train children's accuracy; 4. sharpen children's creativity and imagination; 5. train children to understand instructions; 6. train children to develop logical thinking;7. practice concentration and patience of children; 8. train children to continue to work; and 9. teach children to fill time positively. c. research methods types of research the type of research conducted is qualitative research that produces descriptive data. according to sugiyono (2017: 15) some characteristics of qualitative research are:1. performed in natural conditions, directly to data sources and researchers are key instruments.2. qualitative research is more descriptive. the collected data is in the form of words or images so it does not emphasize numbers.3.qualitative research emphasizes processes rather than products.4. qualitative research analyzes data inductively.5.qualitative research emphasizes meaning (observed behind data). research subject. the research subjects were children of the play-group at-takwa, padasuka sub-district, cimahi tengah city subdistrict, 2018/2019 academic year. with a total of 10 children. which consists of 4 girls and 6 boys. data collection technique data collection techniques are various methods used in research to collect data, collect, retrieve or capture research data (suwartono, 2014: 41). data collection techniques in this study were observation, documentation and interviews. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 85 d. results and discussion result based on the results of observations, all activities have increased creativity through origami playing activities that have received satisfactory results. children look excited and happy from the beginning to the end of the activity. but there are still some children who have not achieved high creativity. table 1. observation results pre-study of children's creativity ability in playgroup at-takwa cimahi 2018/2019 academic year no name children’s creativity ability information 1 2 3 4 5 1 a1 mb mb bb bb mb mb 2 a2 mb bsh bsh mb bb bsh 3 a3 mb mb mb bsh mb mb 4 a4 bb bb bb mb mb bb 5 a5 bb bb bb bsh mb bb 6 a6 bb bb bb mb mb bb 7 a7 mb mb mb mb bsh mb 8 a8 mb mb bsh mb mb mb 9 a9 bb bb bb mb mb bb 10 a10 mb bb mb mb mb mb information indicators of creativity achievement: 1. children's ability to issue new ideas 2. new ideas or products 3. new combinations based on existing data 4. idealist at work 5. demonstrate independence. source: teory guilford development of children's creativity : bb: not developing yet, mb: start growing, bsh: develop according to expectations, bsb: growing very good. source: guidelines for assessment of paud learning, jakarta derectorate for paud development, 2015. based on the description of the table above, it can be seen that there is still a lack of children's creativity in learning, this can be seen from the lack of children producing new ideas, ideas or new products, new combinations based on existing data, idealists in working are not the same as the results of their friends and demonstrate independence. it is known from observations in the at-takwa padasuka cimahi to improve creativity, not yet using the appropriate teaching strategy. in increasing children's creativity, the school only conducts activities that are monotonous, such as coloring, folding, writing, so that children's creativity has not developed as expected. from the results of the pre-survey observations in the playing group at-takwa padasuka cimahi the results of the creativity development of undeveloped children were 40%, starting to grow by 50% and growing in expectation at 10%. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 86 table 2. final observation results in improving children's creativity in play group at-takwa cimahi 2018/2019 academic year no name children’s creativity ability information 1 2 3 4 5 1 a1 bsh bsh mb mb bsh bsh 2 a2 bsb bsb bsb bsh bsh bsb 3 a3 mb bsh bsh bsh mb bsh 4 a4 bsh mb mb bsh bsh bsh 5 a5 bsh mb bsh bsh mb bsh 6 a6 bsh bsh bsh mb mb bsh 7 a7 bsb bsb bsh bsb bsh bsb 8 a8 bsb bsb bsh bsh bsb bsb 9 a9 bsh bsh bsh mb mb bsh 10 a10 bsb bsh bsh bsb bsb bsb information indicators of creativity achievement: 1. children's ability to issue new ideas 2. new ideas or products 3. new combinations based on existing data 4. idealist at work 5. demonstrate independence. source: teory guilford development of children's creativity : bb: not developing yet, mb: start growing, bsh: develop according to expectations, bsb: growing very good. source: guidelines for assessment of paud learning, jakarta derectorate for paud development, 2015. based on the description of the table above, it can be seen that there is an increase in children's creativity in learning, this can be seen from the increasing development of children's creativity in generating new ideas, ideas or new products, new combinations based on existing data, idealis in working is not the same as the results of friends and show independence. from the results of final observations in the playing group at-takwa cimahi the results of the development of creativity of children who developed according to expectations were 60% and developed very well by 30%. discussion based on the results of observations, interviews, and author documentation above, it can be concluded that the teacher has taught activities to develop the creativity of early childhood through encouraging good interactions with children by first directing the child about what will be done before starting the activity, exemplifying first how to play origami make a glass shape and a lion shape. the development of children's creativity is characterized by an increase in children's understanding in the process of making origami. the materials provided in this exercise are based on observation guides that researchers make. a part from that, the writer saw the enthusiasm of students in doing origami activities, seen from the interest of students in playing very enthusiastically. it is seen that most students have started to want to follow the teacher's direction, are creative, want to add other forms when playing to make glass shapes and lions and begin to be able to communicate with fellow friends. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 87 muliawan (2016: 3) explains that creativity is someone's special ability which is dominated by the power of imagination and motion of creation. creativity can be formed through habituation, training, repetition and engineered education. creative children really need help, support and motivation from parents in developing their creativity. so from that the role of parents is needed in the development of children's creativity, because the success of children is very dependent on the support given by parents. every child has their own talents which are believed to be their abilities. talent in children does not immediately appear just like that, but must be explored, recognized and understood. parents should be the main characters who must start to explore and direct and develop it. in addition to parents, a place that can develop children's creativity is school. school is the second place where children can develop, know other environments besides families so they have the courage to develop themselves, especially developing their talents and interests. the children's creativity can be developed through origami playing activities at school. at school, teachers always explore, motivate and sharpen children's creative abilities in the hope of developing their creativity so as to produce proud achievements for parents, teachers and schools. playing origami in childhood is a medium for playing and is one of the educational tools that can foster motivation, creativity, skill, and perseverance (wahyuni, 2014: 1). in addition, origami can also train children's fine motor skills during its development, so that it can be applied in the world of basic education. in the introduction of origami in children, interesting things are needed, namely origami models that can be made to almost all models in everyday life such as transportation equipment, plants, animals, and others. from the results of the folds of paper that can make children imagine to be creative to make origami. from what the author observed, most of the students had understood origami playing. it was seen by the author's observation which refers to the observation guidelines made by writers such as children able to issue new ideas, namely children can make glass shapes without imitating the work of their friends. in addition, what the author sees is that most students begin to enjoy imagination, want to try to do the assignments given by the teacher, and can combine various forms of work. most students are also sensitive to what they see and experience as they can make glasses and lions. some students also do not seem to imitate the work of their friends, although there are still some who still imitate the work of his friends. from the discussion above, that is how the development of children's creativity through origami activities. therefore, it can be concluded that learning using origami methods can have a good influence on the development of children's creativity so that the more fun children are in playing, the better the development of their creativity. based on the results of the interview that in the learning process that was first prepared was learning materials such as color paper size as a tool for the performance of children. to further facilitate this learning the teacher explains learning by direct practice, meaning that the child is done accompanied by the teacher to direct it. the teacher gives direction to the child to get good results. based on the results of the interview, there were good benefits and functions. based on the description above, the authors provide a conclusion that according to the author has relevance to previous theories, also the substance is the answer to the formulation of the problem. the development of the creativity of children in the at-takwa padasuka cimahi playing group shows good development results, this is evident from the total of students who are able to participate in these various activities are 100% (10 people). besides that, it can be seen from the enthusiasm, interest, and enthusiasm of students in carrying out folding paper origami. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 88 e. conclusions and suggestions conclusion based on data analysis and research results it can be concluded that the creativity carried out through origami play activities can increase children's creativity in the at -takwa play group of padasuka village cimahi 2018/2019 academic year. based on the results of the previous analysis and discussion, the authors conclude that the level of creativity of early childhood in the playing group at-takwa padasuka cimahi is good. this shows that the development of children's creativity can be improved through origami activities. judging from the enthusiasm and enthusiasm of students in doing origami activities. indeed, not all students have the same passion and interest, but most of them are already good at playing origami. seen from the creativity of children in making a paper work in making glass shapes, lions and birds. apart from that, some children can play by not imitating the work of their own friends and can follow the instructions from the teacher. suggestion based on the conclusions from the results of the research and discussion, the authors propose the following suggestions for school parties that activities playing with origami paper media can be used as an alternative to develop children's creativity, especially in developing children's imagination so that it becomes a fun and meaningful activity for children, and teachers should infest and use appropriate, interesting, and fun learning methods in order to encourage children's interest and enthusiasm in 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(2014). peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 137 tahun 2014 tentang sistem pendidikan nasional. republik indonesia. (2015). pedoman penilaian pembelajaran paud. jakarta : direktorat pembinaan paud. salsabilla,c. (2012). seni melipat kertas origami untuk taman kanak-kanak. surabaya: serba jaya. jurnal empowerment volume 8 nomor 1, februari 2019 e-issn : 2580-7692 p-issn : 2252-4738 89 sugiyono. (2017). metode penelitian kombinasi (mixed methods). bandung: alfabeta. suwartono. (2014). dasar-dasar metodologi penelitian. yogyakarta: andi offset. wahyuti,s. (2015). cara gampang melipat origami. jakarta : dunia cerdas. wahyuni. (2014). seni melipat kertas origami [online] tersedia : http://shecalledwah.wordpress.com/2014/07/20/seni-melipat-kertas/ (19 februari 2019) yulianti,t.r. (2014). peranan orangtua dalam mengembangkan kreativitas anak usia dini (studi kasus pada pos paud melati 13 kelurahan padasuka kecamatan cimahi tengah). jurnal empowerment stkip siliwangi. 4(1),11-24. http://shecalledwah.wordpress.com/2014/07/20/seni-melipat-kertas/ empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 270 the impacts of tutors’ communication pattern towards improving the trainees’ learning quality at the work training institute (lpk) rizal mochammad fadlyansyah1, sri nurhayati 2 1,2 program pascasarjana pendidikan masyarakat – ikip siliwangi jawa barat indonesia 1rizal.fadlyansyah18@gmail.com received: agustus, 2020; accepted: september, 2020 abstract the development of work training institutions in indonesia with various skills is tremendous strength in supporting government policy to create indonesia's high quality, intelligent, skilled, independent, and competitive human resources. the purpose of this study is (1) to describe communication patterns that are established by tutors/ instructors to improve the quality of learning at lpk mekarsari; (2) to know the process of designing useful communication patterns in improving the learning quality of learners in lpk mekarsari; (3) to know the impact of the effective implementation of communication patterns by tutors in lpk mekarsari to the quality of trainees’ learning. the theory used in this research includes the concept of communication, the concept of outdoor education, work training concept, training concept, learning quality improvement concept. the study used descriptive method with simple research design approach. data collection techniques using interviews, documentation, and observations. based on the research carried out, the results that the tutors’ communication pattern conducted by lpk mekarsari is assembled and has been through the process of designing a good communications pattern. communication patterns are done directly (face-to-face) and indirectly (through communication tools), interactive and supportive, making the communication pattern organized, and trainees also actively involved. based on the profile of graduates and achievements of trainees in lpk mekarsari can be concluded that the communication pattern has been effective and have an impact on improving the quality of trainees’ learning in lpk mekarsari. keywords: communication pattern, learning quality, work training institute abstrak pengembangan lembaga pelatihan kerja di indonesia dengan berbagai keterampilan adalah kekuatan yang sangat besar dalam mendukung kebijakan pemerintah untuk menciptakan sdm indonesia yang berkualitas tinggi, cerdas, terampil, mandiri, dan kompetitif. tujuan dari studi ini adalah (1) untuk menggambarkan pola komunikasi yang dibentuk oleh tutor/instruktur untuk meningkatkan kualitas pembelajaran di lpk mekarsari; (2) untuk mengetahui proses perancangan pola komunikasi yang berguna dalam meningkatkan mutu pembelajaran siswa di lpk mekarsari; (3) mengetahui dampak dari pelaksanaan pola komunikasi yang efektif oleh tutor di dalam lpk mekarsari terhadap kualitas pembelajaran para peserta didik. teori yang digunakan dalam penelitian ini meliputi konsep komunikasi, konsep edukasi diluar ruangan, konsep pelatihan kerja, konsep pelatihan, konsep peningkatan mutu pembelajaran. studi ini menggunakan metode deskriptif dengan pendekatan desain penelitian sederhana. teknik pengumpulan data menggunakan wawancara, dokumentasi, dan pengamatan. berdasarkan penelitian yang dilakukan, hasil bahwa pola komunikasi tutor yang dilakukan oleh lpk mekarsari dirakit dan telah melalui proses perancangan pola komunikasi yang baik. pola komunikasi dilakukan secara langsung (tatap muka) dan tidak langsung (melalui alat komunikasi), interaktif dan mendukung, membuat pola komunikasi terorganisir, dan trainee juga aktif terlibat. berdasarkan profil lulusan dan prestasi peserta pelatihan di lpk mekarsari dapat disimpulkan bahwa pola komunikasi telah efektif dan berdampak pada peningkatan kualitas pembelajaran peserta pelatihan di lpk mekarsari. kata kunci: pola komunikasi, kualitas belajar, lembaga pelatihan kerja fadlyansyah & nurhayati. the impact of tutors’ communication pattern towards improving thetrainees’ learning quality at the work training institute (lpk) 271 how to cite: fadlyansyah, r. & nurhayati, s. (2020). the impact of tutors’ communication pattern towards improving the trainees’ learning quality at the work training institute (lpk). empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 270-277. introduction education institution is one of the means to build community. educational institutions can also be said as agents of change of society, even individual or group changes. an indonesian human being is expected to be a human being who can develop the full potential. the full human image has been formulated in indonesian law number 20 the year 2003 about the national education system divided into three lanes i.e., formal education, non-formal education, and informal education. also, chapter 3 states that the national education aims to grow learners' potential to become human beings who believe and fear to god almighty, noble, healthy, knowledgeable, capable, creative, independent, and be a democratic citizen and responsible. school outside education is a new system in the world of education that forms and implementation are different from the school system. outdoor education is where every opportunity where there is regular and directional communication outside the school and a person obtains information, knowledge, training, or guidance following the necessities of life. sudjana (2010) is presented as follows: the school's foreign education unit includes families, groups, courses, and similar education units. in such units of education include training parlors, internship centers, counseling centers, scout movements, playgroups, nursery centers, learning activities, workshops, and educational activities in a broad sense organized by institutions and communities. hawawi (2005) stated that courses are mostly the process of providing assistance for workers to master special skills or improve their shortcomings in carrying out the work. the focus of its activities is to improve the working skills in meeting the demands of the most effective way of working in the present. in pp ri number 71 the year 1991 article 1 about work exercises mentioned work exercises is the whole activity to acquire, improve and develop productivity, discipline, work attitude and work ethic at a specific skill level based on the requirements of individual departments that implementation is more prioritizing practice than in theory. in the explanation of article 26 of paragraph 5 of law number 20 of 2003, it is explained that courses and training are a form of continuing education to develop trainees ' ability with emphasis on mastery of skills, competency standards, entrepreneurship development, and professional personality development. the course has a vast potential to improve the community quality of one of the courses of interest in the sewing community. sewing courses are one of the courses of creative skills. the course's excellent course is that the processing process from the planning of the learning process until the evaluation is done well per the standards set so that the purpose of learning and processing graduates who have the appropriate competency standards. the development of work training institutions in indonesia with various skills is tremendous strength in supporting government policy to realize that indonesia's human resources are quality, intelligent, skilled, independent, and competitive. (kemendikbud, 2013) currently, the working training institution that has the parent number of working training institute (nilek) amounted to 18,827 (march 2019) the results of lpk performance assessment conducted from 2009 to 2018 recorded lpk which is performing a amounted to fadlyansyah & nurhayati. the impact of tutors’ communication pattern towards improving thetrainees’ learning quality at the work training institute (lpk) 272 183 lpk (3.5%), performing b amounted to 1035 lpk (30.5%), performing c 2,670 lpk (66%). from the total early lpk performance assessment data, lpk proven still 66% of the existence of lpk in indonesia is still low. the low performance of the training institutes, among others, is due to lack of professional management and has not fulfilled the competency standards required by an educator as well as the lack of facilities owned by the institution and training institutions. therefore, low-performing lpk needs reconstruction and assistance in improving their performance f so the institutions can give high quality of service to the community. government efforts that have been done in improving the performance and service of lpk to the community are by the establishment of excellent communication with the ranks of the governance represented by the regional assessment and also some associations such as hilsih which provides information, representation, consultation, facilitation and advocacy courses, and training organizers. hilsih is scattered throughout the city district in indonesia. like hilsih, which is in kab. west bandung, one of which is housing the lpk mekar sari located in padalarang village lpk mekar sari tried to make effective communication that is two-way communication with hilsih kab. west bandung. like mulyana's opinion (2013), the function of communication as social communication at least suggests that the commissioner is vital to build the concept of ourselves, self-actualization, for survival, to gain happiness, avoid pressure and tension, among others through entertaining communication, and cultivate relationships with others. however, based on data compiled by the field of program development and employment of west java, hilsih shows the decline of trainees ready to work, it is also felt by one of the institutions under the construction of hilsih kab. west bandung is the lpk mekar sari. according to the district course assessment. west bandung which was presented at the learning evaluation program of a working training institution of se-kab. bandung barat on 08 december 2019 was presented that there is still a tutor that is not maximal in conducting learning at the job training institute in kab. west bandung. still, there is a rigid tutor in the process of learning to learners so that there is not some material or teaching material that is not delivered tutor's communication efforts to improve learners ' learning quality have been ongoing, but the results are not yet known. from the background that has been discussed, researchers are interested in focusing the research on the title "impact of communication pattern tutor towards the improvement of trainees’ learning quality in work training institute (lpk)" communication concept communication is the exchange of information from the communicator and audiences so that it can be conveyed well. excellent communication is where the component or component or the perpetrator of competitive communication is related and reacts to the whole to weigh the feedback. as according to communication, according to suprapto (2009) in general: the word communication comes from the latin communication, which means ' notice ' or ' exchange of thought. according to poole (koswara & mulyana, 2016), communication is a multi-dimensional transaction that is influenced by various factors. in the communication group, the success of information exchange between the mentor and the target audience is an aspect that has gained significant attention. communication within a group can be defined in much the same way as communication, in general, is a transactional process. the main difference in group communication is that the focus is specific to useful information for group members. the addition of ' group ' with the definition of communication as a ' source ' that allows messages fadlyansyah & nurhayati. the impact of tutors’ communication pattern towards improving thetrainees’ learning quality at the work training institute (lpk) 273 in the group (e.g., solidarity, mutual help among members of the group) is used in group cooperation and prevents divisions. according to jones (pratiwi, dida, & asri, 2018) explains that communication strategy is not a passive process, which is oriented towards a source aimed at delivering the most appropriate message to the public or informing the public. however, the process of communication is active and involves the public. the communication strategy aims to convince public opinion to create community attitudes and behaviors. in this case, communication becomes essential to start the course of a program or activity. there are essential elements of communication that must be considered when planning a communication strategy, the communicator (source); message media (system); and presenter; goals or objectives. definition of learning quality quality of learning is vital in the learning process where the quality of learning has the meaning as the need for which the institutional system or the organizing of education is a role to create the learning of conducive, efficient and selective for the feasibility of the lesson process. the concept of improving the quality of education is one element of the new paradigm of education management in indonesia. the paradigm contains necessary attributes that are relevant to the needs of the graduates ' community, a conducive academic atmosphere in the organizing of courses, the institutional commitments from leaders and staff to active and productive organizational management, the sustainability of the course, and program efficiency selectively based on feasibility and adequacy. these dimensions have a very strategic position and function to design and develop a quality-oriented education business in the future (idris, 2014). in the context of quality education, in this case, it refers to education and educational outcomes. in the "education process," the quality involved various inputs, such as; teaching materials (cognitive, affective, or psychomotor), methodologies (varied according to the teacher's ability), means, administrative support, and other infrastructure and resources as well as the creation of a conducive atmosphere. according to (idris 2014) that quality is quality; good, bad stuff. from that sense, the quality or the qualities of education should be improved both human resources, material resources, quality of learning, and quality of graduates. from the various understandings, understanding the quality of education as educational institutions' ability to produce optimal processes, outcomes, and impacts of learning. conceptually, quality should be treated as a dimensional indicator that serves as an indication or indicator in professional development activities, both related to the effort of organizing the institution and learning activities in the classroom. this is necessary for the following reasons: (a) the prestige of the student, (b) the student can cooperate, (c) a joyful learning, (d) being able to interact with other subjects, (e) able to mengkontekstualkan learning outcomes, (f) effective learning in class and more empowering the potential of trainees, and (g) achievement of objectives and curriculum targets. understanding job training training is an activity that includes the type of nonformal education unit, work training organized by the institute, and means all activities to acquire, improve and develop productivity, discipline, attitudes, and work ethic at a certain skill level. kamil stated (2010) that training is the granting of an activity that contains knowledge, skills, and information to change one's life in a better direction. non-formal educational institutions such as the course institute, in general, are privately held institutions that move on improving community skills. fadlyansyah & nurhayati. the impact of tutors’ communication pattern towards improving thetrainees’ learning quality at the work training institute (lpk) 274 work practice is the whole activity to acquire, improve and develop productivity, discipline, work attitude, and work ethic at a specific skill level based on the requirements of a specific department that implementation is more prioritizing practice than in theory. in the explanation of article 26 of paragraph 5 of law number 20 of 2003, it is explained that courses and training are a form of continuing education to develop trainees ' ability with emphasis on mastery of skills, competency standards, entrepreneurship development, and professional personality development. people attend courses and training to want to get a sustainable education that can be pursued in a short time, and the results can be directly felt in everyday life. learned skills can be utilized to 1) develop interest and talent; 2) find a job, 3) develop a profession; 4) seeking independent (self-employed); 5) career development; 6) to strengthen educational activities, and 7) can also to proceed to a higher level. method the method used in this research is a descriptive method based on facts. according to best (darmadi, 2014), descriptive research is a research method that seeks to illustrate and interpret the object according to what it is. the location or research venue is conducted at the working training institute (lpk) mekarsari, located in padalarang village rw 04. location selection at lpk mekarsari because it is one of the working training institute that successfully channeled the participants in both the company and self-entrepreneurship to bring a sense of wanting to know the quality of learning and communication patterns are done. participants in this research are two managers of lpk mekarsari, two tutors of lpk mekarsari, and 11 learners lpk mekarsari. data collection techniques are observations, interviews, documentation. this observation is to collect data in the field on how the impact of communication patterns tutor on the improvement of learners' learning quality. structured interviews are used as data collection techniques when researchers or data collectors know what information to obtain. the data of the documentation taken is the profile of the institution of lpk mekar sari and some field documents at the time of research conducted. data analysis is done using the triangulation method. results and discussion results based on observations, interviews and documentation studies obtained results on the effectiveness of communication patterns established by tutors to improve the quality of learning, the process of designing useful communication patterns in improving the learning quality of trainees, and the results of the implementation of active communication pattern by tutors in lkp mekarsari. 1. the effectiveness of communication patterns that are woven by tutors to improve the quality of learning. from the interview, trainees stated that they love to communicate and often communicate with tutors or managers. the reason for learners growth of the curiosity of communicating a student is a considerable sense of ignorance in the world of sewing especially when learners start to get a constraint in the learning process, and surely learners do not hesitate to communicate with tutors or managers of lpk mekarsari and indeed most of the things that are not understood in the problem of sewing practice. regarding the learning provided by tutors, learners feel very satisfied that by being able to quickly receive the materials provided by the tutor, proven 85% of learners are very satisfied with the learning provided by tutors, especially on practice fadlyansyah & nurhayati. the impact of tutors’ communication pattern towards improving thetrainees’ learning quality at the work training institute (lpk) 275 activities. the tutor has successfully done good learning to the trainees to improve the learning quality of trainees is proven 9 out of 11 people answered on the scale above 8. the tutor can show good communication quality to trainees and easily understood by the trainees. this indicates that the tutor lpk mekarsari managed to communicate well with the interviews; eight people answered thoroughly, and three people answered very well. there are some obstacles in communing with tutors, but they can still be overcome and still under control. as for these constraints occur in current online learning, where a tutor's contact can not be contacted or slow response, but in the practice of face to face with no problems at all. the learning provided by the tutor is very well-suited to the procedure, judging by the overall outcome of learners who answer "accordingly," and none of the learners feel inappropriate. trainees still rarely consult with tutors when outside of the lesson hours unless there is difficulty in learning poorly understood. the tutors at lpk mekarsari are focused on improving the quality of learning of trainees evidenced by 11 learners nine, answering communicating about learning alone. the tutors at lpk mekarsari have successfully conducted interactive learning for trainees to increase the quality of student learning. 2. the process of designing useful communication patterns in improving trainees ' learning quality communication patterns that are carried out in the learning process are directly faced face to face and indirectly through media or communication tools. the obstacles faced by tutors in interacting with learners are that when learners do not enter and are challenging to give input. while for consultation services outside lesson hours, tutors will serve according to the conditions when learners ask for opinions. tutors think that interactive communication with learners is directly or face-to-person with learners. tutor keep seeks to improve the quality of learning, namely by directly or face-to-face or online or indirect approach. 3. the impact of the effective implementation of communication patterns by tutors on improving trainees ' learning quality based on the interview results, the manager has known that dudi has accepted 735 trainees in the last five years. adapuntarget lpk mekarsari to channel trainees who are ready in the past year as many as 200 participants. some achievements that have been achieved by the trainees and tutors during the learning activities at lpk mekarsari is the best participant of the provincial level both participants and instructors. one successful learning process is that the organizer often conducts communication, mainly when the learning activities occur. there are almost no obstacles faced by tutors and learners during the study, but the learners are on the way to delivering material due to heterogeneous participants. the solution that the maintainers do if there are complaints on trainees or tutors is the mentoring and distinctive delivery of trainees, and the tutor is also included for the trainees to be held learning evaluation. the pattern of communication formed against tutors and learners is an organized communication pattern where all can communicate, for example, through whatsapp media. discussion communication is undoubtedly essential for life, especially in terms of learning activities, where communication is an interaction between two or more people in it, either directly face to face or not. in that case, there are specific patterns that are woven in a group or the person who performs the communication. communication established in lpk mekarsari, especially in improving the quality of learning, is quite good, judging by the results of interviews with trainees where the constraints in learning communication are still minimal. the quality of practical and interactive learning provided by tutors makes it easy for learners to understand fadlyansyah & nurhayati. the impact of tutors’ communication pattern towards improving thetrainees’ learning quality at the work training institute (lpk) 276 the material in each lesson activity. tutors provide learning following the procedures and learners who lack understanding the material inquire directly with the tutor. it is related to koswara & mulyana (2016) that communication processes are multi-dimensional transactions that are influenced by various factors. in the communication group, the success of information exchange between the mentor and the target audience is an aspect that has gained significant attention. to improve the quality of learning needed appropriate and effective communication. to increase the motivation of the student spirit so that the learning outcomes can be satisfactory. according to suryana (2012), motivation is a psychological process that reflects the interaction between attitudes, needs, perception, and decisions that occur in oneself. raising and maintaining their motivation requires cooperation and patience and the pressures of all parties. motivation is essential to improve the learning quality of learners. lpk mekarsari park designing an effective communication pattern to improve the quality of its learning. from the results of interviews with the tutoring of communication, patterns are direct and indirect (through communication tools). in learning, tutor lpk mekarsari directly approaches (face-toface) and indirect or remote communication (online). tutor of lpk mekarsari serves the trainees outside the lesson hours where the tutor communicates indirectly through communication media to answer still every obstacle, consultation, and also the opinions asked by the learners. according to pratiwi, dida, & sjafirah (2018), in order to establish effective communication, necessary action that the target attention stage (attention) shows the real benefits or specific value to get the attention of the interest communication target. to build attention target through an advanced explanation about those benefits logically and emotionally desire (desire) to build wishes by providing additional support details and answering potential questions (action) to motivate to take the next step through closing with exciting activities to take action. the work training institutions involved in the study of school outside education are necessary for the community as an intermediary so that the public's ability can also help them find work. the institution is very attentive to the graduates who will be placed work from the quality. in the education system outside the school itself, that moves outside the formal field to create regular communication to develop participants' abilities in the common purpose. this is explained in rukanda, nurhayati & ganda (2020) outside school education is a process of education/learning that occurs outside education and school education system (formal) in it is regular and directed communication, where a knowledge, training or guidance following the aim of developing skill level, attitude and values and remain directed. conclusion communication patterns established in the lpk mekarsari in improving the quality of learning go well, judging by the results of interviews with trainees who mostly replied that communication with the tutor went well, where there are obstacles that can be directly asked by the tutor. useful communication patterns, of course, must be well-planned from learners and maintainers tutors. the efforts of communication patterns conducted by tutors to trainees in lpk mekarsari are executed directly and indirectly or through communication tools. in preparing ready-to-work graduates, course institutions need to prepare with maturity. the implementation of the communication pattern of lpk mekarsari has been well seen from the many graduates of 735 trainees in the last five years received by dudi. the achievement of lpk mekarsari achieved enough to prove that the institute is running good learning because fadlyansyah & nurhayati. the impact of tutors’ communication pattern towards improving thetrainees’ learning quality at the work training institute (lpk) 277 the communication pattern is assembled well. managers interact directly with tutors and participants often, knowing the constraints in the field. managers are also responsible for trainees ' complaints to produce organized communications. researchers are then hoping to explore potential or problems further to develop job training institutions other than communication patterns in improving the learning quality of trainees. references darmadi, h. 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[online]. tersedia di http://luk.staff.ugm.ac.id/atur/uu20-2003sisdiknas.pdf. diakses pada tanggal 4 januari 2020 pukul 13.40 empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 262 management of parenting activities in paud in motivating to be a wise parent in the digital era udin nasrudin1, nandang rukanda2 1,2 program pascasarjana pendidikan masyarakat – ikip siliwangi jawa barat indonesia 1udinnasrudin0@gmail.com received: agustus, 2020; accepted: september, 2020 abstract this research's background is the improvement of the quality of the younger generation, especially foster children who live in orphanages, to have an entrepreneurial spirit as a provision for their life so that they can live independently. to live independently, they must be equipped with knowledge and skills as essential capital for entrepreneurship because, so far, most of them are life-oriented to work or become employees. therefore it is necessary to change their mindset to become successful entrepreneurs. the research objective is to find out how the managers of the muhammadiyah sumur bandung orphanage's efforts in building the entrepreneurial spirit of foster children through life skills training programs. researchers used interview techniques with qualitative descriptive methods to obtain information from sources. the sample in this study was an orphanage manager, one tutor, and two foster children. the results of research at the muhammadiyah sumur bandung orphanage are the efforts of the managers of the muhammadiyah sumur bandung orphanage in building the entrepreneurial spirit of foster children through life skills training programs that have gone well seen from the achievement of improving the quality of alumni who are entrepreneurial. the foster children's entrepreneurial ability grows through the manager's efforts to provide life skill training programs at the muhammadiyah sumur bandung orphanage. the orphanage manager's efforts are very decisive in increasing the ability of foster children to have an entrepreneurial spirit. keywords: entrepreneurship, life skills training, orphanage abstrak latar belakang penelitian ini adalah peningkatan kualitas generasi muda, khususnya anak asuh yang tinggal di panti asuhan, untuk memiliki jiwa kewirausahaan sebagai bekal hidup mereka sehingga mereka dapat hidup mandiri. untuk hidup mandiri mereka harus dibekali dengan pengetahuan dan keterampilan sebagai modal dasar untuk kewirausahaan, karena sejauh ini sebagian besar dari mereka berorientasi pada kehidupan untuk bekerja atau menjadi karyawan, oleh karena itu perlu untuk mengubah pola pikir mereka untuk menjadi pengusaha sukses. tujuan penelitian ini adalah untuk mengetahui bagaimana upaya para pengurus panti asuhan muhammadiyah sumur bandung dalam membangun jiwa kewirausahaan anak asuh melalui program pelatihan keterampilan hidup. para peneliti menggunakan teknik wawancara dengan metode deskriptif kualitatif untuk mendapatkan informasi dari sumber. contoh dalam penelitian ini adalah seorang manajer panti asuhan, satu tutor dan dua anak asuh. hasil penelitian di panti asuhan muhammadiyah sumur bandung merupakan upaya para pengurus panti asuhan muhammadiyah sumur bandung dalam membangun jiwa kewirausahaan anak asuh melalui program pelatihan keterampilan hidup yang telah berjalan dengan baik terlihat dari pencapaian peningkatan kualitas alumni yang berwirausaha. kemampuan kewirausahaan anak asuh tumbuh melalui upaya pengelola untuk memberikan program pelatihan life skill di panti asuhan muhammadiyah sumur bandung. upaya pengelola panti asuhan sangat menentukan dalam meningkatkan kemampuan anak asuh untuk memiliki jiwa kewirausahaan. kata kunci: kewirausahaan, pelatihan kecakapan hidup, anak yatim nasrudin & rukanda. efforts to build entrepreneurship characters through the life skills trainingprogram 263 how to cite: nasrudin, u. & rukanda, n. (2020). efforts to build entrepreneurship characters through the life skills training program. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 262-269. introduction an entrepreneur is someone independent, a person who has a company as a source of income. in other words, he does not depend on others. to establish his company, he collected sources or factors of production and organized the company. because actions affect first on himself, the second impact on others, the impact for him is that he can live independently in fulfilling his life's needs while the impact on others is to create jobs for the community, which means creating jobs for other workers and income, working on new raw material sources so that they become beneficial to society, creating technology to add to the accumulation for existing technology in society, encourage investment in other fields, broaden the tax base for the government and enhance the image of a nation, thus encouraging overall economic growth and social welfare. an entrepreneur plays a role both internally and externally. internally, an entrepreneur plays a role in reducing the level of dependence on other people, increasing self-confidence, and increasing the perpetrator's purchasing power. externally an entrepreneur plays a role in employing job seekers. with the absorption of labor by an entrepreneur's employment opportunities, the national unemployment rate is reduced. the decline in the unemployment rate has an impact on the increase in per capita income and purchasing power of the people and the growth of the national economy. besides, it also impacts reducing the crime rate, which is usually caused by high unemployment. an entrepreneur has a huge role in doing entrepreneurship. the role of entrepreneurs in a country's economy is to create jobs, reduce unemployment, increase people's income, combine production factors (nature, labor, capital, and expertise), increase national productivity, promote economic growth, reduce economic and social inequality, encourage creating a just and prosperous society, driving economic activities, encouraging new product innovation, and encouraging the productivity of human resources. indonesia is slowly starting to improve itself from various sectors of life. the emergence of indonesian entrepreneurs could be the starting point for indonesia's economic movement in a better direction. the mindset of society about entrepreneurship gradually begins to grow. job opportunities that arise will certainly absorb labor. indonesia is a country with a high population. entrepreneurship in the labor-intensive sector is needed in indonesia so that people's welfare can increase and reduce the unemployment rate and increase the level of growth and economic welfare in indonesia. the development of science and technology has had a significant impact on our lives so that if we do not keep up with these changes, we will be out of date. competition in life is getting tighter, the number of school graduates at the high school and tertiary level increases every year, while employment is limited. so that we are required to prepare mentally and qualified human resources so that we can compete with others. as an alternative to addressing inequality between employers and job seekers, efforts are needed to build our young generation's entrepreneurial character. so that their mindset is not aspiring to become employees, but they think of owning their own business. everyone has the potential to develop themselves to become an entrepreneur, ust. yusuf mansur, in his book entitled all entrepreneurs can say that: nasrudin & rukanda. efforts to build entrepreneurship characters through the life skills trainingprogram 264 "so entrepreneurs are not as difficult as we think it is effortless for those who believe this is easy. furthermore, the easier it is for those who believe that allah makes it easy. those who have faith can become entrepreneurs, so a muslim, since he believes and moves not to become an entrepreneur, has become worship. "(yusuf mansur, 2012) foster children who are nurtured in their orphanages have the potential to develop. this potential must be guided and nurtured as provisions for their life after leaving the orphanage. to build this entrepreneurial character, efforts are needed, including through life skills training. with life skill training, it is hoped that it can equip foster children to have an entrepreneurial spirit. building an entrepreneurial spirit is very important for foster children who live at the muhammadiyah sumur bandung orphanage as a provision for their life after leaving the orphanage to live independently through life skills training programs. this training program aims to equip foster children with skills so that when they leave the orphanage, they can fulfill their own needs and create their jobs. one of the efforts to build entrepreneurship is through a life skill training program. this program is expected to equip foster children so that they have an entrepreneurial spirit. in connection with the lack of interest in becoming entrepreneurs and the number of foster children who are only oriented to looking for work, it is deemed necessary to build foster children's entrepreneurial character. based on the preceding, the authors are interested in researching efforts to build foster children's entrepreneurial character through a life skill training program at the muhammadiyah sumur bandung orphanage. literature review entrepreneurship entrepreneurship, or in other words, self-employment, is the activity of a person's livelihood through one's efforts. in general, the notion of entrepreneurship is a process of doing or creating something new creatively and innovatively that provides benefits for others and has added value. there is also an explanation that the definition of entrepreneurship is a mental attitude of someone who has creativity, is active, creates the power to create something unique and new, and can be useful for many people. entrepreneurship has a dynamic process to create something with grace, capital, resources, and risk. according to the indonesian dictionary, wira means; warrior, brave, and virtuous. while the word effort means; work, do charity, do something. so in the language of entrepreneurship is the courage to do something to develop, identify, and realize desires in life. according to kaswan, in his book social entrepreneurship, he explains that entrepreneurship is starting and managing a business with great initiative and risk to gain profit (kaswan, 2017: 11). in this definition, there are elements, namely courage to start, management, initiative, and profit. an entrepreneur must have the courage to start a business, manage his business well, and take the initiative to benefit. because the purpose of business is to get profit. successful entrepreneurial characters, according to zimmer in (buchori alma 2019: 110), namely: 1. have a high commitment to their duties 2. willing to be responsible 3. entrepreneurial interest 4. the opportunity to achieve an obsession 5. tolerance for risk 6. believe in himself nasrudin & rukanda. efforts to build entrepreneurship characters through the life skills trainingprogram 265 7. creative and flexible 8. want to get immediate feedback 9. high energetic 10. motivation to excel 11. orient to the future 12. willing to learn from failure 13. the ability to lead obstacles to becoming an entrepreneur problems that are often why many people hesitate to become entrepreneurs according to (wulan ayodya 2016) are: 1. cannot sell 2. not enough capital 3. do not know how to start 4. still busy at work 5. want to venture from home 6. fear of risks the path to successful entrepreneurship the path to successful entrepreneurs, according to (buchori alma: 2019) is: 1. willing to work hard 2. cooperate with others 3. good appearance 4. sure 5. good at making decisions 6. want to add knowledge 7. ambition to move forward 8. good communication life skill training life skills are the ability and knowledge of a person to dare to face life and life problems proactively to seek and find solutions so that they are finally able to overcome them with the ability to interact and adapt to others, decision-making skills, problem-solving, critical thinking, creative thinking, effective communication, fostering interpersonal relationships, self-awareness, empathy, coping with emotions and coping with stress. according to the law of the republic of indonesia no. 20 of 2003 concerning the national education system, life skills education is education that provides personal skills, social skills, intellectual skills, and vocational skills for work or independent business. the purpose of life skills education is to provide meaningful learning experiences for students following what is needed in everyday life, such as social processes, social functions, and life problems. the broad-based education team (depdiknas, 2002) divides life skills education goals into general goals and specific goals, namely: a. general-purpose 1. actualize the potential of students so that they can be used to solve the problems at hand. 2. provide opportunities for schools to develop flexible learning according to broad-based education (broad-based education). 3. optimizing the use of existing resources in the community, by the principles of school-based management. nasrudin & rukanda. efforts to build entrepreneurship characters through the life skills trainingprogram 266 b. special purpose 1. empower students' inner quality assets, attitudes, and outer actions through introduction, appreciation, and experience—the values of everyday life so that they can be used to maintain their survival and development. 2. provide broad insight into career development, starting from self-development, career exploration, career orientation, and career preparation. 3. providing necessary provisions and exercises that are carried out correctly regarding the values of everyday life that can enable students to function to face a future life full of competition and collaboration at the same time. 4. optimizing school resources through a school-based management approach, stakeholder participation, and flexibility in managing school resources. 5. facilitate students in solving daily life problems. foster child the definition of foster children according to law no. 23 of 2002 concerning child protection, that foster children are children who are cared for by a person or institution, to be given guidance, care, care, education, and health, because the parents of the foster child or one of the parents are unable to guarantee the child's growth and development properly. foster children referred to in this study are cared for and fostered and met all the necessities of their life, including clothing, food, shelter, and education, and they live in the boarding of the muhammadiyah sumur bandung orphanage. method this study uses a descriptive method with a qualitative approach. according to (sugiyono 2014), the research method is based on post-positivist philosophy, which is used to research natural objects, not experiments where the researcher is the key instrument. the research was conducted at the muhammadiyah sumur orphanage bandung. for research data, researchers took samples from one orphanage manager, one tutor, and two foster children, data collection techniques through interviews. results and discussion results the following are the results of interviews with researchers with the muhammadiyah sumur bandung orphanage managers regarding efforts to build the entrepreneurial character of foster children through life skills training programs. "the establishment of this orphanage originated from the concern of my friends and the neglected orphans and poor people. they live wild on the streets and do not go to school, so it appears in my mind to accommodate them and send them to school as a form of care and good deeds. remember the first of allah swt in the al maun letter that we are considered to deny religion if we do not care about orphans and poor people. then my friends and i founded this orphanage". furthermore, the manager explained that at the beginning of managing the perceived obstacles, it was still tricky in getting orphanage facilities such as unfit beds and clothing and other needs that were following the needs of foster children. for that, we, from the management at that time, carried out a strategy of picking up the ball and continued to invite the community to be willing to participate in helping them so they could live properly as children cared for by their parents. furthermore, the manager explained the results of the strategy. "the results obtained nasrudin & rukanda. efforts to build entrepreneurship characters through the life skills trainingprogram 267 from this strategy are that the community has started to come to the orphanage to assist in the form of necessities, clothes suitable for use and money for school needs. the orphanage manager also explained that another problem is that the child does not always live in the orphanage as an adult, so the child must leave the dormitory. of course, they must have sufficient skills to live independently, so a training program for life skills in sewing, catering, and mechanics is created. furthermore, the manager explained about the efforts to build the entrepreneurial character of foster children, namely: 1. inculcate discipline honest and responsible 2. creating a life skill training program 3. train foster children to sell 4. apprenticeship is placed in a specific business the orphanage's innovative program is to equip foster children to become an independent generation, namely an apprenticeship program in certain business places, for example, in the nadira scrub house, malabar car repair shop, haircut, they learn directly from the place of business for three months. besides, the manager also explained the responses or responses from the internship regarding the apprenticeship program, they supported and responded well, as a form of cooperation and their concern for foster children. the orphanage's innovative program is to equip foster children to become an independent generation, namely an apprenticeship program in certain business places, for example, in the nadira scrub house, malabar car repair shop, haircut, they learn directly from the place of business for three months. besides, the manager also explained the responses or responses from the internship regarding the apprenticeship program, they supported and responded well, as a form of cooperation and their concern for foster children. the next question regarding what training programs are given to foster children, including training, sewing, cooking, and car mechanics, to get started with skills, the goal is to provide knowledge and skills as a provision for their life after leaving the orphanage. after they have the minimum skills, they can work optimally to develop their efforts with the skills they have. finally, the orphanage manager explained the impact of life skill training on foster children's entrepreneurial spirit that life skill training has a positive impact on the entrepreneurial spirit of foster children because they can develop their skills by having their own business as their livelihood after leaving the orphanage. the results of interviews with a tutor who teaches sewing training that foster children are trained to sew to make a bodybag product, namely a bag for shopping at the mall, because the government programs them to bring their shopping bag so this body bag is made. five female foster children attended this training. they attend training every sunday from 10.00 to 12.00.am. furthermore, the researcher will present the interview results in the field to the sample of foster children, but the researcher will convey a conclusion from the sample of foster children. the following are the conclusions of the interview results. the researcher asked questions about the training facilities that the foster children participated in while living in their orphanage, saying that the training that was followed was sewing training so that it was through sewing that she could work and eventually develop her own business by making bodybags. another foster child said that the following training was culinary, namely making bread and cakes, but the business he was doing was developing a water refill and laundry business. furthermore, the implementation of the life skill training program implementation is by the needs of foster children to build the entrepreneurial character of foster children. for the foster children's response regarding the implementation of the life skills training program, he said that "we are nasrudin & rukanda. efforts to build entrepreneurship characters through the life skills trainingprogram 268 very grateful to the orphanage because the manager cares about facilitating and equipping us with knowledge and skills so that i can live independently and have my own business." the next question regarding the respondents' life skills training benefits said that the benefits obtained were enormous. we could provide knowledge and skills to live independently by fulfilling our own needs and managing our businesses. discussion from the explanation above, the efforts to build the entrepreneurial character of foster children through the life skill training program have gone well and positively impact arousing entrepreneurial enthusiasm for foster children at the orphanage. muhammadiyah sumur bandung orphanage makes programs that have been implemented by the roles and objectives of the orphanage in general. the purpose of establishing the orphanage is to facilitate orphans and neglected dhuafa to live appropriately like children in general to get education and skills. the existence of a life skill training program at the orphanage can improve the ability of foster children to develop entrepreneurial potential and entrepreneurial skills to create creative and innovative young people who are not only oriented to work, but they have the mindset to become entrepreneurs and realize the independence and quality of foster children who have the skills and entrepreneurial spirit besides that, the programs provided for foster children help foster children in developing their potential, gaining knowledge and skills about entrepreneurship. the training program proves that the management's efforts in building foster children's entrepreneurial character can positively impact the formation of an entrepreneurial spirit and foster children's independence. for the sewing and culinary life skills training program (training to make bread and cakes), one of the benchmarks for building entrepreneurial character, children learn to sell and do an apprenticeship in certain business places. this program aims to increase the knowledge and skills of foster children and develop a network of cooperation with entrepreneurs even though they are at the umkm level. the concept of the life skill training program being held is beautiful to foster children, so they are enthusiastic about participating in the training program. the manager's concern for the foster children's fate is so great that they try to build the entrepreneurial character of the foster children by creating a life skill training program with the aim that later they can live independently. the sewing and culinary life skills training program's success to build the entrepreneurial character of foster children is as follows : 1. the growing interest in foster children's businesses by making bodybag production businesses managed by foster children's alumni. 2. foster children are trained to get used to selling products, namely the cake & bakery business, which is managed by the orphanage there is a business managed by the alumni of foster children, namely laundry and drinking water refill. conclusion from the above research, the conclusion regarding the efforts to build the entrepreneurial character of foster children through the life skill training program at the muhammadiyah sumur bandung orphanage has gone well, seen from the achievement of improving the quality of entrepreneurial foster children alumni. foster children's entrepreneurial skills result from the management's efforts to provide life skills training programs at the orphanage. they have succeeded in managing their businesses, such as a bodybag production business and a laundry and drinking water refill business. foster children have started to enjoy the results of their nasrudin & rukanda. efforts to build entrepreneurship characters through the life skills trainingprogram 269 participation in the life skills training program held at the muhammadiyah sumur bandung orphanage. references ahyadi sadikin ade, kaswan (2017) social entrepreneurship, bandung alfabeta cv. ahyadi sadikin ade, kaswan (2015) pengembangan sumber daya manusia, bandung alfa beta cv. ahyadi sadikin ade kaswan (2018) manajemen program pengembangan sumber daya manusia, bandung upi presss alma buchari, (2019) kewirausahaann untuk mahasiswa dan umum, bandung alfabeta. ayodya wulan, (2016). 14 hari langsung mulai jadi pengusaha, jakarta gramedia pt. mansur yusuf, (2012) semua bisa jadi pengusaha, jakarta zikrul hakim. sugiyono. (2014). metode penelitian kuantitatif kualitataif dan r&d bandung alfa beta cv. sugiyono. (2017). metode penelitian kuantitatif kualitataif dan r&d bandung alfa beta cv. zuhri saefudin nase (2016) kewirausahaan kajian perspektif umum dan islam, bandung plater media kreasi. www.https://jdih.kemenpppa.go.id/peraturan/permensos. standart-pengasuhan.pdf di unduh pada hari rabu 3 maret 2020 jam 20.00 https://journal.uny.ac.id/index.php/cp/article/view/8753/pdf diunduh pada hari rabu 3 maret 2020 jam 20.00 www.http://e-journal.stkipsiliwangi.ac.id/index.php/p2m/article/view/185/160 di unduh pada hari rabu 3 maret 2020 jam 20.00 jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 10, nomor 1 february 2021, p-issn no. 2252-4738 e-issn : 2580-7692 80 management of quality mapping units and pkbm programs oong komar 1 , nunu heryanto 2 , cucu sukmana 3 1,2,3, 4 program magister pendidikan masyarakat ikip siliwangi 1 oongkomar@upi.edu, 2 nunuheryanto@upi.edu, 3 cucusukmana@upi.edu received: january, 2021; accepted: february, 2021 abstract the implementation of the quality mapping program for pkbm units answers the facts of the problems that often occur in every non-formal institution, especially problems in institutional operations. based on the preliminary study, the reasons that often raised by pkbm managers are the costs for institutional operations, the competence of educators who do not understand the andragogy approach in the learning implementation, then the concern of the government in the world of nonformal education. this study was based on the analysis of community needs. this study aims to describe the quality management of the pkbm units and programs that emphasize the principles of managing community education programs. to reveal the data and information, the researchers applied a descriptive study with a qualitative approach, namely revealing the depth of data and information based on the research formulation and the research questions, that is how to manage the quality mapping of the unit and the pkbm program? the program management is divided into three stages, namely, the planning, implementation, and evaluation stages. each stage in its implementation always begins with analyzing needs, then compiling a recommended forum design with the development of discussion materials, then ending with an evaluation. keywords: management concept, quality mapping concept abstrak terjadi pada setiap lembaga non formal, khususnya adalah permasalahan dalam operasional kelembagaan. berdasarkan studi pendahuluan alasan yang kerap muncul dilontarkan oleh para pengelola pkbm adalah perlunya biaya untuk operasional kelembagaan, kompetensi pendidik yang belum memahami pendekatan andragogi pada pelaksanaan pembelajaran, kemudian kepedulian dari pemerintah dalam dunia pendidikan non formal. melalui kajian ini, berupaya untuk menciptakan berdasarkan pada analisa kebutuhan masyarakat. penelitian ini bertujuan untuk mendeskripsikan pengelolaan mutu satuan dan program pkbm yang menekankan prinsip pengelolaan program pendidikan masyarakat. untuk mengungkap data dan informasi tersebut, maka peneliti menerapkan studi deskriptif dengan pendekatan kualitatif yaitu mengungkapkan kedalaman data dan informasi berdasarkan rumusan penelitian serta pertanyaan penelitian yang akan diungkap yaitu bagaimana pengelolaan pemetaan mutu satuan dan program pkbm? pada pengelolaan program terbagi kedalam tiga tahapan yaitu, tahap perencanaan, pelaksanaan, dan evaluasi. dari ketiga tahapan tersebut dalam pelaksanaannya selalui diawali dengan menganalisis kebutuhan, lalu menyusun desain forum yang dianjurkan dengan pengembangan bahan diskusi, kemudian diakhiri evaluasi. kata kunci: konsep pengelolaan, konsep pemetaan mutu how to cite: komar, o., heryanto, n. & sukmana, n. (2021). management of quality mapping units and pkbm programs. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (1), 80-88. introduction community learning activity centers (pkbm) are built based on community needs by emphasizing self-reliance, cooperation, and community participation. according to unesco komar, heryanto & sukmana, management of quality mapping units and pkbm programs 81 (1998) in mustafa kamil (2009, p. 85) states that the center of community learning activities is an educational institution that held outside the formal education system directed at rural and urban communities managed by the community itself and providing opportunities for them to develop community skills and abilities to improve their quality of life. in another opinion, community learning activity center (pkbm) is one of the non-formal education units (pnf) that is conceptually based on community and demanded to always make innovations to create new community empowerment programs, with transformative characteristics, and become best practices without leaving the characteristics of local wisdom and excellence as added values to educate and at the same time improve people's lives (rizka, ma & hardiansyah, r. 2016). we can ensure that many of the managers of community educational institutions have little difficulty and obstacles in managing programs in educational institutions. if there is a problem in the institution, the learning implementation process will be disrupted. therefore, managers of community education institutions need to mediate with related parties, especially the government in resolving these obstacles. important goals in developing pkbm according to sihombing and gutama in saepudin, saepudin, sadikin, and saripah (2016) are; first, to empower people to be independent (empowered). second, to improve the life quality of the people both from a social and economic perspective. third, to increase sensitivity toward problems that occur in their environment, so they can solve these problems. besides facilitating and providing learning process, according to sudjana (in gunartin 1991, p. 32), pkbm has the following duties: (a) to provide learning activities for the participants to improve skills, ability to communicate and adapt to environmental changes in the future, as well as skills in solving life problems, (b) to empower the learning participants to be able to change goods that no longer have economic value into something useful and has economic values. currently, the quality mapping program that is held is limited to know the progress of a nonformal education institution. even though it has been done well, it is observed that there are still many institutions that have difficulty improving the quality of their institution. the role of the government in assisting these community education institutions needs to be considered to empower the community and provide access to educators in these institutions to improve their competence in the teaching process. related to the purpose of education, according to delors, which known as the 4 pillars of education according to unesco (1996) that should receive attention, namely: (i) learning to know, to know; (2) learning to do, learning to be himself; and (4) learning to live together, learning to live together with other people. meanwhile, the objectives of education according to undp in the human development report 1999 (in rifai, 2011, no. 51-52) are as follows: (1) freedom from discrimination, (2) freedom from fear, (3) freedom of thought, speech and participate, (4) freedom from want, (5) freedom to develop and realize, (6) freedom from injustice and violations, (7) freedom from indecent work. from this explanation, the objectives of this education can be aligned with the goals of public education. komar, heryanto & sukmana, management of quality mapping units and pkbm programs 82 in connection with the low quality of education according to husaini usman (in maswan, 2015 p. 197) explains that the factors for the low quality of education are (1) policies in education implementation still apply the educational production function approach or inconsistent analysis inputs; (2) the administration of education is carried out in a centralized manner and (3) the role of society, especially parents of students, is still very low. according to hasibuan (2004, p. 2), management is the science and art of regulating the process of utilizing human resources and other sources effectively and efficiently to achieve certain goals. meanwhile, according to sudjana (2004, pp. 16-17), management is the ability and special skills to carry out an activity either with other people or through other people in achieving organizational goals. it can be concluded that the implementation of management is a series of activities to plan, organize, mobilize, control, and develop all efforts to regulate and utilize human resources, facilities, and infrastructure efficiently and effectively to achieve the stated organizational goals. in compiling a program in an institution, it is necessary to have careful planning before implementing a program. according to sudjana (2004, p. 57), planning is a systematic process in making decisions about actions that will be done in the future. it is called systematic because planning is carried out using certain principles. these principles include the decision-making process, the use of scientific knowledge and techniques, and organized action or activity. next is implementing or actuating. according to sudjana (2004, pp. 146-147), the movement or implementation can be interpreted as an effort by the leader to mobilize a person or group of people. the leader fosters or motivates the people they lead to perform tasks or activities assigned to him to achieve organizational goals. furthermore, sudjana (2004: 148), suggests several elements of movement, namely situations, efforts to move, and activities that have a purpose. to strengthen the implementation of community education programs, several activity plans or designs can be done. next is evaluating. according to suharsimi arikunto (2004, p. 1), evaluation is an activity to collect information about the work of something, which is used to determine appropriate alternatives in making decisions. in this case, evaluation is very important after carrying out the program to find out the advantages and disadvantages of a program that has been implemented and to provide input for the program that will be implemented later. regarding the management of community education programs, a manager needs to adopt program management theories which will be applied in running a community education institution. currently, the community education program can carry out the applied theories related to community educational institutions. to manage an institution, support and experience are needed in managing community educational institutions. regarding support from other parties, it is also very necessary to support and assist managers in managing community education programs. from the results of the interview, there were several results such as the lack of knowledge and experience of educators in teaching general students which is different from formal schools in general, then the lack of operational costs for assisting and improving facilities to support the learning process, another obstacle is the government's attention toward public education in indonesia. this non-formal education is needed by the community to get a proper education. komar, heryanto & sukmana, management of quality mapping units and pkbm programs 83 this quality mapping program is a positive effort to provide knowledge to managers of community educational institutions in facing obstacles during program implementation. not only that, but this discussion program can also provide positive activities for institutions and the government in providing mediation for non-formal education institutions. the importance of the discussion on quality mapping is to improve community education programs. hopefully, through this program, the manager's insight and skills regarding quality mapping will increase, so the obstacles in running a community education institution can be implemented properly. method the approach used in this research is a qualitative study, by prioritizing the emic view, which emphasizes the views of informants without coercion from the researcher. data collection was carried out by interview and participant observation. the informant of this research is 1 manager. data analysis was carried out in several stages, namely: writing, editing, classifying data, reducing, interpreting data, or providing interpretation. results and discussion management of the unit quality mapping and pkbm program 1) in developing the quality of pkbm, management is needed because humans have limited abilities. management is a special ability and skills to carry out an activity, both are to achieve organizational goals. management is a series of activities carried out jointly and with other people in a group to achieve the goals of the organization. management includes several functions, the five management functions are planning, organizing, mobilizing, monitoring, and assessing. the researcher revealed that the results of the interview were as follows: 2) the quality of educators is the most important thing in the implementation of learning, in this case, many pkbm management respondents experienced these obstacles. in connection with this, there is a need for a coaching and training program for educators in understanding the andragogical approach. some students are older than educators. therefore it is necessary to strengthen educators to develop an andragogical approach in learning. 3) it needs operational assistance from the government for activists and managers of community educational institutions. in this case financial assistance for people who are less fortunate to take education and operational assistance for pkbm facilities and to socialize the existence of non-formal education. the assistance also provides programs for managers and educators to improve the quality of learning in community educational institutions. 4) the opinion of the community education lecturer team states that several training models can be used in improving the quality of the pkbm program and the quality development work cycle can be considered in planning, implementing, evaluating. then it can also provide strengthening and training to educators so that they can carry out learning well. there is a need for a redesign to support community education programs by adopting humanistic theory to support design in community education programs. 5) according to the distribution of questionnaire data, the qualifications of educators were 83.3% from the undergraduate level and 16.7% from the high school level. from these results, it can be concluded that the qualifications of the teaching staff at community komar, heryanto & sukmana, management of quality mapping units and pkbm programs 84 education institutions are still dominated by s1 graduates, and the minimum standard for being educators is s1 and has educational standards. 6) the number of teaching staff in community education institutions is around 87.5% for more than 8 educators, while 5% is a maximum of 5 educators. so from these results, it can be concluded that the number of the teaching staff at the pkbm institution is appropriate and there is no shortage of teaching staff at the pkbm institution. 7) then for the curriculum used in pkbm institutions, it is more dominant to use the 2013 curriculum which reaches 91%. therefore, many pkbm institutions use the 2013 curriculum in implementing learning at these institutions. 8) furthermore, for students who participate in learning activities according to the range, the number reaches 95.8% with a percentage of students reaching more than 20. in this case, the number of students in an institution must be balanced with the conditions of the teaching staff. in carrying out learning. compared with the results of educators who reached more than 8 people, the learning situation can be balanced with the condition of the teaching staff at the pkbm institution. 9) the occupations of participants who have studied at educational institutions vary, namely 41.7% continue to work, 37.5% continue their careers in other activities and 12.5% continue to higher levels, up to 8.3% continue as entrepreneurs. 10) the proportion of learning hours applies more theoretical hours than practical hours, while some apply more practical hours than theoretical hours. therefore, the proportion of learning hours from each pkbm institution varies depending on the proportion applied by the institution and teaching staff. 11) the learning methods applied by each pkbm institution are more than 1 method. it is easier for educators to carry out learning in class. for the devices available in pkbm, 60% reached more than 20 devices and 30.4% reached less than 10 devices. 12) the amount of funds available in each institution according to survey data is 31.8% with up to 50 million for pkbm institutions and up to 100 million for funding pkbm institutions to support sustainability programs. most of these funds come from the government with a percentage of 78% for supporting facilities at pkbm institutions. 13) the type of assessment applied by the pkbm institution is more dominant in the national exam which reached 73.9% and several other types of assessment, namely individual assignments and midterm examinations. based on the description above, it can be argued that in general, quality mapping management is related to the preparation, implementation, and evaluation of quality mapping at pkbm institutions in west java. a. preparing or planning for preparing or planning which is carried out by pkbm institutions, especially in west java, according to the understanding of planning, it is a systematic process in making a decision related to an active treatment that is to be carried out in the future. it is called systematic because its implementation uses a principle to make a decision, then uses knowledge and takes structured action, therefore planning is a process of making decisions in activities at the specified time to achieve goals. in program planning, pkbm itself can determine objectives, compile a budget plan, determine human resources, and prepare facilities that can be used. then for pkbm program planning to determine clear objectives, compile a budget plan, determine the working human resources, prepare the facilities used. the planning of the pkbm program itself has been carried out well, based on the preparation of the daily work plan (rkh), the weekly work plan (rkm), the semester work plan, and the annual work komar, heryanto & sukmana, management of quality mapping units and pkbm programs 85 program, for the literacy education program, the equality education program, the skills course program, and the tbm program is only carried out when compiling a program proposal with planning steps such as identifying needs, compiling a budget, identifying learning citizens by involving elements of the local government, but not involving communities such as rukun tetangga (rt) and rukun warga (rw). from the statement, based on the findings related to the planning discussed, this activity cannot be separated from matters related to the decision-making process (schaffer in d. sudjana s., 2010, p. 55). planning is a process to prepare an outline of decisions to take an action when goals are achieved. in this planning, there is something to do with what is being implemented (suharsimi arikunto and lia yuliana, 2009). in preparing program plans, things that can be considered are the background of the educators and the experiences that have been carried out and assigned to run programs in pkbm, then because education and experience are factors that can influence the achievement of the goals of the program. planning is a function that is fundamental to the management function because if there is no program planning, there will not be other functions such as organizing, mobilizing, coaching, evaluating, and developing non-formal education management cannot be implemented. planning can be done by compiling based on a series of actions to achieve certain goals. then it can be explained the importance of planning in educational organizations which is one of the satisfying ways to be able to make the organization stand and progress as a system effort (made pidarta 2005, p. 3). then the program planning in pkbm is an activity related to efforts in the form of a systematic form that can describe a series of actions that can be carried out to achieve a goal oriented goal of the pkbm institution. based on planning on non-formal education in the formulation of a series of actions to be carried out to achieve goals, it should pay attention to plan steps which may include preparation, implementation, and assessment. then for the preparatory step, is an activity to conduct a policy review or the type of program to be launched as well as the types of programs that can be used as a priority, an assessment of the learning needs of the community, by identifying directly with the target group, the program preparation steps by carrying out potential identification activities and program target selection processing data, compiling proposals, motivating prospective citizens to learn, conducting evaluations and analyzing evaluation results according to sudjana (2004, p. 57). b. implementation implementation is an activity that is directly related to the resources in its involvement, which will implement and can empower the supporting equipment for program implementation. then, in the planning and organization that has been compiled, it has no meaning if the implementation is not supported by the existence of these resources. implementation is an activity that can be carried out jointly with the pkbm chairman, the head of the organizer , the program tutor, and involving the learning community or the surrounding community. thus, based on the duties, as well as the authority and responsibility of each so that the implementation can run properly, then for the important role of the pkbm chairman in serving as chair of the institution to lead the organization well, and to carry out effective communication and to motivate the community and tutors to create an atmosphere for good learning and create harmonious cooperation, it can be explained that implementation is a process, a method, then an act in carrying out a design or planning can be decided (daryanto, 1998). then in the implementation of the program itself, cooperation which can be proven by the existence of program integration in education at pkbm based on the provision of the komar, heryanto & sukmana, management of quality mapping units and pkbm programs 86 material provided can involve programs that can increase academic competence which becomes a goal in learning, then skill competence can become a competency that can be owned by the community to develop skills and to help family income, then this phenomenon can show that there is a collaboration with program administrators and can implement programs to achieve these goals. c. evaluation evaluation is a process at the next stage in program management held at pkbm, program evaluation is carried out by pkbm, organizers and tutors to find out the capabilities of the assisted residents after getting the material obtained by the assisted residents and the implementation of the services that have been provided, program evaluation is carried out to implement the program that has been executed. therefore, it can be in line with the findings that occur and can be explained, namely that evaluation as a process of identifying and collecting information to assist decision-makers in choosing among available decision alternatives (worthen and sanders in d. sudjana, 2010, p. 243) evaluation on the implementation of the pkbm program which is carried out by tutors through learning activities every day according to the daily work plan (rkh), evaluation of the literacy education program is carried out through tests, the equivalence education program is carried out with daily tests, mid-semester tests, and semester tests, and skills practice. then for evaluation / appraisal, then in this case the action plan that can be implemented needs to be known of course for its performance achievement. basically, evaluation can be interpreted as an activity that is systematic in nature to to collect, process and present data or to be able to collect information that can be needed as an input to make a decision (d.sudjana, 2010). based on these limitations, there is one important element in evaluation, namely: 1) systematic activities of activities carried out according to the rules; 2) then the data obtained by collecting, processing, and presenting using scientific methods and techniques; 3) then for decision making can emphasize that the data that can be presented provide a useful value to be able to provide an input in making a decision regarding the path of alternatives that can be taken. then the evaluation design can be done to determine the achievement of a predetermined plan goal based on the success rate of implementing the plan that was compiled. then for the asperk-assessed aspects in order to improve program / activity performance include the aspects of input evaluation, process evaluation, output evaluation, outcome evaluation and impact assessment. evaluation) (akdon, 2011). as a result of this discussion program, it would be great if in the future there were innovations to advance non-formal education and introduce to the public the importance of non-formal education. the performance of managers and educators also needs to be improved to create good non-formal educational institutions. each of these components can be related to other components, so that the more perfect each process is carried out, the better the results will be obtained. conclusions based on the findings of the field results related to institutional management of quality mapping of the west java pkbm program, there are several essence of the findings in the field, those are the quality of educators in pkbm, especially in west java, there are still some who experience problems, especially in delivering material to students who are much komar, heryanto & sukmana, management of quality mapping units and pkbm programs 87 older than educators who become obstacles in carrying out learning. then, there is a need for operational assistance for facilities to related parties in pkbm to provide maximum service to students. then, the opinion from the community education lecturer team at indonesia university of education who conveyed that for some training models can be used in improving the quality of the pkbm program and the quality development work cycle can be considered in planning, implementation, evaluation. then, it can also provide strengthening and training to educators so that they can carry out learning well. there is a need for a redesign to support community education programs by adopting humanistic theory to support design in community education programs. then, educational qualifications for teaching staff in pkbm institutions are more dominated by graduates from s1 considering that the teaching staff will be more competent if they are already qualified under s1 education to teach at pkbm. furthermore, the curriculum applied in the pkbm institution is more encouraged, the 2013 curriculum imitation reaches 91% which is due to the fact that the curriculum has indeed been recommended and set by the government and pkbm institutions to continue and apply the curriculum into learning. then, related to the implementation of learning with an unbalanced number of educators, therefore the manager can manage the class well for educators to carry out their duties properly. then, for the number of students after following the programs are various kinds of work that are carried out starting from continuing to high levels to continuing as an entrepreneur. then the proportion of hours applied by the pkbm institution is that it applies more theory than practice. then, for the learning methods applied in pkbm which is more than 1 method because it is easier for educators to provide material to students, and the amount of funds available at each pkbm institution is 31.8% where with idr 50,000,000 to be able to provide facilities at the pkbm institution and some reach rp. 100,000,000 funds are used by the pkbm institution to improve the quality of the educational institution. then, finally the types of assessments that are applied are more dominant based on the results of the national examination (un) and several other types of assessments from individual assignments and mid term examination (uts). then for program management, it can be concluded that for management it can be done based on the understanding of several experts which is to be able to manage community educational institutions properly, first for own planning is done to find out the needs that exist in the community by going through the problem identification stages up to the determination of the program, then planning can be carried out with the manager, education staff and the community to be used as a media source of program information, then the next stage is to make preparations, at this stage it is carried out to be able to make a program design by determining the time, place up to the facilitator who will be become a speaker in these activities and at the end of the management, the evaluation stage can be carried out, for this stage it is carried out to find out the relationship to the extent to which the program is accepted by the community or community. after participating in the coaching program held at pkbm, this evaluation is carried out by several methods, namely by conducting test exams to participants to giving questionnaires to participants which are used as consideration in making a program that will be held at the next pkbm. suggestion based on the research is : based on the suggestions contained in this research, it is hoped that they can play a more active role again, especially for the study of community education, they can be directly involved and provide input to educators in pkbm who have difficulty providing learning, then the government can provide assistance facilities to pkbm so that the managers and educational staff can always be more enthusiastic in carrying out their assigned tasks. komar, heryanto & sukmana, management of quality mapping units and pkbm programs 88 acknowledgement thanks to the 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(2004). manajemen program pendidikan (untuk pendidikan nonformal dan pengembangan sumber daya manusia). bandung: produksi falah sudjana, d., (2010). manajemen program pendidikan: untuk pendidikan nonformal dan pengembangan sumber daya manusia. bandung: falah production. zaini.hisyam. 2015. strategi pembelajaran aktif. yogyakarta: pustaka insan madani empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 9, nomor 2 september 2020, p-issn no. 2252-4738 e-issn : 2580-7692 296 development of a community learning activity center (pkbm) based on the potential of local naturals to improve the ability of community green behavior enden nursaidah 1, tita rosita2, dinno mulyono3 1 pppaud dan dikmas jawa barat – indonesia 2,3 ikip siliwangi – cimahi – jawa barat – indonesia 1nendennursaidah17@yahoo.com received: agustus, 2020; accepted: september, 2020 abstract the community learning activity center (pkbm) as an institution formed by the community in an effort to empower the community should be a solution tool in developing various development needs, demands and harmonizing with the local natural potential of the local community. this is related to the development of attitudes related to local wisdom and optimal empowerment of available local potentials. humans and nature are two things that cannot be separated. both are interrelated and will always need each other. as a center for information and community empowerment through education, pkbm needs to be developed as a center for activities that teach the community not only about the utilization of local natural potentials but on empathetic attitudes towards the natural environment. this is to maintain sustainability for both humans and nature as an agenda for education for sustainable development. this article will explain an example of pkbm development that applies learning activities based on the local potential of nature to develop the green behavior of local communities. keywords: community learning activity center, local natural potential, green behavior abstrak pusat kegiatan belajar masyarakat (pkbm) sebagai lembaga yang dibentuk oleh masyarakat dalam upaya pemberdayaan masyarakat sudah seharusnya menjadi alat solusi dalam mengembangkan berbagai perkembangan kebutuhan, tuntutan dan menyelaraskan dengan potensi alam lokal masyarakat setempat. hal tersebut terkait dengan pengembangan sikap-sikap terkait kearifan lokal serta pemberdayaan yang optimal terhadap potensi lokal yang tersedia. manusia dan alam adalah dua hal yang tidak dapat dipisahkan. keduanya saling terkait dan akan senantiasa saling membutuhkan. sebagai pusat informasi dan pemberdayaan masyarakat melalui pendidikan, pkbm perlu dikembangkan sebagai pusat kegiatan yang membelajarkan masyarakat bukan hanya pada pemanfaatan potensi alam lokal setempat melainkan sikap-sikap empati terhadap lingkungan alam. hal ini untuk menjaga keberlangsungan baik bagi manusia dan alam sebagai agenda dari education for sustainable development. artikel ini akan menjelaskan salah satu contoh pengembangan pkbm yang menerapkan kegiatan belajar dengan berbasis pada potensi lokal alam untuk mengembangkan kemampuan green behavior masyarakat setempat. kata kunci: pusat kegiatan belajar masyarakat, potensi alam lokal, green behavior how to cite: nursaidah, n., rosita, t & mulyono, d. (2020). pengembangan pusat kegiatan belajar masyarakat (pkbm) berbasis potensi alam lokal untuk meningkatkan kemampuan green behavior masyarakat. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 296-305. introduction among the global issues that have become the main agenda of 21st century education are environmental and sustainability issues (ali, m., 2017; coyle, kevin j., 2005; mcbride, b. b., c. a. brewer, a. r. berkowitz, and w. t. borrie, 2013). humans in their lives cannot be nursaidah, rosita & mulyono. pengembangan pusat kegiatan belajar masyarakat (pkbm) berbasis potensi alam lokal untuk meningkatkan kemampuan green behavior masyarakat 297 separated from the natural environment. this concept of humans who will always desire to be affiliated with nature is known as biophilia. however, the facts show that natural damage and sustainability are two things that must be addressed and realized. therefore, education in any path whether formal, non-formal and informal is expected to foster attitudes related to solving actual problems around learners, such as environmental problems. society as a large human community is a component that is also very close to nature. community life such as livelihood activities and other daily activities cannot be separated from nature and the utilization of the natural environment. each community inhabits a certain area with a variety of natural appearances and all the natural potentials it has. people need to be aware of where they live, what types of natural features they occupy and what natural potentials can be exploited. likewise, the community must know environmental care attitudes in every act of exploiting the natural potential of the local environment in order to avoid environmental damage and to maintain sustainability. attitudes related to how humans in their daily life can protect and maintain their environment are known as green behavior (soemarno, 2011, p.1; goleman, 2010, p. 37-38; indikka, 2012, p. 30; unesco earth cahrter, 2007, p. 94). the view of the earth charter (the earth charter) emphasizes that green behavior leads to providing the needs of children, adolescents and the earth's community in general in the form of empowering education to actively contribute to the nation's development. this is done by increasing the quality of education, increasing the role of the mass media to build awareness of ecological and social challenges and recognize the importance of moral and spiritual education for sustainable living. so, green behavior can be defined as an action or behavior that prioritizes value, moral, social and environmental sustainability education above other exploiting interests that can damage the balance of the environmental ecosystem. to realize the provision of such education, the role of the community learning activity center (pkbm) is important to be developed in an effort to develop values and attitudes such as green behavior for society. however education has a central and strategic role in improving human resources, because life in accordance with human values, both individually and in groups, is formed through education. with education, it is hoped that it can equip humans to be smart, skilled, and responsible (sense of responsibility). as an individual, everyone has the potential that can be developed through education, so that educated humans are formed who have the ability to: (1) understand themselves and their environment, (2) adapt themselves or become agents of change, (3) anticipate something that will happen (hatimah, 2006). based on this, it is clear that the educational pathway in pkbm can be used in developing self and environmental awareness, training adaptive attitudes and concern for the environment. likewise, if we do retrospect at the beginning of the establishment of pkbm, it is a place of learning for community members around pkbm. and pkbm is established by the community, from the community and for the community. the main activity of pkbm is to educate the public through various services of non-school education programs. where the establishment of pkbm was inspired by the idea of a community learning center existing in various developed countries since about the sixties, as well as the existence of policies on broad based learning. unesco (1993) that: "... defines pkbm as an organized learning place where people can learn ..." (darlan, 2018: p. 137) nursaidah, rosita & mulyono. pengembangan pusat kegiatan belajar masyarakat (pkbm) berbasis potensi alam lokal untuk meningkatkan kemampuan green behavior masyarakat 298 empirical studies so far, provide an overview that pkbm as part of the out-of-school education program continues to strive and adapt to the demands and developments of society, this can be seen from the strategy developed by the directorate of outside school education (dirjen plsp), namely the empowerment strategy (empowering) with the concept community based education (cbe). through the concept of community-based education, out-of-school education programs are expected to adapt and take advantage of technological developments and be adapted to the conditions of the community's socio-cultural environment. likewise, pkbm should be transformed into a learning community that can responsively absorb and move to respond to global issues such as sustainable education (education for sustainable development) to protect the environment. pkbm as a center for community education activities must also provide green behavior education so that local people not only know the local natural potential to be utilized but are wise and have concern in every action of its use. method in the design of this study using a qualitative descriptive approach. the reasons for choosing a qualitative approach were: (1) this research was conducted in natural conditions directly to the source of the researcher data, where the researcher was the key instrument; (2) more descriptive, the data collected is in the form of words, pictures or writing without emphasizing numbers; (3) emphasizes the process rather than the product; (4) inductive data analysis; and (5) emphasizes the meaning behind the visible data about the problems that have been formulated that have been formulated in this study. the subjects in this study were: motekar community learning activity center (pkbm) in the sadananya sub-district, ciamis regency. and the subjects in this study are managers, tutors and learning citizens. results and discussion result 1. motekar community learning center the community learning activity center (pkbm) is part of the out-of-school education strategy (pls) and belongs to the non-formal education route. the community learning activity center is a community learning center around people's lives. the implementation is to explore and integrate all the potential that exists in the community, so that it becomes a powerful synergy to help / equip the community with the knowledge, skills and attitudes it needs. the institutionalization of the community learning activity center is an effort to awaken and demonstrate the capacity of the community in planning, implement and control the pls program in accordance with the needs and conditions of the community. through the community learning activity center, it is hoped that: (1) the occurrence of learning activities based on the learning needs of the community, (2) the sustainability of learning programs, so that learning citizens have the knowledge and skills to improve the quality of life in the fields of education, health, environment, religion, culture, and income, (3) can foster self-sufficiency in the community, so that they can contribute to the development that occurs in their community, even to national development in a broader context. according to sihombing and gutama (2000) the community learning activity center (pkbm) is a forum where all community learning activities in the context of increasing their nursaidah, rosita & mulyono. pengembangan pusat kegiatan belajar masyarakat (pkbm) berbasis potensi alam lokal untuk meningkatkan kemampuan green behavior masyarakat 299 knowledge, skills / expertise, hobbies, or talents are managed and organized by the community themselves. pkbm is a vehicle for preparing community members to be more independent in fulfilling their daily needs, including in terms of increasing their income. in line with the development of science and technology as well as public education problems and the need for public education, the definition of pkbm continues to be refined, especially with the development of science and technology, institutional needs, targets, regional conditions and management models. the management of learning in education outside of school is based on the concept of community based education. according to nielsen (2001: p.178), community based education means that community-based education is education in which most of the decisions are made by the community (education in which proportion of decisions are made by community). by referring to the meaning of community-based education, educational activities outside of school must be based on the interests and needs of the community. therefore, nonschool education programs must be based on the real needs and potentials that exist in the community. according to sihombing (2001: p.185) there are five references for developing and implementing the concept of community-based education, namely: first, the technology used should be in accordance with the real conditions and situations in society. second, it is institutional, which means that there must be a vehicle whose status is clearly owned, borrowed or managed, developed by the community, in this case, community participation is grown. third, is social, meaning that the learning program must have social or value must be meaningful for the lives of students or learning citizens. therefore, the program must be explored based on environmental potential and market-oriented, not merely academic orientation. fourth, ownership of a learning program, meaning that the institution must belong to the community, not to government agencies. fifth, organization, meaning that the out-ofschool education apparatus does not handle the program on their own, but partners with community organizations. one form of community based education institution is through the community learning activity center (pkbm). the community learning activity center is a community learning center around people's lives. the implementation is to explore and integrate all the potential that exists in the community, so that it becomes a powerful synergy to help / equip the community with the knowledge, skills and attitudes it needs. learning in pkbm is expected to be able to take advantage of the potential that exists in the environment, so that learning activities in pkbm are truly based on the meaning of community-based education, namely: from the community, by the community, and for the community. the sakola motekar community learning activity center was originally a community learning community initiated by youth in the cibunar sadananya area. this community learning community is named motekar which is an abbreviation of the sundanese language, namely "capital willingness, kadaek, rampak" which means capital of determination, ability and collective movement. at the beginning of its establishment, the motekar community learning activities were activities to facilitate learning activities for children and adolescents. the activities are carried out on holidays and held in the open (nature). sakola motekar is a learning community open to the public. implemented on the ground by laying out makeshift mats and carried out under trees nursaidah, rosita & mulyono. pengembangan pusat kegiatan belajar masyarakat (pkbm) berbasis potensi alam lokal untuk meningkatkan kemampuan green behavior masyarakat 300 (bamboo). along with the development and the number of enthusiasts, the motekar learning community is growing, in terms of facilities and infrastructure that are still maintained in the open, but in a more organized condition. learning residents can feel the atmosphere of learning in the open, with fresh rural air and green views of the plants. likewise, the implementation of learning activities that were initially carried out only on holidays has now grown to three times a week as well as other incidental activities outside of the weekly learning routine. likewise, residents learn more and more from various circles. if in the past motekar accommodated school-age students from early childhood to high school children, now motekar also provides learning center services for the general public, empowering youth and mothers for example. the curriculum at motekar develops according to the development and needs of the learning community. music, design, studying mathematics, learning english and japanese, photography, making cubits, providing food education and currently developing activities based on nature and green behavior for their learning citizens. picture 1. sakola motekar 2. local natural potential according to sudjana (2000: 34), environmental input is one of the components that must be considered in implementing the pls program when viewed from a systems approach. this happens because environmental input has a supportive contribution to the learning process. resources that need to be developed are local resources, because local resources can support the success of community-based out-of-school education programs. in essence, local potential is a resource that exists in a certain area. local potential develops from the wisdom tradition of a modest society as part of its culture. referring to the opinion of victorino (2004: 5), general characteristics of local potential are: a) in the environment of a community, b) the community feels belonging, c) is united with nature, d) has universal characteristics, e) is practical, f) easy to understand using common sense, g) is hereditary. by using the resources owned by each region, learning activities at pkbm will continue to be based on the abilities of the community by the community and for the community, so that it will create a sense of belonging in the community which ultimately results in learning that will be more meaningful to the community. this is in accordance with the opinion of kindervatter nursaidah, rosita & mulyono. pengembangan pusat kegiatan belajar masyarakat (pkbm) berbasis potensi alam lokal untuk meningkatkan kemampuan green behavior masyarakat 301 (1979: 80), that in principle, society has potential or strength that can be developed in life, through participation, collaboration, democracy, equality, liberation and enhancement. sadananya as one of the sub-districts that is located not too far from the center of ciamis district. the sadananya area around mount sawal has extraordinary natural potential. as an area rich in natural potential, the sadananya area consists of large rice fields and also quite lush forests. water resources are also still quite abundant. sadananya is known for its natural beauty which until now has been used as a potential for natural tourism. the existence of water sources from mount syawal, a small lake that still has clear water with other natural beauty and the potential for flora and fauna that have not been optimally empowered. with these various local natural potentials, the surrounding community should know and recognize the potential of the natural surroundings so that they can be utilized for the welfare of the community. optimally,. however, on the other hand, it is also necessary for the community to be provided with environmental care education so that exploitation does not have an impact on the environmental balance which may lead to natural destruction. the role of pkbm as a community learning center must be optimized in developing knowledge of their local natural potential and guided to have caring attitudes towards the natural environment (green behavior) so that sustainability can be realized. 3. development of green behavior ability at pkbm motekar green behavior is born due to environmental damage problems that increasingly disturb human life and other living creatures on earth. as stated by goleman (2010, p. 39) that "we show such empathy when we feel sad seeing signs of 'suffering' on earth, or when we are determined to make things better". the decrease in the quality of the environment should be handled appropriately. one way is by changing the lifestyle to be more concerned about the environment. this can be done from the smallest things through our daily habits. according to steg & vlek in dewanti (2013, p. 25) "proenvironmental or green behavior is behavior that minimizes harm to the environmental as much as possible, or even benefits is". so, an example of the behavior of minimizing environmental damage is by minimizing energy use and reducing waste. green behavior is a shared responsibility between individuals, citizens, public authorities and industry (sonigo et al., 2012, p. 2). individuals can make a significant contribution to achieving long-term environmental sustainability by adopting proenvironmental behavior patterns (steg & vlek in dewanti 2013, p. 25). the definition of green behavior according to indikka (2012, p. 30) is defined as a behavior whose actions are based on values, norms and rules. which prioritizes concern for the environment. this explanation is in line with yusuf (1988, p. 15) that green behavior covers the process of organizing values and clarifying concepts to foster skills and attitudes to understand and appreciate relationships between humans, culture and their physical environment. this opinion is supported by a statement from unesco earth cahrter (2007, p.94) who stated that: 1. provide all, especially children and youth, with educational opportunities that empower them to contribute actively to sustainable development. nursaidah, rosita & mulyono. pengembangan pusat kegiatan belajar masyarakat (pkbm) berbasis potensi alam lokal untuk meningkatkan kemampuan green behavior masyarakat 302 2. promote the contribution of the arts and humanities as well as the sciences in sustainability education. 3. enhance the role of the mass media in raising awareness of ecological and social challenges. 4. recognize the importance of moral and spiritual education for sustainable living. the view of the earth charter (earth charter) above means that green behavior leads to the provision of needs for children and adolescents in the form of empowering education to actively contribute to national development. this is done by improving the quality of education, increasing the role of the mass media in building awareness of ecological and social challenges and recognizing the importance of moral and spiritual education for sustainable living. so, green behavior can be defined as an action or behavior that prioritizes value, moral, social and environmental sustainability education above other exploiting interests so that it can damage the balance of the environmental ecosystem. environmental issues are now an important agenda that must be known and then grow into a responsive attitude that must be owned by the community. the development of these issues can be applied to society through educational activities. the educational activities for the community can be done through optimizing the presence of pkbm around the community. the community learning activity center (pkbm) is part of the out-of-school education strategy (pls) and belongs to the non-formal education route. the community learning activity center is a community learning center around people's lives. the implementation is to explore and integrate all the potential that exists in the community, so that it becomes a powerful synergy to help / equip the community with the knowledge, skills and attitudes it needs. the institutionalization of the community learning activity center is an effort to generate and demonstrate the capacity of the community in planning, implementing, and controlling the pls program according to the needs and conditions of the community. sakola motekar as one of the pkbm for the community around the sukadana ciamis area has the same agenda in promoting the issue of environmental education in the learning activities of its citizens. sakola motekar targets the development of green behavior for children, adolescents and society in general. the development of green behavior capabilities at pkbm motekar is carried out by holding activities related to environmental concern. in essence, the development of pkbm based on local natural potential in sakola motekar is carried out by the following approach: 1. place to learn that is carried out in the open. 2. the learning themes used are always contextual based on the environment, environmental problems and local natural potential, namely: a) build children's, adolescent and local community insights into what types of natural appearances and characteristics of the local natural environment they live in. nursaidah, rosita & mulyono. pengembangan pusat kegiatan belajar masyarakat (pkbm) berbasis potensi alam lokal untuk meningkatkan kemampuan green behavior masyarakat 303 b) build children's, adolescent and local community insights about the potential of nature based on natural appearances and characteristics of the local natural environment in which they live. c) learning themes are explored from regional potential, for example from the superiority of local flora and fauna. 3. learning activities emphasize application and habituation and lead to producing the following green behavior: table 1. key principles green behaviour keys principles green behaviour respect for the earth  throw garbage in its place  sorting organic and inorganic waste  planting and maintaining trees at school  turning off electricity in unused space care for life  choose organic foods  wear a mask when traveling on the highway  reprimand friends who do something environmentally unfriendly  avoiding food products  contains preservatives adopt patterns of production, consumption, and reproduction.  avoid using plastic bags  consuming environmentally friendly goods  using a refillable plastic bottle as a place to drink water  recycle paper source: supriatna (2012, hlm. 5) these three attitude indicators are then used as a learning activity curriculum that will be applied and accustomed to learning citizens at pkbm sakola motekar. the waste disposal activity then ended with pkbm which became a waste bank storage activity for residents to learn and waste processing to become compost, ecobrick and maggot which could be reused by the community. pkbm sakola motekar also collaborates with various parties, both the village government and pkh to help run this program. 4. the implementation of major ceremonial activities such as the last “kaulinan and pepelakan” activity was held in december 2019. kaulinan is a game while pepelakan is a plant. in this activity, besides the introduction of traditional games that are carried out in nature, the learning community also demonstrates the game in joy and ends with an explanation and planting of superior village plants in several village areas that require reforestation. the activity was also added to the explanation of traditional healthy kadaharan (food) from nature, such as boiled tubers and other special foods that are processed in healthy ways. thus the development of community learning activity centers (pkbm) based on local natural potentials which can be used as media in the development of community green behavior carried out by pkbm sakola motekar. as of this writing, pkbm sakola motekar is still running this program so that the impact of changing the attitude of green behavior in society is nursaidah, rosita & mulyono. pengembangan pusat kegiatan belajar masyarakat (pkbm) berbasis potensi alam lokal untuk meningkatkan kemampuan green behavior masyarakat 304 still in the process of development. however, indicators of green behavior (supriatna, 2012) have begun to appear in the activities of learning citizens. conclusion the community learning activity center (pkbm) as part of the out of school education program (pls) was developed in an effort to empower the community. pkbm as a learning center established by, from and for the community is the most effective means of developing important values and issues that should grow in society. society as the largest human community cannot be separated from its interactions with the natural environment. this is related to human efforts in meet the necessities of life that require nature. humans are required to understand, recognize the characteristics of the natural appearance in which they live, recognize their natural potential, know how to use them and have a responsible attitude to care for the local natural environment for all the impacts of the use and other interactions that humans have with nature. pkbm must be able to become a forum for the development of the values and insights mentioned above. the education for sustainable development agenda must be included in the agenda that is also being developed by pkbm. thus, the availability and balance of nature will always be maintained. references ali, mohammad. (2017). curriculum development for sustainability education, bandung: upi press, 2017. coyle, kevin, j., (2005). environmental literacy in america, the national environmental education & training foundation. darlan, h. n. (2018). melirik pengelolaan pusat kegiatan belajar masyarakat (pkbm) di kotawaringin timur. jurnal eksistensi pendidikan luar sekolah (e-plus), 3(2). dewanti, g. (2013). mengembangkan pembelajaran green history untuk meningkatkan green behavior siswa. skripsi. upi bandung: tidak diterbitkan. goleman, d. (2010). ecological intellegence (kecerdasan ekologis) mengungkap rahasia di balik produk-produk yang kita beli. jakarta: pt gramedia pustaka utama. hatimah, i. (2006). pengelolaan pembelajaran berbasis potensi lokal di pkbm. mimbar pendidikan, 1(25), 39-45. himayaturohmah, e. (2017). strategi pengembangan manajemen pengelolaan pusat kegiatan belajar masyarakat (pkbm) di provinsi riau. jurnal penjaminan mutu, 3(1), 100-110. indikka, k. (2012). pengembangan green behavior pada siswa melalui penggunaan media audio visual dalam metode pembelajaran examples non examples pada mata pelajaran ips di sekolah dasar. upi bandung: tidak diterbitkan. kellert, s. r., & wilson, e. o. (1993). biophilia, biophobia, and natural landscapes. in the biophilia hypothesis, 1993:(pp. 73–137. mcbride, b. b., c. a. brewer, a. r. berkowitz, and w. t. borrie. (2013). environmental literacy, ecological literacy, ecoliteracy: what do we mean and how did we get here? ecosphere 4(5): 67, 2013. nursaidah, rosita & mulyono. pengembangan pusat kegiatan belajar masyarakat (pkbm) berbasis potensi alam lokal untuk meningkatkan kemampuan green behavior masyarakat 305 nidyawati, d. e. (2017). konsep dan implementasi pendidikan berbasis alam di sanggar anak alam (salam) nitiprayan kasihan bantul yogyakarta. spektrum analisis kebijakan pendidikan, 6(4), 331-343. rosnenty, r. (2010). pengaruh pemanfaatan lingkungan sebagai sumber belajar ips terhadap penguasaan konsep dan kepedulian lingkungan pada peserta didik sekolah dasar. tesis upi bandung: tidak diterbitkan. steg & vlek. (2013). encouraging proenvironmental behaviour "journal of environmental psichology. doi 29.309.317. supriatna, n. (2011). pengembangan pendidikan karakter melalui green curriculum dan ecopedagogy dalam pembelajaran ips, prosiding konvensi nasiona pendidikan ips ke1: fpips-upi. bandung. supriatna, n. (2012). developing green behaviour through ecopedagogy in social studies learning in elementari school in bandung. indonesia. paper, presented at the eight of asia (cesa 2012),chulalongkorn university bangkok, thailand, 2012. unesco. (2007). earth charter. tersedia di: http://www.earthcharter.org.au. (diakses 3 februari 2020). vanya, annisa rosa. (2014). pengembangan green behavior melalui babasan paribasa sunda dalam pelajaran ips : ptk di kelas v11-c smpn 44 bandung. yusuf, dkk. (1998). pendidikan kependudukan dan lingkungan hidup: di ikip dan fkip. jakarta: departemen pendidikan dan kebudayaan. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 2 september 2021,p-issn no. 2252-4738 e-issn : 2580-7692 89 effect of placement test to speed up paket c learning in skb kota bandung chinta darma pp-paud dan dikmas, jawa barat indonesia chintadarma@gmail.com received: january, 2021; accepted: september, 2021 abstract equivalent education paket c is an educational alternative that can be chosen by the community. students who enter the paket c program are not only those who have just graduated from smp / mts / smplb / paket b, dropped out of high school or vocational school, but those who have graduated or dropped out of school years ago, so that sometimes their administrative requirements have been lost. however, they already have learning experiences based on their life experiences, these competencies must still be respected. the placement test is one way to place students according to their competencies. the purpose of this study was to determine the effect of the placement test on the learning acceleration of paket c. the approach used in this study was a quantitative approach which measured the results of the effect of the placement test on learning acceleration of students. placement test with the completeness of the paket c module. by conducting a placement test it can be seen how many modules have been completed and how many modules have not been completed. the completeness of this module shows that the competence in the module has been mastered by the test taker, so that the test taker does not need to repeat learning in the module. so this placement test can place students, according to the abilities they already have. so it can be concluded that the paket c equivalent placement test can accelerate the learning process of students. keywords: placement test, equivalence, paket c, accelerated learning abstrak pendidikan kesetaraan paket c merupakan alternatif pendidikan yang dapat dipilih masyarakat. peserta didik yang masuk pada program paket c tidak hanya mereka yang baru lulus smp/mts/smplb/paket b, putus sma atau smk, tetapi mereka yang sudah lulus atau putus sekolah bertahun-tahun lalu, sehingga terkadang persyaratan administrasi mereka telah hilang. namun demikian mereka telah memiliki pengalaman belajar berdasarkan pengalaman hidup yang mereka alami, kompetensi tersebut tetap harus dihargai. tes penempatan merupakan salah satu cara untuk menempatkan peserta didik sesuai dengan kompetensi yang dimilikinya. tujuan dari penelitian ini untuk mengetahui pengaruh tes penempatan terhadap percepatan belajar paket c. pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantatif yang mengukur hasil pengaruh tes penempatan terhadap percepatan belajar peserta didik kesetaraan program paket c. penelitian ini menggunakan uji korelasi untuk melihat adakah hubunga antara tes penempatan dengan ketuntasan modul paket c. dengan melakukan tes penempatan maka dapat dilihat berapa modul yang telah tuntas dan berapa modul yang belum tuntas. ketuntasan modul ini menunjukkan kompetensi pada modul tersebut telah dikuasai oleh peserta tes, sehingga peserta tes tersebut tidak perlu mengulang pembelajaran pada modul tersebut. maka tes penempatan ini dapat menempatkan peserta didik sesuai dengan kemampuan yang telah dimilikinya. sehingga dapat disimpulkan bahwa tes penempatan kesetaraan paket c dapat mempercepat proses belajar peserta didik. kata kunci: tes penempatan,kesetaraan, paket c, percepatan belajar how to cite: darma, c. (2021). effect of placement test to speed up paket c learning in skb kota bandung. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (2), 89-95. darma, effect of placement test to speed up paket c learning in skb kota bandung 90 introduction equivalence education has a multientry-multiexit program that allows prospective students to be placed in educational positions / levels in accordance with the attainment of knowledge and skills they already have. this is important so that prospective students who wish to switch educational programs (from formal to non-formal, informal to non-formal education; or between non-formal education programs) are not disadvantaged by having to repeat teaching materials that they have mastered, or are forced to learn a teaching material. n (continued) which is far beyond the basic knowledge he has to learn the new teaching material. (equality, guidelines for implementing equivalency education placement tests paket a, b, c, 2008). the data show that the national level junior high school graduates in 2017 were 3,281,121 people. west java has a fairly high number of junior high school graduates, namely 585,506 people. meanwhile, the high school dropout rate was 5,626 people, vocational school dropouts 5,952 people (2016/2017 education data overview, education and culture data and statistics center 2017). on the other hand, the high workforce of junior high school graduates both working and not working in west java is 3,727,638 people and the national figure for both working and not working is 22,795,090 people, apart from that there are still many adults who still need secondary and upper primary education services. which may not be recorded in the data. this data shows the number of targets that need to be served both from students who have graduated from smp / mts / smplb / paket b or who have dropped out of high school / ma / smk / mak / smalb / paket c. equality education program paket c can be an alternative education. . students who enter the paket c program are not only those who have just graduated from smp / mts / smplb / paket b, dropped out of high school or vocational school, but those who have graduated or dropped out of school years ago, so that sometimes their administrative requirements have been lost. however, the academic abilities of these students must still be respected. thus, the paket c equivalency program organizers must be able to accommodate the above problems. one effort that can be done is a placement test. the placement test is a measurement device that measures the effect of learning, which is the experience that a person gets through structured activities (for example, learning activities in education delivery units) as specified in the competency standard, which is then used as a reference in placing him in a position that is in accordance with the achievement of knowledge and skills it has. (equality, guidelines for implementing equivalency education placement tests packages a, b, c, 2008). the placement test includes academic knowledge that is based on the applicable curriculum in equivalent education. the placement test contains questions that measure the things that should be taught in the education provider unit in accordance with the applicable curriculum for certain competency levels / degrees. therefore the results of the placement test can reflect the mastery of prospective students on the material that has been previously studied. theoritical review equivalence education program paket c the general paket c program is a non-formal education equivalent to high school or equivalent, with an emphasis on mastering science, technology and the development of professional attitudes and personalities. the results of the general paket c program can be darma, effect of placement test to speed up paket c learning in skb kota bandung 91 valued as equal to the results of formal education programs after going through an equivalent assessment process by an institution appointed by the government or local government with reference to the national education standards (law no. 20/2003 on national education system article 26 paragraph (6) students who pass the general c package exam have the same eligibility rights and are equivalent to those who hold a high school diploma or equivalent to be able to continue to tertiary education, and / or enter the workforce. the national education system law in article 12, paragraph 1b mandates that "every education unit has the right to receive educational services according to their talents, interests and abilities". placement tests support this. with a placement test, students will get education according to their abilities. the test is a tool or procedure that is used to find out or measure something in an atmosphere, in certain ways and rules (arikunto s., 2010) placement assessment is an assessment aimed at finding out the prerequisite skills required for a learning program and mastery of learning as programmed before starting learning activities for that program. in other words, this assessment is oriented towards the readiness of students to face new programs and the suitability of the learning program with students' abilities, and assessments is carried out when there is a need to place each student in an educational program / teaching and learning program according to their abilities. the placement assessment function, namely, to find out the condition of the student at a glance, including the condition of his entire personality, the student is placed in his position. the implementation of the placement test is usually carried out at the beginning of the lesson, because it can be used to determine the level of ability students have (djamari, 2012). placement tests are used to support the extent to which students 'initial knowledge is in a field of study, so the use of placement tests can help to follow up on students' initial abilities. various kinds of follow-up can be done, including matriculation, additional lessons, creating study groups. the placement test must consider the age factor of the placement test participant which can be categorized based on the level of school and the educational background of the participants. placement tests can take the form of a written, oral or interview test. depending on the needs of the placement test. for example, the placement test for a science or social studies majors in sma will be different from the placement test in an english course. this is in line with the results of rafsel tas'adi's research which uses psychological tests as a tool to measure a person's ability. it can be used to place someone in a certain place, not only for majors, but also for the recruitment of employees or students at certain levels. the written test can be a multiple choice test and an essay test that has been provided previously. the test package will be divided into several levels of questionable items. meanwhile, the oral exam is designed to provide a further picture of the productive abilities of the placement test participant. the purpose of the placement assessment is to place students in their place based on their talents, interests, abilities, abilities, and self-condition so that students do not experience obstacles in following lessons or each program of material presented by the teacher. understand students' learning abilities, so that with that understanding the teacher can place students in teaching and learning situations. method this research is a quantitative research, namely research that emphasizes numerical data (numbers) processed by statistical methods. according to (subana, m and sudrajat, 2005) darma, effect of placement test to speed up paket c learning in skb kota bandung 92 quantitative research in terms of objectives, this research is used to test a theory, present a fact or descriptive statistics, and to show the relationship between variables and those who develop concepts, develop understanding or describe many thing. this research is a research that leads to a correlational study. in this case, see the correlation between the variable placement test and module completeness. the instrument used was in the form of placement test questions from 7 subjects, namely indonesian, english, economics, civics, geography, mathematics, and sociology. respondents of this study were 28 employees and the general public who signed up for paket c at skb kota bandung. the bandung city skb was chosen as the research location because the bandung city skb was appointed by the bandung city agency as the bandung city assessment center. skb bandung city as the organizer of the placement test. this study used a correlation test to see if there was a relationship between the placement test and the completeness of the paket c module. the data were taken from the results of the placement test conducted by the bandung city decree, then tested the correlation using spss statistic version 20.. results and discussion results from the data obtained, it continues with data analysis. prior to data analysis, a normality test was performed using the one-sample kolmogorov-smirnov test with the help of the ibm © spss® statistics version 20 software. the kolmogorov-smirnov test is a test of the difference between normality-tested data and standard normal data. the criteria contained in the kolmogorov-smirnov test if the significance value is below 0.05 means that there is a significant or abnormal difference, and if the significance value is above 0.05 then there is no significant difference. the significance value obtained is> 0.05, it can be concluded that all data are normally distributed, as shown in table 1. table 1. normality test kolmogorovsmirnova shapiro-wilk statistic df sig. statistic df sig. placement test ,104 28 ,200* ,976 28 ,751 completeness ,152 28 ,098 ,963 28 ,401 *. this is a lower bound of the true significance. a. lilliefors significance correction test criteria: if sig> 0.05 then accept h0 hypothesis formula: h0: normally distributed data ha: data are not normally distributed because the number of students is 28 people <33 people, what is seen is dug in the kolmogorov sminov column. both the data for the placement and completeness tests were normally distributed. as in table 1 for the placement test, it is obtained sign = 0.200> 0.05, so ho is accepted and for the completeness of the module, sig = 0.098> 0.05 is obtained, so ho is accepted. based on the results of the normality test, it can be concluded that the test data met the requirements for further analysis using a linear regression test. darma, effect of placement test to speed up paket c learning in skb kota bandung 93 the correlation between the two variables after it is known that the data is normally distributed, the next step is to analyze the data using a linear regression test using pearson correlations with the help of ibm © spss® statistics version 20 software. tabel 2. correlations completeness placement test pearson correlation completeness 1,000 ,664 tes penempatan ,664 1,000 sig. (1-tailed) completeness . ,000 placement test ,000 . n completeness 28 28 placement test 28 28 the criteria for the pearson correlation test are divided into 3 categories, namely: • 0 0.2 = very low • 0.2 0.4 = low • 0.4 0.6 = moderate from table 2, it is found that the correlation between the variable placement test and module completeness is 0.664 so that it can be categorized that the correlation between the placement test variable and module completeness is in the moderate correlation category. this shows that there is a correlation between the two variables. the placement test that is carried out will provide a correlation with the number of completeness of the modules studied by the test taker. medium category indicates that test takers still need learn for incomplete modules. by carrying out the placement test, it can be seen how many modules the test taker has completed, and how many modules the test taker must study in the next learning process. how much influence can be analyzed further. the magnitude of the influence of the placement test on the completeness of the module from the results of the correlation analysis, it is known that there is a correlation with the moderate category, but how much influence the placement test has on the completeness of the module can be analyzed as in table 3. darma, effect of placement test to speed up paket c learning in skb kota bandung 94 table 3. model summaryb model r r square adjusted r square std. error of the estimate durbinwatson 1 ,664a ,440 ,419 3,452 2,002 a. predictors: (constant), placement test b. dependent variable: completeness from table 3 it is obtained that are square = 0.440 from the results of data processing, it is known that the effect of the placement test on module completeness is 44%. this shows that 44% of students' module completeness are influenced by the sticking test which is carried out at the beginning, before learning. the remaining 56% is influenced by other supporting factors. so it can be interpreted that in general 44% of the completeness of the module are the result of the placement test while the remaining 56% of the modules must be completed by the test takers. the relationship between the placement test and the completeness of the module. to find out the relationship between the placement test and the completeness of the module, the anova test was used with the help of the ibm © spss® statistics version 20 software. the results were shown in table 4. hypothesis formulation: ho: there is no effect of the placement test on the completeness of the module ha: there is an effect of the placement test on the completeness of the module the test criteria is if sig> 0.05 then ho is accepted. table 4. analysis of variant anovaa model sum of squares df mean square f sig. 1 regression 243,874 1 243,874 20,465 ,000b residual 309,840 26 11,917 total 553,714 27 a. dependent variable: completeness b. predictors: (constant), placement test from the table, it is obtained that f = 20,465 and sig = 0,000. because sig <0.05, ho is rejected, so it means that there is an effect of the placement test on the completeness of module completion. this confirms the previous test that there is a correlation and the effect of the placement test on the completeness of the module. the placement test can affect the completeness of the completion of the module, so a placement test is indispensable for the acceleration of learning paket c. darma, effect of placement test to speed up paket c learning in skb kota bandung 95 discussion placement assessment is an assessment aimed at finding out the prerequisite skills required for a learning program and mastery of learning as programmed before starting learning activities for that program. the placement test function is used to support the extent to which students 'initial knowledge is in a field of study, so the use of placement tests can help to follow up on students' initial abilities. follow-up is done after the placement test stage, namely matriculation or additional lessons that can support students' abilities. from the results above, it can be seen that the placement test can affect the completeness of the completion of the module. by conducting a placement test, you can see how many modules have been completion and how many modules have not been completed. the completeness of this module shows that the competence in the module has been mastered by the test taker, so that the test taker does not need to repeat learning in the module. so this placement test can place students, according to the abilities they already have and can accelerate the learning process. conclusions based on the analysis and discussion, it can be seen that the paket c equivalency program placement test can place students according to their competencies / abilities. when they enter the paket c equivalence program, students will only study modules that have not been completed. so it can be concluded that the paket c equivalent placement test can accelerate the learning process of students references arikunto, s. (2002). prosedur penelitaian suatu pendekatan praktek. jakarta: rineka cipta. arikunto, s. (2010). dasar-dasar evaluasi pendidikan . jakarta: bumi aksara. djamari, m. (2012). pengukuran penilaian dan evaluasi pendidikan. yogyakarta: nuha medika. ibrahim, n. s. (2001). penelitian dan penilaian pendidikan. bandung: sinar baru algesindo. kebudayaan, k. p. (2017). ikhtisar data pendidikan tahun 2016/2017. jakarta: kementrian pendidikan dan kebudayaan. kesetaraan, d. p. (2008). panduan pelaksanaan tes penempatan pendidikan kesetaraan paket a,b,c. jakarta: direktorat pendidikan kesetaraan. kesetaraan, d. p. (2008). panduan pelaksanaan tese penempatan pendidikan kesetaraan paket a,b,c. jakarta: direktorat pendidikan kesetaraan. menengah, d. j. (2017). panduan penilaian oleh pendidik dan satuan pendidikan untuk sekolah menengah atas. jakarta: direktorat jenderal pendidikan dasar dan menengah. puskurbuk dan kemendikbud. (2017). kurikulum 2013 pendidikan kesetaraan paket c. jakarta: kementerian pendidikan dan kebudayaa. ri, p. (2003). undang-undang sistem pendidikan nasional tahun 2003. jakarta: pemerintah ri. subana, m dan sudrajat. (2005). dasar-dasar penelitian ilmiah. bandung: pusaka setia. syamsi, a. (2015). accelerated learning untuk anak supernormal serta implementasinya dalam pendidikan dasar. jurnal al ibtida jurnal pendidikan guru mi, vol 2, no 2, halaman 1-15. tas'adi, r. (2011). urgensi tes psikologi dalam layanan penempatan dan penyaluran di sma. jurnal ta'dib, volume 14, no 1, 77-84. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 242 management of parenting activities in paud in motivating to be a wise parent in the digital era nita supartini1, arifah a. riyanto2, kuswandy a marfu3, sri nurhayati4 1,2,3,4 program pascasarjana pendidikan masyarakat – ikip siliwangi jawa barat indonesia 1supartininita@gmail.com received: juni, 2020; accepted: september, 2020 abstract the rapid progress of information and communication technology (ict) accompanied by easy access to social media, especially by minors who are easily exposed to information that has a negative impact on the character of children. therefore, the involvement of parents is very helpful for teachers to carry out the process of educating children, especially educating children when at home (parenting). survey data related to the use of ict by parents / family are grouped into 4 main topics, namely data about parents, home / family environment data, family activity data and ict data as child care tools. the survey findings that ict has become a means of caring for the modern era but does not facilitate parenting parents and children demand more time with ict. on the other hand, there are still many parents using books, toys, and tv in parenting activities for entertainment, educating, disciplining or valuing children. the second finding is that high intensity use of ict by children is not a major concern of parents compared to concerns on health and education. the third finding is that most parents are of the opinion that icts cannot be used as an educational tool and are not harmful. keywords: digital age, parenting, parents/families, ict, ecd abstrak pesatnya kemajuan teknologi informasi dan komunikasi (tik) disertai dengan kemudahan akses media sosial terutama oleh anak di bawah umur yang mudah terpapar informasi yang berdampak negatif terhadap karakter anak. oleh karena itu, pelibatan orang tua sangat membantu para guru dalam melaksanakan proses mendidik anak khususnya mendidik anak saat di rumah (parenting). data survei terkait penggunaan tik oleh orang tua / keluarga dikelompokkan menjadi 4 topik utama, yaitu data tentang orang tua, data lingkungan rumah / keluarga, data aktivitas keluarga, dan data tik sebagai alat pengasuhan anak. hasil survei menemukan bahwa tik telah menjadi sarana untuk merawat era modern tetapi tidak memfasilitasi orang tua dan anak untuk menuntut lebih banyak waktu dengan tik. di sisi lain, masih banyak orang tua yang menggunakan buku, mainan, dan tv dalam kegiatan parenting untuk hiburan, mendidik, mendisiplinkan atau menghargai anak. temuan kedua adalah bahwa penggunaan tik dengan intensitas tinggi oleh anak-anak bukanlah perhatian utama orang tua dibandingkan dengan perhatian pada kesehatan dan pendidikan. temuan ketiga adalah bahwa kebanyakan orang tua berpendapat bahwa tik tidak dapat digunakan sebagai alat pendidikan dan tidak berbahaya. kata kunci: era digital, pola asuh, orang tua / keluarga, ict, ecd how to cite: supartini, riyanto, marfu & nurhayati. (2020). management of parenting activities in paud in motivating to be a wise parent in the digital era. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 242-253. introduction the family is the best place to do education and is more perfect in nature and form than other education centers and the first time education is given by parents who are domiciled as teachers and as job leaders where in the family children educate one another and children have the opportunity to educate themselves (dewantara , 1962). therefore, parents become educators supartini, riyanto, marfu, nurhayati. management of parenting activities in paud in motivating to bea wise parent in the digital era 243 (where when a husband and wife are blessed with children) is natural and is the primary and first educator for children. (ahmadi, 1991). the important role of parents in educating their children is known as parenting education / parenting, namely education given by parents to children in order to know and apply appropriate education in educating early childhood, especially when the child is in the family environment at home. the family is the smallest social part of the community formed based on the existence of a commitment between husband and wife in realizing social functions, the function of education that is carried out optimally as partners of the organizers of early childhood education (latief, 2014). for this reason, parents do parenting activities, namely learning efforts carried out independently by utilizing the resources available in the family and the environment, such as nourishing, guiding, and protecting in the child's growth and development process (sasongko) , 2009) so that a harmonious family is formed as the basis for the formation of children's character (wibowo, 2012). the important role of parenting activities is to bridge and harmonize between programs and continuous treatment between at home and at school (part of the tri education center (ahmadi, 1991), so that children's growth and development can be optimally achieved (paud development, 2014). parenting activities in the current era (digital era) have many challenges caused by children now included in the z generation (millennial generation), namely the generation (in the range of 1998 present) who carry out their activities utilizing ict media, so that this z generation is known as the digital generation native. digital native is a picture for someone (especially children to adolescents) who since their birth have been exposed to the incessant development of technology (tapscott, 2009). the use (exceeding the recommended limits (andriana, 2018) gadgets (all ict devices) (widiawati, 2014) among children (digital native) has an impact on children's physical, social and emotional development (novitasari & khotimah, 2016), ( sujianti, 2018), children have trouble sleeping (yland et.al, 2015), children forget interactions with the surrounding environment, brain cancer and infertility / fertility rates (manarship, 2015). based on the background explanation above, parents need to be given information and or skills (digital native education) to increase the impact of quality parenting (wise parents) on children in the family. this digital native education process aims to equalize (due to different generations) the level of understanding of ict media. so, it is felt necessary to conduct research on "management of parenting activities in motivating to be a wise parent in the digital age". method the method used in this study is a qualitative descriptive data collection process by conducting a normative survey of the use of ict by parents / family in parenting which is grouped into 4 topics namely data about parents, home / family environment data, family activity data and ict data as tools foster children. to be able to provide information and insights on the new role of digital media and media in general or ict in parenting activities in the digital age, a survey was conducted on parents of children aged eight years and under. the instrument used as a survey tool is a questionnaire / questionnaire containing 19 questions divided into 9 questions with two answer choices and 10 questions with 5 answer choices. respondents are allowed to answer one question with more than one answer choice. this questionnaire was distributed directly to parents of children who attend kindergarten nusa indah cipatik west bandung and combined with the questionnaire supartini, riyanto, marfu, nurhayati. management of parenting activities in paud in motivating to bea wise parent in the digital era 244 using an open source application that is google form for the general public. the number of respondents was 37 parents out of 60 parents who received the questionnaire. survey data is analyzed / displayed using statistical diagrams. in the survey, several terms need to be defined including "smartphone" defined as "a cellphone that can be used to send emails, watch videos, download applications, or access the internet (such as iphone, galaxy, or android)." tablets are defined as devices "such as the ipad or galaxy tab or similar devices with the same function." premain handheld video games are defined as devices "such as gameboy, psp, or nintendo ds." ipod video is defined as "like an ipod touch or similar device," a mobile device "is defined as" like a smartphone, ipad, or similar device ". results and discussion result about parents: ict users the results of the survey of ict devices owned by parents are shown in figure 1a, where almost 69% of parents have smartphones at home, and 17% have tablet devices and have both devices (smartphones and tablets) 14%. among all the parents based on the survey results in figure 1b most parents (71% = 36% + 35%) do not think ict devices make parenting easier, compared to 29% (26% + 3%) who agree that ict devices can simplify the childcare process at home. (a) (b) figure 1. (a) the percentage of devices ict -owned parent in the family, (b) percentage of opinion of parents that the device icts facilitate parenting in the family about parents: parent concern problems the results of a survey about problems that concern parents in childcare are shown in figure 2. the number of parents concerned about; health and safety problems as much as 46%, fitness and nutrition problems as much as 40%, social and emotional skills problems as much as 38%, behavioral problems 38%, problems with the use of ict 30%, sleep patterns problems 29% and religious problems with the smallest percentage as much as 24%. supartini, riyanto, marfu, nurhayati. management of parenting activities in paud in motivating to bea wise parent in the digital era 245 figure 2. percentage of number of parents who focus on areas of care for children about parents: stress parents the results of surveys of the causes of stress that occur in parents can be presented as shown in figure 3. the biggest causes of stress in parental life are (29%) "very" stressed about money, and 38% stress is normal about money. the next problem causing the highest stress is stressful about time to work (21%) and for families (13%). health problems are the smallest stressors of 5% (very stressful) and 21% (normal stress). figure 3. percentage of stressed parents and their causes about parents: childcare advice resources. the results of a survey of sources (givers) of advice for parents who carry out the childcare process as shown in figure 4. couples become the biggest advisers 62% followed by "mother's parents", "pediatricians", "friends" as the next largest advisers in a sequence of 35%, 30%, 24%. surprising results, websites, blogs, and social networking sites are the smallest sources of childcare advice, respectively, at 9% and 5%, which are highly insignificant. supartini, riyanto, marfu, nurhayati. management of parenting activities in paud in motivating to bea wise parent in the digital era 246 figure 4. percentage of parents and source of advice home environment: television. the survey results on the number of families related to television use and the like are shown in figure 5a. television is still the main focus of most family media environments. less than 1% of families do not have a tv; 49% have three or more tvs, and 22% have four or more tvs. as many as 72% have console video game players connected to the tv. as many as 46% of all families have a digital video recorder (dvr), and as many as 43% of their tvs are connected to the internet so they can download or stream content. but as many as 28% do not have cable or satellite tv and continue to depend exclusively on broadcast. many families leave the tv "on" as if someone is watching it or not as shown in figure 5b. 35% of families said tv was left "always" or "most of the time" the condition was "on", while 22% said it was "almost never" or "never" the condition "on" and as many as 42% said it was left on "some time" condition "on". as many as 36% of families have tvs in children's bedrooms, 21% for children under 2 and 42% for children aged 6-8 years as shown in figure 5c. (a) (b) supartini, riyanto, marfu, nurhayati. management of parenting activities in paud in motivating to bea wise parent in the digital era 247 (c) figure 5. (a) percentage of number of families that have television and the like, (b) percentage of number of families related to the length of television use, (c) percentage of number of families who have television in a child's bedroom with a certain age range home environment: cellular media technology the survey results of the number of families (having children) who have icts as shown in figure 6. as many as 69% have smartphones (cellphones that can be used to download applications, connect to the internet, and watch videos), as many as 40% have tablet devices (ipad, galaxy tab), as many as 24% have an ipod video (ipod touch or similar device), and as many as 23% have an electronic reader (e-reader) at home. the survey results of the number of children in families who have (use) ict as shown in figure 7. a total of 6% of children aged 0 8 years have their own ipod touch or similar device, and the same percentage has their own ipad or other tablet device. only 2% have a cellphone. among children aged 6-8 years, 6% have an ipod, and 7% have their own tablet. this compares to 24% who have their own handheld games like nintendo ds, gameboy, or psp, and 27% who have educative game players. figure 6. percentage of families that have ict devices supartini, riyanto, marfu, nurhayati. management of parenting activities in paud in motivating to bea wise parent in the digital era 248 figure 7. percentage of number of family children who have ict devices family activities the results of a survey of the number of families doing activities using ict as shown in figure 8. the number of parents doing activities with children of a certain age as shown in figure 9 "during or most of" time by watching tv by 31%, using computers by 29%, or playing on smartphone by 29%. figure 8. percentage of families who are active in using ict devices supartini, riyanto, marfu, nurhayati. management of parenting activities in paud in motivating to bea wise parent in the digital era 249 figure 9. percentage of families who are active in using ict devices with children of a certain age range ict as childcare tools: keeping children busy. the survey results the number of parents who make children busy playing using play devices (ict and children's toys) as shown in figure 10. 52% of parents use children's toys (dolls), 39% use books, 36% use tvs, 12% use mobile devices and 9 & use a computer. figure 10. percentage of number of parents using a device (play) to keep a child busy ict as childcare tools: preparing children for sleep. the results of the survey using icts to make children sleep appear in figure 11. about 5% use toys (dolls), 54% use books, 10% use tvs 2% use handheld games and about 1% use computers supartini, riyanto, marfu, nurhayati. management of parenting activities in paud in motivating to bea wise parent in the digital era 250 figure 11. percentage of number of parents using a device (play) to prepare children for sleep ict as childcare tools: appreciating or disciplining children. the survey results the number of parents using icts as gifts (or taking) to make children disciplined as shown in figure 12. as many as 83% of parents use dolls, 68% of parents use books or tv, 56% of parents use handheld play devices and 41% of parents use cellular or computer. figure 12. percentage of number of parents using the device (playing) as a gift (or taking it) so that the child is disciplined ict as childcare tools: educating children. the survey results of the number of parents using ict as a tool to educate children as shown in figure 13. around 61% of parents give their children books when they want them to have educational activities; only 10% said the same thing about smartphones or ipads (among those who owned it), and even computers ranked far lower than books, only 16%. supartini, riyanto, marfu, nurhayati. management of parenting activities in paud in motivating to bea wise parent in the digital era 251 figure 13. percentage of parents who use the device (play) as a nurturing medium to educate children discussion based on the survey results "about parents" related to icts in figure 1 to figure 4 obtained the following information; the majority of parents / families, 83%, have icts and the majority of parents, around 71%, do not think ict tools can make parenting easier, which is strengthened by the results of a survey that parental concerns / anxiety are around 46% focused on health problems (one of which is caused by the use of smartphones) and child safety. the various sources of causes of anxiety / anxiety parents motivate parents to look for sources / advisors to reduce the level of anxiety. from the survey results it turns out that life partners become the biggest source of advice around 62% and the smallest around 14% as a healthy source is a website and social media. in addition to the source of anxiety those who cause parents to be very stressed are money and work (65%) and the level of care and health of family members is only 15%. based on the survey results on the "home environment" in figure 5 to figure 7 obtained information as follows; all families around 99% have a tv, with varying duration of tv usage that is 35% tv is always "on", 42% of tv is only "on" for a certain time duration and 22% of tv is only a moment of use. most of the use of tv in the family is used by children to watch accompanied by parents (31%) and the remaining children watch unaccompanied. based on the results of a survey on "family activity" in figure 8 to figure 9, information was obtained that 83% of families with ict were also used by children to play educational games (27%) and around 29% were used as children's play devices (smartphones) to please and 29% of computers to be shared. based on the survey results on "ict as a care tool" in figure 10 through figure 11, information is obtained that most parents (57%) use ict for parenting tools, the rest use puppets and books. some parents (13%) use icts to prepare children for sleep and the rest use dolls and books. in addition, most parents (97%) use ict to discipline children and the rest use supartini, riyanto, marfu, nurhayati. management of parenting activities in paud in motivating to bea wise parent in the digital era 252 puppets and books and a small proportion of parents (26%) use ict to educate children and the rest use books. conclusion the study surveyed parents of children at a maximum of eight years to gain insight into the new role of digital media and media in general (ict media). the results of the first survey are changing parents' views on media and parenting, namely: that new digital media such as smartphones and tablets have become tools of caring for the modern era and children demand a demand for more time with media, with parents continuously. one important finding of this study is that although access to ict is spreading rapidly, it still has not made much impact on parenting in children. very few parents use the internet or social media (ict media) as sources of advice (information providers) about caregiving, and most don't think ict tools have made parenting easier. most parents still rely on television as a medium (tool) for family entertainment and are used to educate, discipline, or value children. the second finding is that the intensity of the use of ict media by parents shapes the tendency (orientation) of the family to ict media which influences how much time a child spends with the media. there appear to be three different parenting styles towards the media, namely the media-centric approach, the media-moderate approach, and the media-light approach (a little neglected / unimportant). the third finding is that high intensity use of ict media by children is not a major concern for parents compared to greater global concerns on children's health and education. parental understanding is limited to physical activity and there are no family member conflicts due to the use of ict media by children. the fourth finding is that parents are of the opinion that ict media are not the main media for educational resources and do not endanger children. references ahmadi, abu. 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(2016). keterampilan abad ke-21 : keterampilan yang diajarkan melalui pembelajaran. seminar nasional pendidikan dengan tema : "isu-isu strategis pembelajaran mipa abad 21, kalimantan barat : 30 november 2016. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 10, nomor 1 february 2021, p-issn no. 2252-4738 e-issn : 2580-7692 23 training management of mukena home industry to improve community’s economic empowerment umi intadiyah 1 , sri nurhayati 2 , nandang rukanda 3 1,2,3 community education departement, ikip siliwangi indonesia 1 umiintadiyah69@gmail.com, 2 srinurhayati@ikipsiliwangi.ac.id received: september, 2020; accepted: february, 2021 abstract this research aims to describe mukena home industry training management ranging from planning, implementation, and results. as well as what are the supporting and inhibiting factors of home industry training itself. this research uses a qualitative approach. data is collected with participant observation techniques, in-depth interviews, and documentation. the data is analyzed using data collection techniques, data reduction, and data display. these techniques are used to search for data in community empowerment research through mukena fahiya's home industry training activities in increasing family economic income. the study results include 1) planning, which includes schedule determination, tutor determination, place and time determination, participant recruitment, training, and practice materials, as well as materials for practice, and sewing tools. 2) implementation includes: participant participation, community participation, and practice directly after they understand the theory. 3) training results include knowledge, skills, and also increased income. 4) supporting factors and inhibitors include more inhibition factors into time and cost, training methods, and techniques. the supporting factors include facilities, trainers/tutors, trainees, and practice materials. keywords: mukena home industry, training, community economic empowerment abstrak penelitian ini mempunyai tujuan untuk menggambarkan manajemen pelatihan home industri mulai dari perencanaan, pelaksanaan dan hasil. serta apa saja faktor pendukung dan penghambat dari pelatihan home industri itu sendiri. penelitian ini menggunakan pendekatan kualitatif. data dikumpulkan dengan teknik observasi partisipan, wawancara mendalam dan dokumentasi. data tersebut dianalisis dengan menggunakan teknik koleksi data, reduksi data, dan display data. teknik-teknik tersebut digunakan untuk mencari data dalam penelitian pemberdayaan masyarakat melalui kegiatan pelatihan home industri mukena fahiya dalam meningkatkan pendapatan ekonomi keluarga. hasil penelitian meliputi: 1) perencanaan yang mencakup penentuan jadwal, penentuan tutor, penentuan tempat dan waktu, rekrutmen peserta, materi pelatihan dan praktek, serta bahan untuk praktek, dan alat-alat menjahit. 2) pelaksanaan meliputi: partisipasi peserta, partisipasi warga sekitar, dan praktek langsung setelah mereka memahami teorinya. 3) hasil pelatihan meliputi pengetahuan, keterampilan dan juga peningkatan pendapatan. 4) faktor pendukung dan penghambat meliputi: faktor penghambat lebih ke waktu dan biaya, metode dan teknik pelatihan. adapun faktor-faktor pendukung tersebut antara lain: fasilitas, pelatih / tutor, peserta pelatihan, dan bahan praktek. kata kunci: industri mukena rumah tangga, pelatihan, pemberdayaan ekonomi masyarakat intadiyah, nurhayati & rukanda. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 24 how to cite: intadiyah, nurhayati & rukanda. (2021). training management of mukena home industry to improve community’s economic empowerment. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (1), 23-34. introduction the welfare of life is the dream of every human being. a prosperous society will not be realized if its people live in poverty. the weak economic condition of the community demands a way out. poor economic conditions can harm people's survival, including rising unemployment, the number of dropouts, and people not meeting basic daily needs such as food, food, and boards. one of the family functions is as an economic function, where a family is a state as an independent social status. therefore poverty should be abolished as a form of insecurity that describes a condition lacking in fulfilling economic needs. through training activities, community empowerment is one of the poverty reduction activities significant enough to accelerate community empowerment efforts through human resources capacity building and collective behavior change. to improve the community's economic resilience, creating an empowered society, which has superior quality and plays as the main actor of development, education, and training, is undoubtedly the primary key in it. this community empowerment training development plan is expected to contribute significantly to the improvement of community empowerment and well-being. economic empowerment of the community through the training activities of home industri mukena, a family can improve the family's economic level. moreover, advanced home industries will have an impact on improving people's economy in the future and also improving the welfare of families. given the difficulty of employment problems, the development of entrepreneurship (entrepreneurship) becomes one of the roads in improving society's economic level. entrepreneurship is a creative and innovative ability that is the basis, tips, and resources to achieve success (suryana, 2003:1). entrepreneurship is now one of the best solutions in addressing the high number of unemployed. with the arrival of home industri can be used as a platform for most communities that can grow and develop independently by providing a large role and occupying a strategic role in economic development. besides, the home industry is also a business activity that can expand employment and provide general economic services to the community and play a role in improving the community economy, reducing unemployment, and improving the community's welfare. in addition, the home industry is a small business unit /company engaged in specific industries. usually, this business only uses one or two houses as a center of production, administration, and marketing at the same time. when viewed from venture capital and the amount of energy absorbed certainly less than large companies in general (muliawan, 2008:3) the problem that the authors get based on observation is that a family's economy has not been able to improve before the training activities of home industries whose location is located around the area they live in. at first, they had no skills and income at all, an applicable income, not even enough to meet their living needs within a month and the following month. this is because they have no skills, no permanent jobs, or no additional income from other jobs they have been in all along. from the above problems encourage the authors to do more research. in this paper, the author will discuss the management of mukena intadiyah, nurhayati & rukanda. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 25 home industry training in padasuka village of central cimahi sub-district to improve its economic empowerment. literature review training training is a learning process that involves acquiring skills, concepts, regulations, or attitudes to improve human performance (simamora, 2001: 273). according to the article i, paragraph 9 of law no.13 of 2003. job training is an entire activity to give, acquire, improve, and develop work competencies, productivity, disciplines, attitudes, and work ethic at a certain level of skill and expertise following the level and qualifications of positions and occupations. goldstein and gressner (kamil, 2010:6) define training as a systematic effort to master skills, rules, concepts, or ways of behaving that impact performance improvement. furthermore, according to dearden (kamil, 2010: 7), training includes the learning process of teaching, and training aims to achieve a certain level of competency or work efficiency. as a result of the training, participants are expected to respond appropriately and according to certain situations. often training is intended to improve performance that is directly related to the situation. furthermore, fiedman and yarbrough (sudjana, 2007: 4) show that training is a learning effort, organized by organizations (government agencies, non-governmental organizations, companies, and so on) to meet the needs or to achieve the organization's goals. based on the experts' opinions mentioned above, it can be concluded that training is a form of assistance in an organized and systematic learning process with a relatively short period to improve the knowledge and skills of trainees who are practical to achieve specific goals. management in general, management is a process in which one can organize everything done by an individual or group. management needs to be done to achieve the objectives or targets of the individual or group cooperatively using the resources available. good training management is one of the essential factors in producing human resources that are ready to compete. in contrast to the management of the training program revealed by sudjana, in his book, it consists of three stages: planning, implementation, and assessment. the training planning process is designing and putting together a training program from start to finish. management or management is the ability and unique skills to perform an activity either in someone else's high school or others to achieve the organization's goals (sudjana, 2010: 17). whereas according to brantas (2009:4), management is a process or framework that involves the guidance or direction of a group of people towards organizational goals or real intentions. management, according to george r terry (sudjana, 2010: 49), presented four management functions with poac abbreviations: planning, organizing, actuating, and controlling. community’s economic empowerment according to sulistiyani (2004) that etymological empowerment comes from the primary word "power," which means strength or ability. contrary to that understanding, empowerment is defined as a process to gain power, strength, or ability, granting power, strength or capability of the person who has power to the less or unpowered party. empowerment or empowerment can be briefly interpreted as an effort to give community groups the opportunity and ability to participate, negotiate, influence, and control the institutional community responsibly to improve their lives. in other words, empowerment is also interpreted as an effort to provide empowerment or strength (strength) to the community. according to sulistiyani (2004, p. 80), the purpose of empowerment is the formation of individuals and independent societies. such self-reliance includes self-reliance to think, act, intadiyah, nurhayati & rukanda. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 26 and control what they do. community self-reliance is a condition experienced by a society characterized by the ability to think, decide, and do something that is seen as appropriate to solve the problems faced by using the power or ability of the possessed. furthermore, nurhayati & falah (2020) explained that community empowerment's main objectives are those who are weak and do not have the power, strength, or ability to access productive resources or marginalized communities in the development. based on some understanding of empowerment, it can be concluded that in essence, empowerment is a process and effort to acquire or provide power, strength, or ability to weak individuals and communities in order to identify, analyze, establish the needs and potentials and problems faced and at the same time choose the solution alternative by optimizing the resources and potential that are owned independently. home industry the home industry is a small-scale company; usually, this company only uses one or two houses as a center of production, administration, and marketing at the same time. when viewed from venture capital and the amount of labor absorbed certainly less than large companies in general (muliawan, 2008). home industries are generally more traditional business units, in the sense of implementing sound organizational and management systems as is common in modern companies, but there is no clear division of labor and bookkeeping system (tambuan, 2002). according to law no.9 of 1995 on small business, the home industry or small industry is an industry that has a maximum net worth of rp 200 million, excluding land and business buildings. the annual sales result is approximate rp 4 billion in 1 year. it is a business itself, not a subsidiary of an individual business. according to suryana (2006), the home industry's function is as follows: 1) strengthening the national economy through various business relationships, such as supplier functions, production, distributors, and marketing of large industrial products. small businesses serve as transformers between sectors that have forward and back-to-back links. 2) improve economic efficiency, especially in absorbing existing resources. small businesses are very flexible because they can absorb local labor and resources and increase human resources to become resilient entrepreneurs. 3) as a means of distributing national income, equalization tools strive and income, because the numbers are spread in urban and rural areas. method this research belongs to the category of qualitative research with field research type. the method is field research because researchers have to observe directly into the field. the research aims to describe a problem. in this case, the research is community empowerment through home industry training activities in increasing the family's economic income. this research focuses on training management of mukena home industry training in padasuka village, central cimahi sub-district. the participants in this study were several individuals who participated in home industry training and also who had worked in the mukena fathiya home industry in padasuka village cimahi tengah sub-district. the research instruments used in this study are interviews, observation, and case study/literature instruments. data analysis techniques using miles and huberman models (sugiyono, 2014: 91) suggest that qualitative data analysis activities are conducted interactively and continuously until concluded so that the data is full. activities in data analysis are data reduction, data display, and conclusion drawing verification. intadiyah, nurhayati & rukanda. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 27 intadiyah, nurhayati & rukanda. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 28 results and discussion results the planning of mukena home industry training to improve community’s economic empowerment based on the results of interviews and participatory observation the planning stage of mukena fathiya home industry training includes the determination of schedules that have been prepared and prepared according to the needs, places, and times of training adjusted to the training of participants, participants recruitment by way of information through rt and rw or door to door. the training was given to participants in the form of sewing training, cutting fabric, making patterns, overlock, embroidering, making mukena decorations in the form of mukena trinkets. materials provided for training practice are parisian cotton fabric, mosscrepe and also wolcrepe. and the tools used in training are sewing machines, embroidery machines, overlock machines, scissors, fabric meters, and pattern paper. resources: mukena fathiya home industri archives the observation results were reinforced by an interview with mr. w as the owner of home industry mukena organizers revealed that the study schedule was arranged based on tutors' and trainees' agreement. mrs. ar also expressed the same opinion as a developer (r&d) that training schedules were offered to trainees. the training is held three days a week, namely mondays, wednesdays, and saturdays, for three weeks, and the fourth week is used to practice all theories without further assistance by tutors. as the home industry owner, mr. w suggested that the training materials were composed entirely by the executive team and tutors. trainees adjust and follow existing materials. this opinion is in line with mrs. ee's statement, who serves as a tutor that the executive team and tutors arrange the home industry training materials. the composition of materials for training at the primary level is the theory and introduction of home industry tools mukena. the training curriculum is compiled by the implementing team and tutors whose contents include introducing tools /sewing machines, intadiyah, nurhayati & rukanda. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 29 border machines and overlock machines, knowledge in theory, and using tools/machines used in the home industry mukena. the composition of the training material consists of direct theory and practice. the practice is carried out at the mukena home industry production site. in organizing this mukena home industry training, the organizing team was formed in an organizational structure. the arrangement starts with the person in charge, the chief executive, and the tutor. as the owner of the home industry, mr. w stated that the techniques used in this training are a combination of lecture methods, questioning, demonstration, and practice. training is carried out gradually, ranging from theory, demonstration, and practice, with a theoretical percentage of 25% and practice of 75%. he also pointed out that the selection of home industry training methods and techniques is tailored to the training materials and arranged with tutors. in determining the place and time of mukena home industry training is the authority of the training organizer. this decision was recognized by three participants who were reinforced by the interview. that the training's implementing party determines the determination of the place and time of implementing the training. the source of funds for training activities comes from the industry's home cash fund. organizers and tutors explain that all trainees are free of charge. the organizing of mukena home industry training to improve community’s economic empowerment the participants of the mukena home industry training are very enthusiastic and passionate. the participation of the local community towards the implementation of mukena home industry training is also very supportive. the interest of trainees towards the training program is also in high demand because it adds skills and knowledge in skills home industry mukena. moreover, that is the basis for implementing the mukena home industry training program because of the need to increase the number of employees in the previous period and prepare according to the needs. tutors deliver materials with a defined method of lectures, q&amp; a and practice. after completing the learning material, the trainees are asked to respond and ask questions about the material explained. the tutor explains what the trainees have not understood and re-explains the poorly understood material. ms. ee, as a tutor, stated that the delivery of material twice a week with systematic: the theory first during two weeks of training, then in the third training did practice when there is a difficulty, the tutors provide assistance or guidance. following the system, tutors carry out training that begins with delivering materials about industrial home tools used in the home industry, such as sewing machines, embroidery machines, and overlock machines. this material's delivery steps include: (1) how to insert threads on the machine, 2) how to operate sewing machines, embroidery, and overlock. researchers conducted observations and observations reinforced by interviews of three participants who were also the subject of this study to determine how tutors delivered materials in home industry training. the trainees suggested that the way the material was delivered started from the beginning even though the trainees already knew, intending to further strengthen the participant's learning material mastery. from the observations reinforced by the interview, it is known how the learning material submitted by the training tutor is beneficial, so that the trainees easily master the material submitted by the tutor. from the observations reinforced by the interview above, it is also seen that the mastery of the learning materials and theory is determined by the motivation or purpose of the trainees following the training. although the trainees' motivations and objectives differ, this does not intadiyah, nurhayati & rukanda. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 30 seem to discourage the trainees from receiving what the tutor conveys. aj, as a trainee, stated that he did not run into obstacles because the tutor delivered quite understandably. this opinion is in line with ts as a trainee stating that he is not experiencing obstacles because the tutor's material is also acceptable. the same opinion is expressed by nd as well as the trainees. aj suggested that during his training, the way tutors teach is quite understandable. ts and nd also suggested no difficulty because the way tutors deliver the home industry training materials is quite good. if he does not understand, then he will ask again to be more explicit.. the mukena home industry training results the home industry training program is suitable for the community's learning needs. furthermore, interest in home industry training programs is in high demand because it can be used as a workplace provision. the home industry training method is in accordance with the training program because it is directly practiced, making it easy to remember. so the benefits obtained through home industry training are that getting additional knowledge can be applied to work and become a stream of income, improve performance and income. furthermore, the knowledge gained through home industry training is easily applied in the workplace, so that the work becomes easier, faster in getting it done. the results of observations and interviews with mr. w as the home industry owner that the evaluation of the training results so far is entirely satisfactory, followed by eight trainees. concerning the benefits of mukena home industry training, the participants provided information that aj already has home industry skills as an operational competence. furthermore, ts presents practical benefits for himself, especially when his workshop's work becomes more manageable. nd suggests it feels very beneficial for the home industry. this home industry training evaluation activity includes training time, materials, facilities, and training infrastructure. in terms of training time, mr. w, as the home industry owner, suggested that there are no obstacles because the time is adjusted to the trainees, namely after they do the work at home. evaluation is the final stage, from planning to the implementation of activities. for evaluation activities, the implementation of home industry training has prepared carefully as presented by mr. w as the home industry owner. that the evaluation of home industry training is carried out from the beginning to the end of the activity. evaluation is carried out on all components of the program and towards the implementation of the training program. evaluation is carried out at the time, before, moderate, or after the training is carried out. the preparation of this evaluation plan is an essential activity as a guide to measuring whether the specified objectives can be achieved, whether the training's implementation is in accordance with the plan, and/or the impact of what happens after the training is implemented. supporting factors and inhibitions in the activities of mukena home industry training these supporting factors can be identified into two aspects: internal and external factors that are sourced from outside the individual, such as the interests and motivations of the trainees and support from the family. as revealed by mrs. ee training tutor: "participants come from different backgrounds and have their uniqueness, there are participants who are easy to communicate and quick to understand the materials provided, and trainees who are slow in receiving the training lessons provided." factors inhibiting industry home training activities, lack of public awareness of the importance of skills training, be it sewing skills or others, while products from the home industry are required to get excellent and tidy results. intadiyah, nurhayati & rukanda. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 31 intadiyah, nurhayati & rukanda. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 32 discussion the planning of home industry training in general has been well underway. however, based on observations and documentation, it was also found that the training schedule has not been appropriately conducted and has not been in accordance with the planning schedule, which is constrained in tutors when it is not present until senior employees of the home industry temporarily replace it. for the improvement, according to the theory, the training planning should be designed first in the training program, so that the purpose of determining the training needs to be achieved can be in line with expectations. so the training manager needs to add the steps that need to be taken in carrying out good planning. this is in line with mc's opinion (mangkunegara, 2008: 51) on the principles of training and development planning, formulating the following principles of training and development planning: a) materials should be provided systematically and based on stages. b) the stages must be adjusted to the objectives to be achieved. c) tutors should be able to motivate and respond concerning a series of the subject matter. d) reinforcement to generate a positive response from the participants. e) using concepts of shaping behavior. according to the respondents, the implementation of mukena home industry training has been organized and tidy and well ordered. the implementation of the training should be more focused on improving human resources' capabilities and expertise, because the goal that wants to be achieved in the implementation of training is the improvement of individual performance. according to akhyadi (2018: 127), high-leverage training practices also help create working conditions that encourage continuous learning. continuous learning requires employees to understand a comprehensive work system that includes relationships between occupations, spelling unions, and companies. employees are required to master new skills and knowledge and apply them to work and share information with other employees. the results showed that mukena fathiya's home industry training went quite well. according to nurhayati & falah (2020), the achievability of the purpose of the training activities can be seen from the change in participants' knowledge and skills. at first, the respondents did not have adequate skills, still low-income levels, and did not have a good income, could not operate supporting tools, such as sewing machines, embroidery machines, overlock machines, and others. along with the skills they have after training, it makes them able to apply their knowledge directly at work. armed with training skills, they can currently have additional income and can also increase income in their family and even become the main job. with the development of the science they have from training, they can operate the tools and machines that exist in the home industry. currently, the results of home industry training can increase the economic income of a family and produce mukena fathiya by using the skills they have gained from home industry training. in addition, the number of mukena fathiya fans also increased and reached sales out of town because, in this home industry, the products are unique, have creative designers, affordable prices, and have a strong commitment to advance the business. although competitors will continue to emerge, production capacity is limited, and people can easily imitate the mukena design. according to simamora (mangkunegara, 2008: 14), the factors that affect performance are influenced by three factors: a. individual factors consist of ability and expertise, background, and demographics.. b. psychological factors consist of perception, attitude, personality, learning, and motivation.. intadiyah, nurhayati & rukanda. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 33 c. organizational factors are consisting of resources, leadership, awards, structure, and job design. these supporting factors can be identified into two aspects: internal and external factors that are sourced from outside the individual, such as the interests and motivations of the trainees and support from the family. in contrast, the inhibitory factor of home training activities industry, the lack of public awareness of the importance of skills training, be it sewing skills or others, while products from the home industry are required to get excellent and tidy results. while according to dole yoder (as'ad, 1998), eight factors should be considered in training and afar can work well, namely: (1) individual differences, (2) relation to job analysis, (3) motivation, (4) active participation, (5) selection of trainees, (6) selection of trainers, (7) trainer, (8) training methods. conclusions based on the results of research, findings, and discussions on mukena home industry training management to improve community economic empowerment, it can be concluded that the training planning has gone very well. however, there has been a shortage of in-form tutors and recruitment processes. planning includes schedule determination, tutor determination, place and time determination, participant recruitment, training and practice materials, materials for practice, and sewing tools. furthermore, the training has gone well. implementation includes: participant participation, citizen participation, and practice directly after they understand the theory. the participants of mukena home industry training are very enthusiastic and passionate. the participation of the local community towards the implementation of mukena home industry training is also very supportive. the interest of trainees towards the training program is also in high demand because it adds skills and knowledge in the skills mukena home industry. furthermore, that is the basis for implementing the mukena home industrial training program because of the need to increase the number of employees in the previous period and prepare according to the needs. training results include knowledge, skills as well as increased income. the results obtained through home industry training are to get additional knowledge to be applied to work, become a new income, and improve working performance and increase income. moreover, the knowledge gained through mukena home industry training is applied in the workplace, so that the work becomes more manageable, faster in the work completion. inhibition factors for organizing the training are time and cost, training methods, and techniques. the supporting factors include: facilities, trainers/tutors, trainees, and practice materials. references akhyadi, a. s. 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(2010). pendidikan nonformal: wawasan, sejarah perkembangan, filsafat & teori pendukung, serta asas. bandung: falah production. sugiyono. (2014). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. suryana. (2006). kewirausahaan pedoman praktis: kiat dan proses menuju sukses. jakarta: salemba empat. tambuan, t. (2002). usaha kecil dan menengah di indonesia: beberapa isu penting. jakarta: salemba empat. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 2 september 2021,p-issn no. 2252-4738 e-issn : 2580-7692 96 the role of the community learning activity center (pkbm) in the development of fruit and ornamental plant farmers through training ganda sasmita sdn sariwangi bandung barat, jawa barat indonesia gandasasmita14@gmail.com received: january, 2021; accepted: september, 2021 abstract the background of this research is that in 2019 agriculture becomes one of the commodities which is expected to continue to increase in order to be able to export to various countries, but farmers in parongpong still have many obstacles, one of which is constraints related to production results with the lack of marketing networks for the products they produce. the research objective is to find out how the role of pkbm in the development of fruit and ornamental plant farmers through training. the theory used in this research is pkbm theory and training theory.researchers used interview and observation techniques with qualitative descriptive methods with qualitative approaches to obtain information from informants. the sample in this study was a pkbm manager, one tutor, and three randomly selected trainees (farmers). the result of the research is that the pkbm suka baru is carrying out its role through one of the programs, namely training for farmers of ornamental plants and fruit that are around the pkbm suka baru. as for the results of the training received by farmers while participating in training, it should continue to be evaluated and monitored so that farmers can continue to control their development. the conclusion is that the suka baru pkbm has carried out the pkbm role as it should through a development training program for fruit and ornamental plant farmers. this role was seen from the suka baru pkbm activities trying to improve the welfare of the lives of the people belonging to the poor and underdeveloped categories. the role of pkbm is also aimed at improving the welfare of every targeted citizen. keywords: pkbm, training abstrak latar belakang penelitian ini adalah adalah bidang pertanian di tahun 2019 menjadi salah satu komoditi yang di harapakan dapat terus meningkat agar dapat mengekspor ke berbagai negara akan tetapi para petani di parongpong masih banyak kendala salah satunya kendala terkait hasil produksi dengan masih minimnya jaringan pemasaran atas produk yang dihasilkannya tujuan penelitian adalah untuk mengetahui bagaimana peran pkbm dalam rangka pengembangan petani tanaman buah dan tanaman hias melalui pelatihan. teori yang digunakan dalam penelitian ini adalah teori pkbm dan teori pelatihan. peneliti menggunakan teknik wawancara dan observasi dengan metode deskriptif kualitatif dengan pendekatan kualitatif untuk mendapatkan informasi dari narasumber. sampel dalam penelitian ini adalah seorang pengelola pkbm, satu orang tutor, dan tiga orang peserta pelatihan (petani) yang dipilih secara random. hasil penelitian adalah pkbm suka baru menjalankan peranannya melalui salah satu program yaitu pelatihan untuk para petani tanaman hias dan buah yang ada di sekitar pkbm suka baru. sedangkan untuk hasil pelatihan yang di dapatkan oleh para petani selama mengikuti pelatiha sebaiknya terus dilakukan evaluasi dan pengawasan agar para petani bisa terus terkontrol pengembangan dirinya. kesimpulannya adalah pkbm suka baru sudah menjalankan peran pkbm sebagaimana mestinya melalui sebuah program pelatihan pengembangan untuk petani tanaman buah dan tanaman hias, peranan tersebut dilihat dari kegiatan pkbm suka baru berusaha meningkatkan kesejahteraan hidup warga masyarakat yang termasuk kategori miskin dan terbelakang. peranan pkbm juga bertujuan meningkatkan kesejahteraan setiap warga masyarakat yang menjadi sasaran. kata kunci: pkbm, pelatihan sasmita , the role of the community learning activity center (pkbm) in the development of fruit andornamental plant farmers through training 97 how to cite: sasmita, g. (2021). the role of the community learning activity center (pkbm) in the development of fruit and ornamental plant farmers through training. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (2), 96-101. introduction education is a process experienced by all human beings in their lives. in addition, in education there will be a process of deliberate change in behavior so that it will change behavior for the benefit of humans in the future. in an education, it will show all activities that have a goal to be achieved. to achieve this goal, education has several paths that can be chosen by the community. the three education channels include formal education, nonformal education and informal education. these educational pathways have their respective roles, one of the roles of non-formal education channels is to help people who cannot be served by formal education. apart from that, non-formal education has an educational unit that can help non-formal education pathways run according to their roles. non-formal education units, namely the community learning activity center (pkbm), lkp, majelis taklim, training institutions and similar educational units. pkbm of the west java pkbm directorate (nurleni & widiastuti, 2018) is a forum for various community lessons directed at empowering the potential to drive development in the social, economic and cultural fields. the influence of pkbm is very large in increasing community resources, according to dinno mulyono (2018) pkbm has a very important role and can always be followed or followed by the community, especially in mobilizing resources in the community, so that it is organized into a power that is connected to one another. pkbm managers try to create employment opportunities through efforts to expand business fields. these businesses include development in the agricultural sector, industrial groups, business groups that can increase income and increase the standard of living in the community. the agricultural sector in 2019 is one of the commodities that it is hoped will continue to increase so that it can export to various countries. according to minister of agriculture andi amran sulaiman (indonesia, 2019) from west bandung, the volume of vegetable exports as far as he knows reaches 1,500 tonnes a year or 3.5 to 4 tonnes per day. in the future, to increase production and export volume, we will help seedlings and others, we even recruit millennial farmers, a target of 1 million farmers. with the above statement, it is hoped that farmers can continue to improve the quality and yield of their agriculture. in order to continue to increase income and quality, farmers can be trained or facilitated for community empowerment. this community empowerment development has several functions, namely members of the community who are economically weak can get education, mental attitudes, and skills according to the pace of development, providing new jobs for the community so as to increase their income which will eventually achieve a decent standard of living, in addition to participating in development, in the learning process of culinary training, invites them to follow the ideas it brings to the business to foster changes in attitudes and behavior towards progress by teaching knowledge, by teaching, skills and skills to achieve success in their business. pkbm suka baru is a pkbm that provides equality, education in which the learning community is mostly flower farmers and tea plantation workers. this is that the learning citizens have the ability in the profession, but there are still many obstacles related to produce results with the lack of a marketing network for the products they produce. because the farmers have not partnered with companies that are partners with the minister of agriculture. sasmita , the role of the community learning activity center (pkbm) in the development of fruit andornamental plant farmers through training 98 thus, learning citizens need to increase knowledge through additional learning in addition to participating in pursuing packages a, b, c as a legal requirement for graduates from formal educational institutions. the course forms are courses and workshops such as photography courses, workshops for ornamental plant nurseries, workshops on marketing of plantation products and agricultural products of ornamental plants theoritical review community learning activity center (pkbm) pkbm according to unesco (septiani, 2015) is a place that provides lifelong learning opportunities for all people in society to empower people to become independent, improve the quality of life, and develop communities in society. standards and procedures for implementing community learning activity centers (septiani, 2015), pkbm has two main activity programs, namely (1) learning activities, including early childhood education, equality (package a, b & c), courses and women's education; and (2) non-learning activities, including community reading gardens (tbm), multimedia, joint business groups (kub), arts, and productive businesses. septiani (irmawati, 2017) states that in facilitating community learning, pkbm has the following duties and functions: 1) identifying community needs, 2) organizing educational programs, 3) providing potential resources, 4) building cooperation with partners, 5) monitoring and evaluating programs, 6) alternative education, 7) information center and learning resources, and 8) community development. training training according to dessler (sulaefi, 2017) is a process where people achieve certain abilities to help achieve organizational goals. training tends to be short-term oriented, training has an effect on performance, and if the training carried out by the company is successful, the employee's performance will increase accordingly. the benefits of training according to siagian (akhyadi & kaswan, 2018), namely: 1) increased organizational work productivity; 2) realizing a harmonious relationship between subordinates and superiors; 3) helping employees to make better decisions; 4) the emergence of encouragement in employees to improve their abilities; 5) the occurrence of an active communication process; 6) increased job satisfaction; and 7) there is a good climate for the growth of all employees. hani handoko (setiawan & hidayat, 2015) states that training and development programs are designed to improve work performance, reduce absenteeism and turnover, and improve job satisfaction. each method has relatively the same general purpose, namely to prepare employees to have the skills needed by the company, however, some training methods also have specific objectives which are the main objectives of the training activity method. method for research methods, researchers used a qualitative descriptive method with a qualitative approach. according to (sugiyono, 2014) the research method is based on post-positivism philosophy, which is used to examine natural objects (as opposed to experiments) where the researcher is a key instrument, for data collection techniques are carried out by triangulation or a combination and data analysis techniques are inductive / qualitative so that the results of qualitative research emphasize meaning rather than generalization. sasmita , the role of the community learning activity center (pkbm) in the development of fruit andornamental plant farmers through training 99 sources of data can be done in a purposive way, namely selection with certain considerations and goals (sugiyono, 2014). as for the sample selection is done randomly or randomly on the grounds that the representatives of the selected sample are people who are competent and can help in this research. as for the research sample, one manager, one pkbm tutor and three farmers. researchers used data collection techniques in the form of interviews and observations. by selecting this sample, the researcher can find out how the role of pkbm in developing fruit and ornamental plant farmers. the research site was carried out at pkbm suka baru, cigugur girang village, parongpong district, west bandung regency, west java province. results and discussion results following are the results of interviews with researchers regarding the role of the community learning activity center (pkbm) in developing fruit and ornamental plant farmers through training with resource persons, starting with pkbm suka baru managers. the results of the researcher interview with the pkbm manager with the initials pp are as follows: the researcher gave the first question about how the role of the manager was in implementing the training program for farmers, pp explained that "my role as the manager of pkbm suka baru in providing training for farmers is to provide various models and ways of developing the sale of crops through the training program we provide. at pkbm suka baru. in addition, we also accept farmers who still do not have a high school diploma for schooling in equality education ”. furthermore, the pp answered about how the strategy given "the strategy is to pick up the ball, socialize all farmers about this program as well as the equality education that is in pkbm suka baru." for the next interview question, pp explained "the response from the farmers was very good, maybe because the farmers needed this training to be able to increase the sales network or marketing of the plants they planted and they also got other abilities besides in agriculture to improve their competence." as for the supporting and inhibiting factors in the role of pkbm managers in the development of ornamental plant and fruit farmers, "we get support from the farmers, the government and the tutors themselves, while for the inhibitors themselves, sometimes it is a matter of time that is still not in sync with all the farmers." the result of the role of pkbm in this training according to the pp is that "many farmers have started to have marketing abilities that can help increase income". the next interview was conducted with the pkbm suka baru tutor with the initials cc, following the results of the interview "the training process for farmers is going well". cc also explained about the training method used "the training method used is a training method that suits the needs of the farmers, namely a training that is really needed for the development of farmers' competencies in the marketing sector so that they can be sold outside of indonesia". next cc answered "the farmers have improved their abilities after attending the training held at pkbm suka baru." for the response and the obstacles faced during the training, cc explained "the response was very enthusiastic from the participants and the constraints themselves were mostly at the time." the results of subsequent interviews were carried out by researchers to three farmers as samples in this study. the following is the conclusion of the interview that the researchers conducted: "the training carried out was very interesting and easy for us to understand". sasmita , the role of the community learning activity center (pkbm) in the development of fruit andornamental plant farmers through training 100 furthermore, the training methods provided by the farmers answered "the method is in accordance with our situation and conditions, besides that it is not formal and uses language that is easy for us to understand." for the encouragement that makes farmers want to be involved in this training is "we want to add other insights to be able to increase our income, through appropriate marketing and can have many networks so that they can be sent outside indonesia". finally, regarding the results that have been obtained during the training, namely "we have started to understand how to market and we also get other knowledge so that we can increase the yields we produce." discussion from the results of observations and interviews that the researchers conducted at pkbm suka baru, it can be concluded that the role of pkbm has been going well. pkbm suka baru plays its role through one of the programs, namely training for farmers of ornamental plants and fruit around pkbm suka baru. in accordance with the opinion of dinno mulyono (2018) pkbm has a very important role and can always be followed or followed by the community, especially in moving resources in the community, so that it is organized into a power that is connected to one another. pkbm in carrying out its role moves within a system that follows government programs. pkbm activities generally try to improve the welfare of the community members who are categorized as poor and underdeveloped. the role of pkbm also aims to improve the welfare of every member of the community who is targeted. it is hoped that the community will take responsibility for the implementation of development. in addition, pkbm suka baru aims to carry out the objectives and duties and functions of forming a non-formal education institution, namely facilitating people who are not served by formal education. in addition to training, farmers can also continue their education until they graduate from high school or paket c. septiani (irmawati, 2017) states that in facilitating community learning, pkbm has the following duties and functions: 1) identifying community needs, 2) organizing programs, education, 3) providing potential resources, 4) building cooperation with partners, 5) monitoring and evaluating programs, 6) alternative education, 7) information centers and learning resources, and 8) community development. the results of interviews with resource persons also explained how the training methods were used by the teachers or tutors in providing training to farmers. the tutors provide a method that suits the needs of the farmers, namely a training that aims to improve the abilities of the farmers, both those they already have and those who don't. the training method carried out aims to improve the abilities of the farmers. in order to produce maximum training results, tutors can combine several training methods. several training methods according to vikry setiawan and rahmat hidayat (2015, p. 143) to meet the capabilities needed in the company are: 1) on the job training training and development programs are designed to improve job performance, reduce absenteeism and turnover, and improve job satisfaction. on the job training, including job rotation, job instruction training, internships, coaching and temporary assignments; 2. off the job training method that takes place far from normal work situations. conducted not with respect to work, but implies that in the training an employee is no longer positioned in his usual duties and functions. off the job training includes case study methods, role playing, business games, action learning, laboratory exercises, lectures, video presentations, conference methods, self-study & programmed instruction. furthermore, regarding the results of the training that the farmers have received while participating in the training, it is better if evaluation and supervision are carried out so that the farmers can continue to be controlled in their development. evaluation can be carried out sasmita , the role of the community learning activity center (pkbm) in the development of fruit andornamental plant farmers through training 101 with the objectives of: 1) providing input for program planning; 2) provides input for decisions regarding the continuation, expansion and termination of the program; 3) provides input on modifying the program; 4) obtaining input on supporting and inhibiting factors for program implementation; and 5) provide input to understand the scientific basis for evaluation. (kamil, 2012) conclusions from the results of research on how the role of the community learning activity center (pkbm) in developing fruit and ornamental plant farmers, pkbm suka baru has carried out the role of pkbm properly through a development training program for fruit and ornamental plant farmers, this role is seen from the activity pkbm suka baru tries to improve the welfare of community members who are categorized as poor and underdeveloped. the role of pkbm also aims to improve the welfare of every member of the community who is targeted. it is hoped that the community will take responsibility for the implementation of development. the impact of the training carried out by pkbm suka baru can be felt by farmers and also farmers can feel the purpose of the pkbm suka baru, namely that they can enjoy the facilities from pkbm, namely to be able to continue their education. references akhyadi, a. s., & kaswan. (2018). manajemen program pengembangan sumber daya manusia. bandung: upi press. indonesia, k. p. (2019, maret 22). awali tahun 2019, mentan langsung genjot ekspor sayuran. retrieved from www.pertanian.go.id: https://www.pertanian.go.id/home/?show=news&act=view&id=3544 irmawati, a. (2017 ). peran pusat kegiatan belajar masyarakat (pkbm) dalam mengurangi buta aksara di kabupaten karimun. jurnal pendidikan dan kebudayaan, vol 2 no.1, hal.81-98. kamil, m. (2012). model pendidikan dan pelatihan (konsep dan aplikasi). bandung: alfabeta. mulyono, d. (2018). the strategy of managers in moving business learning group program in pkbm srikandi cimahi city. journal of education expert, vol 1 no.1, hal. 41-50. nurleni, a., & widiastuti, n. (2018). peran pusat kegiatan belajar masyarakat (pkbm) dalam memberdayakan masyarakat melalui pelatihan tata boga (study kasus di pkbm bina mandiri cipageran). comm edu, vol 1 no.2, hal.1-6. septiani, m. (2015). pengalaman pusat kegiatan belajar masyarakat (pkbm) dalam memfasilitasi masyarakat belajar sepanjang hayat. jurnal ilmiah visi pptk paudni, vol 10 no.2, hal.67-76. setiawan, v., & hidayat, r. (2015). pengaruh metode pelatihan terhadap kompetensi karyawan ndt (non destructive test) pada pt xyz . jurnal akuntansi, ekonomi dan manajemen bisnis , vol. 3 no. 2, hal.142-149 . sugiyono. (2014). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. sulaefi. (2017). pengaruh pelatihan dan pengembangan terhadap disiplin kerja dan kinerja karyawan. jurnal manajemen dan kewirausahaan, vol 5 no.1, hal.8-21. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 115 application of the andragogy principle in the life skills education program in increasing the self-relience of entrepreneurs adang danial1, syaefuddin2, adjid madjid3, ahmad hamdan4universitas siliwangi, tasikmalaya, jawa barat, indonesia 1adang.danial58@gmail.com, 2syaefuddin55@yahoo.com, 3adjidmadjid@gmail.com,4hmdn.25@gmail.com abstractone of the learning objectives of non-formal education is adults who have loweducation to be able to develop potential, knowledge, skills and life skills. thepurpose of this study was to find out / see the application of the principle ofandragogy in the life skills education program at lkp anugrah pratama,tasikmalaya city. this study uses descriptive research methods withqualitative approaches with data collection techniques in-depth interviews,observation and documentation studies. the results of the study show thatadults have knowledge and experience that can be used as a reference for thelearning process. adults have their own needs in the learning process, in thiscase the students want to improve their knowledge and skills in the form ofsewing to improve their quality of life. so the conclusion is that the applicationof the principle of andragogy can make the learning process comfortable forstudents, because students can develop themselves according to theirexperiences and problems. the benefits of this research can be used for thedevelopment of adult learning especially in life skills education programs. keywords: andragogy, entrepreneurship, independently, life skill introductionindonesia is a large country with a history of extraordinary developments in which itcontains a lot of natural resources and human resources. entering the 21st century weare faced with challenging global competition, and quality human resources (hr) needsare demands that must be realized quickly. human resources are the main subject innation building. according to emil salim (1996: 62) the quality of human resources can be grouped intotwo. first, the quality of increasing physical human resources which includes health andphysical fitness. second, the quality of non-physical enhancements that includeproductivity, education and skills, mental and spiritual development and increasedwork ethic. therefore, efforts to improve human resources need to be carried out in acomprehensive and holistic manner. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 116 according to ginanjar kartasasmita (1997: 293) that efforts to improve the quality ofhuman resources are carried out through four lines of wisdom, namely (1) improvingthe quality of life which includes human qualities such as physical, spiritual andfinancial, (2) improving the quality of productive resources and efforts to spread them,(3) improving the quality of human resources capable of utilizing, developing andmastering science and technology, (4) as well as development which includesinstitutions and devices that support the improvement of the quality of humanresources. efforts to achieve quality human resources as expected above cannot beseparated from the role of education. education is one way of developing human resources that cannot be ignored. this isbecause, the human resource development process requires the development ofknowledge, attitudes and skills in various dimensions. in essence education aims tocreate an atmosphere of learning and learning process by providing provisions forstudents to have various life skills. according to law number 20 years 2003 (thenational education system) that the education path consists of formal, non-formal andinformal education channels that can complement and enrich each other. one of the targets of non-formal education is adults who have low education. non-formal education exists so that low-educated adults can develop their own potential,knowledge, and life skills. life skills education program for adults as one of the non-formal education programs seeks to enable students to be able to live independently. the ministry of national education pls directorate general in the life skills programguidelines (2004: 2) illustrates that this life skills education program specifically aimsto provide services to students: 1) having the knowledge, skills and attitudes needed toenter the workforce either working independently (entrepreneur) and / or working fora production / service company with income that is increasingly feasible to fulfill theirdaily needs, 2) have high motivation and work ethic and can produce superior worksand are able to compete in the global market, 3) have a high awareness of theimportance of education for themselves and for their family members, 4) have equalopportunity to obtain education in order to realize educational justice in every level ofsociety. life skills education for adults is an alternative solution to poverty problems inindonesia. life skills education programs provide skills that can be used to support theirlives to be more independent and ready to face global competition. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 117 theoritical basis andragogythe process of adult learning is unique, because learning will take place if he is directlyinvolved, his ideas are valued, and the teaching material is needed which is related tohis profession and something new for him. to distinguish from pedagogy, learning foradults who have unique characteristics is known as andragogy, namely "andros" whichmeans adults and "agogos" which means leading or guiding. thus, andragogy isformulated as a science and art in helping adults learn (arif, 1990, p. 2).adults according to malik (2008) are not only seen in terms of biology, but the mainthing is seen in terms of social and psychological. adults are viewed biologically whenindividuals can reproduce. adults are seen from a social perspective, seen when theyhave carried out social roles that are charged or done to adults. adults are seen from apsychological point of view, if adults are given responsibility for life and decisionmaking. arif (1990, pp. 2-7) explains some of the following assumptions:a. self conceptself-concept is the sincerity and maturity of a person moving from dependence towardsself-development so that they are able to direct themselves and independently.independence in adults requires appreciation from other people as humans who areable to determine themselves (self determination), able to direct themselves (selfdirection).b. role of experiencethe assumption is that according to the passage of time an individual grows anddevelops toward maturity through a variety of different life experiences. in his journey,an individual experiences and collects various bitter experiences of life, where thismakes an individual a rich source of learning, and at the same time these individualsprovide a broad basis for learning and gaining new experiences.c. readiness to learnthe assumption is that each individual is increasingly mature in accordance with thepassage of time, readiness to learn is not determined by academic or biological needs orcoercion, but more is determined by the demands of development and changes in tasksand social roles.d. learning orientationthe assumption is that in children the learning orientation is as if it has beendetermined and conditioned to have an orientation centered on learning material.whereas in adults have a tendency to have a learning orientation that is centered onsolving problems faced (problem centered oriented).in the andragogical teaching and learning process according to arief (1990: 10) itinvolves steps taken in the implementation:a) creating a learning climate that is suitable for adultsb) creating an organizational structure for participating planningc) diagnose learning needs jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 118 d) formulating learning goalse) developing design learning activitiesf) implement the learning activitiesg) re-diagnose learning needs (evaluations).the application stated above is actually more of a principle or signs as an action controlto teach adults. therefore, the success will be more dependent on each implementationand of course also depends on the conditions faced. so, the implications of technologydevelopment or the andragogical approach can be attributed to the preparation ofcurricula or ways of teaching the learning population. however, because of theattachment to the institutional system that usually takes place, the preparation ofprograms or curricula using andragogy will be more developed using this approach. life skill educationlife skill education (life skill) is a skill that is given to prepare to face life's problems sothat we can work and try independently. life skills are interpreted as skills possessedby someone to want and dare to face problems of life and livelihood naturally withoutfeeling pressured, then proactively and creatively looking for and finding solutions sothat they can finally overcome them (director general of plsp, directorate of technicalwork, 2003).the purpose of life skills education according to kamil et al. (2014: 15) that is toimprove the skills, knowledge, and attitudes of the learning population in certain fieldsof work according to their talents, interests, physical and mental development andenvironmental potential, so that they have the ability to work or try independently toimprove their quality of life.characteristics of life skill learning according to the ministry of education (2003) inanwar (2012: 21), namely: (1) the process of identifying needs; (2) there is anawareness process to learn together; (3) alignment of learning activities to developthemselves; (4) there is a process of mastering personal, social vocational, academic,managerial and entrepreneurial skills; (5) there is a process of giving experience indoing work properly, producing quality products; (6) there is a process of mutuallearning from experts; (7) a competency assessment process occurs; (8) technicalassistance occurs to work or form joint ventures. the concept of self-relianceindependence will not be separated from discussion about yourself. according to caplinin desmita (2011; 185) self-reliance or autonomy is the freedom of individuals tochoose, to be a unity that can govern, control and determine themselves. it can beconcluded that self-reliance is the attitude of individuals who try to overcome their ownproblems without the help of others but do not close themselves to the possibility ofcooperation with others for success in their lives.independence referred to here is the independence of the learning community inentrepreneurship, independent emotionally and financially and independentlymentally. independence in entrepreneurship can be seen from entrepreneurial jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 119 behaviors such as business management skill, skill in mastering market share, findingthe best raw materials, ability to manage businesses, and skills in marketing products. entrepreneurial conceptentrepreneurship according to hendro (2011: 29) comes from various equivalentwords. entrepereneur word comes from the french, meaning that entreprendeadventurous, risk takers, contractors, entrepreneurs (those who seek a job), andcreators who sell their creations. the basic essence of entrepreneurship is creatingadded value in the market through the process of combining resources with new anddifferent ways to compete.according to marbun in alma (2009; 52) revealed that the characteristics that must bepossessed by an entrepreneur are as follows:table 1. characteristics of entrepreneurship no. characteristic features nature 1. confidence  trust (firmness)  dependency, great personality  optimistic 2. oriented tasks andresults  needs or thirst for achievement profit oriented or results  persistent and resilient  determination, hard work, motivation  energetic  full of initiative 3. risk taking  able to take risk  like the challange 4. leadership  able to lead  to get along with others  responding to suggestion and critism 5. originalitiy  inovative  creative  flexible  many sources  versatility  know a lot 6. oriented to the future  looking forward  perspectiveentrepreneurial ability is a skill that must be possessed by entrepreneurs to conductbusiness activities. entrepreneurial success in developing its business depends on theintelligence, imagination, and strength of the desire of the individual concerned. a littleluck is needed, but it can be argued that there is no luck changing the vision into realityin the form of hard work, in addition to imagination and ability that can turn anindividual career into a success. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 120 methodthe approach used in this study uses a qualitative research approach. this researchmethod uses a descriptive case study method, because this method will dig deeper intothe research problem so that it will reveal the uniqueness and distinctiveness of thisstudy. descriptive research according to subana and sudrajat (2005; 89) is to say andinterpret data relating to facts, circumstances, variables and phenomena that occurwhen the study takes place and present it as is. this qualitative approach is expected to produce a picture of the object that is fullyresearched as revealed by taylor in moleong (1993: 3) that qualitative methodology is aresearch procedure that produces descriptive data in the form of written or oral wordsfrom people and observed behavior. the data collection techniques used in this studywere observation, interviews, and documentation studies and triangulation. this research was conducted at lkp anugrah pratama, having its address at cipawitrasub-district, mangkubumi district, tasikmalaya city. the subject of the study in thisstudy was the manager, instructor and citizens of learning at lkp anugrah pratama.data analysis techniques used in this study include: (1) reduction of data; (2) display ofdata; and (3) conclusion withdrawal. results and discussion results application of the andragogy principle in the life skills education program in increasing the independence of entrepreneurs in learning citizens lkp anugrah pratama 1. step to pkh learning based on andragogybased on the results of interviews with the manager of anugrah pratama lkp, thelearning carried out on the sewing life skills program begins with the identification ofthe learning community so that the curriculum is designed according to what is neededand the experience of the learning community so that it can be directly applied to dailylife. the learning curriculum used in life skills education programs is in accordance with theguidelines that have been designed by the government, but the implementation isadjusted to the characteristics and experience of the learning community so that thelearning outcomes they learn are in accordance with what is expected by the learningcitizens. in addition to learning design the main thing in learning resources here is the existenceof tutors or instructors who guide and provide material in accordance with existingcurriculum references. instructors must have specific competencies and requirements jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 121 so that graduates of this program also have good quality. competence must be ownedby the instructor among which already passed the course at least level 2 in tailoring lifeskills program, and has the capability of skilled and can guide in delivering learningmaterials for adults to understand and also have good sewing skills. 2. the application of the principles of andragogythe learning process between children and adults as students certainly requiresdifferent ways or treatments in the learning process. learning in adults conducted bylkp is designed by creating a conducive learning climate so that the learning citizensfeel comfortable and not bored during the learning activities. residents of learning canfreely express in accordance with learning needs that can be applied in daily life. the curriculum is emphasized, namely using references to experience everydayproblems from the citizens of learning. at the beginning of the lesson, the generalknowledge that must be accepted by the learning citizens is given first. after theresidents learn to practice the knowledge that has been received and experiencedifficulties, it can be solved in the learning process in lkp, so that the learning done iscentered on the problem of learning citizens in order to be able to directly apply theproblems they face. the pattern of learning in adults is a life skills education program that emphasizespractice more than theory, which is the practice of 70% while the theory is only 30%.learning in the life skills education program in the form of sewing skills is carried outfor 2 months for level 1 or elementary level. learning is done from monday fridaywith the duration of learning 4-5 hours a day. the adult learning process also needs evaluations to measure the ability of citizens tolearn from their learning outcomes. at the end of the meeting a competency test wasconducted by the assessment team appointed by the competency certification body(lsk) in west java. in each level the residents learn only 1 (one) time an evaluation orcompetency test is carried out with a minimum rule of participants who take 20competency tests. 3. self-relience of the learning communityone of the objectives of the life skills education program is so that citizens learn to bemore confident with the skills they have. most of the residents in lkp anugrah pratamahave better self-confidence with the new skills they have. at the beginning of the lifeskills education program desired destination very diverse, there are who want to workin a factory garment or anyone wants to have a boutique, there are who want to becomeprofessional seamstresses and others. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 122 one of the confidence that was conveyed by the learning community was that they hadbegun to dare to accept sewing orders from neighbors around their homes, afterapproximately 3 weeks of learning meetings. to further build the confidence of thelearners, they continue to practice improving their skills and discussing with instructorswhen experiencing problems. some learning residents have slowly begun designing to realize their ideals byparticipating in life skills training in sewing skills, which is to have their own hijabbrand, have a boutique and so on from the skills they have. discussion 1. step to pkh learning based on andragogyadult education programs according to arif (1990: 11) if grouped, spectrums will befound that differ in groups, that is, managers based their programs must be studied bystudents and managers base their programs on the needs and interests of people whowill learn. based on the results of research, managers and instructors first identify the needs ofstudents. identification of needs carried out by managers and instructors to prospectivestudents aims to find out what the learning objectives are and target students to takelife skills education programs in the form of sewing skills. the results of identification ofthese needs can later be used as a reference for the implementation of learning. identification of needs is needed to search, discover, register and record data andinformation needed by the learning population in the implementation of life skillseducation programs. arif (1990; 11) said that in the implementation of adult learning itis necessary to diagnose learning needs. identification of needs is very necessary toplan approaches and problem solving, both when learning takes place or problemsolving when students experience difficulties. formulate learning goals for students and program objectives for managers orinstructors to give direction to a program and distinguish it from other programs (arif,1990; 35). the program's objectives can provide direction and guidelines and focus onvarious types of activities in anugrah pratama lkp more comprehensively. 2. the application of the principles of andragogyadults according to sudjana (2004; 233) are people who always develop their ownpotential and try to achieve self satisfaction in a good and meaningful life for themselvesand their environment. the application of the principle of andragogy in learning lifeskills education programs refers to what was revealed by knowles in kamil (2010; 19),namely: 1) creating a conducive learning climate; 2) compile a form of planningtogether and help each other; 3) assess or identify interests, needs, and values; 4) jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 123 formulating learning objectives; 5) designing learning activities; 6) implement learningactivities; and 7) evaluating learning outcomes.creating a comfortable learning atmosphere is one of the settings for the psychologicalenvironment, this is done by conditioning the learning space as comfortable as possible.the instructor and manager of lkp anugrah pratama fully utilizes the conditions ofstudents as adults who have motivation, self-concept, experience, learning goals andreadiness to learn.the andragogy approach allows students to express their experiences about sewing andcan be used as material for reviewing problem solving at each meeting. the experienceof students in sewing is one of the learning resources used by instructors.evaluations carried out on life skills education programs, namely by the existence of acompetency test after the students have finished taking each level. competency testscan be carried out by the testing team from the province if they have a minimum of 20training participants. in line with what was revealed by arif (1990; 83): evaluation isnot the final stage of the learning process, but is a phase or stage to widen the learningcycle itself. learning is seen as a cycle, which can be repeated with increasing speed.every cycle is complete, what we hope for is to broaden and deepen the experience ofthe participants.evaluation is carried out to determine the development of the knowledge and skills ofthe trainees. before the training participants carry out the competency test, the institutelooks at the participants' abilities from the theories that have been delivered andpractices in the form of cloth cutting, fabric sewing and also the treatment of themachines. 3. self-relience of the learning communityentrepreneurship according to alma (2000; 3) is a process of creating somethingdifferent, by devoting all time and energy, bearing financial, psychological and socialrisks, and getting results in the form of money and personal satisfaction.entrepreneurship is a skilled person utilizing opportunities in developing his businesswith the aim of improving his life.high self confidence will influence ideas, initiative, creativity, courage, perseverance,work spirit and enthusiasm to always work. one of the keys to success inentrepreneurship is understanding yourself. another feature of entrepreneurs is takingrisks. students who carry out business activities such as receiving sewing orderscertainly have risks faced, one of which is customer dissatisfaction. in achieving theirgoals, students experience various obstacles or risks.an entrepreneur must have new ideas that result from creativity. creativity is what willbring entrepreneurs to innovate their business. according to alma (2000: 30)originality in entrepreneurship is creativity and innovation with the followingcharacteristics: 1) never satisfied with the methods carried out today even though themethod is good; 2) always pouring imagination into his work; 3) always want to be jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 124 different or always take advantage of differences; 4) entrepreneurship is thinking andacting something new or thinking something old in new ways.the ability obtained by students at lkp anugrah pratama is obtained from the results oftheir learning and self-development of each student. learning outcomes are expected tobe able to make students can continue to learn to hone skills, empower, and plan andmanage their business well to be more developed. the knowledge and skills possessedare not the ultimate goal of the learning process, but furthermore that students canutilize and apply the knowledge and skills they have acquired can be truly applied in thedevelopment and improvement of their quality of life. conclusionlife skills education is a skill that is given to deal with life problems in order to be ableto work and become independent entrepreneurs. life skills are defined as skillspossessed by someone to want and dare to face life's problems without feelingpressured, then proactively and creatively looking for and finding solutions so that theyare finally able to overcome them.based on the results of research conducted on the application of the principle ofandragogy in life skills education programs in increasing self-reliance onentrepreneurship, it can be concluded that the learning conducted by lkp anugrahpratama in the life skills education program in the form of sewing training uses theandragogical approach. before learning activities begin, beginning with theidentification of learning needs for students and also the application of the principles ofother andragogy learning.the purpose of students participating in the life skills education program at lkpanugrah pratama is for entrepreneurship and also working in a garment company.some students after attending a basic level program have started to dare to open abusiness and receive sewing orders from their customers. bibliographyalma, b. (2000). kewirausahaan. bandung: alfabeta.anwar. (2012). pendidikan kecakapan hidup. bandung: alfabeta.arif, z. (1990). andragogi. bandung: angkasan.desmita. (2011). psikologi perkembangan peserta didik. bandung: rosda karya.dirjen plsp. (2004). pedoman penyelenggaraan program kecakapan hidup (life skills) pendidikan non formal. jakarta: ditjen plsp.hendro. (2011). dasar-dasar kewirausahaan. jakarta: erlangga.kamil, m. (2010). model pendidikan dan pelatihan konsep dan aplikasi. bandung:alfabeta. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 125 kamil, m. dkk. (2014). pendidikan kecakapan hidup (life skill) dalam pemberdayaanperempuan kepala keluarga (pekka) untuk peningkatan pendapatan dankemandirian berwirausaha.malik, halim. k (2008). teori belajar andragogi dan aplikasinya dalam pembelajaran.jurnal inovasi 5 (2): 1-16. http://ejurnal.ung.ac.id/index.php/jin.moleong, j.l. (1993). metode penelitian kualitatif. bandung: remaja rosdakarya.salim emil, (1996). perencanaan pembangunan dan pemerataan pendapatan., jakarta:yayasan idayu.subana, m. dan sudrajat (2005). dasar-dasar penelitian ilmiah. bandung: cv pustakasetia.sudjana d. (2004). wawasan, sejarah perkembangan, filsafat, teori pendukung dan asas pendidikan nonformal. bandung: falah production.undang-undang no 20 tahun 2003 tentang sisdiknas. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 1 february 2021,p-issn no. 2252-4738 e-issn : 2580-7692 33 mapping family readiness on elementary school students’ online learning continuity during covid-19 pandemic nunu mahmud firdaus program studi pendidikan masyarakat, ikip siliwangi indonesia mahmudfirdaus@gmail.com received: february 2021; accepted: february 2021 abstract the purpose of writing this article is to understand the important role of public education during the covid 19 pandemic which occurred starting in march 2020 so that the government instructs schools to carry out teaching online (online) as an effort to prevent transmission of the disease. the author observes that during online learning students and teachers develop their knowledge of the network system without getting much training which tends to rely on a self-learning, for students, especially the success of online learning is very much influenced by family education, where interaction is more dominant with family at home, the author that family readiness affects student success in learning from the current pandemic era, this research is intended so that readers and the public can know and realize the importance of family guidance in the success of school students in implementing learning at home. in this research method, the author uses descriptive qualitative methods and interviews with parents and teachers to explore in-depth information that family readiness in guiding children to learn at home is an urgency that must be carried out. in the results of the study, the authors obtained information from 20 families, 15% stated that they still had difficulties with work activities and various other reasons. meanwhile, 85% expressed optimism about the success of online learning at home with the readiness of the family to provide more guidance and attention to their children's online learning. keywords: role of mapping, education, family, online learning abstrak tujuan penulisan artikel ini adalah untuk memahami peran penting pendidikan masyarakat pada masa pandemi covid 19 yang terjadi mulai bulan maret 2020 sehingga pemerintah mengnstruksikan kepada sekolah agar melaksanakan pengajarannya secara daring (dalam jaringan) sebagai upaya pencegahan penularan penyakit tersebut. penulis mengamati selama pembelajaran daring siswa dan guru mengembangkan pengetahuannya sistem jaringan tanpa banyak mendapat pelatihan yang cenderung mengandalkan belajar sendiri, bagi siswa khususnya keberhasilan pembelajaran daring sangat dipengaruhi pendidikan keluarga yang mana interaksi lebih dominan dengan keluarga dirumah, penulis bahwa kesiapan keluarga mempengaruhi keberhasilan siswa dalam belajar dari dimasa pandemi saat ini, penelitian ini dimaksudkan agar pembaca dan masyarakat dapat mengetahui dan menyadari pentingnya bimbingan keluarga dalam keberhasilan siswa sekolah dalam melaksanakan pembelajaran di rumah. metode penelitian ini penulis menggunakan metode deskriptip kualitatif dan wawancara dengan orangtua dan guru untuk menggali informasi mendalam bahwa kesiapan keluarga dalam membimbing anak-anak belajar dirumah menjadi urgensi yang harus dilaksanakan. pada hasil penelitian penulis mendapatkan informasi dari 20 keluarga, 15% menyatakan masih kesulitan dengan kegiatan pekerjaaan dan berbagai alasan lainnya. sedangkan 85% menyatakan optimis terhadap keberhasilan pembelajaran daring dirumah firdaus, n.m. mapping family readiness on elementary school students’ online learning continuityduring covid-19 pandemic 34 dengan kesiapan keluarga dalam memberikan bimbingan dan perhatian yang lebih terhadap belajar daring anak-anaknya. kata kunci: pendidikan, kesiapan keluarga, dan pembelajaran daring how to cite: firdaus, n.m. (2021). mapping family readiness on elementary school students’ online learning continuity during covid-19 pandemic. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (1), 33-37. introduction in march 2020, who announced a coronavirus or covid-19 pandemic with the full name severe acute respiratory syndrome coronavirus 2 (sars-cov-2) which causes infectious diseases to humans. as a preventive effort, the government transferred the face-to-face learning system to online which is carried out at each home. in practice, there are problems faced by teachers, students, and parents of students. this government policy started to be implemented effectively in several provinces in indonesia on monday, march 16, 2020, which was also followed by other provinces. the learning system is implemented through personal computers (pc) or laptops connected to an internet network connection. teachers can learn together at the same time using groups on social media such as whatsapp (wa), telegram, instagram, zoom applications or other media as learning media. thus, the teacher can ensure that students take part in learning at the same time, even though in different places. all sectors are impacted by corona, including the world of education. as seen from the surrounding events that are happening, both students and parents who do not have cellphones to support online learning activities feel confused, so the school is also looking for solutions to anticipate this. some students who do not have cellphones learn in groups, so they conduct learning activities together. they start to learn via video call connected with the teacher, being asked questions one by one, until check the attendance via voice note available on whatsapp. the materials are given in the form of a video that is less than 2 minutes long. learning is also carried out using video call which is connected with the teacher, being asked questions one by one until check the attendance via voice note available on whatsapp or other applications. the impact of covid-19 is very pronounced in the field of education, especially in elementary schools, the quality of learning is hampered because the teacher and student interactions are limited and children rely more on parental attention, if their parents' education is lacking, they will be confused to find learning directions. with good informal education, students can learn optimally. the most important thing in the online learning process is to understand the role of parents in assisting the learning process carried out by children. so that it can provide benefits while providing an interesting learning experience. even though teachers are present online, in the online learning process, the role of parents is very important to accompany and mentally prepare children in participating in learning firdaus, n.m. mapping family readiness on elementary school students’ online learning continuityduring covid-19 pandemic 35 literature review informal education law number 20 of 2003 concerning the national education system states that education is carried out through three channels, namely: formal education, non-formal education, and informal education. in its implementation, the three routes develop in their uniqueness. formal education appears to be more established and has become the mainstream of education development. likewise, non-formal education is widely implemented as education for adults. during a pandemic like this, informal education, which seems to not affect generations, turns to plays an important role. recognition by the government also needs considering, given that in reality, informal education is very rich of useful scientific information for the new generation as the successors of the life of the nation and state. parents’ perception on schools perception is determined by individual experiences in observing school and is associated with daily events in the environment. in some societies literacy skills, as well as skills of elementary graduates schools are generally used to change living standards. in this case, several possibilities may occur, for example, the society does not respect schools, does not care about their children's learning, this is a sustainable impact if there are continuing online learning difficulties which are facilitated only by the students’ family (marzuki 2010). online learning on march 24, 2020, the minister of education and culture of the indonesian republic issued role number 4 of 2020 concerning the implementation of education policies in an emergency for the spread of covid. in this regulation, it was explained that the learning process is carried out at home through online/distance to provide meaningful learning experiences for students. learning from home can be focused on life skills education, including the prevention of transmission of the covid-19 disease. online learning requires appropriate assistance from parents, especially in building information literacy for parents and students themselves. this is in accordance with the opinion of mulyono & ansori (2020) which states that skills in managing information online and then applying it significantly in the community education process will help improve the quality of people's lives. this opinion will be relevant to the learning process carried out online during the current pandemic.. method his study used a qualitative descriptive study in which the authors obtained information through observation, interview, and documentation study techniques. (sugiyono, 2011) sad the research method is a scientific way to get data with specific purposes and uses by distributing a questionnaire that the author compiled to twenty parents and twenty teachers to get the correct data support. for the test, the authors examined the important points in the answers of parents and teachers the role of family readiness, online learning. researchers also used information from sources in the form of articles and relevant news about the role of the family to support the implementation of online learning properly. the research technique was carried out by observation, interviews, and documentation study, by looking for information about variables in the form of notes, articles, journals, and news (arikunto, 2010). in testing validity, the researcher used triangulation of these data sources. firdaus, n.m. mapping family readiness on elementary school students’ online learning continuityduring covid-19 pandemic 36 results and discussion result during the covid-19 pandemic, teaching and learning activities were no longer carried out in schools to prevent transmission of the covid-19 disease, as a substitute for face-to-face meetings between teachers and students in schools, learning was carried out online using the internet network and various applications that could support this learning. in this online learning implementation technique, the teacher gives more assignments to students who then work on the task, regarding the difficulties faced by students, parents help their children in completing their tasks, this is very much related to how parents or family greatly influence the success of this learning. . based on interviews with parents of students, the researcher obtained information that the limited communication of teacher and student education interactions in online learning made parents a source of information for students regarding subject matter provided by the teacher and became facilitators between students and teachers, of the 20 parents 85% said that family readiness is very important for the continuity of online learning at this house and 15% experience difficulties or are still pessimistic even with the readiness of the family to provide guidance, for example, children are more obedient to their family's directions for learning and other reasons. the author can observe that with the readiness of the family for online learning, the child's difficulties can be overcome by the parents of students as guides and facilitators, the family must understand what needs to be addressed. filled for children to learn. the family must also be able to provide guidance to children in doing their tasks at home and assist how to use online learning applications, as a result, the child feels appreciated by the family and can be diligent in learning at home. discussion based on the results of the research that has been done, it can be found that parents need special assistance in the use of online learning hardware and software that is carried out at home. this requires a special process to start preparing parents in accompanying children during the learning process at home. this is in accordance with the opinion of putria, maula and uswatun (2020) who state that the online learning process requires special assistance, so that children stay focused on the learning process being carried out. the role of parents as facilitators in learning at home is also an important note. especially in supporting the achievement of the learning objectives carried out. including the evaluation process in it. therefore, the role of parents is more dominant than the role of teachers. because the series of learning processes must be carried out at home continuously. conclusions based on the results of the research and discussion above that a. online learning can be done well with family readiness in guiding their children to study at home. b. family readiness affects the success of children learning at home because the role of parents is to be a guide as well as a facilitator between teachers and students in online learning. suggestions based on the research conducted, the authors provide the following suggestions: a. the family must become a facilitator between the teacher and students to complete student learning assignments at home so that school learning materials can be completed. firdaus, n.m. mapping family readiness on elementary school students’ online learning continuityduring covid-19 pandemic 37 b. the family must truly have the readiness to provide guidance and attention to their children studying at home. references arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. rineka cipta. marzuki, saleh .(2010). pendidikan nonformal. malang; universitas negeri malang mulyono, d. & ansori. (2020). literasi informasi dalam kerangka pengembangan pendidikan masyarakat. comm-edu (community education journal) 3(1), 1-5. putria, maula & uswatun. (2020). analisis proses pembelajaran dalam jaringan (daring) masa pandemi covid19 pada guru sekolah dasar. jurnal basicedu (journal of elementry education) 4(4), 861-872 sugiyono, p. (2011). metodologi penelitian kuantitatif kualitatif dan r&d. bandung; penerbit alfabeta. suryawan, o. (2020). guru diminta aktif awasi pembelajaran daring agar siswa tetap fokus. bbalipuspanews.com empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 148 enhancing learner’s reading competency through project-based pre-cooperative multiliteracy neni nurlaela pp paud and dikmas west java indonesia 1 neninurlaela28@gmail.com received: juni, 2020; accepted: september, 2020 abstract education multiliteracy is an education that emphasizes on increasing the diversity of literacy in all aspects of life. the multiliteracy education program is a program of literacy by using a variety of approaches (arts, culture, environment, technology, race, ethnicity, gender, and others) are relevant to the learners to achieve and or develop literacy competencies and improve the income and quality of life of participants students. the focus of the problem is as follows: how to increase literacy skills of reading advanced literacy students through project-based multiliteracy learning models in clc hikmah district. ciamis, clc al-ghifari district. cirebon, and clc geger sunten district. west bandung? the project-based multiliteracy pre-cooperative learning model is multiliteracy learning with the theme of science and technology pre-cooperative sub-themes using project-based learning strategies. learners during learning in enhancing the ability of literacy such as reading, writing, and arithmetic in the language of indonesia to be given charge of pre cooperatives. wherein the output of this study is the formation of pre-cooperative business groups, in the process of establishing this cooperative course pre herded learners to complete the project in any appropriate syntax learning project-based learning, namely: 1) determination of project. 2) designing project completion steps. 3) compilation of project implementation schedules. 4) project completion. 5) report preparation. 6) evaluate the process and process results. based on the research results obtained asymp.sig (2-tailed) = 0,000 <0.05 then ho is rejected and ha is accepted meaning there is an average difference between the pre-test and post-test learning outcomes, which means there is an influence on the use of the project-based pre-cooperative multi-literacy model towards increased literacy skills in reading students. keywords: literacy education, multiliteracy education, pjbl / project abstrak pendidikan multikeaksaraan adalah pendidikan yang menekankan pada peningkatan keragaman keberaksaraan dalam segala aspek kehidupan. program pendidikan multikeaksaraan merupakan program keaksaraan dengan menggunakan berbagai pendekatan (seni, budaya, lingkungan, teknologi, ras, etnis, gender, dan lainnya) yang relevan dengan kondisi peserta didik untuk mencapai dan atau mengembangkan kompetensi keberaksaraan serta meningkatkan penghasilan dan kualitas hidup peserta didik. yang menjadi fokus permasalahan sebagai berikut: bagaimana peningkatan kemampuan keberaksaraan membaca peserta didik keaksaraan lanjutan melalui model pembelajaran multikeaksaraan pra koperasi berbasis proyek di pkbm hikmah kab. ciamis, pkbm al-ghifari kab. cirebon, dan pkbm geger sunten kab. bandung barat?. model pembelajaran multikeaksaraan pra koperasi berbasis proyek ini merupakan pembelajaran multikeaksaraan dengan tema ilmu pengetahuan dan teknologi sub tema pra koperasi dengan menggunakan strategi pembelajaran berbasis proyek. peserta didik selama pembelajaran dalam meningkatkan kemampuan keberaksaraan seperti membaca, menulis dan berhitung dalam bahasa indonesia dengan diberikan muatan pra koperasi. dimana output dari pembelajaran ini yaitu terbentuknya kelompok usaha pra koperasi, dalam proses pembentukan pra koperasi ini tentunya peserta didik digiring untuk menyelesaikan proyek dalam setiap pembelajaran sesuai syntax pembelajaran berbasis proyek yaitu: 1) penentuan proyek. 2) perancangan langkahlangkah penyelesaian proyek. 3) penyusunan jadwal pelaksanaan proyek. 4) penyelesaian proyek. 5) nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 149 penyusunan laporan. 6) evaluasi proses dan hasil proses. berdasarkan hasil penelitian diperoleh asymp.sig (2-tailed) = 0,000 < 0,05 maka ho ditolak dan ha diterima berarti ada perbedaan rata-rata antara hasil belajar pre test dan pos tes yang artinya ada pengaruh penggunaan model multikeaksaraan pra koperasi berbasis proyek terhadap peningkatan kemampuan keberaksaraan dalam membaca peserta didik. kata kunci: pendidikan keaksaraan, pendidikan multikeaksaraan, pjbl/proyek how to cite: nurlaela, n. (2020). enhancing learner’s reading competency through project-based pre-cooperative multiliteracy. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 148-159. introduction development ability and personality of a person is not solely done at the school, will but can also be done on the outside of the school with the effect that intentionally to learners through multiple delivery systems, such as courses, literature, works of art and culture, etc. which are oriented directly to important matters related to aspects of students' lives and are economically practical. the implementation of education, in general, has the aim of developing all the potential that exists in students, both potential in cognitive, affective and psychomotor aspects. qualified human beings are expected to be able to understand science in a particular field, be able to reason, be able to think critically and be able to solve problems to fill development so that they ultimately have the readiness to meet an increasingly competitive era of globalization and the development of science and technology. literacy education services play a strategic and important role in improving the quality of life of people, especially illiterate residents. literacy education service programs are expected to reduce illiteracy in indonesia. bps 2018 susenas statistics states that indonesia's population in 2017 is 261, 9 million. the illiterate population in indonesia based on 2018 data is 3,290,490 or 1.93% of the population of indonesia. data illiteracy, especially in west java province-age population aged 15-59 years the number 30.94905 million, illiterates number 110 779 present blind script by 0.36 %. the total population of the regional special capital (dki) aged 15-59 years the number 6991493, the blind alphabet number 13 133 percentage by 0.19% illiteracy. literacy education is one form of education services that are included in the path of education nonformal as has been stipulated in the law on national education system article 26, paragraph 3. kamil (2009) states that non-formal education itself has a variety of attributes, names, or terms such as mass education, adult education, lifelong education, learning society, out of school education, social education, and others. understanding of non-formal education is a type/path of education that when viewed from the implementation process has an institutionalized system and structure but is held outside of school education and plays a role in providing special services to learning citizens in achieving learning goals (kamil, 2009; coombs, 1985 ). in the context of education for all and improving the quality of life of indonesian people, literacy education has a strategic function to fulfill the basic education rights of citizens. movement education literacy started more than six decades ago which has developed starting nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 150 from the concept of literacy (pbh) to the importance of the individuals to have literacy in all areas of life. literacy programs are a form of service education non-formal who learn citizens of society blind alphabet, so it can write, read, count and analyze, which is oriented to the daily life day by utilizing the existing potential in its environment so that the learners and the community to improve the quality and standard of living. literacy education as one of the non-formal education services to teach illiterate people, and as an approach to learning, is a way to develop one's ability to master and use skills of reading, writing, counting, observing and analyzing, which are oriented to everyday life and take advantage of the potential that exists in the surrounding environment. the results of the analysis through survey methods conducted on developing countries shows that increasing one's literacy skills will have a direct impact on one's investment and performance. literacy equally well with nutrition, health, and also the income of a person who is correlated with an increase in life expectancy, decrease child mortality and maternal mortality. (zainudin & napitupulu: sumiati, 2015). education multiliteracy is an education that emphasizes on increasing the diversity of literacy in all aspects of life. the educational program multiliteracy is a program of literacy by using a variety of approaches (arts, culture, environment, technology, race, ethnicity, gender, and others) are relevant to the learners to achieve and or develop the competency of literacy and to improve the income and quality of life of the participant students. the reality is that in the field the manager of multiliteracy education programs has mostly received operational funding assistance but there are still basic literacy graduates who have not been served by advanced literacy either kum or multiliteracy education, as well as a lack of understanding of educators and managers in the learning process of multiliteracy education so that in the process the learning is still like independent business literacy, and basic literacy graduates are generally equipped and have skills and even produce products that have high selling power. besides that, the conditions found in the field have not yet been developed by multiliteracy education learning tools that are by the contextual or potential according to the students. basic literacy graduates in addition to having sukma also have skills and produce products that have selling power, in the sense that these basic literacy graduates are smes (small and medium enterprises) even with small businesses. seeing this situation, it is necessary to be accommodated by an institution that is a legal entity or cooperative. before heading cooperatives are legal entities need to be undertaken understanding of literacy graduates participant base by way of guidance in the preparation of this cooperative or the model is called the pre-cooperative. financial literacy is included in the theme of science and technology so that the content in the development of multiliteracy learning of this model is precooperative. good learning is learning that has meaning beneficial for learners, it requires the participant students to be able to follow are active in the whole activity of learning as well as to follow the whole process of learning and acquiring learning outcomes that are useful for life. to carry out the study that gives meaning to the participant students then need a strategy that should be done. one learning strategy that supports the 2013 curriculum that develops student skills is projectbased learning (pjbl). through projects provided to students not only are required to achieve nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 151 the stated learning goals, but students will be better trained to face the real world that requires them to access, synthesize, communicate information and work together to solve complex problems to improve critical thinking skills students (nur hikmah, 2016). multiliteracy education in this learning model which is the content of the material is pre-cooperative. the pre-cooperative, multi-literacy learning model based on projects is very important because it can provide opportunities to improve and develop reading, writing and numeracy competencies in indonesian so that they can to become fully literate community members in pre-cooperation. based on the above it can be focused on the following issues: how to increase the ability of literacy reading literacy learners advanced through pre multiliteracy cooperative learning model based-project in pkbm hikmah kab. ciamis, pkbm al-ghifari kab. cirebon, and pkbm geger sunten kab. bandung barat? the purpose of this study includes: 1) knowing project-based multicultural literacy learning in clc hikmah district. ciamis, clc al-ghifari district. cirebon, and clc geger sunten district. west bandung. 2) describe the ability of literacy, especially the ability to read in clc hikmah district. ciamis, clc al-ghifari district. cirebon, and clc geger sunten district. west bandung. 3) knowing the supporting and inhibiting factors in the implementation of pre-cooperative multiliteracy education programs in clc hikmah district. ciamis, clc al-ghifari district. cirebon, and clc geger sunten district. west bandung. literature review a. learning james o. whitaker ( rusman, 2017) that learning is a process in which behavior is generated or changed through practice and experience. the word "modified" is the keyword whitaker opinion, so that from the word implies that learning is a change that is planned consciously through a program that is structured to produce certain positive behavioral changes. the point is that learning is change. learning is the process of changing behavior in the form of knowledge, attitudes, and skills. this change is permanent in behavior that occurs as a result of practice or experience. learning is the assistance given by educators so that the process of acquiring knowledge and knowledge, mastery of skills and character, as well as the formation of attitudes and beliefs in students. in other words, learning is a process to help the participant students to learn well. the learning process is experienced throughout a human's life and can apply wherever and whenever. in the opinion of experts, learning is the empowerment of potential learners to become competencies. this empowerment activity cannot be successful without someone helping. learning is a system, which consists of various components that are interconnected with one another. these components include objectives, materials, methods, and evaluations. the fourth component of the study should be considered by educators in selecting and determining media, methods, strategies, and approaches to what will be used in learning activities. b. multiliteracy education literacy as a concept has a very broad, dynamic and ever-changing meaning because understanding literacy is influenced by personal experiences, thoughts, research findings, government policies, and cultural values in society. in the international education community, nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 152 literacy is seen as a process of acquiring basic cognitive skills, leading to the use of skills that can contribute to socio-economic development, developing social awareness skills and critical reflection as the basis for personal and social change. the latter stated was later known as multi-literacy education which emphasizes increasing diversity of literacy in all aspects of life. in other words, such literacy education emphasizes the interrelation between literacy and development to bring up the concept of literacy that leads to multiliteracy education. in this case, multi-literacy education is not merely seen as the ability to read, write and count, but also to prepare individuals to play a role in economic, social development, and as citizens. multikeaksaraan education known as post-literacy ( post-literacy ) can be viewed as concepts, processes, and programs (kusmiadi, 2007). as a concept, post-literacy education is part of lifelong education, adult education, and continuing education. of course, multiliteracy education as part of continuing education, multiliteracy education programs strive to provide opportunities for students to improve and develop their learning potential after participating in basic literacy programs. on the other hand, this concept of multi-literacy education in addition to providing literacy skills, also directly or indirectly seeks to transform students into educated "whole people", so that it becomes an asset that is socio-economically productive for the community and able to participate actively and productively in the process nation-building. likewise, multi-literacy education as a program is an activity specifically developed for those who are new to literacy and is designed to help them become functionally literate and become autonomous learners. bearing in mind that a multi-literacy education program includes all learning opportunities for all people outside of literacy and basic education, this multi-literacy (continued) education program is: (a) continuing education for adults; (b) responding to needs and desires; and (and) (c) includes experience provided by the formal, non-formal and informal education sub-systems. likewise, multi-literacy education as a program functions: (a) integrating basic literacy skills; (b) allows for a lifetime of education; (c) increase understanding of the community and community; (d) disseminating vocational technology and skills; (e) motivate, inspire and reinforce expectations towards quality of life; and (f) fostering happiness in family life through education (unesco in the ministry of education and culture, 2016). while the intent of continued literacy, as stated by sakya in the ministry of education and culture, 2016 is to: (a) strengthen literacy skills; (b) teach economic skills; (c) get access to new information to improve the quality of life; (d) raise critical awareness about current events in the surrounding environment; (e) help develop rational and scientific attitudes; (f) orienting towards new values and attitudes needed in development; and (g) for entertainment and excitement. c. pre-cooperative cooperatives as one of the economic sectors are economic cooperation. cooperative comes from the word co and operation which means to work together to achieve goals. this means the cooperative is a collection of people or legal entities working together that gives freedom of entry and exit as members to improve the welfare of members and society in general. cooperatives in multi-literacy development are limited to cooperatives as pilot projects to accommodate the production materials produced by students can be accommodated through precooperatives. pre-cooperative is a form of activity with various kinds of preparations that specifically strive to be able to establish a cooperative that is incorporated. pre cooperatives referred to in this nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 153 model the preparations for establishing a cooperative, where the graduates of basic literacy has been equipped with the skills and produce a product that has the power sell high, but the management of products is still managed by independent so it formed an institution that embodies the business group with the hope therein do mentor and facilitation. d. project-based learning ( project-based learning / pjbl) patton in sani (2014: 171) argues that the project-based learning (pjbl) model or project-based learning must involve students in capturing a project or product that will later be exhibited. "project-based learning refers to students designing, planning, and carrying out an extended project that produces a publicly-exhibited output such as a product, publication, or presentation." projects undertaken by students can take the form of individual or group projects and are carried out within a certain period in a collaborative, innovative, unique, and focused on solving problems related to the lives of students. the based-project learning is part of a method of instructional which is centered on the learner. this model instead of using a learning model that is still teacher-centered that tends to make students more passive compared to the teacher. this resulted in students' learning motivation being low so that their scientific performance fell according to fathurrohman (2015). based on some of the definitions above, it can be understood that project-based learning is a learning model that uses projects/activities as a learning tool to achieve competency attitudes, knowledge, and skills. the emphasis of learning lies in the activities of students to solve problems by applying skills, researching, analyzing, making, presenting learning products based on real experience. the model of learning is to allow the participant students to work independently in a group as well as construct authentic products that are sourced from real problems in life every day. as explained above, learning tools for achieving competency in the long distance learning use project assignments as learning strategies. the students work in a real way, solving problems in the real world that can produce solutions in the form of real products or tangible or realistic results. the project-based learning process or step consists of three stages namely project planning, project implementation, and project reporting. below is picture 1.1. project-based learning steps. figure 1. project-based learning steps determination of the project designing project completion steps and their management compilation of project implementation schedules project completion with facilitation and monitoring of educators compilation of reports and presentation/publication of project results evaluate project processes and results nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 154 1. determination of the project in this step, the students determine the theme/topic of the project based on the task of the project are given to educators. participants are students given the opportunity to select/define the project which will be carried out either in groups or independently with the record does not deviate from the tasks assigned teacher. 2. designing project completion steps and their management. this project design activity contains rules for implementing project tasks, selecting activities that can support project tasks, integrating various possibilities for completing project tasks, planning resources/ materials/ tools that can support the completion of project tasks, and cooperation among group members. learners design the steps of project completion activities from beginning to end. 3. compilation of project implementation schedules students under the guidance of educators do the scheduling of all activities that have been designed. how long the project must be completed step by step. 4. project completion with facilitation and monitoring of educators this step is the step of implementing the project design that has been made. activities that can be carried out in the project activities include a) reading, b) researching, c) observation, d) interviewing, e) recording, f) artwork, g) visiting project objects, or h) internet access. educators are responsible for monitoring the activities of students in carrying out project tasks from the process through to project completion. in monitoring activities, educators create a rubric that will be able to record the activities of learners in completing project tasks. 5. compilation of reports and presentation/publication of project results the results of the project in the form of products, whether in the form of written products, works of art, or works of technology/crafts are presented and/or published to other students and educators or the public in the form of exhibits of learning products. 6. evaluate project processes and results educators and students at the end of the learning process reflect on the activities and results of project assignments. the reflection process on project assignments can be done individually or in groups. at the evaluation stage, students are allowed to express their experiences while completing project work that develops with discussion to improve performance while completing project tasks. at this stage, feedback is also carried out on the processes and products that have been produced. the application in learning basic education should have one project for each theme. projects are made in groups. formation of groups must be dynamic (members change) and diverse (members vary in ability and background). an example is the work of making posters with the theme of using clean water wisely. (class v teacher's book, theme 2) in making this poster there is a link between the knowledge and skills of sbdp, science, and indonesian language content. but for this project-based learning to work, there must be ideal conditions, including:  lots of time to solve problems.  costs quite a lot  instructors who are not bound by traditional classroom models, instructors do not hold the main role in the class. nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 155  there is enough equipment.  participant learners have power hidden in the experiment and collection of information.  students can be active in group work.  there is a guarantee/mechanism: when the topics given to each group are different, students will be able to understand the topic as a whole project-based learning or project-based learning can be regarded as the operationalization of the project-based education developed by a multiliteracy program that serves to prepare basic literacy education graduates to have sukma advanced. with project-based learning, learners are introduced to the atmosphere and the meaning of the results of learning the truth. by thus learning a model that is suitable for participants multiliteracy is project-based learning. project-based learning (pjbl) is a learning strategy that uses projects. students explore, assess, interpret, synthesize, and provide information about the subject matter of the precooperative to produce various forms of learning outcomes.. method the model test was conducted in march until november 2019 in 3 locations namely pkbm hikmah kab. ciamis, pkbm al-ghifari kab. cirebon and pkbm geger sunten kab. bandung barat. the research subjects were students who graduated from basic literacy (had sukma) of 20 people in each trial location. model trials are conducted on one group of research subjects with a test design using quasiexperimental (sugiyono, 2016) with a one-group pretest-posttest design where there is only one group as the object of research with the initial test and the final test as described below : pretest treatment posttest o 1 x o 2 information : o 1 = pretest value (before treatment) o 2 = posttest value (after treatment) x = treatment used in the form of project-based learning in the pre-cooperative multilesaraan program data obtained before treatment either in the form of test results or other data are classified as data from the control group, whereas data obtained after treatment is classified as data from the experimental group. data from the control group is often called pretest data and experimental group data is also called post-test data. during the learning process of the pre-cooperative multi-literacy education program, the development team will observe the activities of the students and the activities of the educators. after doing the learning then given a posttest at the end of learning to find out the development of students after the treatment by using the projectbased multicultural literacy learning model. the description of the treatment to be performed is illustrated through the following chart. nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 156 figure 2. flowchart of testing operational model (treatment) after the data is obtained, data analysis will be carried out to measure the effectiveness of the use of the project-based multicultural literacy learning model. by using a t-test analysis of two related samples or by using an appropriate nonparametric test. results and discussion results to see the increase in students' pre-cooperative multicultural education programs, a comparison is made between the pre-test and post-test differences. as shown in table 1.2 as follows: table 1. average pre-test and post-test scores source average value pretest 66.23 posttest 86.07 difference 19.84 the amount of data 62 pretest and posttest that have been given in 3 test locations are then calculated like the data above. before being given the pre-cooperative project-based multicultural literacy learning model. based on the data above the value of students has an average of 66, 23. the average value of students after carrying out learning using the project-based pre-cooperative multiliteracy learning model has increased to 86, 07. from the calculation of the data above, it can be seen that the average value of learning outcomes after carrying out learning is higher than before learning. the increase in the average value of learning outcomes by 19, 84. then the operational test results data were analyzed using the spss 16 for windows program. the analytical calculations on the results of operational trials use the average difference test for paired samples. the requirements for carrying out this test include testing the normality of the database. normality test results show that the two experimental class data are not normally distributed then proceed to the wilcoxon test. furthermore, wilcoxon test results indicate that the data generated as follows: 1) negative ranks (negative) between pre-cooperative multiliteracy learning outcomes for pre-test and post-test is 1, this value of 1 indicates a decrease (reduction) from the pre-test setup of trial device pre-test appication of project-based learning reflection post-test planning observation implementation nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 157 value to the post-test value. the mean rank or average decrease in reading ability is 2, 50, and the sum rank is 2.50. 2) positive rank or difference (positive) between pre-cooperative multi-literacy learning outcomes for pre-test and post-test. here there are 60 positive (n) data, which means that 60 students experienced an increase in pre-cooperative multi-literacy learning outcomes with literacy skills (reading) from pre-test scores to post-test scores. the mean rank or average increase in literacy ability is 31, 48, while the number of positive rankings or the sum of ranks is 1888.50. 3) ties are the similarity of the pretest and posttest values, here the value of the ties is 1, so it can be said that there is 1 student of the same value between the pre-test and post-test. table 2. test statistics a post test pre test z -6,778 b asymp. sig. (2-tailed) , 000 a. wilcoxon signed ranks test b. based on negative ranks. hypothesis formulation ho: there is no average difference between pre-test and post-test learning outcomes. this means that there is no influence on the use of project-based, pre-cooperative multiliteracy models in improving literacy skills (reading) ha: there is an average difference between pre-test and post-test learning outcomes. this means that there is an influence on the use of the project-based pre-cooperative multi-literacy model in improving literacy skills (reading) if asymp.sig (2-tailed) <0, 05 then ho is rejected and ha is accepted if asymp.sig (2-tailed)> 0.05 then ho is accepted and ha is rejected based on the above table, it is known that asymp.sig (2-tailed) = 0,000 <0.05 then ho is rejected and ha is accepted, meaning there is an average difference between pre-test learning outcomes and test posts, which means that there is an influence on the use of project-based precooperative multi-literacy models towards increasing literacy skills in reading students. discussion pre-cooperative multi-literacy learning in advanced literacy education using project-based learning strategies or often known as project-based learning (pjbl) is a learning model that involves students in problem-solving activities and allows students the opportunity to work autonomously to construct their learning and ultimately produce products valuable and realistic learners according to the buck institute for education (al-tabany et al, 2014). the project-based pre-cooperative multiliteracy learning model is a multiliteracy learning with pre-cooperative science and technology themes using project-based learning strategies. learners during learning in enhancing the ability of literacy such as reading, writing, and arithmetic in the language of indonesia to be given charge of pre cooperatives. where the output of this learning is the formation of pre-cooperative business groups, in the process of nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 158 forming pre-cooperatives, of course, students are led to complete projects in each learning according to project-based learning syntax, namely: 1. determination of the project projects are determined together, namely the formation of pre-cooperatives. 2. designing project completion steps the team, educators, and students design the steps to complete the project for 6 weeks. in addition to improved literacy competencies, but every lesson some projects that must be completed by students. 3. compilation of project implementation schedules the schedule is arranged together to complete the project for 6 weeks. where the average learning per week at each trial location is 12 jp. 4. project completion projects are completed by students according to a schedule that has been arranged together. 5. compilation of reports preparation of reports, in this case, any project learning that must be completed immediately reported. 6. evaluate the process and process results evaluation of the process and the results of the learning process in addition to the evaluation of the projects above are also carried out written evaluations to students in the form of pretest and post-test. based on the data in table 1.2 and calculating data using the spss 16 for windows program, it is found that the average value of learning outcomes after implementing learning is higher than before learning. the increase in the average value of learning outcomes by 19, 84. and it is known that asymp.sig (2-tailed) = 0,000 <0.05 then ho is rejected and ha is accepted, meaning there is an average difference between the pre-test and post-test learning outcomes, which means that there is an influence on the use of project-based pre-cooperative multi-literacy models to increase capacity literacy in reading students. through this project-based learning, it can be seen based on the data that it has an increase and influence on the learning outcomes of multiliteracy education students in their reading ability. the factors supporting and inhibiting pre-cooperative multi-literacy project-based learning are: 1) supporting factors a) educators in each trial location have the competence of educators so that in the implementation of learning there are no difficulties either in providing material for literacy participants or understanding in applying the project-based pre-cooperative multicultural model. b) managers who always accompany educators and students in the implementation of learning so that learning takes place smoothly. c) students in most locations are consistently present until the end of learning so that the application of the project-based multicultural literacy learning project runs smoothly and according to a predetermined schedule. d) assistance from the development team that continues to oversee from the beginning to the end consistently. 2) obstacle factor a) due to limited testing time, learning should have been 86 jp to 60 jp, so that the last project related to the partnership could not be carried out optimally. b) determination of the learning schedule is adjusted to the readiness of students because of the background work of students that there is a daily work in the fields and so on. nurlaela, n. enhancing learner’s reading competency through project-based pre-cooperativemultiliteracy 159 conclusion based on the results of the analysis, it was concluded that 1) the implementation of projectbased multicultural pre-cooperative learning is done through a project-based learning syntax where each student's learning is given a project so the learning output is the formation of precooperative groups. 2) project-based pre-cooperative multi-literacy learning model shows that there is an influence of the use of a project-based pre-cooperative multi-literacy model on improving literacy skills in reading students. references al-tabany, trianto ibnu badar. mendesain model 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"pengaruh strategi project based learning (pjbl) terhadap kemamluan berfikir kritis siswa kelas xi ipa pada materi koloid." jurnal pendidikan: teori penelitian dan pengembangan volume 1 nomor: 11 (2016): 2248. doc. kemendikbud. 2015. permendikbud no. 42 tahun 2015 tentang pedoman penyelenggaraan pendidikan keaksaraan lanjutan. jakarta: kemendikbud. kemendikbud. 2016. “naskah akademik: pendidikan multikeaksaraan”. jakarta: direktorat pembinaan pendidikan keaksaraan dan kesetaraan. kusmiadi, a. (2007). model pengelolaan pembelajaran pasca keaksaraan melalui penguatan pendidikan kecakapan hidup bagi upaya keberdayaan perempuan pedesaan (studi pemberdayaan perempuan pedesaan di kampung cibogo kec. cisalak kab. subang . s3 disertasi, upi bandung. kamil, m. 2009. pendidikan nonformal. bandung: alfabeta. kusnadi. 2005. pendidikan keaksaraan filosofi, strategi, implementasi. jakarta: direktorat jenderal pendidikan luar sekolah. rusman, m.pd. 2015. pembelajaran tematik terpadu. jakarta: rajawali press. rusman, m.pd. 2017. belajar & pembelajaran: berorientasi standar proses pendidikan. jakarta: kencana. sani, ridwan a. 2014. pembelajaran saintifik untuk implementasi kurikulum 2013. jakarta: bumi aksara. sugiyono. 2016. metode penelitian: kuantitatif, kualitatif fan r&d. bandung: alfabeta. sumiati, e. 2015. model pemberdayaan masyarakat dalam mempertahankan kearifan lokal : etnografi pada masyarakat adat masyarakat cireundeu kota cimahi. s2 thesis, universitas pendidikan indonesia. empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 9, nomor 2 september 2020,p-issn no. 2252-4738 e-issn : 2580-7692 196 analysis of social system based on agil concepts in ciptagelar community communities ruri susanti1, fauziah sri wahyuni2 1 ikip siliwangi, cimahi indonesia, 2 universitas pendidikan indonesia 1rurisusanti2@gmail.com, 2fauziahsriwahyuni@upi.edu received: juni, 2020; accepted: september, 2020 abstract system as a whole so that cultural patterns that have been implemented down and down can be implemented optimally. it can be concluded that the social system in kampung gede kasepuhan ciptagelar the indigenous people of kasepuhan ciptagelar still carry on their ancestral traditions for hundreds of years but can adapt to the times. this research uses a qualitative method with ethnographic studies. the sample of this study used purposive sampling. based on the analysis of four functions in the form of 1) adaptation (filtering), namely by filtering the modernization adopted with a category that does not harm customs, 2) goal attainment (attainment of goals) as indicated by the philosophy of life as a basic grip with the meaning of life goals to achieve happiness world and the hereafter, 3) integration (integration) of the system in ciptagelar can make all aspects run well and orderly and are related to each other based on the ties of religious rules (nests), state (nagara), and customs (mokaha), 4) latency (latency or pattern maintenance) carried out by the ciptagelar community, namely by implementing the can survive based on the identification of the four functions mentioned above. keywords: indigenous people, ciptagelar, social system abstrak sistem secara keseluruhan agar pola budaya yang telah dilaksanakan turun-bawah dapat terlaksana secara optimal. dapat disimpulkan bahwa sistem sosial di kampung gede kasepuhan ciptagelar masyarakat adat kasepuhan ciptagelar masih menjalankan tradisi leluhurnya selama ratusan tahun namun dapat beradaptasi dengan perkembangan zaman. penelitian ini menggunakan metode kualitatif dengan studi etnografi. sampel penelitian ini menggunakan purposive sampling. berdasarkan analisis terhadap empat fungsi berupa 1) adaptasi (filtering) yaitu dengan menyaring modernisasi yang dianut dengan kategori tidak merugikan adat istiadat, 2) pencapaian tujuan (pencapaian tujuan) yang diindikasikan oleh falsafah hidup sebagai pegangan yang mendasar dengan makna tujuan hidup untuk mencapai kebahagiaan dunia dan akhirat, 3) keterpaduan (keterpaduan) sistem di ciptagelar dapat membuat semua aspek berjalan dengan baik dan tertib serta saling terkait satu sama lain berdasarkan ikatan aturan agama ( sarang), negara (nagara), dan adat istiadat (mokaha), 4) latency (latency atau pemeliharaan pola) yang dilakukan oleh masyarakat ciptagelar, yaitu dengan melaksanakan dapat bertahan hidup berdasarkan identifikasi keempat fungsi tersebut di atas. kata kunci: masyarakat adat, ciptagelar, sistem sosial how to cite: susanti, r & wahyuni, f.s.. (2020). analysis of social system based on agil concepts in ciptagelar community communities. empowerment: jurnal ilmiah program studi pendidikan luar sekolah, 9 (2), 196-209. introduction indigenous peoples are a group of people who have a historical attachment to inhabit certain areas that firmly and obediently carry out the traditions that have been handed down by their ancestors from generation to generation. the peculiarities possessed by indigenous people susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 197 include holding on to a philosophy of life that is believed to be based on certain beliefs. the philosophy of life is often the basis for almost all aspects of life, both the livelihood system, socio-economic, kinship, and so forth. this village was recorded to have existed since 1368 m, led by a traditional head called the elders (mr kolot) with the nickname abah (nurjanah, 2006: p. 1). the role of abah is passed down from generation to generation chosen referring to the "wangsit" received by abah before, regardless of how many children the child is. this shows that the indigenous people of ciptagelar are very thick with spiritual and spiritual elements (hernandi, 2006). speaking of leaders, then there must be a community he leads who is sure to obey what is the customary tradition to follow leadership. in the study of sociology, society is a social institution formed based on equality in the area of residence and based on certain needs because humans cannot live alone (social beings). the human instinct to always coexist with others can be termed gregariousness which also refers to humans as social animals (soekanto, 2007: 101). furthermore, soekanto (2007: 101) explained that humans cannot live alone because they have a basic desire or desire in the form: 1) the desire to be one with other humans around them (ie society), and 2) the desire to become one with the natural atmosphere around them. interaction between humans which then encourages humans to group to form a society as a social institution. the society formed eventually gave rise to various systems in the society itself. this system is built on the basis to activate certain functions based on certain needs as well (rocher (1975: 40) in ritzer & goodman (2007: 121)). the theory used as the analysis knife in this study is the social system that is part of the structural functionalism theory that was coined by talcott parsons. social systems according to parsons' view have key concepts in the form of actors, interactions, environment, optimization of satisfaction, and culture (ritzer & goodman, 2007: 124). the indigenous community of kasepuhan ciptagelar, which has existed since 650 years ago, has a culture that is assumed to be maintained even though it has entered the era of globalization. therefore, researchers are interested in studying further about the survival of the social system of the indigenous people of kasepuhan ciptagelar based on ethnographic studies by referring to the structural functionalism theory of talcott parsons's social system. litherature review the social system consists of many individual actors who interact with each other in situations that have at least an environmental or physical aspect, actors who are motivated in the sense of tending y to "optimize satisfaction", whose relationship to their situation is defined and mediated in terms a culturally structured shared symbol system (parsons (1951: 5-6) in ritzer & goodman (2007: 124)). although parsons' commitment states that the social system is seen as an interaction, it uses status-roles as a fundamental unit in the system. as is well known that parsons has assumed that if a social system can survive it must have terms that are acronyms as agil. the requirements are clearly outlined as follows: 1) adaptation which means that a system is expected to be able to cope with external situations that are considered critical by adjusting to the environment and adjusting the environment to its needs, 2) goal attainment means that a system is expected to define and achieve core goals, susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 198 3) integration (integration) is a system required to regulate the relationships between its component parts are also required to manage relationships between other functions (a, g, l), 4) latency (latency or pattern maintenance) is an indication that a system is required to complete, maintain, and improve both individual motivation and cultural patterns that create and sustain motivation (ritzer & goodman, 2007: 121). these four conditions are called force functions because each system in the action system according to parsons must successfully solve all four problems (lauer, 1993: 109). these four things become a condition for a system to continue to survive (survive). in the social system, the four functions of agil are related to the economy, government, law and family in sequence. parsons (1966: 11) as a structuralist and functionalist in ritzer & goodman (2007: 125) outlines some of the requirements of the social system as follows: 1) the social system should be arranged so that it can operate in harmonious relations with other systems, 2 ) social systems need support from other systems so they can survive (3), social systems are expected to meet the needs of its actors with a significant proportion, 4) the system must be able to encourage its members to participate adequately, 5) the social system is expected to be able to control behaviour that allows the emergence of disturbances, 6) must control conflicts that have the potential to confuse, 7) language is needed by social systems to survive (ritzer & goodman (2007: 125)). according soemardjan (1962) in soekanto (2007: 133) states that the local community (community) is part of the community who live in the area within certain boundaries where the main factor that is the basis is greater interaction among its members. soekanto (2007) concluded that community is an area of social life that is characterized by a certain degree of social relations based on locality and sense of community. when reflecting on the kasepuhan ciptagelar indigenous peoples, which is located in kampung gede kasepuhan ciptagelar, it can be identified that the adat community has been bound by locality and a sense of community. that is because cultural identity and values are assumed to be still maintained based on hereditary inheritance from their ancestors. some of the cultural values embraced by this community have local wisdom values that are worth preserving and preserving. it is feared that this era, which has entered the era of globalization, will have an impact on the sustainability of the cultural values of the kasepuhan ciptagelar indigenous people. the social system as one of the systems that were formed in the indigenous community was allegedly providing its values for the cultural sustainability that was maintained by the kasepuhan ciptagelar indigenous people. some of the cultures that are characteristic of kampung gede kasepuhan ciptagelar include the tradition of moving around the location of the kasepuhan area or kampung gede based on wangsit received by elders in delight. besides, their area is classified based on topography with a certain meaning. the pattern of settlements that were built was not arbitrary but rather by considering aspects of adat. building a house can not be arbitrary but must be with the permission of elders excited. the building material used has its philosophy. the culture of indigenous peoples is reflected in some of the traditional ceremonies carried out both in the context of life cycle ceremonies and ceremonies related to agriculture. the customary law enforced is karma. susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 199 the most prominent culture and characteristic of this village is its agricultural system, especially in the activities of very sacred rice cultivation. based on this fact, it can make kasepuhan people self-sufficient in food by having rice reserves that are even enough for many years. local wisdom born from this culture is a unique thing that needs to be maintained. culture (culture) according to e.b tylor (1924) in shadily (1984: 81) is a whole of the results of human life in a community containing actions against and by fellow human beings as members of society which are intelligence, belief, art, morals, law, customs and traditions. habits and other cleverness. parsons in adiwikarta (2016: 40) argues that in life, society and individuals who are in it have a balanced position. individual actions will certainly have the dual purpose of realizing a personal orientation (motivational) to the degree justified in society (values). individuals who are in the kasepuhan community as members are certainly in that position. currently, there is no doubt that the current of modernization, which is an indication of the development of the global era, is realized or has not tried to demolish all levels of society, including indigenous peoples. if the system adopted starts to wear off then customary values may also be eroded. as said by mahdi (2014: 2) based on a comparison of classical sociological theories about modern society, it can be explained that marx indicated modern society based on economic views, weber paid attention to the change of rationalization into formal rationalization, while durkheim saw increasing organarical solidarity decreasing collective consciousness. however, these classical figures have similarities in their concern about the assumption that a negative impact will emerge. based on the results of mahdi's research (2014), the results show that customary values are proven to be able to acculturate with the existing modernization process due to the dynamism that they have so that they are not only able to go hand in hand with modernization but maintain and guide the existing modernization process. hermanto et al. (2012) said that the change in the socio-cultural values of the kasepuhan community was more pragmatic in improving quality of life while the paranti karuhun, religion and state remained in an ideological framework. method this research used a qualitative method with the type of ethnographic study. this study aims to describe descriptively and to build a social-cultural structure of a group of people and to compare social systems to obtain general rules regarding society (jailani, 2013: 44). the approach in this study is the emic approach that looks at behaviour in the context of the cultural system. the data collection technique used is by conducting a study of the literature on research results on kasepuhan ciptagelar and video documentation in which describes kampung gede kasepuhan ciptagelar also in which there is a narration from the elders in delight and his spokesperson. the data that has been obtained is then classified and given a certain code. after that, a descriptive analysis is carried out to conclude the results of the research. susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 200 results and discussion results a short history the history of the origin of ciptagelar was obtained based on oral stories (folklore) and some poems and other literary works. the work was called wawacan sulanjana and dadap malang sisi cimandiri (nurjanah, 2006). as stated by amil buhori (secretary of kasepuhan sirnaresmi, 2010) based on the explanation of abah asep nugraha (chairperson of kasepuhan sirnaresmi) in hermanto (2012) states that: the embryo of the banten kidul indigenous unity community is believed to be closely related to the last hindu sunda kingdom in west java domiciled in bogor. marked by the cleaver heritage inherited from the first generation to the present, it has become a symbol for kasepuhan community leaders. the residents of kasepuhan banten kidul also believe that the message through wangsit to move is an obligation that they must do. based on the results of a search of some literature, the following genealogy is obtained: tabel 1 ciptagelar's kasepuhan government no. pemimpin lokasi/tahun "not yet found clear a reliable source" (1368 m) the heyday of the pajajaran conventions: prabu siliwangi (kanda hyang/galuh wening bramasakti) pakuan pajajaran (bogor) 1482 m-1521 m 1. banten attack period : ki demang haur tangtu (one of the leaders of bareusan pangawinan's spear squad) guradog (jasinga) 2. ki buyut mar (son of nini tundarasa istri ki demang haur tangtu (kaduluhur)) kampung lebak binong (banten) ki buyut mas (moving to cipatat village (bogor) to build kasepuhan urug) 3. aki wami (ki buyyut gondok) (grandson ki buyut mar) kampung lebak larang (banten) 4. aki buyut kayon kampung lebak binong (banten) 5. aki buyut arikin kampung tegal lumbu (banten) 6. aki buyut jasiun (ki ciung) kampung bojong cisono (south sukabumi) 7. aki buyut rusdi japanese colonial period: cicemet village (sukabumi) (one of the leaders of bareusan pangawinan's spear squad) post-independence rebellion kampung cikaret (sirnaresmi, sukabumi) 1957 m susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 201 no. pemimpin lokasi/tahun 8. abah ardjo kampung cidamar the villages around cisolok subdistrict kampung ciganas (sirnarasa) kampung linggarjati kampung ciptarasa 9. abah anom (encup sucipta) kampung ciptarasa kampung ciptagelar 10. abah ugi kampung ciptagelar source: searching for various sources (harmony (2009), nurjanah (2006), wisudawanto (2008), west java disparbud (http://www.disparbud.jabarprov.go.id) life philosophy the philosophy that guides the life of the kasepuhan ciptagelar indigenous people: a) pancer pawawinan which originally contained hindu beliefs and are currently interpreted as an effort to internalize humans with their humanity (manusa jeung kamanusaanna) which leads traditional communities to foster basic morals, namely mawas themselves (koran) self); b) tilu sapamulu which means religion, tradition, and government must go hand in hand, dua sakarupa means that tradition and religion must be aligned, while hiji eta keneh means everything must refer to the framework of devotion to allah swt, the state, and unity in diversity (hermanto, 2012 ); c) tatali paranti karuhun (hanafi et al (2004) in nurjanah (2006)) has the meaning of following, obeying, and obeying the guidance of the secret of life as did the predecessor (karuhun). the pillars for this philosophy: a) mipit kudu amit, ngala kudu menta (when harvesting or picking agricultural products, the kasepuhan community must first apply for permission from their ancestors (karuhun) to avoid danger (adimiharja, 1992); b ) nganggo kudu suci (not allowed to lie) (adimiharja, 1992); c) hala kudu halal (everything that is obtained or eaten must be obtained from justified methods based on customary rules applicable in the kasepuhan community); d) kalawan say kudu sabenerna (speak must be honest as is); e) mupakat kudu sararea (when deciding something must be based on mutual agreement); f) nyanghulu ka law (must obey and refer to the law), and nyanghunjar ka nagara (take refuge in the state). identity and location actually, kasepuhan ciptagelar is one of the kasepuhan who is a member of the banten kidul kasepuhan, whose territory is spread around banten, bogor and south sukabumi. it is often called and better known as kampung gede kasepuhan ciptagelar because its administrative center is in ciptagelar. according to wisudawanto (2008, p. 54) explained that the centre of kasepuhan ciptagelar had moved 11 times based on the wangsit received by the chief adat. at each move, kasepuhan ciptagelar certainly requires a large enough area for mobility, settlement and agriculture. however, the people of kasepuhan never expanded out of customary land. so that the boundaries never change, but what changes is the location of the centre of kasepuhan and the boundaries between one parcel with another. based on wahyuni (2004) in nurjanah (2006) states that this transfer will continue until the people of kasepuhan find a place in their mythology as "lebak sampayan / lebak sampar" which will deliver them to the prosperity of life. besides that, the statement about wangsit can also be interpreted as an effort so that the village is not increasingly crowded. susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 202 gede village is located in sukamulya village, sirnaresmi village, cisolok district, sukabumi regency, west java province. the coordinates of this village are at 106º 27'-106º 33 'east and 6º 52' 6º 44 'south east coast (mahdi, 2014). ciptagelar village is 14 km from sirnaresmi village, 27 km from the subdistrict city, from the central government of sukabumi regency 103 km and from bandung 203 km to the west (disparbud jabar, 2018). settlement pattern the settlement pattern applied uses a unique pattern by placing the happy elders in the topography and below it is an sesepuh girang with a pattern following the contour of the land and the alley/land road that places the houses in a linear fashion (disparbud west java province, 2009). public facilities are also provided, such as leuit, saung lisung, and school. in the residential area, there is an open space consisting of the big game which is positioned on the top topography which also functions as a traditional space with the location of traditional buildings (buruan gede) positioned around the big game and on the top topography is a fairly large yard (nurjanah, 2006). placement of houses in kasepuhan ciptagelar is quite regular with a clustering pattern that spacing each house tends to be tight. around buruan gede,there are public buildings such as podiums, bale kasepuhan, prayer rooms, ajeng, pasanggrahan, and imah gede. buruan gede is the central point of kampung ciptagelar. the position of the leuit, which is the rice granary, is positioned at the edge of the village which is smaller than the house in a clustered location (nurjanah, 2006). cultural system a. life circle ceremony this ceremony is a ceremony related to marriage, birth and death. examples of these ceremonies include giving a name, burying the umbilical cord of a baby, circumcision, helaran, proposal, marriage contract, and others. b. agricultural ceremony the tradition carried out by sesepuh girang with the conservative rows when going to start planting rice is by making a pilgrimage to the ancestral tomb by saying prayers amit. the ancestral tomb is located in the area of south bogor and south banten. then, in the evening a salvation ceremony will be held which will be attended by traditional leaders and village elders held in the house of sesepuh girang. some of the ceremonies carried out in connection with farming activities are: 1) the ceremony of opening the fields, 2) the nguseuk ceremony, 3) the mipit / nyalin ceremony (preliminary ceremony before the first harvest is carried out), 4) the seren taun ceremony (post-harvest traditional ceremony), 5 ) nganyaran ceremony (eating rice for the first time from harvest), and 6) ngahudangkeun ceremony (building rice that has been inhabited in the leuit before being used by the leuit owner) (disparbud, west java province, 2009). social system a. customary institutions like governance, indigenous peoples also have their own organizational systems consisting of customary leaders and their ranks. no different from the leader kasepuhan (abah), the ranks were chosen from generation to generation based on wangsit. in addition, his successor must be consistent in upholding and obeying the status of the tatali paranti karuhun besides that he can also hold the nyang huj philosophy nyang hulu ka hukum nyanghujar ka nagara (adhere to susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 203 the law and obey the rules of the state). this leadership inheritance is not much different from the royal system as told by abah ugi (10th leader) documented by kompas tv west java (published on youtube june 10, 2015). in the tradition of the kasepuhan indigenous peoples of banten kidul, leadership is held by sesepuh girang who are located in kasepuahn ciptagelar as the centre of kasepuhan with top leaders called tutunggul who are also accompanied by (baris kolot) conservative lines. based on the hierarchy and the results of hermanto's (2012) narrative based on his observations, the hierarchy can be described as follows: picture 1 kasepuhan ciptagelar's leadership hierarchy (source: hermanto, 2012) the customary institution formed was used by abah as a means to manage regular relationships between members of the kasepuhan (social harmony) as well as human relations with the surrounding environment (harmony of nature) which is believed to be the source of life. that is why growing wise attitude in social relations and the preservation of nature and the environment (hermanto, 2012). based on data from the watchdoc image channel documentation published on august 9, 2016, that kampung gede kasepuhan ciptagelar is in charge of around 568 surrounding traditional villages spread across sukabumi, bogor and banten regencies. the total population consists of approximately 30,000 inhabitants. the area of arable land is around 5,000 hectares. based on physical characteristics, the kasepuhan community symbolizes the philosophy adopted by the headband used by men. the fabric used is of the basic shape of a fast, believed to symbolize the four cardinal directions. when used, the cloth is folded into a triangle symbolizing the three laws that are held as guidelines for indigenous peoples, namely religious, state, and customary law. b. kinship the kinship adopted by this indigenous community is bilateral (taking into account the position of the mother (ambu / ema) and father (bapa). customary provisions allow marriage to one's own relatives except for close relatives (siblings, cousins of fathers or uncles). the kasepuhan community is expected to marry a fellow kasepuhan (endogamy) citizen, even if the marriage is not a kasepuhan (exogamy) citizen, it is still permissible, but on condition that the couple tutunggul baris kolot (conservative lines) serat girang (secretary) gandek (tutunggul guards for customary affairs) canoli padaringan paninggaranpanghulu dukun pamakayaan kokolot lembur ema beurangbengkong susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 204 must be willing to become a kasepuhan citizen with the goal of maintaining, closer, and increasing kinship. the division of roles in the family is carried out based on hereditary tradition as a tightly binding internal value. the internal values consist of the division of labour, responsibilities, family order, supervision, protection, progress, and family continuity. related to the role, here are some descriptions of the role of family members: a) father (bapa) has the role of being the head of the family with the task of supporting the family, doing heavy physical work; b) the mother (ambu / ema) has tasks related to household maintenance (taking care of the child, preparing meals, helping the father manage the fields and fields), c) the son is obliged to help the father for quite heavy work and d) girls help ambu to take care of the household, especially when ambu is helping the father cultivate the fields and fields. on average in one house consists of a nuclear family consisting of fathers, mothers, and children who are not married, so the dependents of the family are not so heavy. but there are also some houses that are inhabited by large families with the addition of grandfather, grandmother, nephew, or uncle (hermanto, 2012). language just as the location of the kasepuhan indigenous people lives in the west java region, the colloquial language used is sundanese. language becomes a central aspect of the ciptagelar traditional tradition. rituals are carried out from generation to generation carried out using everyday language. livelihoods although bound by the adat system, the kasepuhan people are also human beings who must meet a variety of needs in their lives. the main livelihood of kasepuhan residents is farming, especially rice. but because of the belief in customary provisions that do not allow people to buy and sell rice, the community conducts other economic activities to fill their daily needs such as farming other types of plants such as vegetables, fruit, and also raising livestock. rice is considered as a symbol of life so that when buying and selling rice it trades life (yoyo yogasmana, a spokesperson for kasepuhan ciptagelar). farming is considered as the identity of the ciptagelar community because it is a legacy from ancestors from generation to generation so incu putu is required to continue to preserve the knowledge and farming systems that have been taught by the ancestors. nevertheless, the kasepuhan community is not prohibited from carrying out work activities in other fields by penetrating even outside kasepuhan areas. there are even some among the kasepuhan community that penetrated the service sector. that is because the elders are not happy to prohibit the use of technology, even technology is used to increase knowledge. so that appears a profession that serves electronic services or workshops. besides, some people run online buying and selling businesses. nevertheless, farming as the kasepuhan community's identity, makes the community bound even though it is outside the area. this is caused during the agricultural season, especially harvest usually, those who are outside the area will go home to attend traditional rituals (mahdi, 2014). religious system based on historical facts it is known that pakuan pajajaran which is the origin of kasepuhan used to adhere to hindu beliefs. but after prabu siliwangi married one of the students of shaykh quro, he began to embrace islam until now all kasepuhan residents embraced islam. although currently still running the tradition as a way to survive (survive). they did this as an susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 205 effort to respect their ancestors. it is believed that if ancestral custom is not implemented it will cause havoc (kabendon) (hermanto, 2012). local wisdom based on the results of samsuri & siswoko's research, local wisdom owned by the kasepuhan ciptagelar indigenous people is from the distribution of forest zoning, the prohibition of cutting trees beyond the needs, the prohibition on buying and selling wood forest products, the thinning cutting system, the prohibition of cutting down trees when preparing agricultural land, the obligation to plant trees every year and after logging, the prohibition of cutting down wood from springs, upstream rivers and erosion-prone areas, and the obligation to protect and preserve forests. local wisdom has a direct impact on forest sustainability and supports the full of community needs for wood and water resources. discussion 1. adaptation the current era of modernization requires a variety of internalization of values that lead to globalization efforts that allow the melting of boundaries and even values. kampung gede kasepuhan ciptagelar as one of the indigenous peoples that exist to maintain the culture from generation to generation does not deny the existence of technology but also utilizes it. in this case, the kasepuhan leader chose which modern culture was allowed to be adopted, of course, on condition that it did not violate adat provisions (abah ugi, kompas tv documentation, 10 june 2015). one example is the permissibility of using electricity. some evidence includes the existence of a community television and radio station in 2008 which was initiated by abah ugi as kasepuhan leader. abah ugi, who has expertise in the field of electronics, tries to utilize technology that is intended as an effort to learn and introduce the culture of ciptagelar to be better known and remain sustainable. the established tv station was named ciga tv ciptagelar, while the community radio was called rscfm radio swara ciptagelar 107.7, kommmet television radio kasepuhan ciptagelar. besides, they also made their wi-fi network (yoyo yogasmana, spokesperson of kasepuhan ciptagelar in atre, 2013). according to jamang (cigatv reporter) documented in the indonesia good program (06 september 2015) that abah ugi used technology, one of which was a drone to oversee the kasepuhan ciptagelar area, even abah ugi had a drone of his own design (kompas tv documentation, 10 june 2015). yoyo yogasmana said that ciptagelar was still very firm in obeying the customs of the inheritance of the ancestors. but in line with that, ciptagelar began to follow the order of modern life because it felt the need to pursue the order of the times. the big note is that customs should not be abandoned at all because they still strongly believe in customary law which necessitates misfortune (kabendon) for those who violate ancestral guidance. this is indicated by the implementation of traditional traditions that are still consistently implemented. especially the tradition of planting rice which is carried out once a year and is prohibited from carrying out agricultural mechanization. in addition, from the physical aspects of the indigenous people, ciptagelar consistently uses headbands for men (symbolizing obedience to religion (sarang), state (nagara), and adat (mokaha)) supplemented by duty. women in ciptagelar are encouraged to use cloth called samping. so from this statement, it can be concluded that the system in ciptagelar can adapt to the times but does not eliminate the regional uniqueness. on the contrary, making ciptagelar sustainable susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 206 and increasingly known to the public at large and give examples. this is in line with the concept of adaptation as one indicator of a system said to be able to survive according to parsons (ritzer & goodman, 2007: 121). this indicates that the social system in ciptagelar is able to cope with external situations that are considered critical by adjusting to the environment and adjusting the environment to their needs. 2. goal attainment the indigenous people of kasepuhan ciptagelar has several objectives in the implementation of their traditional traditions. based on the philosophy of life of the people of ciptagelar, hermanto (2012) draws conclusions about the meaning of the philosophy of life, namely: a) the purpose of life that must be achieved is to be happy in the world and the hereafter, b) the achievement of life goals is done through living behaviour, c) the guidelines for life are religion, country, and customary values, d) people who are not in accordance with their behaviour will get wretched and miserable (kabendon) both in the world and the hereafter. the philosophy that is still the basis of the implementation of life is 1) pancer pangawinan with the tilu sapamulu pillar, dua sakarupa, hiji eta keneh (adimiharja, 1992); 2) tatali paranti karuhun (hanafi et al, 2004) with pillars: a) mipit kudu amit, ngala kudu menta; b) nganggo kudu suci; c) dahar kudu halal; d) kalawan ucap kudu sabenerna; e) mupakat kudu sararea; f) nyanghulu ka hukum, nyanghunjar ka nagara. until now, the philosophy of life is still adhered to by the kasepuhan community, even to anticipate violations, the government system has a special section that deals with violations other than the belief that anyone who violates customary provisions will be hit by misfortune (kabendon). this indicates that the social system of the indigenous people of kasepuhan ciptagelar has been able to define and form mechanisms to achieve these core goals (parsons in ritzer & goodman, 2007: 121). 3. integration the kasepuhan ciptagelar indigenous people are not prohibited by customary law to look for other sources of livelihood even outside agriculture. but unique, the indigenous people of kasepuhan ciptagelar have a belief that farming is not just a livelihood but farming is an identity. this shows that the community is required to carry out the tradition of farming based on the knowledge that has been passed down by the ancestors. therefore, the sacredness of farming, especially rice, is highly guarded by the people of ciptagelar, commencing a rice planting ceremony that is not arbitrary to carry out tasks that are not far from food security and agriculture. the traditional ceremonies include: 1) ngaseuk (planting), 2) mipit (harvesting), 3) nganyaran (eating freshly harvested rice), 4) onggokan (giving a limit to not cultivate land), 5) seren taun (handover rice yields that year for the ngadiukeun procession (storing rice in the leuit) as the culmination of an agricultural ceremony that was held quite lively) (yoyo yogasmana (spokesperson for kasepuhan ciptagelar), watchdoc image documentation, august 9, 2016). gede kasepuhan ciptagelar village has a pretty neat order. there are also values in the philosophy that become beliefs and even become the basic principles that are used as guidelines for his life. daily activities require kasepuhan residents to maintain social and cultural values that have been passed down for generations. even though the economic aspect allows the kasepuhan community to look for other activities, it still holds the custom that farming is their identity. based on this it can be concluded that the social system in ciptagelar can regulate the relations between its component parts and can also manage the relationships between the three other functions (a, g, l) (parsons in ritzer & goodman, 2007: 121). susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 207 4. latency (pattern maintenance) rice planting is carried out once a year by referring to the constellations which are called tidang and kerti stars. if the star is already seen straight with ciptagelar village, it indicates that rice planting can already be started. the tradition of growing rice is not allowed to change its shape, although it is well known for technology for agriculture it is strictly prohibited from mechanizing agriculture. even the order of rice cannot be careless, with approximately 168 rice varieties spread in kasepuhan ciptagelar whose seeds are hereditary used and passed on by ancestors. the people of kasepuhan ciptagelar have around 8,000 rice barns (leuit) which guarantee about three years of rice stock, even the number of these leuits is increasing every year. this allows the ciptagelar community to be self-sufficient in rice, strengthened by several factors, namely 1) it is forbidden to sell rice (rice is analogous to life, so if selling rice is considered selling life (a big sin)); 2) simultaneous planting, this makes it impossible for pests to exist because rice is only planted once a year; 3) the system of land ownership is not private property and can be transferred by fellow residents of kasepuhan and spatial planning which is generally divided into three types, namely: a) deposited forest around 50% (absolutely not disturbed or even trampled for any reason), b) forest cover of around 30% (forest products may be used), c) clearing forests around 20% (used for settlements, rice fields and fields) (watchdoc image, august 9, 2016). the tradition of the kasepuhan community is able to strengthen relationships with each other every day by carrying out its traditions quite traditionally. some examples include, every morning women busy pounding rice using lisung in saung lisung. in addition, the public kitchen at imah gede is always hot because every day there are women who cook. the belief is that the furnace must not be extinguished because it is believed that fire is not only a warmer but is also believed to be a symbol of strength for life (jamang, in net documentary, september 6, 2015). one tradition that has been carried down from generation to generation is by moving the location of kampung gede kasepuhan ciptagelar. this transfer was carried out based on the "wangsit" obtained by the adat leader. this transfer applies to the kasepuhan centre only (like a capital city in a country). logically, abah ugi explained that the purpose of the move was to bring leaders closer to the community and to be able to control community members who are located differently (kompas tv documentation, 10 june 2015). another thing is also related to soil fertility, if it is not possible to be planted, it will move. another aspect that affects is that if there is a disturbance from the world of modernization and cannot be maintained then it is certain that the descendants of abah will move to a place that is considered to be still protecting the environment and local wisdom. the foregoing is an indication that the socio-cultural and even economic system in ciptagelar can complement, maintain, and improve both individual motivation and cultural patterns that create and sustain motivation. in line with parsons' theory of the function of the system that is an indication of the system survives (parsons in ritzer & goodman, 2007: 121). conclusion the indigenous people of kasepuhan ciptagelar has been able to implement the system very well. based on the analysis of four functions in the form of 1) adaptation (filtering), namely by filtering the modernization adopted with a category that does not harm customs, 2) goal attainment (attainment of goals) as indicated by the philosophy of life as a basic grip with the meaning of life goals to achieve happiness world and the hereafter, 3) integration (integration) susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 208 of the system in ciptagelar can make all aspects run well and orderly and are related to each other based on the ties of religious rules (sarang), state (nagara), and customs (mokaha), 4) latency (latency or pattern maintenance) carried out by the ciptagelar community, namely by implementing the whole system as a whole so that cultural patterns that have been implemented down and down can be implemented optimally. therefore it can be concluded that the social system, especially in kampung gede kasepuhan ciptagelar can survive based on the identification of the four functions mentioned above. references adimiharja, k. (1992). kasepuhan yang tumbuh di atas yang luruh (pengelolaan lingkungan secara tradisional di kawasan gunung halimun jawa barat). bandung: tarsito. adiwikarta, s. (2016). sosiologi pendidikan: analisis sosiologi tentang praksis pendidikan. bandung: remaja rosdakarya. lauer, r. h. (1993). persfektif tentang perubahan sosial. jakarta: rineka cipta. shadily, h. (1989). sosiologi untuk masyarakat indonesia. jakarta: bina aksara. soekanto, s. (2007). sosiologi suatu pengantar. jakarta: grafindo. ritzer, g. & goodman, d. j. (2007). teori sosiologi modern: edisi keenam. jakarta: kencana. hanafi et al. (2004). nyoerang alam ka tukang nyawang anu bakal datang (penelusuran pergulatan di kawasan halimun, jawa barat-banten). rmi-the indonesian institute for forest and environment. bogor. 99 hal. hermanto; pasya, g. k.; muchtar, s. a.; sumaatmadja, n. (2012). filosofi hidup sebagai basis kearifan lokal (studi pada kesatuan masyarakat adat kasepuhan banten kidul). jurnal pendidikan geografi, gea volume 12 nomor 1 april 2012. hernandi, a. (2006). transformasi bahasa formal ke dalam bahasa adat menggunakan makna budaya (studi kasus masyarakat adat kasepuhan-ciptagelar dan taman nasional gunung halimun). jurnal sosioteknologi edisi 8 tahun 5, agustus 2006, 98104. jailani, m. s. (2013). ragam penelitian qualitative (ethnografi, fenomenologi, grounded theory, dan studi kasus). edu-bio, volume 4, tahun 2013. mahdi, m. (2014). peranan nilai adat dalam modernisasi di kampung ciptagelar cisolok sukabumi. (skripsi). departemen sains komunikasi dan pengembangan masyarakat, fakutas ekologi manusia, institut pertanian bogor. nurjanah, a. (2006). studi lanskap budaya kampung ciptagelar, kabupaten sukabumi dan upaya pelestariannya. (skripsi). program studi arsitektur lanskap, fakultas pertanian, institut pertanian bogor, bogor. dinas pariwisata dan kebudayaan jawa barat. (2011). kampung ciptagelar. [online]. diakses dari http://www.disparbud.jabarprov.go.id/wisata/dest-det.php?id=23&lang=id. unduh 20 oktober 2018. dinas pariwisata dan kebudayaan jawa barat. (2018). kampung gede kasepuhan ciptagelar. [online]. diakses dari https://budaya-sukabumi.blogspot.com/2014/08/kampung-gedekasepuhan-ciptagelar.html. unduh 20 oktober 2018. harmony, s. (2009). sejarah kasepuhan cipta gelar. [online]. diakses dari http://sudarkoharmony.blogspot.com/2009/01/sejarah-kasepuhan-cipta-gelar-kasepuhan.html. unduh 20 oktober 2018. susanti & wahyuni. analysis of social system based on agil concepts in ciptagelar communitycommunities 209 ---. (2018). kampung gede kasepuhan ciptagelar. [online]. diakses dari https://budayasukabumi.blogspot.com/2014/08/kampung-gede-kasepuhan-ciptagelar.html. unduh 20 oktober 2018. samsuri, h. & siswoko, b. d. . --. kearifan lokal masyarakat adat kasepuhan ciptagelar dalam pengelolaan hutan. departemen manajemen hutan, fakultas kehutanan, universitas gajah mada. atre. (2013). mengingat arti ketulusan saat tinggal di ciptagelar. [online]. diakses dari https://renjanatuju.wordpress.com/2013/11/10/mengingat-arti-ketulusan-saat-tinggal-diciptagelar/. unduh 19 oktober 2018. kompas tv jawa barat. (10 juni 2015). kasepuhan ciptagelar. diakses dari: https://www.youtube.com/watch?v=msg4milt870. diakses pada 26 oktober 2018. net. documentary. (06 september 2015). indonesia bagus kisah kebanggaan dari kasepuhan adat cipta gelar, sukabumi. diakses dari: https://www.youtube.com/watch?v=ijjq0pfy5ki. diakses pada 25 oktober 2018. watchdoc image. (09 agustus 2016). bumi ciptagelar-ekspedisi indonesia biru. diakses dari: https://www.youtube.com/watch?v=h7uejknhama. diakses pada 23 oktober 2018 jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 66 building self-reliance of packet c graduates through abg-c (academic, business, government and community) through local potentials at pkbm assolahiyah heru saleh1, syaepudin2, lince sari dianawati leatemia3 1 pkbm assolahiyah, 2 sman 1 ngamprah, 3 pkbm cahaya kahuripan bangsa 1 herusaleh096@gmail.com, 2 syaepuddinc@gmail.com, 3 lince_sari_diana@pkbmckb.org abstract this study goals to explore how self-reliance can be built from local potentials and how it could improve the quality of pkbm assolahiyah (the pkbm)’s process, to find out how effective abg-c strategies might correlate with local potentials and be applicable to the pkbm, and to discover the results of the abg-c strategy based on local potentials on the pkbm. furthermore, this study is also to find out the strengths and weaknesses of abg-c strategies. this study used a qualitative descriptive method by using observation guideline data collection, interview guidelines, documentation, and literature studies with informants as many as 6 people: 1 pkbm manager and 5 study residents. the results showed that building the self-reliance of education graduates in packet c program through abg-c strategy based on local potential existence of the pkbm for karawang regency community was interpreted as a complement to formal education institutions by local communities to be able to change their lives become more empowered. the study of the results of the implementation of abg-c strategies based on local potential in the the pkbm, can be traced by looking at the application of pkbm principles and the concept of adult education (andragogy), in the running of the education system from the pkbm refers to the application of the principles adopted by the pkbm, including: the principle of benefit, the principle of meaningfulness, the principle of togetherness, the principle of self-reliance, the principle of harmony, the principle of need, the principle of helping. the conclusion of this study is to build the self-reliance of education graduates of packet c program through abg-c strategy based on local potential the pkbm basically includes four stages: the process of self-reliance, strategy, results and advantages, and weaknesses of the abg-c strategy based on local potential. the four stages of each other have relevance and continuity in the learning process so that in the end it can contribute to the knowledge, attitudes and skills of the learning community. keywords: abg-c strategy, self-reliance, packet c introduction the development of the present age society requires everyone to strive for effectiveness in their efforts aimed at improving their living standards for the better. both through the informal and non-formal sectors, the informal sector is an economic sector that mailto:lince_sari_diana@pkbmckb.org jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 67 receives little to no official economic policy protection from the government. in contrast, the formal sector is the business sector that gets full protection from the government. nonetheless, the informal sector is growing rapidly and is expanding in various cities in indonesia. self-reliance is an attitude that allows someone to act freely, do something on their own and for their own needs without help from others, or think and act original/being creative, and full of initiative, able to influence the environment, have confidence and get satisfaction from his effort. education has a central and strategic role in improving human resources, because life, in accordance with human values both individually and in groups, is formed through education. with education it is expected to equip humans to be intelligent, skilled, and responsible. basically, humans are born as learning creatures. the first duty, responsibility and calling of a human being is to become a learner. humans as learners give us an understanding that this is the uniqueness of humans compared to various creatures created by god (andrias harefa, 2005: 23). learning is not a process of absorbing knowledge that has been formed by the teacher. yet, learning is a process where students are required to be active in learning activities. meaningful learning that can activate students is based on impressive learning experiences. in learning mathematics, for instance, students must be actively involved in the learning process. this is in line with the view of sudjatmiko (2003: 4) which states that learning activities enable students to socialize by respecting differences (opinions, attitudes, achievement abilities) and practice to work together to communicate ideas, creations, and findings to teachers and other students. therefore we need the self-reliance of students in learning both alone and with their friends to develop their potential in learning mathematics. through the abg-c strategy (academic, business, government and community). community learning activities are expected to have: (1) the occurrence of learning activities that are based on community learning needs, (2) the sustainability of learning programs, so that learning citizens have the knowledge and skills to improve quality living in the fields of education, health, environment, religion, culture, and income, (3) been able to foster self-reliance in the community, so that they can contribute to the development that occurs in the community, even on national development in a broader context. the knowledge and skills of students gained during packet c in addition to being the basic capital for students to be ready to enter the mid-level workforce are also used to prepare students to become entrepreneurs. knowledge, skills and work abilities possessed by students can encourage the growth of interest in entrepreneurship. entrepreneurial interest will prepare students to become someone to be more active in finding and exploiting business opportunities by optimizing their potential. currently packet c has provided a lot of entrepreneurial learning that is also accompanied by entrepreneurial practices. this shows that packet c aims to increase entrepreneurial interest in providing other alternatives for students to become entrepreneurs in addition to working in the industrial world. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 68 to move towards the formation of students who have entrepreneurial character can be realized by growing strong entrepreneurial interest in students. packet c looks at the problems faced by providing students with entrepreneurship learning theory in class and entrepreneurial practices such as training in making patchwork cloths, training in making salted eggs and creating food creations for sale to consumers as a concrete step towards the formation of capable students creating your own job is no longer a job seeker. drawing from the aforementioned problem, the authors are interested to conduct a research and present the results in an article entitled, “building self-reliance of packet c graduates through abg-c (acamdemic, business, government and community) through local potentials at pkbm assolahiyah”. method this research uses qualitative descriptive approach. we draw upon the qualitative approach for it explores the qualities of a specific phenomenon and is usable to display field realities. this research attempts to explore topics as deep as possible holistically and integrally through interview, observation, literary study and document study. qualitative approach enables researches to participate in the phenomenon being researched. in other words, the researchers observe and interview the implementation of abg-c strategy at pkbm assolahiyah in their efforts to improve the quality of packet c graduates, involving the following processes: planning, organizing, executing and monitoring staffs, students, infrastructure, funding, guidance, supervision, monitoring and reporting. collection techniques used to obtain data and information regarding the application of the abg-c strategy (academic, business, government and community) at pkbm assolahiyah in their efforts to improve the quality of packet c graduates include: 1. observation 2. interview 3. document study results and discussion results research field condition pkbm assolahiyah, or assolahiyah community learning center, is addressed at jl. tanjung baru dusun cilempung desa pasirjaya kec. cilamaya kulon kab. karawang jawa barat 41384. the pkbm is established on march 28, 2008. ever since, various community education programs have been carried out: early childhood education, literacy education, packet a, packet b, and packet c, life skills education as well as education and training that aids in increasing the business self-reliance of the target people. in line with the vision and mission of pkbm assolahiyah in empowering the community through education, it is expected that the welfare of the community will jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 69 increase with the creation of the community's economic welfare through the various efforts of the pkbm as a community business center. pkbm assolahiyah as an institution committed to empowering the community has innovation in managing businesses as a product that can lift the community's economy towards a better direction. centralized business unit management at pkbm assolahiyah opens opportunities for the surrounding community to focus more on utilizing the potentials of the surrounding nature. this business unit is integrated with literacy education, bearing in mind that business operators are literacy graduates. the following describes pkbm assolahiyah's vision and mission. vision to graduate prosper alumnis through thorough education of iman and taqwa mission pkbm assolahiyah as an education institution that: (a) improves quality and quantitiy of education, (b) increases the guidance of religious life, and (c) improves economic quality. local potential-based self-reliance may improve the process of pkbm assolahiyah the research findings show that there are several processes involved in the process of pkbm assolahiyah of maximizing local potentials to improve self-reliance. the first step is to recruit learning communitys, or students. after the recruitment, the next step is to identify learning needs and types of businesses. information obtained that for the identification of learning materials, organizers and tutors have prepared an instrument in the form of learning needs format and type of business that is really in demand and is needed by the learning community during the learning process. at the stage of formulating learning objectives, it is known that in this pkbm a planned procedure and mechanism have been adopted, where the learning objectives are determined jointly between the organizer and tutor which begins with reviewing the entrepreneurship competency standards. after learning objectives are structured, they are spelled out in learning programs, syllabi, lesson plans, learning media and evaluation tools. after the preparation of learning materials has been completed, the next activity is to prepare learning facilities, teaching materials and suitable local-based learning media. the preparation of learning material is based on the following stages: • conduct discussions about content and material with tutors; • look for material needed as a supporting reference; • preparation of learning materials / materials; • duplication of teaching materials. in determining location and study time, several criteria have been determined as follows: • priority is within the pkbm packet c environment and alumni; • enough for a minimum of 10 learning citizens; jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 70 • air ventilation is quite good as there are windows and doors; • enough lighting for example there is electricity for afternoon or evening learning; • the location is close to the house of the learning community. the determination of learning time is determined by the tutor and the learning community on the basis of a mutual agreement, so that it does not interfere with the working time of the learning community. in determining this agreement several provisions were taken, such as: • how many days of learning activities are carried out in one week; • what time the learning activities are carried out; • how many hours each meeting. the agreement is usually done by the tutor at the beginning of the lesson, and the results of the agreement are made into a learning schedule and the results are posted at the learning location or distributed to the learning community. after there is an agreement on location and study time, a curriculum is arranged according to the entrepreneurship competency standards. the preparation of the curriculum is carried out with the following steps: • conduct discussions with tutors regarding the objectives of each curriculum that will be provided; • determination of the method used; • media that are relevant and support the learning process; • learning steps and; • evaluation tools to be used. the learning process is essentially the task of the tutor, which includes several stages that must be taken. from the interview results, it is known that the tutor has conducted an ideal learning procedure, namely: • the initial stage of looking for learning materials that are consistent with the material being taught; • look for resource persons who will provide skills if the skills are not mastered by a tutor; • gather media and props as a complement and clarify the material presented; • prepare evaluation tools. information regarding the learning process, apart from interviews, the author also looks at the learning process in which there are several stages carried out by the tutor, namely: • starting with apperception with the hope that the learning community can relax and remember the material that has been taught; • fostering intimacy among learning citizens ,; • delivering material in accordance with the subject set forth in the learning agreement; • citizen engagement in learning in learning and tutoring is facilitating, and; • evaluation, both asking questions directly or giving citizens learning opportunities to speak, write and count; • in the final stage, concluding together and giving assignments. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 71 in determining learning materials that fit the learning citizens' needs, the tutor conducts discussions with the learning citizens regarding what material is needed combined with entrepreneurial competency standards with the hope that learning citizens can achieve the specified competencies. after the material needs are obtained, priority material is made, and finally a learning agreement is made. from the results of a review of the documents in the study group, it can be seen that in general the structure of the material that is of interest to the learning community includes: • material to increase income or business according to the field they are doing; • how to build partnerships in the hope that the products they sell can be accepted in the market; • maintain product quality so that it sells well. the results obtained with respect to the learning approach, tutors tend to raise the problems faced by learning residents both in learning activities and business improvement. this is done in the hope that the learning community can be sensitive and able to solve its own problems. another approach is to group learning citizens, so that they can help each other in overcoming the problems encountered. the role of the tutor in both approaches is facilitating, so that not all burdens are handled by the tutor. judging from the learning methods used are apparently not monotonous, but the methods are quite varied and adapted to the material being taught, the reason is that the learning citizens are not bored and bored. methods that are often used by tutors in the learning process include: • discussion; • solution to problem; • brainstorming, and; • demonstrations. all of these methods have advantages and disadvantages, but what is perceived to be effective and in line with business activities to increase self-reliance is the method of problem solving and demonstration on the grounds that learning residents will focus more on the problems they face. in learning activities, tutors always refer to entrepreneurial competency standards and are integrated with local contexts, while the learning steps include: • analyzing the stages in the entrepreneurial competency standard; • arranging relevant material and media; • delivering material to learning citizens; • conduct discussions among learning residents; • assignment; • practices and; • evaluate results. based on the results of interviews and observations, planning activities and the local potential-based self-reliance process at pkbm assolahiyah began with the learning community recruitment activities and tutors. recruitment activities are not only carried jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 72 out by the organizer independently, but in their implementation have involved many parties such as; community leaders, youth leaders, and elements of the education office. in general, building self-reliance graduates of the equivalence education packet c program through abg-c strategies (academic, business, government and community) based on local potential based on pkbm assolahiyah consists of two stages, namely planning, and implementation. at the planning stage the roles of the organizers and tutors determine the success of the program, meaning that if this planning is carried out in accordance with the mechanisms, procedures and provisions that apply it will produce a quality program. abg-c strategy based on local potentials being effectively implemented at pkbm assolahiyah based on the research findings that have been summarized in several sub-sections, building self-reliance of equivalent graduates of the packet c program through the abg-c strategy based on local potential based on pkbm assolahiyah, the activity can be explained as one of the the realization of social responsibility while a positive image will be a bonus for pkbm in the eyes of the government and the private sector. the head of management and tutor are those who are directly dealing with learning citizens both in the learning process or business activities. related to building selfreliance graduates of packet c program through abg-c strategy based on local potential in pkbm assolahiyah of course they will face joys and sorrows or supporting factors and inhibiting factors in the preparation, implementation and evaluation. judging from the results of the discussion that in the pkbm in the preparation phase it was known that their interest in doing business was good enough so that this condition facilitated tutors in maintaining and increasing business activities. many entrepreneurs have succeeded because at first it was based on a strong willingness to try, as well as in the program building self-reliance self-reliance of equivalent graduates of the paket c program through the abg-c strategy based on local potential based on the target education level still low, it is necessary to have strong intentions and desires so that they do not back down or get frustrated in the future. integration education program based on local potential pkbm assolahiyah, or assolahiyah community learning center, is located at jl. tanjung baru dusun cilempung desa pasirjaya kec. cilamaya kulon kab. karawang jawa barat 41384. the location of the village adjacent to the paddy field area which is currently the object of community livelihoods in kec. tirtamulya has great potential for the surrounding community to get additional income, but this does not apply to the majority of people who are located nearby. most people in kec. tirtamulya lags behind in education and economics. through equivalent education packet c communities get more knowledge then pkbm assolahiyah invites the surrounding community to form a business group that aims to increase higher selling prices and introduce products from the surrounding community as typical products that can be used as special souvenirs in particular and generally as jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 73 distinctive karawang products. with a better packaging offset by an increase in the quality of the product produced, the resulting one can compete in a larger market. results of abg-c strategy based on local potentials implementation at pkbm assolahiyah one form of community based education is through community learning centers (pkbm). the center for community learning activities is a community learning center that is around community life. the implementation is by exploring and integrating all the potential that exists in the community, so that it becomes a powerful synergy to help / equip the community with the knowledge, skills and attitudes they need. learning in pkbm is expected to be able to utilize the potential that exists in its environment, so that learning activities in pkbm are really based on the meaning of community-based education, namely: from the community, by the community, and for the community. according to sudjana (2000: 34), environmental input is one of the components that must be considered in the implementation of out-of-school education (pls) programs when viewed from a systems approach. this happens because environmental input has a supporting contribution to the learning process. resources that need to be developed are local resources, because local resources can support the success of communitybased non-school education programs. local potential is basically a resource that is in a particular area. local potential develops from the wisdom traditions of a simple society as part of its culture. referring to the opinion of victorino (2004: 5), the general characteristics of local potential are: a) present in the environment of a community, b) the community feels ownership, c) unites with nature, d) has a universal nature, e) is practical, f) easily understood by using common sense, g) is a legacy from generation to generation. with the use of resources owned by each region, learning activities in pkbm will continue to take place based on the ability of the community by the community and for the community, so that it will create a sense of belonging to the community that ultimately the learning outcomes will be more meaningfully felt by the community. this is in accordance with the opinion of kindervatter (1979: 80), that in principle the community has the potential or strength that can be developed in their lives, through participation, collaboration, democracy, equality, liberation and improvement. local potential based management learning concept the concept of learning management based on local potentials that are developed are: (a) in the planning stage involving pkbm managers, tutors and learning citizens, (b) in the organizing stage there is a gathering of potentials that support learning and regulates the order of utilization, (c ) in student centered oriented learning, (d) coaching activities carried out in accordance with needs, (e) evaluation activities involving evaluation of processes and results, which are carried out jointly, (f) program development tailored to the results already achieved. effectiveness of the local potential based learning management model the results of the study show that the learning management model based on local potential in pkbm can be implemented effectively and effectively. this can be based on: (a) positive responses from pkbm managers, tutors, and learning citizens towards the implementation of local potential based learning management, (b) based on evaluation results using comparative analysis of pre-test and post-test results using t test data obtained a significant increase in results between the results of the pre-test jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 74 with post-test which includes the cognitive, affective and psychomotor domains. responses from learning citizens by being involved in various stages of learning management are very meaningful. results of calculations and descriptions of the opinions of citizens learning about learning that has been carried out. in addition, this strategy also shows success and success in its implementation when viewed from the indicators of success compiled by the institution. the indicators of success are as follows. a. indicators for successful local potential strategy 1. this strategy is able to provide opportunities for increasing income for residents learning packet c 2. this strategy is able to improve the understanding and knowledge of paket c learning residents in producing according to gmp (good manufacturing product) rules so that they are eligible for halal certification and permission for domestic workers 3. this strategy is able to provide access or sources of activity funds for program funding sources that come from non-governmental organizations b. indicators for success of the potential of the garments 1. this strategy allows citizens learning paket c to have knowledge and skills about sewing 2. this strategy enables the availability of apprenticeship facilities for packet c graduates following are the results achieved and how these results refer to the indicators mentioned above. (1) learning citizens are able to raise and create a brand (indicator a.2., indicator b.1., indicator b.2.) (2) learning citizens are able to improve business management from production to marketing (indicators a.2., b.1) (3) this strategy allows for an increase in learning community income (indicators a.1., a.3., and b.2.) (4) this strategy encourages the improvement of the ability of learning citizens (indicators a.1., a.3., and b.2.) (5) this strategy encourages the birth of a superior product typical of karawang regency. (indicators b.1., a.2., a.3.) strengths and weaknessess of local potencials-based abg-c strategy strengths of abg-c strategies based on local potentials that have been identified in the activities of building self-reliant graduates of the packet c are pkbm assolahiyah researchers can explain as follows: pkbm assolahiyah has been known to the community, recognized its credibility by the surrounding community so that this pkbm is already known to the community. nearby communities who drop out of formal education and communities who cannot afford to send their children to formal education. pkbm assolahiyah is one of the solutions in non-formal education in karawang regency through its partnership programs, one of which is with pertamina, which is one of the solutions to improve the economy of learning citizens after graduating from pkbm. pkbm assolahiyah has promising prospects for the progress of jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 75 the surrounding area with assistance from the karawang regent through the education office, construction of facilities and infrastructure, opening skills education and others. pkbm assolahiyah was able to minimize the number of people dropping out of school and unemployment caused by weak economic conditions and through the lobbying stage in carrying out government relations with the private sector to facilitate pkbm in carrying out its programs. according to m. zainuddin (2009: 2), practice or practicum is a learning strategy or form of teaching used to teach together psychomotor abilities (skills), understanding (knowledge) and affective (attitude) using laboratory facilities. according to the big indonesian dictionary (2010: 885), practice is to carry out something as real as what is stated by the theory. the practices referred to in this case are practices relating to entrepreneurship. based on this opinion it can be concluded that the practice of entrepreneurship is the learning activity of selling goods (products) by using skills, knowledge, and attitudes that have been learned previously to create value-added goods or services as a tangible form of learning activity strategy. the practice of entrepreneurship is not just ordinary practice. many benefits are obtained from the existence of this entrepreneurial practice. of course this has a goal that will be achieved at the end of the provision of practice and hopes to become a stock that is very useful for students both now and for the future. according to riyanti (2010: 67), factors that influence interest are experience and education. to form an entrepreneurial interest begins with the stages of understanding the theory, case studies, motivation, and providing experience. the experience referred to in this study is the experience of packet c students in implementing entrepreneurial practices. with the practice of entrepreneurship it is expected that later students will have sufficient skills, and it is expected that students have the desire and are interested in opening their own businesses. the purpose of this practice is to provide students with experience in carrying out business activities in the local and global scope. this entrepreneurship practice will provide answers to the subjects of entrepreneurship which have so far remained at the theoretical level. according to moekijat (2011: 438), selling is an activity to find buyers, influence and give instructions so that buyers can adjust their needs to the production offered and enter into agreements regarding prices that are beneficial to both parties. the entrepreneurial practices carried out by packet c are in the form of practical activities of selling daily necessities that are carried out in groups. the abg-c strategy is the synergy and unification of three groups consisting of academics, business or entrepreneurs and the government. the abg-c strategy has three basic concepts, namely: a. higher education or r&d institutions have a role to produce technological innovations. in a knowledge-based society in developing countries, the position of these academics is on par with industrial and government entities b. the three circles namely academic, business, government have the motivation to improve the dynamics and economic sustainability. this reinforces the emergence of a condition in which various processes for the emergence of innovation policies are jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 76 more often the result of interaction between elements of society and not born as mere proposals from the government. c. developing countries are currently experiencing difficulties in encouraging each academic, business and government group to take a more active role, such that the three are able to expand their own potential for innovation. thus, we can see that the concept of the abg-c strategy is a functional formulation that can be used by democratic developing countries, in creating access to wider participation for the wider community in order to create various transformations that can they want together. improving the function of democracy for economic dynamics, everything starts with strengthening academic relations or research institutions, business, and government. as a concept, the main idea of the abg-c strategy is the power synergy between academia, business, and government. academics with their resources, science, and technology focus on producing a variety of applicative findings and innovations. businesses make capitalization that provides economic benefits and benefits to the community. while the government guarantees and maintains the stability of their relations with conducive regulation (etzkowitz & leydesdorff, 2000). in business activities, it is necessary to carry out an economic process consisting of production, distribution and consumption, because business activities are focused on production and distribution, while consumption is carried out by consumers for businessmen. thus it can be stated the meaning of the business that each shows its relationship with the economy, as follows: a. business is an activity to produce and distribute goods and services for the benefit of the public or the community both for the interests of producers and consumers or sellers and buyers. b. business is an activity to get a picture of the profit achieved by an entrepreneur in economic activity. c. profit is the difference between income and costs incurred in the economic process (production and distribution) .28 some businesses produce tangible goods, such as cars, breakfast cereals and computer chips, while others provide services. weaknesses in building independence graduates of packet c program through abg-c strategy based on local potential in pkbm assolahiyah, identified weaknesses as follows: alumni of packet c have not all been interested in the program at held by pkbm, many learning alumni chose to work in factories, so only a small portion was successfully managed by pkbm. conclusion abg-c strategy based on local potential effective in implementing pkbm assolahiyah: the strategy used by pkbm assolahiyah is by working with the government and the private sector one of the strategies in building independence alumni or learning citizens who are still active in pkbm and the strategies used by pkbm assolahiyah, namely with a swot analysis (strengths / strengths, weakness / weaknesses, opportunities / opportunities / treatments / threats) to the abg-c (academic, business business) jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 77 strategy , government and community) based on local potential effective in pkbm assolahiyah results of implementing abg-c strategies based on local potential in pkbm assolahiyah: the existence of pkbm assolahiyah for the people of karawang regency is interpreted as a complement to formal educational institutions by the local community to be able to change their lives to be more empowered . the study of the results of the application of abg-c strategy based on local potential in pkbm assolahiyah, can be traced by looking at the application of the principles of pkbm and the concept of adult education (andragogy), in the course of the education system of pkbm assolahiyah refers to the application of the principles embraced by pkbm, including: a. benefit principle, b. principle of meaningfulness, c. the principle of togetherness, d. principle of independence. e. principle of alignment, f. principle of need, g. principle please help. in addition, this strategy can be concluded successful because it fulfills the indicators of the success of the strategy compiled by the institution. strengths and weaknesses of abg-c strategies based on local potential: strengths of abg-c strategies based on local potential are those that have been identified in the activities of building self-reliant graduates of the packet c is already known to the community, credibility is recognized by the surrounding community so that this pkbm is already known to the community. pkbm assolahiyah is one of the solutions in nonformal education in karawang regency through its partnership programs, one of which is with pertamina, which is one of the solutions to improve the economy of learning citizens after graduating from pkbm. weaknesses in building independence graduates of packet c program through abg-c strategies based on local potentials at pkbm assolahiyah karawang, identified weaknesses as follows: alumni of packet c have not all been interested in the program at held by pkbm, many learning alumni chose to work in factories, so only a small portion was successfully managed by pkbm. bibliography abdullah, f. s., seman, a. a., ibrahim, n., majid, n. a., wahab, n. m. a., & mustafa, m. s. 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(2017). accounting student internship programs: practical and effective administration. journal of accounting and finance, 17(1). jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 22 improving competencies of packet c tutors through g suite for education training (case study at pkbm cahaya kahuripan bangsa lembang) lince sari dianawati leatemia1, erni furwanti2, enceng mulyana3 1 ikip siliwangi, 2 paud adinda bandung, 3 ikip siliwangi 1 lincesaridiana@yahoo.com, 2erifura@yahoo.co.id, 3 mulyana@stkipsiliwangi.ac.id abstract this research aims to answer how g suite for education training might contribute toward competency increase of pkbm cahaya kahuripan bangsa’s packet c tutors. the goal is to describe data about how the training is planned, how the training proceeds, and how the results of the training are. the qualitative approach is implemented through narrative descriptive methods. data is gathered through observation, interview and document study. the subjects of this research include pkbm cahaya kahuripan bangsa tutors as participants of the training, the instructor and the organizing committee. gathered data shows that in the planning phase, instructor recruitment emphasizes heavily on the competencies of the instructor candidate. the lesson plans and curriculum devised by the instructor is further adapted to meet the competencies as described by google and stresses on product. on the process, the participants explore more time to try the products on their own. the participants are happy and feeling beneficial, yet they feel the time is too sparse. the benefits they feel, in general, includes the ability to understand and use new applications usable in classroom learning contexts. the results show that the training improves the tutors’ competencies. keywords : packet c, training, g suite for education, innovation, tutor introduction indonesia is facing a fourth industrial revolution—infamously dubbed the 4.0 industrial revolution (amir piliang, 2019, p. 2; suryani, 2018, p. 1). the country is undergoing various changes. some observers argue that the industrial revolution 4.0 (hereinafter abbreviated ri4.0) is an era of disruptive innovation (amir piliang, 2019, p. 5; surniandari, rachmi, & kaafi, 2018, p. a-8). this is because there are a lot of innovations emerged in the ri4.0 era (yoon, thin, thao, im. & gim, 2018). many new markets emerged, causing various constructive and destructive changes to the existing social mailto:lincesaridiana@yahoo.com mailto:2erifura@yahoo.co.id mailto:mulyana@stkipsiliwangi.ac.id jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 23 order. ri4.0 is able to replace existing technologies in both practical terms and lifestyle (ariyani, 2018). therefore, teachers are required to continue various activities in order to improve their competencies, so that they are able to face millennial generation of students (richert, shehadeh, plumanns, groß, schuster, & jeschke, 2016). of course, we don't wish to face a situation where 3.0, 2.0, or even 1.0 teachers face 4.0 students. had this happened, indonesia’s education would have suffered lags (lobova, bykovskaya, vlasova, & sidorenko, 2019), way behind that of countries who had been preparing themselves for ri4.0. the quality of teachers must be in accordance with the performance of teachers expected in the ri4.0 era (normah kamani, & yunus, 2019). they must be upgraded to 4.0 teachers (adamu, 2016; abdelrazeq, janssen, tummel, richert, & jeschke, 2016; bolat, & bas, 2018). among the components in teacher capacity, especially in the field of non-formal education (kieu, & singer, 2017), is a component of digital literacy (caprino, & martinez-cerda, 2016; latchem, 2018) and the use of information technology (fernandes, rodrigues, & ferreria, 2018). we may not deny that the advancement of information technology has had a positive impact on the advancement of today’s education. computer and internet technology, both in terms of hardware and software, provide many possibilities and choices to support the learning process (danurdoro, & wulandari, 2016; chirwa, 2018). this is not merely limited to information obtainment speed, but also multimedia facilities that can make learning more interesting, visual and interactive (petrescu, gorghiu, & lupu, 2015; tom, 2016). in line with the development of internet technology, many learning activities can be done using this technology. traditional conventional classroom methods used for generations will soon have no place in education 4.0 (greaves, nabhani, & bahous, 2019). in addition, traditionalconventional learning activities require considerable costs in preparing the infrastructure (rooms, laboratories, libraries, furniture, learning media, etc.). keeping that in mind, many education providers including pkbm cahaya kahuripan bangsa as an institution that organizes non-formal education began considering distance learning as an alternative study approach, deemed more effective and efficient, as an answer to ri4.0.various technologies and applications are created in an effort to support the operational activities of human life and organizations, including learning and teaching activities. the problem is in pkbm cahaya kahuripan bangsa, not all tutors are ready to run distance learning classes. the capacity of tutors on the use of information media and information technology in supporting the learning process is still low. facilities available at pkbm cahaya kahuripan bangsa, as well as facilities owned by tutors, are barely sufficient to support distance learning and education 4.0. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 24 therefore, in order to address this problem, the researcher intends to conduct a research entitled “improving competencies of packet c tutors through g suite for education training (case study at pkbm cahaya kahuripan bangsa lembang)”. method this study uses a descriptive qualitative approach implementing the descriptive method. the data collection techniques used in this study are as follows: 1) observation, where the conservation used in this study is participatory observation, 2) interview between researchers and participants of the study, individual face to face, 3) literature studies, and 4) documentation studies. in this study, the primary data source used was packet c tutors of pkbm cahaya kahuripan bangsa, training instructor and organizing committee. the secondary data sources used are documents and literature which are reviewed respectively in the study of documentation and literature studies. in conducting data collection, the researcher is assisted by observation and interview guidelines. results and discussion results research field condition cahaya kahuripan bangsa foundation (ckb) took the initiative to organize pkbm independently for lembang and surrounding communities, which are part of kabupaten bandung barat, free of charge. this free education was successfully implemented thanks to contributions from the ckb foundation and supporters. since its emergence in 2010 until recently, pkbm ckb has purely relied on contributions provided by the ckb foundation and supporters; even so, the entire program was successfully implemented free of charge and could be joined by anyone without exception. the free education held by pkbm ckb is principally far from discrimination based on tribe, religion and race (sara). pkbm ckb has implemented education for all, lifting the slogan "ckb little indonesia". pkbm ckb continuously strives to provide an educational ecosystem filled with the noble values of pancasila, regardless of ethnic background, religion, race, ethnicity or the like, both from tutors and also the learning community. pkbm ckb uses a three-storey shop building as the center of its activities. this building is located in the center of lembang, which is in the kompleks ruko central lembang blok b-6, jalan maribaya no.1 lembang. this building is 135 m² wide and is the property of the ckb foundation, loaned for pkbm ckb activities. planning stage at the training planning stage, a training participant recruitment process is carried out. in overall, the process of implementing recruitment and selection can be described as follows. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 25 1. widespread information about the g suite for education in-house training (iht) program that will be implemented as well as the requirements of participants. 2. accept the registration of prospective participants. 3. recapitulate the list of prospective participants who have registered. 4. determine the selection technique that will be used. 5. selection of prospective participants. 6. determine the results of the selection. 7. announce the results of the selection. 8. prepare a list of participants who have been accepted. 9. arrange complete data of participants. in addition to this stage, the instructor recruitment phase is also carried out. the rapports for this training instructor are as follows. 1. minimum age of 21 years 2. attach the latest education diploma 3. having competencies of trhe field of training (in this case the competencies to use g suite for education apps) 4. it is preferable to have previous work experiences in the field 5. is healthy, both physically and spiritually 6. free from the use of narcotics, psychotropic substances and other addictive substances (drugs) as evidenced by a health certificate from the hospital or doctor 7. does not have a criminal record proven by a letter of recommendation (skck) from the police the stages of instructor recruitment are as follows. 1. announcement of instructor recruitment 2. prospective instructors’ registration 3. administration selection 4. selection of technical competencies 5. interview with prospective instructors 6. announcement of recruitment results jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 26 other stages that are carried out in training planning are teaching materials planning. at this stage, instructional materials are prepared by the instructor and approved by the committee. according to the instructor, the teaching material he made was adjusted to the curriculum provided by google. adapting to the situation and conditions before the implementation of the training, the training plan is rearranged to a training curriculum and schedule. after the curriculum and schedule are compiled, the committee and instructor develop indicators for each unit. execution phase on the first day of training monday, january 7, 2019, participants are introduced to training instructors who will guide them in the training process for the next few days. this activity takes place from 11.00 wib to 12.20 wib. on the first day, all interviewees observed showed high enthusiasm. mrs. d seemed most enthusiastic because when instructions are given, she took the initiative to do the instructions herself. mr. s, in line with mrs. d, seemed busy helping other participants who had difficulty accessing the google play store. mrs. w had seemed confused following the instructor's instructions but for the help of fellow participants, especially mrs. d and mr. s, mrs. w could attend the first day training process smoothly. mrs. s, on the other hand, had her own difficulties because she used an iphone device. the instructor intervened to help mrs. s to be able to attend the training process. mrs. e, even though she was the most senior age compared to other participants, could take part in this training smoothly while occasionally saying mild jokes to melt the atmosphere. on the second day, tuesday, january 8, 2019, there were two materials divided into three different sessions. in this day, the interviewees observed showed high focus and willingness to cooperate with other participants. mrs. d did not bring a laptop so she attended the training along with other participants who carried laptops. mrs. w, on this day, actually seemed most enthusiastic about attending the training. mr. s, on the other hand, still looked busy helping other participants who are constrained both in terms of accessing the internet and giving direction to which buttons to click on, helping the instructor. mrs. s didn't bring a laptop but brought an ipad; due to differences in device brands, she was more assisted by the instructor. on wednesday, january 9, 2019, the training was divided into two sessions. although it has been going on for three days, the enthusiasm of the participants does not seem to recede. mrs. d joined with other participants. mrs. d sat with other participants who brought laptops and looked enthusiastic about watching the application access process through the laptop. mr. s is busy helping other participants who have difficulties throughout the training. mrs. w can take part in this training without problems. mrs. s looks more assisted by the instructor because the devices used are different brands. mrs. e still came first compared to other participants. on thursday, january 10, 2019, the training is divided into three sessions. today's training material, especially in the first session, provoked the participants to be active jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 27 because the assessment process of learning is something they do everyday. mr. s doesn't help too many other participants. even mrs. s, who in the past few days had asked many questions and was specifically assisted by instructors, was not assisted by the instructor at all today. mrs. w seemed focused and enthusiastic even though she did not say many questions to the instructor. on friday 11 january 2019, the training is divided into two sessions. during today's training process, all participants did not ask many to the instructor. however, their enthusiasm is clearly visible today. they look amazed, especially when they access google earth to observe the image of environmental conditions in other areas far from where they are. mrs. d looks absorbed in accessing images in various places on the face of the earth. mrs. s seems to have understood how to use the application that is being presented by the instructor even though she uses a different device. mr. s also did not seem to be busy helping other participants in today's training. mrs. w and ms. e used one shared computer device and both of them seemed to ask the instructor the most; starting from how to download applications to their respective smartphones, even as far as too access google earth and google maps via a computer. on the last day, january 12, 2019, the training was divided into two sessions. in the last session, the committee invited an expert of digital citizenship as a guest instructor. on this last day, participants who asked the instructor a lot because they were having difficulties were now engaging the instructor to discuss the material presented and expressed their opinions regarding the issues and problems presented instead of numerous questioning. mrs. d, although at first seemed confused following the instructor's presentation, after asking a few questions and asking for a re-explanation, finally became the most active in asking the instructor — specifically related to the prevention of hoax news dissemination. mr. s seemed enthusiastic about recording the new information he had obtained from the instructor's exposure. mrs. s occasionally starts discussing state topics with instructors especially regarding the behavior of citizens who are good at dealing with 21st century phenomena such as the spread of hoax news. mrs. w also participated in discussions that mrs. s and mr. s started. mrs. e, on the other hand, often served as the "conclusion" of the discussion. when the discussion process has been going on for some time, mrs. e more often expresses a statement that summarizes what the other participants have said and arranges it into a kind of conclusion. training results the training has increased the competence of packet c tutors who attended. what is required on the indicator has been achieved in the results of the training. tutors apply what they learn in their daily learning in their own way. both young tutors and senior tutors can all apply technology in classroom learning. the statement above is backed by the fact that this research shows observable results; that the participants demonstrated their proficiency to: jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 28  identify g suite for education including its apps,  understand how the synergy between applications may benefit the learning process,  deal with common technical difficulties in paperless learning contexts,  download all needed apps to facilitate classroom learning through the play store,  use google forms and google docs to organize paperless learning situations,  manage classroom contexts with google classroom,  communicate with students through google classroom,  check student attendance with google classroom,  assign and grade tasks with google classroom,  design yearly google classroom-facilitated learning plans,  recapitulate grades given in google classroom,  search and surf the internet with google chrome and google search,  encourage students to understand internet contents as a whole and critically analyze them,  benefit from internet information to support learning process,  use google earth and google maps as a media that supports learning process and incorporate the apps to teachers’ syllabuses,  enrich learning process through youtube videos,  select the right youtube video for a specified learning purpose,  use google docs and classroom to support collaborative distance learning,  demonstrate a clear, complete understanding and positive attitude as a citizen who uses the internet,  analyze various internet issues (i.e. hoax, hate speech) and respond to them, and  encourage students to respond to internet issues and phenomenas wisely. discussion from the information above, it can be proven that this training process is in accordance with the principles, strategies and training evaluations revealed by supriyanto (2007). the description below seeks to link each of the principles, strategies and training evaluations to the research findings. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 29 the principle of partnership guarantees partnerships between facilitators and participants. this can be proven by how training evaluation indicators and instruments do not emphasize training participants only as 'students' but also as partners. by conducting evaluations in the form of performance observations, the instructor does not merely assess whether the participants master what is presented by the instructor, but also open the opportunity for the instructor to provide follow-up in the form of guidelines and directions to evaluate themselves. the principle of real experience guarantees the ongoing learning activities of adult education in real life situations. through the observation and training planning instruments above, it can be proven that this training prioritizes how the material discussed can be applied in real life situations, in this case in the teaching and learning situations faced by tutors. the principle of togetherness requires the use of groups in adult education learning activities to ensure maximum interaction among participants supported by the facilitator. in this training, especially from observations, it can be proven that this training adheres to the principle of togetherness because the training participants are given the widest opportunity to conduct maximum interaction between the par ticipants and the instructors acting as facilitators. the principle of participation is to encourage maximum involvement of participants in adult learning activities, with facilities from participants. in this training, participant participation is not limited of any kind by instructors. the participants are not only involved in passively receiving material from the instructor, but also active involvement, which can be seen from asking, discussing and even concluding the results of discussions that occur in the training process. the principle of independence encourages participants to have freedom in finding learning goals. in this training, participants were given the freedom to explore the features and interface of each application as well as the freedom to explore the facilities provided by the application in order to meet training objectives and indicators. the principle of sustainability guarantees the continuity of the material learned now with the material that has been studied in the past and with the material to be studied in the future. in this training, the speakers did not ask the instructor as much as they asked on the previous day — that is to say, what they got from the previous days they used again to study the material studied at the meeting that day so that there is observeable continuity. the principle of benefit guarantees that what is learned in adult education is in accordance with the needs felt by the participants. this training was prepared with the aim of initially to meet the needs felt by participants, especially the need to master 21st century technology and meet the demands of ri4.0. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 30 the principle of readiness guarantees mental readiness and physical readiness of participants to be able to carry out learning activities. in this training, the schedule, materials, curriculum and training planning were informed to the training participants before the training began so that they had time to prepare themselves before attending the training. the locality principle guarantees that the material being studied is locally specific. the results of this training are generally specific abilities that will be used to solve participants' problems in their respective places, as immediate as they have walked out of the training room. the principle of integration guarantees the integration or integration of adult education material. the materials prepared in this training have been integrated and systematically arranged. in addition to the principle problem, the implementation of this training also fulfilled the adult training strategy proposed by supriyanto (2007). the description below attempts to explain each strategy and how this training implements the respective strategies. practical and problem-centered learning. based on the description of the training process, we can observe that this training is very practical and problem-centered. the practicality of the training material can be seen from the practice weights against theories and evaluation instruments used, as well as how the participants learn. this proves that this training is a practical and problem-centered training. adults love learning that integrates new information with their experiences. in this training, the process of realigning experiences can be observed from the statements of the participants. most of them said that their experience teaching in class was enriched with this training, especially related to how to integrate their teaching experience in the classroom with technology so as to create an integrative and paperless classroom learning climate. the experience of the participants during teaching is used as a benchmark by the instructor to introduce them to the material the instructor would present. adults love learning that increases their self-esteem. this is very evident from the evaluation instruments used. by holding a performance test, the instructor can avoid judging by numbers that have the impression of "indicting". performance evaluation through observation allows instructors to conduct clinical evaluations. adults love learning that shows individual attention. with performance evaluations, the instructor can pay attention to each individual participant specifically so that the evaluation is very constructive. the participants felt that they were paid attention individually and this greatly supported the success of the training. in the end, there was an increase in the competence of packet c tutors who participated in g suite for education iht. in general, what is required on the indicator has been jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 31 achieved in the results of the training. the results achieved will be assessed based on the competency standards of tutors of equality education, especially referring to pp no. 19 of 2005 concerning national education standards. the competency standards for equality education tutors include four components: (1) pedagogical and/or andragogical competencies, (2) personality competencies, (3) social competencies, and (4) professional competencies. the improvement of pedagogical and andragogical competencies through this training can be seen from how the participants were able to use the g suite for education facilities to carry out learning. each tutor has their own method which is of course adapted to their personality, their goals and the learning community they face. with this training, participants become more mature and open; they become wiser in addressing the phenomena of 21st century technology, especially related to learning and social phenomena such as hoaxes. this training even dedicated a session specifically addressed to discuss digital citizenship and positive online behavior which contains about addressing the spread of hoax content and negative content. social competence regards the ability of educators as part of the community. after attending this training, participants now communicate more effectively through digital media. they know what actions should not be done in the digital domain, such as trolling and flaming or even the spread of hoaxes. professional competence is an ability that is concerned with mastering learning material widely and deeply. this training allows participants to enrich their mastery of learning material by training them to be able to use devices and the internet to learn independently. this training did not equip them with material, but provided them with how to use the device to improve the mastery of the material. this means that the impact that will occur in the professional competencies of the participants becomes sustainable; the participants are now able to keep up with the latest information and knowledge because they have been provided with a way. in addition to the aforementioned description, the success of the training may also be evaluated by looking deeper into the recapitulated data of a questionnaire spread to the participants. the following graph shows the list of g suite for education apps and how many participants master them. jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 32 graph 1. pre-test recapitulated questionnaire data of participants who master g suite for education apps the following graph also shows the list of g suite for education apps and how many participants master them. we draw from another set of questionnaire results, recapitulated and organized to a graph. graph 2. post-test recapitulated questionnaire data of participants who master g suite for education apps the first graph shows the recapitulated questionnaire results filled by participants at the beginning of the training, while the second graph shows the same results filled by participants at the end of the training. we may observe that google drive sees a substantial mastery rate increase from 33% to 100%. such significant raise can also be seen at google classroom—from the initla 8,3% to 100%. the similar rate increase to 100% also happened on youtube and gmail. google forms also sees a significant increase, from 16,7% to 83,3%. though not 100%, jurnal empowerment volume 9 nomor 1, februari 2020 e-issn : 2580-7692 p-issn : 2252-4738 33 such rate increase demonstrates how this training benefits the participants in terms of their g suite for education apps mastery. in short, this training succeeded in increasing the competence of the training participants, in this case the pkbm cahaya kahuripan bangsa packet c tutors. conclusion from the results of the research that has been carried out, it may be concluded that the implementation of g suite for education training for tutors improves their competernce. in the planning stage, instructor recruitment emphasizes the competence of prospective instructors. the arrangement of instructional materials and instructor curriculum is adjusted to the competencies required by google and focuses on products. the instruments for evaluating each meeting were carried out by performance tests and observations. the compiled indicators emphasize the ability to use the product and how the product or application is used in the learning context. during the process, participants are given more opportunities to try applications themselves. instructors act as facilitators and provide direction and guidance to participants. training participants solve problems encountered independently or in groups; should they cannot be resolved, the instructor intervenes to participate in solving the problem. the participants felt this training was beneficial for them but the implementation time was lacking. the benefits felt by participants in general are to recognize new things that can be used in the context of learning in the classroom. the results of the training have increased the participants’ competencies. what is required on the indicator has been achieved in the results of the training. tutors apply what they learn in their daily learning in their own way. both young tutors and senior tutors can all apply technology in classroom learning. bibliography abdelrazeq, a., janssen, d., tummel, c., richert, a. s., & jeschke, s. 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(2018, june). a study on success factors for business model innovation in the 4th industrial revolution. in international conference on software engineering research, management and applications (pp. 105-127). springer, cham. http://seminar.bsi.ac.id/snit/index.php/snit-2018/article/download/1/45 http://seminar.bsi.ac.id/snit/index.php/snit-2018/article/download/1/45 http://senias.uim.ac.id/index.php/senias_2017/article/download/123/70 jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 2 september 2021,p-issn no. 2252-4738 e-issn : 2580-7692 143 increasing student's competence through graphic design training program at balai latihan kerja karawang ulan sari1, dayat hidayat2, tika santika3 pendidikan luar sekolah fkip universitas singaperbangsa – karawang indonesia ulansr23@gmail.com received: agustus, 2021; accepted: september, 2021 abstract the problem and purpose in this study is based on the process, supporting and inhibiting factors, as well as the results in increasing the competence of learning citizens through graphic design training programs. to be able to answer the above problems, researchers used qualitative methods, data collection techniques in the form of observation, interviews, and documentation. the results showed that the process of increasing the competence of learning citizens consisted of several factors, starting with the recruitment stage of prospective learning citizens carried out very strictly, the steps in increasing competence had been carried out properly, updating materials according to the times, teaching media and teaching methods that according to the needs of learning citizens, as well as an assessment system that is viewed from two sides, namely theory and practice. the supporting and inhibiting factors are the interest, motivation and self-confidence of the learning community, facilities and infrastructure, costs, learning environment, to the competence of the instructor, all of which have been able to run well. and the learning outcomes in this graphic design training program have been running effectively and producing graduates who are in accordance with the goals that have been set previously. keywords: competence, graphic design training program abstrak permasalahan dan tujuan dalam penelitian ini didasarkan pada proses, faktor pendukung dan penghambat, serta hasil peningkatan kompetensi warga belajar melalui program pelatihan desain grafis. untuk dapat menjawab permasalahan di atas, peneliti menggunakan metode kualitatif, teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. hasil penelitian menunjukkan bahwa proses peningkatan kompetensi warga belajar terdiri dari beberapa faktor, mulai tahap rekrutmen calon warga belajar dilakukan dengan sangat ketat, langkah-langkah peningkatan kompetensi sudah dilakukan dengan baik, pemutakhiran materi sesuai perkembangan zaman, media pengajaran dan metode pengajaran yang sesuai dengan kebutuhan warga belajar, serta sistem penilaian yang dilihat dari dua sisi, yaitu teori dan praktik. adapun faktor pendukung dan penghambatnya adalah minat, motivasi dan rasa percaya diri masyarakat belajar, sarana dan prasarana, biaya, lingkungan belajar, hingga kompetensi pengajar yang semuanya sudah dapat berjalan dengan baik. dan hasil pembelajaran pada program pelatihan desain grafis ini sudah berjalan efektif dan menghasilkan lulusan yang sesuai dengan tujuan yang telah ditetapkan sebelumnya. kata kunci: kompetensi, program pelatihan desain grafis how to cite: sari, u., hidayat, d. & santika, t. (2021). increasing student's competence through graphic design training program at balai latihan kerja karawang. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (2), 143-148. introduction problems and shortcomings in various sectors such as in the world of education are still the main factors for indonesia as a developing country. education is very important for the sari, hidayat & santika, increasing student's competence through graphic design training program atbalai latihan kerja karawang 144 progress of a nation, because to produce good and quality resources, of course, good education is needed as well. in the opening of the 1945 constitution of the republic of indonesia in the 4th paragraph, one of its goals reads "to educate the life of the nation". and to realize the hope of the indonesian people, good and quality human resources are needed, who have science and technology. law no. 20 of 2003 concerning the national education system article 13 paragraph 1, states that "the education path consists of formal, non-formal, and informal education that can complement and enrich each other". so it is clear that in order to realize the hopes and ideals of the implementation of education in indonesia which has been described in the paragraph above, of course, one cannot rely on only one path of education, but all paths of education, especially non-formal education. in this regard, in the context of developing the quality of human resources, training as a unit form of non-formal education is certainly very necessary, because it can assist the community in mastering knowledge and skills in certain fields in a relatively short time and without having to incur high costs. moreover, there are also several training institutions that do not charge any fees, for example, the job training center. the job training center, especially in karawang, is a facility and infrastructure for the community to gain knowledge and skills or who want to deepen their expertise in their field by providing competency certification. in accordance with the conditions of karawang which is currently known as an industrial city, it is very necessary for prospective workers who are graduates from training institutions who can develop their abilities well in order to compete in the world of work. there are many vocational courses available at the karawang job training center as an opportunity to gain abilities and skills, one example of which is the graphic design training program, which if you look at it today, it will certainly be very beneficial for yourself and in the world of work later. in this graphic design training, of course, many components are involved in increasing the competence of learning citizens to have good knowledge and especially good skills so that later they can become graduates with qualified resource qualifications. so based on the description of the background of the problem above, the author intends to carry out research with the title "improving the competence of learning citizens through graphic design training programs at the karawang job training center". competence according to widodo (2007:86) competence is the ability to carry out or perform a job or task based on skills and knowledge and supported by the work attitude required by the job. therefore, competence is a fundamental characteristic of each individual that is associated with criteria that are referenced to superior or effective performance in a job or situation. furthermore, according to spencer and spencer in widodo (2007:87): competence is the basic foundation of a person's characteristics and indicates how to behave or think, equate situations, and support for a long period of time or not for a short time. according to mulyasa (2005:38), competence is defined as knowledge, skills and abilities that are mastered by someone who has become part of him, so that he can perform cognitive, affective, and psychomotor behaviors as well as possible. in addition, competence can also be interpreted as mastery of a task, skills, attitudes and appreciation needed to support success. sari, hidayat & santika, increasing student's competence through graphic design training program atbalai latihan kerja karawang 145 method this research was conducted using a qualitative approach to the case study method. this approach is based on phenomenology which basically aims to describe the process, supporting and inhibiting factors, as well as the results of increasing the competence of learning citizens through graphic design training programs. subjects in accordance with the objectives of the study were one manager, one instructor and three study residents. thus the total number of research subjects is five people. the technique used in this research is observation, interview and documentation study. sugiyono (2013:309) in qualitative research, data collection is carried out in natural settings (natural conditions), primary data sources, and data collection techniques are more on participant observation (participant observation), in-depth interviews (in depth interviews), and documentation. the stages of the qualitative approach research carried out included three stages, namely the orientation, exploration and member check stages. the steps of the data analysis technique carried out in this study used the interactive model of milles, m.b. & huberman, a.m., (1994:19-20) through the stages: 1) data collection, 2) data selection, 3) data presentation, and 4) conclusion and verification. results and discussion the process of improving the competence of learning citizens based on the results of observations, interviews and documentation studies that the researchers carried out during the research, it was found that the karawang job training center was present in the community to help increase competence in various fields, especially in the graphic design training program available at the karawang job training center. this training program has succeeded in facilitating learning citizens who want to learn more about graphic design. in accordance with its objectives, increasing the competence of learning citizens through this graphic design program is very important, namely to improve the cognitive, affective and psychomotor competencies of learning citizens, so that these competencies are expected to be able to help themselves to be able to develop their potential and compete in the world of work, in particular, they can apply the competencies regarding graphic design that they have acquired during the training in the midst of the community. as explained by simamora (1999:63) "training is a series of activities designed to increase competence and expertise, experience knowledge, and change attitudes in a person". furthermore, the results of research conducted by researchers state that the recruitment stage for prospective learning citizens is carried out very strictly, such as by procuring various tests ranging from oral and written, this is intended so that prospective learning citizens who pass will be in accordance with predetermined qualification standards and will certainly be the best. in addition, the steps in increasing competence are already quite available and well executed, such as completing facilities and infrastructure, updating materials in accordance with current developments, teaching media and teaching methods that are in accordance with the needs of learning citizens, as well as an assessment system seen from the two sides, namely theory and practice. supporting factors and inhibiting factors in competency improvement according to wina sanjaya (2010: 197) "there are several factors that can affect the activities of the learning system process including teacher factors, student factors, facilities, tools and available media, and environmental factors." so based on this opinion, the researcher divides these supporting and inhibiting factors into two factors, namely internal sari, hidayat & santika, increasing student's competence through graphic design training program atbalai latihan kerja karawang 146 factors which include interest, motivation and self-confidence which are owned by learning residents in carrying out learning activities. and external factors which include facilities and infrastructure, costs, learning environment, to the competence of the instructor. based on the results of interviews conducted by researchers, internal factors, namely the interests and motivations of the learning residents are very good, it can be seen from the enthusiasm of the learning residents in participating in the training process, they are very interested and very happy to participate in the training, as well as the motivation to be able to master the training process. graphic design was also the reason they chose this training program. in addition, they admitted that their self-confidence also increased during and after participating in this training. in external factors, the completeness of facilities and infrastructure at the time of the training is also an equally important factor, the facilities and infrastructure owned by this graphic design training program can be said to be complete and suitable for use. the importance of facilities and infrastructure is explained by daryono (2010 :241), "the completeness of educational facilities and infrastructure can help students in learning activities and the lack of completeness of facilities and infrastructure can interfere with students in their learning activities". one of the advantages at the karawang job training center is that there are no fees or free fees, instead, students are given lunch and replacement money for transport. the entire cost is sourced from apbn and apbd funds. furthermore, in the relationship of learning citizens with parents and relationships between fellow citizens of learning that can affect the learning process. the involvement of parents in guiding and motivating learning citizens is very influential in the learning process. the encouragement from parents is very helpful for learning residents both in the learning process and in terms of working on the tasks given by the instructor. likewise with the relationship between fellow citizens of learning, the activity of helping and supporting each other will be very influential. these two things will be very important supporting factors for learning citizens. and conversely, the lack of involvement of parents and friends in guiding, motivating, assisting and supporting learning citizens can be an obstacle in the process of increasing the competence of learning citizens. the last external factor is in accordance with law no. 14 of 2005 concerning teachers and lecturers article 10 paragraph (1), which states that: "teacher competencies include pedagogic competence, personality competence, social competence, and professional competence obtained through professional education". so based on this theory, the researchers examined the four competencies against instructors in the graphic design training program and got good results. first, instructors already have the ability to understand the characteristics of learning citizens well, instructors can find out what needs are in accordance with the development of students, and can help students to be able to develop their potential and overcome difficulties that learning residents have during the training process. second, the instructors are friendly, cool and easy to get along with learning residents, so that learning residents feel comfortable while participating in the training. third, instructors have characteristics that can be used as examples or role models by their learning citizens. and fourth, the instructors have mastered all the material taught to their learning citizens. results of improving the competence of learning citizens learning is a process, and the process will definitely give an outcome. bloom (1965) in djudju sudjana (2004:94-102) compiles a taxonomy of educational objectives which includes three categories, namely: cognitive domain which includes knowledge, understanding, application, analysis, synthesis and evaluation. affective domain which includes changes sari, hidayat & santika, increasing student's competence through graphic design training program atbalai latihan kerja karawang 147 related to interests, attitudes, values, appreciation and adjustment. skills domain which includes productive skills, technical skills, physical skills, social skills, management skills and intellectual skills. according to the results of research based on this theory, the learning outcomes in the graphic design training program have been effective and have produced graduates who are in accordance with the predetermined goals. this is based on the statement of the three subjects (students) when interviewed, who said that in the cognitive domain they could understand and master the material given by the instructor very well. then other learning outcomes from the affective domain, namely changes in attitudes and behavior of learning residents who are more disciplined both in time discipline when it comes to learning, as well as discipline when collecting assignments according to the set time. in addition, it can also be proven by good interactions in the classroom, such as learning residents who actively ask questions or discuss during the training process, as well as involvement in helping fellow learning citizens who experience difficulties during learning activities, both in understanding questions, and in understanding questions. in the process. finally, the results of learning in the psychomotor realm, here they are able to apply the theory of graphic design science that has been obtained during training in real life in the community, for example, such as opening their own business. conclusion improving the competence of learning citizens is very important, because this is related to the results of graduates later, about how graduates of learning citizens can apply the competencies regarding graphic design that they have had during training in the community. of the three aspects that have been researched, everything has gone quite well. the first is regarding the process of increasing the competence of learning citizens. the stages of recruitment, updating materials, teaching media and teaching methods that are in accordance with the needs of learning citizens, as well as the assessment system, have all been carried out strictly, effectively and efficiently. the second is about the inhibiting and supporting factors. both from internal factors, namely interest, motivation and selfconfidence, as well as from external factors, namely infrastructure, costs, environment and educator competencies, all of which are very visible and complete. the last or third is the result of increasing the competence of learning citizens. the objectives in learning are cognitive, affective and psychomotor, all three have been able to be owned by the learning community very well and are able to produce graduates in accordance with the goals set previously. references agnis. (2018). 8 program pendidikan luar sekolah / non formal education. retrieved januari 01, 2021, from https://agnis126.blogspot.com/2018/11/8-program-pendidikanluar-sekolah-non.html. darmanto, s., darmawan, d., & bukirom. (2020). peningkatan kompetensi warga belajar kejar paket c melalui pelatihan kreasi desain grafis. journal upgris, vol 11, hal 1-4. daryono. (2010). media pembelajaran. yogyakarta: gava media. elis, r., & santika, t. (2018). peran instruktur dalam meningkatkan keterampilan warga belajar program pelatihan instalasi listrik. journal of nonformal education and community empowerment, 2(1), 48-56. sari, hidayat & santika, increasing student's competence through graphic design training program atbalai latihan kerja karawang 148 miles, m.b. & huberman, a.m. (1994). qualitative data analysis. london : sage. publishers. e. mulyasa. (2005). menjadi guru profesional. bandung: pt. remaja rosda karya. prastya, d. (2019). kualitas pendidikan di indonesia. dipetik desember 30, 2020, dari https://www.kompasiana.com/dinda24/5c812ffb43322f264762c3c5/kualitaspendidikan-di-indonesia. purnamawati. (2011). peningkatan kemampuan melalui pelatihan berbasis kompetensi (competency-based training) sebagai suatu proses pengembangan pendidikan vokasi. jurnal medtek, vol. 3. sanjaya, wina. (2010). strategi pembelajaran berorientasi standar proses. pendidikan. jakarta : prenada media group. sari, m. s. (2008). peningkatan kompetensi calon tenaga kerja melalui pelatihan kerja pada balai latihan kerja instruktur dan pengembangan (blkip) surabaya dinas tenaga kerja provinsi jawa timur. diambil kembali dari http://eprints.upnjatim.ac.id. simamora, henry, 1999, manajemen sumber daya manusia, edisi ke-2, cetakan. kedua, yogyakarta: stie ykpn. sudjana, d. (2004). pendidikan nonformal, wawasan, falsafah, sejarah. bandung; falah production sugiyono. (2013). metode penelitian pendidikan pendekatan kuantitatif,. kualitatif, dan r&d. bandung: alfabeta. widodo, s.w .(2007) studi sosial, konsep dan model pembelajaran. bandung : busana nusantara. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 63 menegaskan karakter pendidikan nonformal oleh : dinno mulyono dosen ps-pls stkip siliwangi bandung abstract nonformal education has a great role in modern education system. since its introducing by ahmed and coombs in 1964, nonformal education has been seen as panachea for all education problems, include the further education for adult people or disadvantage people that can’t access the formal education. but, in other hands, nonformal education had been seen as the shadows of formal education. it’s happens when nonformal education doesn’t contribute the people with a real compensation for their lives. keyword :pendidikan nonformal, masyarakat, karakter pendidikan pendahuluan impementasi program pendidikan non formal (pnf) selama ini tak bisa dipisahkan dari program-program pendidikan lainnya, terutama program pendidikan formal. beragam ketentuan pendidikan lebih banyak mengatur dan menegaskan kehadiran institusi-institusi pendidikan formal. dengan demikian, banyak pola yang terbentuk menuju pada upaya imitatif kompleksitas pendidikan formal dengan beragam bentuk dan aplikasinya. hal ini berdampak pada adanya penurunan kepercayaan masyarakat pada satuan-satuan pendidikan nonformal. penggunaan standar pendidikan formal untuk proses akreditasi pendidikan nonformal, menekan karakter pnf. dengan demikian, ciri dan kualifikasi pendidikan nonformal mengalami proses degradasi yang kian hari semakin menegaskan posisi pnf yang semakin kritis. pengembangan program pnf hanya menekankan pada inventarisasi dan penyusunan modelmodel pendidikan yang tak pernah diimplementasikan dalam dunia pnf secara utuh. pandangan masyarakat masih tetap teguh pada pendiriannya, sedangkan pnf sendiri tak sanggup untuk berkembang secara signifikan. menurunnya kepercayaan masyarakat yang ditandai dengan semakin sepinya peminat jurusan pendidikan luar sekolah pada satuan-satuan pendidikan tinggi, memperkuat indikasi pentingnya revitaslisasi pendidikan nonformal yang lebih mumpuni dan tak sekedar beretorika dengan beragam argumentasi ilmiah yang membentang jauh dari kebutuhan masyarakat itu sendiri. pendidikan nonformal tak akan pernah dibutuhkan masyarakat jika tak mampu memberikan kontribusi yang positif bagi masyarakat di masa sekarang maupun di masa yang akan datang. community welfare yang menjadi tujuan jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 64 dasar pnf membutuhkan adanya tindakan khusus yang membuat pnf kembali dikenal dan dihormati masyarakat. kualitas output (luaran) program pnf harus secara nyata memberikan kontribusi yang jelas terhadap pembangunan masyarakat secara utuh, baik dari sisi ekonomi, sosial maupun dalam upaya meningkatkan mobilitas masyarakat untuk mencapai tingkat kesejahteraan yang diharapkan. harus diakui bahwa pembangunan masyarakat berawal dari adanya tingkat kecukupan ekonomi yang jelas. sebagian besar masyarakat lebih memilih memenuhi kebutuhan ekonominya terlebih dahulu daripada kebutuhan pendidikan. karena, kebutuhan pendidikan sifatnya bisa ditunda, sedangkan kebutuhan ekonomi berkaitan dengan keberlangsungan hidup seseorang, hingga hampir tak mungkin dapat ditunda. menurunnya kepercayaan masyarakat menandakan adanya sebuah fenomena baru, yaitu generasi masyarakat yang rasional. mereka hanya membutuhkan program pendidikan yang benar-benar memenuhi kualifikasi akademik dan kompetensi yang dapat membantu mereka keluar dari permasalahan yang ada dalam kehidupannya. program-program pendidikan nonformal, mau tak mau harus memberikan tingkat alasan rasional untuk dapat membuat masyarakat percaya bahwa program yang dilaksanakan benar-benar aplikatif dengan berbagai sektor kehidupannya sekarang maupun di masa yang akan datang. kualifikasi pnf, menghadapi permasalahan yang sama. program-program pnf yang cenderung stagnan, bahkan sekarang mulai tergeser dengan adanya kebijakan untuk mengedepankan program pendidikan formal vokasional, seperti smk, membuat posisi pnf untuk berkembang bertambah sulit. kualifikasi yang dulu disediakan oleh balai-balai pelatihan dan kursus, kini dapat diperoleh melalui jalur pendidikan formal, dengan prestise yang jauh lebih baik. hal ini harus segera diperbaiki, bukan hanya melalui iklan, tapi harus melalui sebuah jalur yang benar-benar memberikan nilai tambah bagi daya saing pnf di tengah-tengah masyarakat. permasalahan mengenai relevansi antara output program pnf dengan kebutuhan masyarakat dirasakan semakin membebani tanggung jawab program-program pnf itu sendiri. karena, kesesuaian antara kualitas dan kualifikasi lulusan program pnf dengan kebutuhan masyarakat sangat penting untuk menjaga kredibilitas jurusan pnf itu sendiri di tengah persaingan dengan berbagai lulusan program lainnya. seringkali masyarakat melihat output lulusan program-program lain lebih acceptable di dunia industri dewasa ini dibandingkan lulusan program dan satuan pnf. hal ini perlu segera diperbaiki untuk meningkatkan kepercayaan masyarakat pada program pnf. kondisi ini akan berdampak pula pada upaya revitalisasi program dan satuan pnf di mata masyarakat. keterkaitan antara kondisi masyarakat sekarang dengan harapan adalah pola dasar kebutuhan yang penting untuk segera dikaji jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 65 dan ditemukan pemecahan masalahnya, sehingga membuat pnf semakin berdaya guna bagi masyarakat. pembahasan karakter pendidikan nonormal dapat kembali terlihat selama programprogram yang dilaksanakan senantiasa konsisten dengan berbagai proses yang benar-benar memperhatikan program pembangunan masyarakat (community development) secara menyeluruh. masyarakat akan memilih program yang benar-benar dapat dirasakannya dan membuatnya merasa diakui. oleh karena itu, perlu kiranya setiap pengembangan program pnf melibatkan partisipasi masyarakat secara utuh dan menyeluruh. bukan hanya berupa program yang selintas lalu. hal ini berkaitan dengan pembentukan kepercayaan masyarakat terhadap program-program pnf. sekolah lebih terlihat, karena bentuknya yang konsisten dan terus menerus melanjutkan programnya dalam berbagai posisi terhadap masyarakat. dari sejak zaman kolonial hingga sekarang, sekolah tetaplah sekolah dengan pemangku program yang konsisten, walaupun berbagai kebijakan pemerintah seringkali memperoleh kritik yang cukup kerasa dari masyarakat, tapi sekolah tetap berjalan. dan masyarakat mengakui hal tersebut sebagai sebuah kebutuhan yang tak terelakkan. manusia secara kodrati diberikan berbagai kebutuhan. sehingga a. maslow (d. sudjana, 2003) menyebutkan bahwa kebutuhan pertama manusia selalu menyangkut kebutuhan fisiologis. kebutuhan fisik yang tak bias ditunda. program pendidikan dalam kondisi apapun, dengan filosopi apapun berupaya untuk menegakkan status kemampuan manusia untuk berdiri diatas kakinya sendiri dan merapat sejajar dengan anggota masyarakat lainnya. inilah yang menjadi basis utama pnf dalam mereposisi kedudukannya di tengah-tengah masyarakat. semakin kuat kontribusi pnf dalam upaya penegakkan status kemanusiaan, maka semakin kuat pula kepercayaan masyarakat. terlampau sulit bila kita membayangkan kontribusi pnf dalam interval program yang terlalu sempit dan datang secara insidental. karena, kebutuhan manusia tak pernah tercukupi, sedangkan alat pemuas kebutuhan manusia terbatas. diversifikasi kompetensi lulusan sangat diperlukan. tema besar masyarakat sekarang adalah memperkuat basis kewirausahaan masyarakat untuk membentuk lapangan-lapangan tersendiri yang akan menopang pergerakkan roda perekonomian masyarakat. inilah yang menjadi salah satu agenda pnf dalam memperkuat posisinya di tengah masyarakat. lulusan yang mampu mengembangkan potensi sekitarnya secara baik dan disisi lain mampu memberdayakan masyarakat lainnya. penguatan struktur social harus serta merta diperkuat dengan ketahanan ekonomi, untuk membentuk sebuah struktur masyarakat yang sejahtera sesuai ukuran dasar kebutuhan manusia. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 66 lulusan pnf yang kini dianggap kelas dua harus pula diperbaiki. dengan demikian akan memberikan nilai positif bagi jalur pnf di tengah masyarakat. peningkatan ini bukan semata dengan meniru berbagai gaya standarisasi jalur pendidikan formal, tapi harus menekankan pada upaya internalisasi segala kompetensi yang diberikan dalam jalur pnf. standarisasi tersebut harus memberikan kesempatan kepada pemangku kepentingan serta warga belajar itu sendiri dalam kehidupannya di masa datang untuk terus eksis di tengah masyarakat secara utuh. eksistensi pnf semakin terbuka bila program-program pnf dapat dirangkai dengan program-program swasta yang sekarang tengah berupaya meningkatkan citra di masyarakat. selain itu, upaya peningkatan relevansi lulusan dapat dikembangkan dengan berbagai jalinan kerjasama dengan pihakpihak swasta. pemangku kebijakan pnf pun bisa mendapatkan berbagai masukan dari pihak swasta mengenai proses pembentukan format-format program pnf yang lebih acceptable dengan dunia swasta. dengan demikian, lulusan pnf lebih marketable, karena berorientasi pada kebutuhan dunia kerja secara nyata, tanpa mengabaikan upaya pengembangan masyarakat di lini lainnya, seperti sosial dan budaya. secara historis, pnf memiliki kedudukan yang kuat dalam berbagai jalur birokrasi pemerintahan maupun jalur kehidupan masyarakat lainnya. namun, seiring dengan berkembangnya waktu, jalur pnf perlu untuk melakukan revitalisasi pada komponen-komponen program yang dianggap penting untuk dikembangkan. tak perlu ragu untuk menghapuskan berbagai pola-pola yang dianggap sudah tertinggal (out of date) dalam percaturan pembangunan dan pengembangan masyarakat. karena, bila hal tersebut dibiarkan akan mengakibatkan adanya stagnasi dalam pengembangan program-program pnf. dukungan pemerintah harus lebih realistis, terutama mengenai dukungan peraturan yang memayungi pelaksanaan program-program pnf. tak hanya berjalur pada satuan dan institusional yang sudah ada, tapi membutuhkan jalur yang lebih luas dan lintas lembaga, sehingga mutu lulusan yang dihasilkan tak lagi terbatas pada apa yang dibutuhkan pada saat itu, tapi apa yang dibutuhkan pada saat ini dan yang akan datang. sikap program yang antisipatif akan membantu pnf untuk terus eksis dengan berbagai tuntutan masyarakat dewasa ini, yang tengah memasuki sebuah perkampungan global (global village). pendidikan formal takkan sanggup untuk menangani seluruh tantangan yang hadir di masyarakat bahkan di tengah masyarakat maju, seperti eropa sekalipun, sebagaimana diutarakan oleh council of europe (a. rogers, 2004), “the assembly recognises that formal educational systems alone cannot respond to the challenges of modern society and therefore welcomes its reinforcement by non-formal educational practices”. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 67 penutup pendidikan nonformal bukan lagi sebagai jalur pendidikan yang hanya melengkapi, mengganti atau penambah pada jalur pendidikan formal. pendidikan nonformal harus bergerak sejajar dan setara dengan jalur-jalur pendidikan lainnya. apalagi, presiden telah mengamanatkan prioritas pendidikan di tahun 2012, yaitu “meningkatkan akses dan pemerataan pelayanan pendidikan yang bermutu dan terjangkau, baik melalui jalur formal maupun non-formal di semua jenjang pendidikan” (kopertis xii, 2012). penegasan mengenai pentingnya pendidikan nonformal sebagai alternatif bagi pendidikan formal, semestinya tidak membuat pnf terus berada di bawah bayang-bayang pendidikan formal. karena pendidikan nonformal, dapat pula berkontribusi dalam program-program pendidikan informal, tak seperti pendidikan formal. mcgivney (1999: 1) menyebutkan, “it is difficult to make a clear distinction between formal and informal learning as there is often a crossover between the two”. referensi sudjana, d. (2003). pendidikan luar sekolah. falah production; bandung. rogers, a. (2004) 'looking again at non-formal and informal education towards a new paradigm', the encyclopaedia of informal education, accessed : february 29th, 2012. available in :www.infed.org/biblio/non_formal_paradigm.htm kopertis xii. (2011). arahan bapak presiden ri tanggal 16 agustus 2011, rencana pembangunan pendidikan tahun 2012. accessed : february 28th, 2012. available in : http://www.kopertis12.or.id/2011/08/18/paparan-menteripendidikan-nasional-mengenai-rapbn-2012.html hodkinson, p. prof. (2002). non-formal learning: mapping the conceptual terrain, a consultation report. accessed : 8 3 -2012. available at : http://www.infed.org/biblio/b-nonfor.htm http://www.infed.org/biblio/non_formal_paradigm.htm http://www.kopertis12.or.id/2011/08/18/paparan-menteri-pendidikan-nasional-mengenai-rapbn-2012.html http://www.kopertis12.or.id/2011/08/18/paparan-menteri-pendidikan-nasional-mengenai-rapbn-2012.html http://www.infed.org/biblio/b-nonfor.htm jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 68 jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 2 september 2021,p-issn no. 2252-4738 e-issn : 2580-7692 160 improving vocational high school alumni competitiveness through online business training nurmawati1, sri nurhayati2, agus hasbi noor3 1,2,3 ikip siliwangi – cimahi – jawa barat – indonesia 1nurma2020penmas@gmail.com received: agustus, 2021; accepted: september, 2021 abstract this study aims to determine the implementation of online business training carried out at smk cendekia batujajar, west bandung regency and to increase the competence of online business alumni who have attended the training. the subjects in this study were the bursa kerja khusus (bkk) of smk cendekia batujajar, the training organizing committee, and the training participants. this study uses a qualitative descriptive method, with data collection techniques through observation, interviews, and documentation studies. from the data analysis and research results, it can be concluded that the online business competence of smk alumni increases after attending the training. the implementation of online business training at the batujajar cendekia vocational school is based on the bkk analysis of the batujajar cendekia vocational school on the needs of alumni to increase competitiveness in the era of the industrial revolution 4.0, planned program planning according to the conditions and needs of the industrial world. keywords: online business training, competitiveness, vocational high school alumni abstrak penelitian ini bertujuan untuk mengetahui implementasi pelatihan bisnis online yang dilaksanakan di smk cendekia batujajar kabupaten bandung barat serta peningkatan kompetensi berbisnis online alumni yang telah mengikuti pelatihan. subjek dalam penelitian ini adalah bursa kerja khusus (bkk) smk cendekia batujajar, panitia penyelenggara pelatihan, dan peserta pelatihan. penelitian ini menggunakan metode deskriptif kualitatif, dengan teknik pengumpulan data melalui observasi, wawancara, dan studi dokumentasi. dari analisis data dan hasil penelitian dapat disimpulkan bahwa kompetensi berbisnis online alumni smk meningkat setelah mengikuti pelatihan. implementasi pelatihan bisnis online di smk cendekia batujajar di dasarkan pada analisa bkk smk cendekia batujajar terhadap kebutuhan alumni untuk meningkatkan daya saing di era revolusi industry 4.0, perencanaan program yang terencana sesuai kondisi dan kebutuhan dunia industri. kata kunci: training bisnis online, daya saing, alumni sekolah menengah kejuruan how to cite: nurmawati, nurhayati, s. & noor, a.h. (2021). improving vocational high school alumni competitiveness through online business training. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (2), 160-167. introduction today, the world is rapidly entering the fourth industrial revolution. every aspect of life is affected by digitalization, from manufacturing to finance. indonesia's human resources (hr) will undoubtedly lag behind other countries without adequate quality. insufficient education in school; each individual's talents must be refined and developed. industrial revolution 4.0 enables the emergence of previously unimaginable new lines of business, jobs, and even professions. nonetheless, there are certain lines of business, professions, and jobs that are threatened by artificial intelligence machines and robots and are being replaced by them nurmawati, nurhayati & noor, improving vocational high school alumni competitiveness throughonline business training 161 (ghufron, 2018). the fourth industrial revolution, also known as industry 4.0, is a time period during which the world places a premium on interconnectivity, automation, machine learning, and real-time data management (s. nurhayati, 2020). because innovation is necessary for change, and the industrial revolution is transforming the way people work from manual to automated, innovation has become a factor in determining a country's or company's competitiveness (suwardana, 2018). industrial revolution 4.0 necessitated the development of high-quality human resources that were competent and dependable, both for businesses and institutions, as well as for entrepreneurship. the internet has spawned a new model that is no longer timeand distancebound. online business is a highly effective marketing tool that is greatly needed today, as consumers now have access to a broader range of products and services to assist them in making purchasing decisions. according to online news source the number of internet users in indonesia in 2020 will be around 175.5 million, out of a total population of 268 million, with a national digital reach of 64% across the region and an increase in internet users. as a result of these findings, it can be concluded that online business has an excellent chance of becoming one of the businesses that will thrive in the era of revolution 4.0. online business has emerged as a lucrative field of self-employment. along with being easier to implement, the advancement of information technology has made it easier to develop an online business. through the speed, accuracy, and efficiency of information exchange, technology-enabled business transformation can be accelerated. as a modern marketing medium, web-based information is critical to the company's success in expanding market access (akhmad, 2015). in order to improve the competitiveness of its graduates, smk cendekia batujajar provides pieces of training to both learners and alumni. one of the trainings held is online business training, which is expected to increase the competitiveness of smk cendekia batujajar alumni to be entrepreneurs, especially in online business. this research aims to find out the implementation of online business training conducted at smk cendekia batujajar west bandung regency and the competence of online business of smk alumni after participating in online business training as well. competitiveness in the era of the industrial revolution 4.0 the history of the industrial revolution started from industry 1.0, 2.0, 3.0, to industry 4.0 as a phase of the technological revolution. the development of science and technology has transformed the world and human life with various complexities and global transformations, so everyone must have the ability to predict a rapidly changing future and prepare for the era of industrial revolution 4.0 (siti, 2018). digital connectivity in the era of the industrial revolution, in addition to increasing the efficiency of the manufacturing chain and product quality, can also eliminate employment because robots take it over. this could be a threat to indonesia as a country that has a high labor force and unemployment. the government needs to address these changes by preparing appropriate strategies to improve the competitiveness of national industries while creating more comprehensive employment for the community (satya, 2018). it takes competent and quality human resources and can be relied upon both by the company and for entrepreneurship to have qualified competitiveness to face this era. (setiono, 2019). some of the skills needed to face the industrial era 4.0, including: a. skills in information, media, and technology, b. learning and innovating skills, c. leadership and responsible, nurmawati, nurhayati & noor, improving vocational high school alumni competitiveness throughonline business training 162 d. ability to communicate effectively. from the above understanding, it can be concluded that competitiveness in the era of revolution industry 4.0 is the ability to compete in the digital revolution by improving digital technology skills, especially the internet, to self-employment based on information technology. online business training training is a part of education related to the learning process outside the school system because it is carried out outside of formal education. in addition to requiring a relatively short time, training also emphasizes more on practice. training is carried out related to the needs of the world of work and industry and the wider community environment (sri nurhayati, 2018). its development, ranging from simple training models to complex training models, will rely heavily on society's culture, especially those related to the world of education. the training model is considered adequate when based on curriculum, approaches, and strategies following the learning needs of the student's goals and the problems that occur in the midst. so more specific requirements are needed in building a training model to be more effective and efficient, including the learning needs of the term trainees in the world of education outside the school known as training needs assessment (tna), subject matter analysis (sma), and approaches to training and development (atd) (kamil, 2003). science and technology are advancing rapidly in the digital era. because technology has impacted human life, everyone must master information technology in order to avoid being left behind and to take advantage of various advancement opportunities, as information plays a critical role in the era of the information society or science society (nana & surahman, 2019). according to akhmad's research, information technology is advancing at a faster rate and affecting all spheres of life, most notably economic transactions, in the industrial era 4.0. (akhmad, 2015). due to the increasing openness and competitiveness of market mechanisms, market mastery becomes a requirement for increasing competitiveness. the ease and low cost of internet connections today encourage an increasing number of people to use the internet. everyone must be able to adapt to changes in order to maintain their competitiveness and avoid falling behind, specifically through the use of information technology (it). through the use of information technology, the speed, accuracy, and efficiency of information exchange in business transformation will be increased. online commerce has emerged as one of the most promising areas of entrepreneurship. along with being easier to apply, the advancement of information technology has made it easier to grow an online business. the use of information technology in online businesses has the potential to improve business transformation by increasing the speed, accuracy, and efficiency of large amounts of data exchange in order to expand market access and drive success. the advantages of conducting business online include the fact that it can be conducted at any time and from any location, that it can continue to operate (online), that it consumes little energy, that it can be conducted without the product, that it has a broad consumer reach, and that it is easy to promote the product. while the disadvantages include a heavy reliance on the internet, copyright issues, shipping issues, and increased shipping costs. as stated previously, online business training is a process of developing the ability to teach through the use of specific techniques and methods designed to enhance the knowledge, skills, and application of information technology science in the field of commercial business conducted over the internet network. nurmawati, nurhayati & noor, improving vocational high school alumni competitiveness throughonline business training 163 method the research methods used are descriptive with a qualitative approach. the research instrument is the human himself in qualitative research and aims to explore, decrypt, and elaborate. while descriptive is to describe clearly field phenomena, then examined following the researcher's point of view. so the researcher is the main instrument that has a part in the research. the subjects in this study were 1 manager of the special job exchange (bkk) of smk cendekia as the organizer and five respondents from alumni of smk cendekia batujajar who had participated in online business training. in this study, researchers used direct communication by asking open-ended questions, so that the information obtained was more complete and in-depth and related to the problems studied.to validate data, triangulation is used, which entails collecting similar data from multiple sources, reducing, and presenting it until conclusions are withdrawn. data triangulation is used to increase confidence (validity) and consistency (reliability), as well as to aid in information analysis on the ground.in this validity test, triangulation is defined as the process of verifying data from multiple sources in multiple ways and at multiple times (sugiyono, 2019). results and discussion results according to the interview with pramudita koswara putra, s.pd, chairman of the special job exchange (bkk), and smk cendekia batujajar, the activity's organizer, training planning began with the following steps: 1) identifying alumni problems, 2) identifying needs to determine the training required by alumni, 3) designing training activities, and 4) submitting a proposal for training activities to be implemented. according to the findings of interviews and observations, the stages of training are as follows: 1) the identification of problems is based on the results of a survey of alumni of smk cendekia batujajar conducted via online questionnaires distributed to 32 returnees, 27 of whom stated that they were jobless. 2) identification of needs based on the results of the alumni questionnaire analysis, as well as the current state of work and business in which online business offers excellent opportunities. 3) the organizer created training activities that included meetings and discussions with a variety of entrepreneurial practitioners, particularly those involved in online business. this is supported by documentation obtained during observation of meeting minutes. 4) the activity proposal was submitted for approval to smk cendekia batujajar and yayasan putra cendikia. 5) on thursday, june 18, 2020, the training was held in the hall of smk cendekia batujajar, with speakers and tutors from the indonesian marketing teachers association (agmari) 6) evaluation occurs following the conclusion of training activities. increased competitiveness indicators assessed during the training evaluation process include participants' increased knowledge and skills in online business, increased skills in the use of information technology, and social media to launch an online entrepreneur. according to an interview with one of the participants, the result of online business training is an increased understanding of marketing science, particularly in online business, the steps necessary to start an online business, effective communication with consumers, and online product nurmawati, nurhayati & noor, improving vocational high school alumni competitiveness throughonline business training 164 promotion. nonetheless, the absence of mentoring following training activities ensures that independent online business activities run optimally. obstacles to online business training programs include the fact that participants' facilities are not all identical because, in practice, participants use smartphones to facilitate online business transactions, primarily when they practice independently. some participants encountered barriers to internet access due to signal networks or quotas, preventing them from practicing the results of intensive training. it was found that the weaknesses in online business training at smk cendekia batujajar through observations and interviews, specifically a lack of intensive assistance from the organizer to participants. the training is brief, and there is no mentoring to assist participants in starting and operating their businesses, resulting in the slow progress and development of online businesses practiced independently by participants. discussions implementation is the process of translating concepts or innovations into concrete actions that result in changes in knowledge, abilities, values, and attitudes. training is conducted from the beginning to the end, from planning to implementation and evaluation (akbar, s.t., joko, 2018). the training organizer conducted a series of training activities prior to, during, and after the activity to ensure that the training met the expected objectives. prior to conducting training, planning includes establishing objectives, developing a curriculum, recruiting learners, selecting instructors, and determining the availability of infrastructure facilities (semarang & aningtiyas, 2012). the stage of planning the training program for the implementation of online business training is completed in the smk cendekia batujajar's special job exchange (bkk) program. this is confirmed through the analysis of primary and secondary data collected in the field. primary data is based on the capacity of research subjects to provide information about deteriorating data, specifically the chairman of the special job exchange (bkk), smk cendekia batujajar, as a trainer, tutor, and participant. secondary data is used to supplement written data from a variety of sources, including program planning documents, activity proposals, attendance recaps, minutes of meetings, and evaluations. the training sessions took place in the auditorium of smk cendekia batujajar. the location is chosen based on the completeness of the facilities required to conduct the training. the room is quite large and can accommodate a large number of trainees. there is a wireless network for conducting online business practice demonstrations, as well as presentation equipment and other training-related equipment. prior to implementing the training, another activity is identification, which serves as a guide for the preparation and implementation of the activity program. the identification is based on a survey conducted by the special job exchange (bkk) of alumni of smk cendekia batujajar and emphasizes the current state of the field in the context of the industrial revolution era 4.0, in which online business has emerged as a viable business opportunity that can be practiced in a variety of competency areas. as a result, online business becomes the focus of training sessions aimed at increasing the competitiveness of smk cendekia batujajar alumni. in this era, five skill domains are required: digital literacy, intensive thinking, effective communication, high productivity, and spiritual and moral values (siti, 2018). pramudita, coordinator of bkk smk cendekia batujajar, explained that online business training aims to increase participants' readiness to face the industrial revolution 4.0, particularly in the area of online entrepreneurship. facilitators invite practitioners from outside and the industrial nurmawati, nurhayati & noor, improving vocational high school alumni competitiveness throughonline business training 165 world to help participants become more effective and competitive in the industrial revolution era. online business training conducted in june 2020 drew alumni from a variety of majors and practitioners from the outside as speakers and received positive feedback from participants because it provided new insights and knowledge about practical business fields. this is reinforced by participants who establish online businesses through social media and marketplaces, and some of them earn money. additionally, digital literacy in online business necessitates in-depth consideration of the business, effective communication with consumers, high productivity, and adherence to spiritual and moral values in business operations. according to previous research, entrepreneurship must be developed early on as a foundation for the future, when employment is increasingly open to an innovative business climate(stie et al., 2020). f, an alumnus of smk cendekia batujajar 2020, explained, "this training provides motivation and knowledge to conduct business online without requiring a lot of capital; anyone can start an entrepreneur with just a smartphone and product photos." the training method refers to the manner in which instructors convey information in such a way that it is easily accepted and absorbed by learning participants (akbar, s.t., joko, 2018). r, a class of 2020 alumni, revealed that the training was quite exciting and provided a lot of new insights, but that time for direct practice is still lacking. to create a comfortable learning environment for online business training at smk cendekia batujajar, lecture methods, live demonstrations, and discussions are used. from the start to the finish of the online business training session held at smk cendekia batujajar, the organizers, namely bkk (special job exchange), were present. following the completion of the training, an evaluation was conducted to determine whether the objectives were met in accordance with the plan, to overcome obstacles encountered during the training, and to serve as a reference for future training. as stated by sudjana, the evaluation process entails collecting, managing, and presenting data for use in program decision-making (semarang & aningtiyas, 2012). each training encounters unique obstacles during implementation on the ground and in the smk cendekia batujajar online business training program. the availability of infrastructure facilities during training activities is a facilitating factor in the implementation of online business training. according to anwar the term "means" refers to a variety of facilities that can be used to support ongoing learning activities in order to accomplish predetermined goals (akbar, s.t., joko, 2018). smk cendekia batujajar, located on jalan raya batujajar, also provides transportation assistance to participants. among the supporting factors in this training are practitioners with sufficient experience to serve as training sources. professional educators, according to sihombing (dumilah et al., 2020), are educators who possess competence and are capable of assisting participants during the training process. conclusion according to the findings of the research and analysis of the data collected, it can be concluded that smk alumni's competence in online business increased as a result of their participation in online business training at smk cendekia batujajar west bandung regency. this was bolstered by participants who started online businesses using social media and market places, with some earning inco. additionally to digital literacy, running an online business requires intense thought about the business itself, effective communication with consumers, high productivity, and adherence to spiritual and moral values. training is provided to alumni of all classes and majors, according to the program's schedule and with the appropriate materials. facilitators encourage practitioners from outside and the industrial nurmawati, nurhayati & noor, improving vocational high school alumni competitiveness throughonline business training 166 world to be more effective, which can boost alumni's competitiveness in the industrial revolution 4.0 era. online business training conducted in june 2020 is followed by alumni from various majors and practitioners from outside as speakers, and receives positive feedback from participants because it provides new insights and knowledge about practical business fields. through online business training, it is anticipated that alumni of smk cendekia batujajar will be able to pursue online entrepreneurship. the training was quite interesting and provided numerous new insights, but there is still insufficient time for direct practice, and there is no post-training assistance to ensure that information on the development of online business activities practiced by participants is not facilitated, preventing some participants from practicing optimally. references akbar, s.t., joko, r. t. (2018). implementasi pelatihan pengelasan warga belajar kejar paket c di uptd skb susukan kabupaten semarang. vol. 3 no 2 hlm. 184192. agustus 2018, 3(2). akhmad, k. a. (2015). pemanfaatan media sosial bagi pengembangan pemasaran umkm (studi deskriptif kualitatif pada distro di kota surakarta). dutacom journal, 9(1), 43– 54. dumilah, r., sunarto, a., solihin, d., maulida, h., manajemen, p. s., & pamulang, u. (2020). pelatihan pemanfaatan media sosial untuk promosi. 1(1), 26–33. ghufron, g. (2018). revolusi industri 4.0: tantangan, peluang, dan solusi bagi dunia pendidikan. seminar nasional dan diskusi panel multidisiplin hasil penelitian dan pengabdian kepada masyarakat 2018, 1(1), 332–337. kamil, m. (2003). model-model pelatihan. makalah, 68–70. nana, n., & surahman, e. (2019). pengembangan inovasi pembelajaran digital menggunakan model blended poe2we di era revolusi industri 4.0. prosiding snfa (seminar nasional fisika dan aplikasinya), 4, 82. https://doi.org/10.20961/prosidingsnfa.v4i0.35915 nurhayati, s. (2020). improving teachers’ entrepreneurship skills in the industry 4.0 through online business workshops. teacher education and professional development in industry 4.0, october, 81–86. https://doi.org/10.1201/9781003035978-12 nurhayati, sri. (2018). pengembangan model pelatihan dengan pendekatan experiential learning untuk meningkatkan kompetensi asesmen pembelajaran bagi pendidik di kota cimahi. satya, v. e. (2018). strategi indonesia menghadapi industri 4.0. pusat penelitian badan keahlian dpr ri, 10(9), 19–24. semarang, u. k., & aningtiyas, e. s. (2012). journal of non formal education and community empowerment. 1(1), 1–6. setiono, b. a. (2019). peningkatan daya saing sumber daya manusia dalam menghadapi revolusi industri 4.0. jurnal aplikasi pelayaran dan kepelabuhanan, 9(2), 179. https://doi.org/10.30649/jurapk.v9i2.67 siti, z. (2018). mengenal 4c: learning and innovation skills untuk menghadapi era revolusi industri 4.0. 2nd science education national conference, oktober, 1–7. stie, m., surakarta, a. u. b., salah, a., online, b., & wirausaha, m. j. (2020). pelatihan bisnis online guna membangun jiwa wirausaha generasi muda linda nur susila 1 setyani sri haryanti 2 endang saryanti 3. wasana nyata: jurnal pengabdian kepada masyarakat, 4(1), 29–32. sugiyono. (2019). metode penelitian kuantitatif kualitatif dan r & d. nurmawati, nurhayati & noor, improving vocational high school alumni competitiveness throughonline business training 167 suwardana, h. (2018). revolusi industri 4. 0 berbasis revolusi mental. jati unik : jurnal ilmiah teknik dan manajemen industri, 1(1), 102. https://doi.org/10.30737/jatiunik.v1i2.117 jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 11, nomor 2 september 2022 p-issn no. 2252-4738 e-issn : 2580-7692 67 improving children’s early literacy skill using maharaja circle media endang puji astuti1, sri nurhayati2 1,2 ikip siliwangi, cimahi, jawa barat, indonesia 1alvie.astuti@gmail.com received: september, 2021; accepted: september, 2022 abstract the main objective of this study would be to explain how early literacy learning is implemented for early childhood children aged 5-6 years through the meharaja’s circle media. by arranging cards and mattresses in pictorial circles, the maharaja’s circle media introduces syllables to form words. in media circles, the maharaja begins by singing the sounds of the syllables on the maharaja’s card to the child after he or she has memorized and grasped the concept of syllable sounds, and then plays with the maharaja’s circle mat. the method of research is qualitative descriptive. observation, interviewing, and documentation were used to collect data. the data analysis technique employed in this study was data reduction and visualization. this study established the value of using the maharaja’s circle media for early literacy learning in early childhood. the findings of this study are expected to aid educators in the development of early childhood literacy skills through the use of exciting and fun media from the maharaja's circle. keywords: early literacy, media, maharaja’s circle abstrak tujuan penelitian ini adalah untuk menjelaskan implementasi pembelajaran keaksaraan awal anak usia dini usia 5-6 tahun dengan menggunakan media lingkaran maharaja. media lingkaran maharaja adalah media untuk mengenalkan suku kata hingga membentuk kata dengan mengguanakan kartu dan matras yang berbentuk lingkaran bergambar. dalam penggunaan media lingkaran maharaja diawali dengan mengenalkan bunyi suku kata pada kartu maharaja melalui bernyanyi, setelah anak hafal dan faham akan konsep bunyi suku kata, dilanjutkan dengan bermain menggunakan matras lingkaran maharaja. metode penelitian yang digunakan adalah deskriptif kualitatif. tehnik pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. analisis data yang digunakan dalam penelitian ini adalah reduksi data dan display data. hasil penelitian ini, menunjukkan bahwa media lingkaran maharaja layak digunakan untuk pembelajaran keaksaraan awal pada anak usia dini. berdasarkan hasil penelitian ini diharapkan dapat bermanfaat bagi para pendidik dalam mengembangkan kemampuan keaksaraan awal anak usia dini yaitu dengan menggunakan media lingkaran maharaja yang seru dan menyenangkan. kata kunci: peran lembaga mitra, kemitraan triple helix, standar mutu satuan pkbm how to cite: endang, p.a & nurhayati, s. (2022). improving children’s early literacy skill using maharaja circle media. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (2), 67-74. introduction early childhood education (ece) is the education provided to children prior to entering the next primary school. early childhood education is defined in law no. 20 of 2003 on the national education system as a level of primary education that is an effort made on behalf of children from birth to the age of six years through the provision of educational stimulation to aid in physical growth and development, as well as spiritual development, so that children are prepared to continue their education. typically, children between the ages of four and six years are enrolled in early childhood education institutions. they interact and learn with their peers astuti & nurhayati. improving children’s early literacy skill using maharaja circle media 68 and educators, with the goal of growing and developing in ways that correspond to their chronological age abilities. it is based on the early childhood education curriculum, which states that in order for children to develop optimally, religious-moral, physical-motor, socialemotional, coercive, language, and art aspects must be considered. this aspect must be developed in accordance with the early childhood curriculum, specifically in the context of play (kemendikbud, 2014) as long as children attend ece institutions, six dimensions of their growth and development should gradually improve with age. one aspect concerns language abilities. according to the minister of national education of the republic of indonesia's regulation 137 of 2014 on the standard of early childhood education, children aged 5-6 years in literacy can already "mention known letter symbols, know the sound of the initial letters of the names of objects around them, and mention groups of objects" (kemendikbud, 2014). early literacy is one of the skills developed in the language aspect. early literacy is one of the skills developed in the language aspect. according to yulaelawati, there are three stages in the development of language: comprehension, expression, and literacy. yulaelawati continued, "early childhood literacy is critical because it lays the groundwork for mastering the ability to read, write, and calculate." language can have an effect on other facets, such as cognitive facets (aisyah & khotimah, 2003). thus, a educator should be able to detect his or her students' initial literacy ability in order to provide appropriate stimulation based on their age and stage of comprehension of the concept of literacy. by conducting early detection, educators can innovate their instructional methods and media to increase children's interest in and comprehension of literacy materials. according to schickedanz a.j.(wartomo, 2017), early detection of early childhood literacy skills will provide information about reading and writing difficulties, indicating that children's early literacy skills must be detected early in order to provide the best stimulation. educators can utilize a variety of methods and media in the learning process to ensure the success of learning process activities. the learning methods and media used should be appropriate for the child's developmental stage, whereas the use of learning aids in the form of appropriate, appropriate, and diverse media can increase children's enthusiasm and interest in the ongoing learning activity process. according to (nuraeni, 2015), educators are professional educators whose primary responsibility is to educate, teach, guide, direct, train, assess, and evaluate learners on formal, non-formal, and informal pathways of early childhood education. educators are one of the most strategic educational factors, as they are the most decisive in teaching and learning (septiadiningsih et al., 2019). as early childhood educators, educators must understand how children grow and develop according to their age and characteristics. thus, it can effectively meet the educational needs of each child based on their abilities and characteristics. the ability to master literacy skills in early childhood is critical for success in life. as a result, it must be planted early. many people believe that early childhood should not learn to read because they fear that children will become too saturated and lazy to read. the concern can be avoided by teaching literacy to children through creative learning methods and educational media, so that when children play without realizing it, they are already engaged in a learning activity. learning media can be used to transmit messages from the educator to students or children, stimulating their thoughts, feelings, attention, and interests, and directing their attention in such a way that the learning process occurs and occurs more efficiently. selecting a learning media for educational activities should not be taken lightly, as the media must meet specific criteria in order to be used to stimulate children's thinking and curiosity during educational activities. astuti & nurhayati. improving children’s early literacy skill using maharaja circle media 69 media criteria for learning can support the subject matter's content, be easily understood by educators, and correspond to students' thinking abilities. according to badru zaman, media can aid and support the learning process, as well as develop all aspects of child development and provide opportunities for children to acquire new knowledge (guslinda & kurnia, 2018). according to the reality of the field, researchers discovered that children are not fully capable of recognizing letters and connecting them to form sounds or words, even if only a small part is present. when compared to the level of achievement indicators for the development of literacy ability in children aged 5-6 years, it becomes clear that the child's ability has not been as expected. three children (23 percent) in paud dahlia xv received the category of developing grades as expected in literacy, three children (23 percent) received the category of grades began to develop, and seven children (54 percent) received the category of undeveloped grades. this demonstrates that children's literacy abilities have not developed optimally. in response to the aforementioned issues, the author conducted research to improve literacy skills through the use of media that corresponded to the stages of child development. one of the media outlets used is the maharaja’s circle media. method this is a qualitative descriptive research in which research steps are used to uncover facts in writing. according to sugiyono, qualitative research is a naturalistic research method in which research is conducted under natural conditions in order to obtain detailed data and data that contain the true meaning of data (sugiyono, 2019). this research was conducted at paud dahlia xv, which is located at ciherang no. 144 rt 01 rw 06, wadas village telukjambe subdistrict, karawang regency—with as many as eight meetings beginning in early april 2021. the study included 13 children between the ages of 5 and 6, seven boys and six girls. this study collected data through observations, interviews, and documentation. observation is participatory observation, in which researchers engage directly in the observed activities in order to obtain a more complete, sharp, and understandable picture of visible behavior. according to (sugiyono, 2017), a good technique for data collection is triangulation, which combines various data collection techniques and existing data sources. the act of observation of the research object, in this case, is students aged 5-6 years at the paud dahlia xv institution while they are engaged in learning activities. to supplement the study's findings, two educators at paud dahlia xv were interviewed. in terms of data collection, this was accomplished through the collection and examination of documents, both written and visual, as well as electronic, conducted against paud dahlia xv institutions, managers, and four educators. numerous indicators are used in the instrument grid's arrangement, including the ability to mention the letters a-z, the maharaja’s syllable (maha-ra-ja-na-ga-ca-da-la-ba-pa-sa-ya-ka-ta-wa), and composed meaningful words from the maharaja’s syllables. results and discussion results as a result of the observations, it was determined that educators use group methods in their daily learning activities, specifically educators dividing students into one class into three groups for development activities. taken from six facets of early childhood development, including moral and religious values, social and emotional development, cognitive astuti & nurhayati. improving children’s early literacy skill using maharaja circle media 70 development, language development, motor development, and artistic development. according to interview findings, early literacy is typically introduced to the meharaja’s circle media in the second month of the first semester following the start of the new school year. the goal is for educators to be able to observe in advance each child's initial literacy skills and the type of learning that child engages in. maharaja circle media are introduced gradually to children aged 5-6 years. the first stage is to familiarize children with the concept of letters from a to z through singing. while singing, the educator directed students' attention to a letter poster on the classroom wall. following the singing, the educator will instruct the child to copy the educator's reading of the letter a z. the educator then introduces the syllables on the maharaja’s card, which has been taped to the classroom wall in the form of syllable-filled poster images. every day, children were tasked with memorizing the maharaja’s syllables through song. (ma-ha-ra-ja-na-ga-ca-da-la-ba-pa-saya-ka-ta-wa) with the song's lyrical accompaniment all the way to the summit. at this point, the child was also asked to match the syllable writing on the card to the syllable writing on the mat of the maharaja’s circle. according to educators, children can memorize the maharaja's syllables in approximately one month. after the child has memorized the maharaja’s syllables, the child will be invited to begin learning how to use the maharaja’s circle mat. before beginning this circle of maharaja, the educator was required to prepare fragments of the maharaja’s cards to be distributed to the children later. the most exciting activity and the one that requires the most creativity on the part of the educator occurs during the distribution of this card. for instance, cards can be distributed through flying card games, hiding cards, random cards, and unplug cards, among others, depending on the educator's creativity. after each child receives a two-card deck, they will circle the maharaja’s mat and sing the maharaja’s song, with each child mentioning one syllable. when the educator signals a halt, the final child sings and must advance in a circle to jump according to the syllable card he is holding. prior to jumping, the child will be asked to mention and display his card. when the educator jumps, he or she will ask other children if the syllable circle that the child stepped on earlier is following the card he or she is holding. if the jump is accurate, the child's friends will give him a big pat on the back. the fourth stage of the game requires the child who stood jumping earlier to write syllables on the maharaja’s card he was holding on the board, then sit back and continue singing to determine the next player. after the child has mastered the syllables ma-ha-ra-ja-na-ga-ca-da la-ba-pa-sa-ya-ka-ta-wa, the fifth stage introduces the syllables ending in i, u, e, and o using the same song lyrics as stage 2 above and pointing to the classroom wall-mounted syllable poster. after the child comprehends two syllables ending in a, i, u, e, o, o, the child is introduced to two syllables and a closed syllable through chants of mana-man, hana-han, rana-ran, jana-jan, nana-nan, gana-gan, cana-can, dana-dan, lana-lan, bana-ban, pana-pan. thus, the final consonant letter is substituted as necessary. learning through the aforementioned games is an excellent way to stimulate the development of early childhood or children under the age of five, given that early childhood is defined as a child who enjoys playing and has a strong right to play, and play is one of the tools or means for stimulating the development of early childhood or children under the age of five. the researchers observed an increase in children's ability in percentage terms after using the maharaja’s circle media in early literacy learning activities for group b children in paud astuti & nurhayati. improving children’s early literacy skill using maharaja circle media 71 dahlia xv for one month. seven children (54 percent) developed the category of grades as expected, five children (38 percent ) developed the category of values as expected, and only one child (8 percent ) developed the category of values as expected. table 1. stages of maharaja’s circle media implementation stage activities name development activities picture 1 getting to know the alphabet habituation sings the letter a-z while pointing at the letter poster board search and mention found letters copying letters found on a whiteboard 2 getting to know the maharaja’s syllable habituation sings the maharaja’s syllable song while pointing towards the maharaja’s poster play shuffles and unplug the maharaja’s cards mentioning syllables obtained from the results of the plugged cards find and match the maharaja’s card with the picture on the maharaja’s circle mat (give praise to every child who manages to do his job well) 3 remembering the maharaja syllables playing flying cards, hiding cards or unplug cards to get 2 cards astuti & nurhayati. improving children’s early literacy skill using maharaja circle media 72 stage activities name development activities picture determine the player by singing the maharaja’s song while moving objects (sticks, when small and so on) in a relay. when the educator says stop then the child holding for the object should be prepared to stand outside the mat. prepare to jump or jump with one foot on the mat according to the card he gets while mentioning the syllables he stepped on. 4 copying the maharaja syllables after jumping according to the syllable card held, the child attaches to the whiteboard and copies syllables on the board give praise (great pat while called the name of his child) for the child who has successfully completed his task. 5 know the syllables of maharaja ending i, u, e and o singing the maharaja’s song on the syllables ending a, i, u, e and o while pointing to posters playing stacking words with small syllable cards, previously children are asked to get two cards, 4 cards and so on through a game of flying cards, hide cards or unplug cards. 6 get to know open and closed syllables singing the maharaja’s open and closed syllable song while pointing towards posters copying open and closed syllables on a whiteboard according to educator's instructions or syllables that are already known by the child astuti & nurhayati. improving children’s early literacy skill using maharaja circle media 73 discussion the process of implementing early literacy learning through activities such as playing maharaja’s circle is guided by educational experts' theories. frobel, plato, and aristotle all stated that playing/games can help children develop their attention and knowledge during their early childhood (aminah et al., 2021). according to research, maharaja's circle media can be used as a fun learning medium for early childhood. following the use of such media in literacy learning activities, there is an increase in early literacy ability in percentage. the feasibility of props is determined by whether or not they are used in classroom instruction. according to afriyanto, the feasibility of props must be determined by the curriculum, the shape and performance of the props must be interesting, and the subject being studied, props must be easily understood by learners and the readability of simple tools, and props must be easy to use. the maharajas' media circle includes props that meet the preceding criteria, namely: 1.) props must be curriculum-aligned. the meharaja’s circle media introduced letter and sound symbols and organized them into words. this is in accordance with the level of language development achieved in early childhood. according to the minister of national education of the republic of indonesia's regulation 137 of 2014 on the standard of early childhood education, children aged 5-6 years can "mention known letter symbols, know the sound of the initial letters of the names of objects around them, and mention groups of images." (permendikbud, n.d.) 2.) the shape and performance of the props should be appealing and appropriate for the subject being researched (students). because the age of ece is the age of play, it must be developed through active, creative, and enjoyable games(yudiwinata & handoyo, 2014)). the maharaja’s circle media is visually appealing due to its shape, color, and image, and a child will easily fall in love with it upon first sight. additionally, the game begins with singing and exciting games involving the division of maharaja cards. 3.) props are simple for learners to comprehend, and tools are easily readable. the maharaja’s circle's media are extremely simple to understand and can be played by children in a guided manner. its vibrant design, which features images of objects associated with early childhood, makes it easier to recall them. the method, or how to play the maharaja circle, is extremely adaptable to the educator's creativity. the most critical aspect is to create an exciting and enjoyable environment for playing. suyadi and maulidya define play as a form of early childhood education that makes use of interesting strategies or media materials and can be easily followed by children (zaini, 2019). by introducing literacy to early childhood through the media circle maharaja, we can investigate children's literacy abilities and maximize each child's potential. 4.) props should be simple to operate. utilizing the maharaja’s circle media in literacy learning activities is simple because it takes the form of a large mattress with the addition of aids such as picture cards and how to memorize by singing, which makes these props extremely popular with children. sundayana discusses the characteristics of good props, which include being durable, interesting, simple, adhering to the material's concept, serving as the foundation for children's development of abstract concepts, and promoting active and independent learning (mariyah et al., 2017). according to the maharaja’s circle, media researchers deserve to be used as a medium for early literacy astuti & nurhayati. improving children’s early literacy skill using maharaja circle media 74 learning in the classroom because they adhere to the curriculum, their form and performance are engaging, and they are easy to understand and use for early childhood. conclusion according to this research, the use of meharaja circle media improves children's ability to recognize early literacy. as stated in the introduction, the early literacy ability of group b children prior to using the maharaja’s circle media is 8. three children (23%) are classified as developing grades, three children (23%) as beginning to develop grades, and seven children (54%) as undeveloped grades. after one month of learning activities utilizing the maharaja’s circle media, children's literacy increased to 7 children (54%) receiving the category of developing grades, 5 children (38%) receiving the category of grades beginning to develop, and only 1 child (8%) receiving the category of undeveloped grades. according to the results of the percentage value in early literacy learning activities before and after using the maharaja’s circle media at the time of the study, the media circle of maharaja can be applied in the institution paud dahlia xv. as a result of this, it can be concluded that the maharaja circle learning media can be used to improve early childhood literacy skills in ece institutions as a medium of instruction, and researchers recommend its use in early literacy learning activities to introduce children to literacy in an exciting and fun way. references aisyah, r., & khotimah, n. (2003). pengembangan alat permaianan edukatif jumofan (jumanji modifikasi fantasi) untuk meningkatkan kemampuan keaksaraan awal anak usia 4-5 tahun rizka aisyah. aminah, nurhayati, s., & komala. (2021). implementasi literasi dini melalui permainan arisan huruf pada anak usia 5-6 tahun. jurnal ceria 4(1), 38–47. guslinda, & kurnia, r. (2018). media pembelajaran anak usia dini. in media pembelajaran. mariyah, aprinastuti, & anggadewi. (2017). pengembangan alat peraga untuk meningkatkan kemampuan belajar matematika pada anak dengan adhd. prosiding temu ilmiah x ikatan psikologi perkembangan indonesia dengan tema peran psikologi perkembangan dalam penumbuhan humanitas pada era digital, 5(2), 240–250. nuraeni, l. (2015). pemerolehan morfologi (verba) pada anak usia 3, 4 dan 5 tahun (suatu kajian neuro psikolinguistik). tunas siliwangi 1(1), 13–30. septiadiningsih, r., eti rohaety, e., & nuraeni, l. (2019). penerapan metode bermain anak usia dini pada kelompok b untuk meningkatkan kemampuan berhitung permulaan di tk al-falah. jurnal ceria 2(3), 84-91 sugiyono. (2017). metode penelitian. bandung; alfabeta. sugiyono. (2019). metode penelitian kuantitatif kualitatif dan r & d. bandung; alfabeta wartomo. (2017). membangun budaya literasi sebagai upaya optimalisasi perkembangan bahasa anak usia dini. prosiding seminar nasional pgsd universitas pgri yogyakarta. yudiwinata, h. p., & handoyo, p. (2014). permainan tradisional dalam budaya dan perkembangan anak. jurnal paradigma 2(3), 1–5. zaini, a. (2019). bermain sebagai metode pembelajaran bagi anak usia dini. thufula: jurnal inovasi pendidikan guru raudhatul athfal, 3(1), 118. https://doi.org/10.21043/thufula.v3i1.4656 jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 11, nomor 1 februari 2022, p-issn no. 2252-4738 e-issn : 2580-7692 28 the impact of moodle-based learning management systems (lms) on learning achievement in the covid-19 pandemic febry kristianggoro yugo1, heris hendriana2, m. afrillianto3 1 magister pendidikan masyarakat, ikip siliwangi 2,3 magister pendidikan matematika, ikip siliwangi 1 raden.febrian25@gmail.com, 2 harishen@ikipsiliwangi.ac.id, 3 muhammadafrillianto1@gmail.com received: november, 2021; accepted: february, 2022 abstract since the covid-19 pandemic ravaged the world, tutor-student meetings have been hampered. this issue also contributes to the learning process requiring students' autonomy, which means that it will be difficult to have techniques and the role of technology in the world of education now and in the future. the purpose of this study was to evaluate the findings of a learning evaluation that involved remote learning via e-learning modules and a moodle-based learning management system (lms). the twosample dependent t-test was administered to 30 students in class 12 a at pkbm darul fiqri, cimahi city, using the spss 22.0 application. the study's findings indicate that this learning module may have an effect on students' overall achievement. keywords: learning management system (lms), moodle abstrak sejak adanya pandemi covid-19 yang melanda dunia, maka pertemuan antara tutor dan warga belajar menjadi terhambat. isu ini juga yang membuat proses pembelajaran menuntut adanya kemandirian para warga belajar, sehingga hal ini juga akan menjadi tantangan masa kini dan tantangan di masa depan untuk memiliki teknik dan mengedepankan peran teknologi dalam dunia pendidikan. tujuan penelitian ini adalah untuk menganalisis hasil evaluasi warga belajar dalam penggunaan pembelajaran jarak jauh melalui modul pembelajaran e-learning dengan learning management system (lms) berbasis moodle. metode penelitian ini adalah kuantitatif melalui uji t dua sampel dependent dengan menggunakan aplikasi spss 22.0 kepada 30 orang warga belajar dari kelas 12 a di pkbm darul fiqri kota cimahi. hasil penelitian menunjukkan bahwa pada umumnya modul pembelajaran ini dapat memberikan pengaruh terhadap prestasi warga belajar. kata kunci: learning management system (lms), moodle how to cite: yugo, f.k., hendriana, h. & afrilianto, m. (2022). the impact of moodle based learning management systems (lms) on learning achievement in the covid-19 pandemic. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (1), 3542. introduction as learning is the primary component of education as an educational interaction between instructors and their surroundings, the teaching and learning processes play a critical role in implementing education (guo et al., 2019). education's issues, contemporary features, and projected future challenges need the creation of new roles and purposes. confronted with current and anticipated future issues in engineering and the role of technology in education (monteiro et al., 2019). to succeed in managing and administering a regulated national teaching system, the operational quality of education must be increased in response to dynamic educational changes yugo, hendriana & afrilianto. the impact of moodle-based learning management systems (lms) on learning achievement in the covid-19 pandemic 36 and innovations. the achievement of educational quality is dependent upon educators achieving their performance goals, which are reflected in the teaching and learning processes that are based on learning techniques, learning models, and learning innovations (dewi, 2018). since the covid-19 pandemic has hit the world, tutor-student sessions have been impeded. additionally, this issue necessitates the learning process's independence from the learning community. students who participate actively in their learning environment, successfully develop and use their abilities, and have good motivating ideas about their learning abilities can considerably increase the quality of education. through the use of smartphones, pupils can gain independence. with numerous advanced capabilities available on cellphones, this may motivate users to use them when the learning process is considered to be more beneficial (huda et al., 2019). electronic-based learning (e-learning) is a type of education that makes use of information technology, and it is gaining a growing amount of influence and importance in the world of education. web-based (website) learning is a form of instruction that makes use of a website that is accessible over the internet (widarma & siregar, 2020). the electronic use of cellphones and the use of online media in the learning process is projected to be more beneficial. according to various research, this type of learning can leverage problem based learning (pbl) in conjunction with mobile learning powered by the moodle lms (learning management system), thereby increasing students' learning freedom (bunyamin & syazili, 2019). using the moodle platform, the built learning environment offers students with access to all necessary learning materials, including assignments, self-assessment quizzes, electronic circuits, and communication tools, independent of their location or time zone. additionally, students have access to tests and feedback messages during the learning process, which increases their engagement and motivation. tutors in a moodle system maintain a constant overview of student progress and have access to a variety of tools, including video conferencing for discussions, delivering feedback on homework, accessing statistics, and performing further verification from separate academic groups. the analysis of student evaluation data indicates that the use of distant learning courses can boost the effectiveness of training and foster the development of abilities such as computer-aided design, information technology, and teamwork (pandiev, 2020). method this study makes use of quantitative data. competency data were gathered through the use of research media, namely by administering a preand post-test to ascertain the influence of using moodle-based e-learning on learning achievement. the data gathering method employs data analysis tools and the spss 22.0 application's two-sample dependent t-test. the data analysis method entails categorizing data by variables and respondents, tabulating data by variables for all respondents, presenting data for each variable analyzed, doing calculations to address the problem formulation, and performing calculations to evaluate the proposed hypothesis.the hypothesis in this study is h0 that is there is no influence in the use of moodle on learning achievement and ha, namely there is an influence in the use of moodle on learning achievement. the population of this study is composed of students studying at pkbm darul fikri cimahi city, totaling 30 students in class 12 a. yugo, hendriana & afrilianto. the impact of moodle-based learning management systems (lms) on learning achievement in the covid-19 pandemic 37 results and discussion results planning at this stage, concepts and tasks associated with the material are implemented, most notably by preparing all teaching materials associated with the learning materials, syllabus, lesson plans, question tables, and question writing grids, as well as by preparing competency test questions for the pre-test and post-test. the following data demonstrates the worth of students studying mathematics for grade 12 a with a total of 30 students before and after using moodle. table 1. pre-test & post-test results data mathematics courses no respondents score of pre-test score of post-test 1 50 80 2 40 70 3 75 85 4 50 55 5 45 55 6 55 60 7 50 55 8 70 70 9 65 60 10 55 85 11 60 70 12 50 65 13 45 70 14 50 70 15 45 65 16 70 85 17 60 80 18 50 78 19 70 88 20 60 75 21 79 86 22 55 70 yugo, hendriana & afrilianto. the impact of moodle-based learning management systems (lms) on learning achievement in the covid-19 pandemic 38 mathematics courses no respondents score of pre-test score of post-test 23 60 78 24 80 92 25 85 90 26 30 70 27 55 80 28 65 88 29 70 89 30 60 80 total 1754 2244 average 58.47 74.80 source: output of spss 22 the pre-test and post-testing of 30 pupils revealed an increase in learning achievement from 58.47 to 74.80. data analysis to begin, conduct a paired t-test using the test results below: table 2. normality test source: output of spss 22 based on the output table in the shapiro-wilk section for the pre-test value of 0.690 and the post-test value of 0.083, both values are greater than 0.05, it can be concluded that the two values were normally distributed, thus the requirements for the paired t-test were met. after the data analysis was known to be normally distributed, then proceed with the paired sample test with the results in table 3. yugo, hendriana & afrilianto. the impact of moodle-based learning management systems (lms) on learning achievement in the covid-19 pandemic 39 table 3. paired sample test source: output of spss 22 in table 3 it can be seen that the average pre-test is 58.47 and the average post-test is 74.80 because the post-test score > pre-test value, this can be concluded that there is a descriptive difference between the pre-test and post-test in terms of average learning outcomes. additionally, the results of the paired sample t-test contained in the paired sample correlation output table in table 3 must be interpreted to determine whether the difference is significant or not. table 4. correlation sample test source: output of spss 22 based on the results in table 4, it is known that the correlation coefficient value is 0.644 with a sig value of 0.000, as a result, it can be concluded that there is no correlation between the preand post-test variables. based on these findings, the author conducted the paired sample test described in table 5 below: table 5. test results source: output of spss 22 based on the data in table 5, it is known that the value of sig (2-tailed) is 0.000 < 0.05, then h0 is rejected and ha is accepted, so it can be concluded that there is an average difference between pre-test and post-test learning outcomes, meaning that there is an effect of using learning management. the moodle-based system for improving learning outcomes in math class 12 a for students at pkbm darul fiqri. discussions from the entire series of data tests that have been carried out by researchers, there is an increase in learning outcomes. the difference between the mean scores before and after the test shows yugo, hendriana & afrilianto. the impact of moodle-based learning management systems (lms) on learning achievement in the covid-19 pandemic 40 this. the hypothesis being tested is h0: the learners who use moodle-based e-learning achieve comparable learning outcomes to those who do not. students who use moodle-based e-learning achieve higher results than students who do not. before conducting the t-test, normality checks were carried out to determine whether the data were normally distributed or not. t-test analysis with two dependent sample t, significance level 0.05. because the data being tested came from the same sample, namely class 12 a, the dependent sample test was used. according to the researchers' findings, there is a statistically significant difference between the pre-test and post-tests. where the average post-test score is 74.80, which is higher than the mean pre-test score of 58.47. the correlation coefficient value is 0.644 with a sig value of 0.000, indicating that there is no correlation between the pre-test and post-test variables. based on the two-sample dependent t-test, it is known that the value of sig (2-tailed) is 0.000 <0.05, then h0 is rejected and ha is accepted, so it can be concluded that there is an average difference between the pre-test and post-test learning outcomes, meaning that there is an effect of using learning moodle-based management system for improving learning outcomes in math class 12 a for students at pkbm darul fiqri, cimahi city. the learning model is the aspiration for a particular method of instruction, complete with its objectives, syntax, environment, and management system. additionally, this model of learning can be classified according to its learning objectives, syntax (sequence patterns), and learning environment characteristics. a sound learning model serves as a planning guide for classroom instruction or tutorials, assisting instructors in determining the most appropriate learning tools for the instructional materials being taught (ujulawa et al., 2017). in this case, e-learning is a type of learning model that can be used as a guide for planning and learning. e-learning is a form of interactive education that utilizes mass media, interpersonal media, and data warehouses. e-learning-based education offers more benefits than simply providing access to and dissemination of high-quality information; it cannot be compared to conventional education. by combining the content contained in web-based information resources, this webbased learning can incorporate additional information. moodle can be used to create an elearning environment (sukma adelina ray et al., 2020). based on the two-sample dependent t-test, it is known that the value of sig (2-tailed) is 0.000 < 0.05, then h0 is rejected and ha is accepted, so it can be seen that there is an influence between the use of moodle-based learning management system on improving learning outcomes in mathematics for students of grade 12 a at pkbm darul fiqri, cimahi city. e-learning is a complex process that is based on a particular pedagogical approach to education. a successful e-learning methodology must be based on the following criteria: involving students in the learning process, encouraging self-directed learning, developing student skills, and motivating students (kucirkova et al., 2017). the process of e-learning is a form of limitless education model. additionally, the covid-19 pandemic has increased demand for online training models between tutors and students in the global education market. meanwhile, there is potential for e-learning that can be assessed from six dimensions: 1) connectivity, namely access to information; 2) flexibility, namely learning anytime and anywhere; 3) interactivity, namely learning assessment can be done directly; 4) collaboration is a discussion tool that supports collaborative learning; 5) expanded opportunities, namely electronic content to strengthen and expand the class base; 6) motivation, which can make learning fun yugo, hendriana & afrilianto. the impact of moodle-based learning management systems (lms) on learning achievement in the covid-19 pandemic 41 e-learning is defined as the facilitation and support of learning through the use of information and communication technology (ict). e-learning can be used to complement the existing subject learning or as a means of integrating on-line and conventional learning practices (kucirkova et al., 2017). according to this explanation, even after the pandemic has ended, learning modules utilizing e-learning can be used on an ongoing basis. according to research conducted (sukma adelina ray et al., 2020) it was found that there are advantages possessed by e-learning-based learning media using moodle lms. the first advantage is that, based on the findings of classroom-based research, learners can take a more active role in seeking opportunities to expand their own knowledge in order to gain a better understanding. second, this type of educational media can provide more varied information throughout the learning process, such as demonstrating the outcomes of learning practices. thirdly, a conducive learning environment results in improved academic performance. fourth, students are more motivated to learn than those who use traditional media, especially if the material is always tutor-centered. fifth, this instructional media includes images and videos that will pique students' interest and motivation to learn independently. sixth, because this educational media product is accessible from anywhere and at any time as long as it is connected to the internet, it enables students to more easily engage in the teaching and learning process. anggraeni and sole explained that moodle is a popular lms learning management system used by a large number of educational establishments. among the reasons this model is growing rapidly are the following1) it is open source and completely free. because moodle is an open source project, it can be customized to meet any mandatory requirements imposed by the institutions that use it. moodle requires no funds to operate, except for the bandwidth used to download the 15 mb moodle master; 2) compact size, high performance. moodle has a small memory footprint (approximately 15 mb), but it is capable of supporting academic and learning activities for groups of up to 50,000 people; and 3) educator-centered or tutorcentered. moodle was created by educators with substantial experience and training, not by computer experts. moodle is capable of converting nearly all of the requirements of a traditional educational process to online learning; and 4) ensuring that a sizable and collaborative community is maintained (anggraeni & sole, 2018). the learning model through lms with moodle for residents of class 12 a pkbm darul fiqri cimahi city can improve the academic achievement of students. this is because this feature focuses on being intuitive and visually appealing. the traditional method of teaching with a slow and modern learning rhythm has lost its relevance. as a result, it is necessary to develop progress-oriented training courses that can pique students' interest not only in academics but also in potential personal growth. in this case, tutors must provide practical assignments via a virtual learning platform in order to help students develop their competence. the results of this study are in line with the opinion of zhang (zhang et al., 2020) which states that the e-learning system is proven to improve student learning achievement because this system can collect a large amount of information, analyze the behavior of learners, and help tutors identify possible mistakes among learners during the training course. conclusion according to the study's findings and discussion, the researchers concluded that the use of moodle in the package c program, which included 30 students from class 12 a in darul fiqri, cimahi city, had a positive effect on students' achievement. this is because students can more easily comprehend the tutor-provided material and can access it according to the needs of the yugo, hendriana & afrilianto. the impact of moodle-based learning management systems (lms) on learning achievement in the covid-19 pandemic 42 learning community when using moodle-based learning media. additionally, e-learning platforms such as the moodle-based learning management system are used to meet the demand for learning modules during the covid-19 pandemic, as students can take a more active role in obtaining opportunities to build their own knowledge and can provide more diverse information during the learning process, thereby creating a conducive learning environment. references anggraeni, d. m., & sole, f. b. (2018). e-learning moodle, media pembelajaran fisika abad 21. jurnal penelitian dan pengkajian ilmu pendidikan: e-saintika, 1(2). https://doi.org/10.36312/e-saintika.v1i2.101. bunyamin, m., & syazili, a. (2019). external database sebagai media integrasi sistem informasi akademik dengan e-learning. jurnal bina komputer, 1(1). https://doi.org/10.33557/binakomputer.v1i1.156. dewi, e. r. (2018). the effect of learning strategies, learning models, and learning innovation on educators’ performance and education quality in senior high schools in makassar. tem journal, 7(3). https://doi.org/10.18421/tem73-10. guo, l., huang, j., & zhang, y. (2019). education development in china: education return, quality, and equity. in sustainability (switzerland) (vol. 11, issue 13). https://doi.org/10.3390/su11133750. huda, mulyono, rosyida, & wardono. (2019). kemandirian belajar berbantuan mobile learning. prisma, prosiding seminar nasional matematika, 2. kucirkova, l., alipichev, a. y., vasbieva, d. g., & kalugina, o. a. (2017). teacher´s role and students´ role in english for specific purposes in e-learning. xlinguae, 10(2). https://doi.org/10.18355/xl.2017.10.02.06. monteiro, f., leite, c., & rocha, c. (2019). ethical education as a pillar of the future role of higher education: analysing its presence in the curricula of engineering courses. futures, 111. https://doi.org/10.1016/j.futures.2018.02.004. pandiev, i. m. (2020). distance learning organizational aspects on analog electronics based on moodle platform. 2020 29th international scientific conference electronics, et 2020 proceedings. https://doi.org/10.1109/et50336.2020.9238280. sukma adelina ray, abdurahman adisaputera, & isda pramuniati. (2020). the quality of elearning based on learning media using moodle lms on text of observation reports of grade 10th students of vocational school telkom shandy putra medan. britain international of linguistics arts and education (biolae) journal, 2(2). https://doi.org/10.33258/biolae.v2i2.288. ujulawa, m., sekretaris, p. s., tarakanita, s. t., billy, k., kelapa, p., timur, j., & belakang, l. (2017). perancangan learning management system (lms) menggunakan moodle pada sekolah tinggi tarakanita. ilmiah komputasi, 16(1), 61–69. https://ejournal.jakstik.ac.id/index.php/komputasi/article/download/135/262. widarma, a., & siregar, y. h. (2020). sistem aplikasi ujian daring berbasis learning management system (lms) menggunakan moodle. seminar nasional multi disiplin ilmu universitas asahan, september. zhang, y., ghandour, a., & shestak, v. (2020). using learning analytics to predict students performance in moodle lms. international journal of emerging technologies in learning, 15(20). https://doi.org/10.3991/ijet.v15i20.15915. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 1 february 2021,p-issn no. 2252-4738 e-issn : 2580-7692 63 parental involvement in early childhood education for family empowerment in the digital age lety suharti 1 p2paud dan dikmas jawa barat indonesia 1letysurhati66@gmail.com received: january, 2021; accepted: february, 2021 abstract the development of the family involvement guide model in the implementation of education in high school is a model that has been developed and tested by the pp-paud family education and west java family education development team. this guidance model is based on the premise that the involvement of parents in senior secondary education units is deepened and extended to activities carried out in schools. the development of the family involvement guide model in the implementation of education in high schools aims to realize active parental involvement in assisting children's education at home and at school in order to foster a character and culture of achievement. with the preparation of this model it is expected that education units, especially in senior high schools, can implement a family engagement program, including 1). class teacher meetings with parents on the first day of school can inform the school's full profile and socialize family education programs; 2) active parental participation in parent class activities with varied learning methods, interesting media, easy to understand, and applied; 3) provide an overview of inspirational class activities, where parents are willing to be an inspiration; 4). performing children's performances and creations, which showcase the interests, talents, achievements and awards of students and parents for all aspects of achievement (both academic and non-academic). the family involvement model with senior high schools has been tested in concept at 1 school location namely sman 2 cihampelas, bandung city, and operational trials at 2 locations, namely sma 1 baleendah bandung regency and sman 3 cimahi city, west java province. the trial was carried out for 6 months involving facilitators, parents and students in the high school education unit. this model still has many shortcomings for that improvement and refinement on this model is still being done in order to improve both the content and shape keywords: family, high school abstrak pengembangan model panduan keterlibatan keluarga dalam penyelenggaraan pendidikan di sekolah menengah atas merupakan model yang telah dikembangkan dan diuji oleh tim pengembangan pendidikan keluarga pp-paud dan pendidikan keluarga jawa barat. model bimbingan ini didasarkan pada pemikiran bahwa pelibatan orang tua di satuan pendidikan menengah atas diperdalam dan diperluas ke kegiatan yang dilakukan di sekolah. pengembangan model panduan keterlibatan keluarga dalam penyelenggaraan pendidikan di sekolah menengah bertujuan untuk mewujudkan keterlibatan aktif orang tua dalam mendampingi pendidikan anak di rumah dan di sekolah guna menumbuhkan karakter dan budaya berprestasi. dengan penyusunan model ini diharapkan satuan pendidikan khususnya di sma dapat melaksanakan program family engagement, diantaranya 1). pertemuan guru kelas dengan orang tua pada hari pertama sekolah dapat menginformasikan profil lengkap sekolah dan mensosialisasikan program pendidikan keluarga; 2) partisipasi aktif orang tua dalam kegiatan kelas orang tua dengan metode pembelajaran yang bervariasi, media yang menarik, mudah dipahami, dan diterapkan; 3) memberikan gambaran tentang kegiatan kelas yang menginspirasi, di mana orang tua bersedia menjadi inspirasi; 4). melakukan pertunjukan dan kreasi anak yang menampilkan minat, bakat, prestasi dan penghargaan siswa dan orang tua untuk semua aspek prestasi (baik akademik maupun non akademik). model keterlibatan keluarga dengan sekolah menengah atas telah diujicobakan secara konsep di 1 lokasi sekolah yaitu sman 2 cihampelas, suharti, implementation of family involvement in education management in the middle school 64 kota bandung, dan uji operasional di 2 lokasi yaitu sma 1 baleendah kabupaten bandung dan sman 3 kota cimahi, provinsi jawa barat. uji coba dilakukan selama 6 bulan dengan melibatkan fasilitator, orang tua, dan siswa di satuan pendidikan sma. model ini masih memiliki banyak kekurangan sehingga penyempurnaan dan penyempurnaan pada model ini masih terus dilakukan guna perbaikan baik isi maupun bentuk. kata kunci: keluarga, sekolah menengah how to cite: suharti, l. (2021). implementation of family involvement in education management in the middle school. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (1), 63-72. introduction minister of education and culture regulation number 30 of 2017 indicates that family involvement in the administration of education in education units is initiated by schools by carrying out the following missions: 1) imaging schools as partners (one, not the only) institution that aims to foster academic intelligence and social piety of students; 2) convincing parents that the family and school have an equal role in the child's success; 3) eliminate the impression that the presence of parents to school is always due to the reasons their children have problems, fostering the perception that parents go to school because of the awareness to share experiences in how to educate children, among fellow parents; 4) facilitate and encourage parents to want and be able to improve the ability to educate children at home. to realize the creation of educational centers that are in line with what is expected by the government and the community, the role of formal education units or schools is expected to be the initiator to start the link. the consideration is that schools have relatively more prepared resources to facilitate family engagement activities in schools. in addition to this, the school together with the school committee and parents need to design activities that involve parents optimally so that the process is beneficial to parents and schools, especially in terms of encouraging the growth of character and culture of children's literacy. one education unit that is considered strategic to strengthen its involvement programs from families is the high school education unit. the main consideration is in terms of the target or students served at this level, namely a group of teenagers and have started entering early adulthood. realizing the importance of cooperation between these three parties, namely; education units, families, and communities need to try to establish engagement between the three with the start of an engagement program that unites schools, families and communities. this program is realized in the collaboration of implementing the empowerment of schools, families and communities. with this activity, it is hoped that there will be a more intimate and harmonious engagement between the three elements of education so that it can become an educational environment that supports the growth and development of children to become whole and achieving individuals. adolescent association in the form of pressure from friends and even friends, which is commonly referred to as a sense of solidarity, wanting to be accepted, and as an escape, is really effective for raising juvenile delinquency namely deviant behavior carried out by adolescents, even data on increasing juvenile delinquency from year to year is taken from the central agency statistics (bps), in 2013 the number of juvenile delinquents in indonesia reached 6,325 cases, while in 2014 the number reached 7,007 cases and in 2015 it reached 7,762 cases. this means that from 2013 2014 increased by 10.7%, the case consisted of various juvenile delinquency cases, theft, murder, promiscuity and drugs. observing the characteristics of students at the high school level as described above, the strengthening of suharti, implementation of family involvement in education management in the middle school 65 the quality of interaction between school and parents, strengthening the ability of parents about how to educate children at home, and aligning ways of educating at school with the family, is important. schools and families should work together and complement each other in providing the best education for children so that the child's development process can be maintained as expected. therefore strengthening the implementation of the family engagement program in high school organizers needs to be done through studies and model development. to answer the above problem, the directorate of family education development, directorate general of early childhood education and community education, ministry of education and culture, considers the importance of involving families in schools, especially in the administration of high schools (sma). as an initial step in developing the model, pp-paud and dikmas west java carried out activities to identify the need for model development. this year, identification activities were carried out at three high schools, namely sman 2 kota bandung, sman 1 bandung regency and sman 3 kota cimahi. based on the analysis of the identification results obtained data that the implementation of family involvement in high school organizers, especially the involvement of parents in supporting the educational process for children. however, there are still some problems encountered in its implementation, including the following : 1. the level of parental participation is still low, there is no harmony between the implementation of education at school and at home. 2. family involvement activities in conducting education in three high schools (sman 1 kota bandung, sman 7 bale endah bandung regency and sman 3 cimahi city) which have been carried out include homeroom meetings with parents, inspirational classes, parent classes and class performances. even though it has been carried out, written evaluation documents have not yet been found. 3. the school committee as the representative of the parents has not played an optimal role and is still passive. 4. the homeroom meeting with parents as a meeting place for the school in this case is represented by the bk teacher or homeroom teacher with parents, almost all of which are only attended by the parents of students. 5. invitations from schools to parents are often not suitable for parents' free time. 6. the activeness of parents in meetings with the school is still lacking and more position as a listener. information is still one-way. 7. the theme of the material is expected to be discussed in parent meetings/ classes, thereby increasing parental competence in educating children at home. 8. problems encountered in implementing the inspirational class program include finding parents who are willing to be resource persons / motivators in the inspirational class, and 9. year-end class performance activities that are only held once a year, with event content that appreciates more academic achievement compared to non-academic achievements. referring to the conditions and problems above, it is necessary to formulate an innovative family education program model and reflect the synergy between the school, parents, and class committees / groups especially in engaging activities. the scope of the model arranged is expected to; 1) describe in detail about the management of the family education program initiated by the school committee as an inseparable part of the organization of engagement with family and community; 2) optimize the meetings of the school with parents on the first day of school and parent classes so that it can increase the care, role and ability of parents in supporting children's education, and 3) make the creation of opportunities for performance and appreciation of the achievements of students, educators and education staff, as well as suharti, implementation of family involvement in education management in the middle school 66 parents as an effort to shape the character and culture of achievement for all high school community members. based on that opinion, there’s a general framework about this research that concluded in diagram below : graphic 1. components of family involvement programs in schools the term educational center for education was first introduced by ki hajar dewantara, who stated that educational center for education, namely family, school, and community is a synergistic unit responsible for the educational process. why are educational centers so important in educating children? the answer is because educational action requires cooperation from the three components above, making it easier for the education process of students. the family as the smallest unit in society is the first and foremost cultural environment in order to instill various values and norms and develop various behaviors that are considered important for personal, family and community life. family education as a form of informal education must continue to be made efforts to reform and development, one of which is on the dimensions of family coaching about character education in the family. family involvement in children's education is a necessity. various studies show that family involvement in education can improve children's learning achievement. in addition to learning achievement, independence, and character development also requires the role of the family. collaboration and harmony between education carried out in the education unit and in the family environment are the keys to future success. the role of the cast in the family can be carried out in accordance with the portion and position will later support the realization of a harmonious and dreamy family. education in the family that is carried out well, will produce a harmonious life in the family. the family as the first place of education also plays a role in preparing students to be able to adapt in school. educational units on the formal path or what we commonly call schools are institutions or institutions for learning and teaching and a place to receive and give lessons. while in article 1 point 10 of law no. 20 of 2003, the education unit is an education service group that organizes education in formal, non-formal and informal channels at every level and type of education. the educational unit developed in this model is high school. another learning environment that is no less important is the community. students as members of the person in charge chief member instructur suharti, implementation of family involvement in education management in the middle school 67 community must be able to be a problem solution for the environment. community is a group of people who form a system where most of the interactions occur between individuals who are in the group and are school stakeholders. according to their capacity the community can support family education programs in schools through various means for example one community leader becomes a resource in activities parent / guardian class, being a model teacher, or being a consultant for the school. the three neighborhoods or centers must be able to establish cooperation, but sometimes differences are still found between the school and family / parents. this happens if there are problems in students who are not only related to academic values but also their social life. if there are students who create problems, some parents consider the school to be unsuccessful in carrying out the education function. on the other hand, the school also considers parents not giving enough attention to their children so that the child has a problem. blaming each other between the parents and the school is an obstacle that needs to be removed. all parties, including parents, schools and the community, should work together to make corrective measures. the condition of the community who still "does not care" in supervising the activities of students outside of school and home, requires special steps to open up insights, abilities and shared responsibilities in conducting children's education. cooperation of the three components above will provide encouraging mutually reinforcing, so that the growth of children's character will be easier for the presence of future generations who can advance the nation. education is the main tool which is considered as a place or place to provide various insights and knowledge which of course is done to produce quality human resources. secondary education is education that prepares students to become members of the community who have the ability to hold reciprocal relationships with the socio-cultural and natural environment, and can develop further abilities in the world of work or higher education. secondary education, which lasts three years after basic education, is held in high school (senior high school) or equivalent. secondary education in a downward relationship functions as a continuation and expansion of basic education and in an upward relationship prepares students to attend tertiary education or enter employment. secondary education which includes the path of school education consists of general education, vocational education, special education, official education and religious education. secondary education that is held after basic education is an education that has the ability to interact productively with the social, cultural and natural environment and / or continue to a higher level. the learning process in secondary education itself has the characteristics of preparing all students to be able to become mature in the academic aspects as well as readiness to master the life skills demanded by the world of work. method the research method used is reserach and development (r&d) with qualitative and quantitative approaches. the use of this method is in line with the opinion of sugiyono (2010) which states that the r&d research method is used to be able to give a comprehensive picture of the research field conditions. so that the factors that cause changes in research subjects are not only seen from the results, but also from the causes of the emergence of these results. respondents involved in this study are the principal, teachers, students and parents of students, as many as approximately 100 respondents in sman 1 baleendah, sman 3 cimahi city and sman 2 cihampelas, bandung city. however, for a qualitative approach, a suharti, implementation of family involvement in education management in the middle school 68 simpler sample system is used because the possibility is still increasing when using snowball sampling. the instruments used were interviews, observation, questionnaires and study documentation. data analysis techniques used are as presented by borg & ball, namely 1) identification of potential and problems, 2) collecting information, 3) model development, 4) model validation, 5) model revision, 6) model trial, 7) model revision, 8) wider testing and 9) final model revision (sugiyono, 2010: 298). results and discussion the program of involving parents in schools has had a good impact on parents, students and also schools. parental involvement in the activities carried out, significantly showed good results, especially in the participation of parents in school. in addition, the level of student learning achievement also shows good results. the first day of school admission, followed by a class teacher meeting with parents held at the beginning of the school year, provides opportunities for class teachers and parents to be able to communicate early in the school program and agreements that will be implemented during one semester or one academic year in the future. . the activity shows that the involvement of parents since the beginning of learning can affect the learning process of children at home which ultimately determines children's learning achievement at school. parents who are actively involved in parenting class activities are able to change parenting in their families. the process of this activity provides insight and knowledge for parents in assisting growth and development and provides the best care for children, so that the application made in the family environment is able to foster good character in children. the real role of parents who had shifted due to lack of understanding of family education in some communities makes parents tend to loose responsibility for school. by providing training and guidance through parent classes, little by little has given a change of mindset to parents who initially always entrusted all student learning matters to the teacher or school, now starting to take on their role to work together with the teacher or the school in assisting the child's learning process at home or at school. another good impact is how parents are now willing to be involved in assisting in the work of schoolwork so that it fosters children's interest and enthusiasm for learning at home which also increases children's learning achievement at school. another parent involvement program is the inspiration class which involves parents as a resource in its implementation. this activity has given students an idea about a profession that can be a choice for children in the future. inspiring classes are also able to foster a spirit of learning by students to achieve their goals. the contribution of parents in the inspiration class has fostered pride in students whose parents have shared their best experiences in achieving a success so that students are highly motivated to study harder. at the end of the school year there will be a class performance at the end of the year which also involves parents in planning and implementation. this activity has created a harmonious relationship between the school and parents. the event initiated by the school committee was able to foster good cooperation between parents of each class and the school community. this class performance activity becomes a place to show talent for students who have an interest in the arts. this activity is also an appropriate moment in giving awards to students suharti, implementation of family involvement in education management in the middle school 69 who have achievements in academic and non-academic fields by giving awards in the form of trophies and certificates. the awarding of students who excel in academics has given higher enthusiasm and motivation for learning for these students and also for other students. other awards are also given to students who excel in non-academic fields. awarding certificates for students who are craftsmen, the best, the most disciplined, and the best in their class are able to develop good character in students. the show of talent in the arts in the classroom performance activities has provided opportunities for students to show their ability in front of friends, teachers and parents. the activity is able to foster confidence in students to be able to excel in non-academic fields. this class performance activity is an activity that involves the full participation of parents and is able to give pride to parents of the achievements of their children. all parent involvement activities in schools have provided many benefits for schools, especially in terms of partnerships with parents and improving student learning achievement. collaboration between parents and school residents shows good results including the creation of effective communication between parents and parents, class teachers with parents, and parents with other school residents. effective communication is what ultimately leads to success in students because of the vision-mission equality that has been built since the beginning of the class teacher's meeting with parents at the beginning of the school year. improved student achievement can not be separated from the contribution of parents who already understand the circumstances and needs of their children as a positive impact of parental class activities. the school also felt helped by the parental engagement programs that had been carried out because it had succeeded in growing the character and culture of literacy in students. picture 1. the school condition that being research subject the parent involvement program in senior high schools has had a good impact on parents, students and also schools. parental involvement in the activities carried out, significantly showed quite good results, especially in the participation of parents in school attendance. in addition, the level of student learning achievement also shows good results. classroom teacher with parents held at the beginning of the school year, entering the next semester. suharti, implementation of family involvement in education management in the middle school 70 the first day of school entrance activities continued at the meeting provides opportunities for class teachers and parents to be able to communicate at the outset regarding school programs and agreements that will be implemented for one semester or one academic year in the future. the activity shows that the involvement of parents since the beginning of learning can affect the learning process of children at home which ultimately determines children's learning achievement at school. parents who are actively involved in parenting class activities are able to change parenting in their families (damastuti, 2013). the process of this activity provides insight and knowledge for parents in assisting growth and development and provides the best care for children, so that the application made in the family environment is able to foster good character in children. the real role of parents who had shifted due to lack of understanding of family education in some parts of the community makes parents tend to loose responsibility for the school (suryadi, 2012). by providing training and guidance through parent classes, little by little has given a change of mindset to parents who initially always entrusted all student learning matters to the teacher or school, now starting to take on their role to work together with the teacher or the school in assisting the child's learning process at home or at school. another good impact is how parents are now willing to be involved in assisting in the work of schoolwork so that it fosters children's interest and enthusiasm for learning at home which also increases children's learning achievement at school. another parent involvement program is the inspiration class which involves parents as a resource in its implementation. this activity has given students an idea about a profession that can be a choice for children in the future. inspiring classes are also able to foster a spirit of learning by students to achieve their goals. the contribution of parents in the inspiration class has fostered pride in students whose parents have shared their best experiences in achieving a success so that students are highly motivated to study harder. at the end of the school year there will be a class performance at the end of the year which also involves parents in planning and implementation. this activity has created a harmonious relationship between the school and parents. the event that was initiated by the parents' association was able to foster good collaboration between parents of each class and the school community. this class performance activity becomes a place to show talent for students who have an interest in the arts. this activity is also an appropriate moment in giving awards to students who have achievements in academic and non-academic fields by giving awards in the form of trophies and certificates. the awarding of students who excel in academics has given higher enthusiasm and motivation for learning for these students and also for other students (damastuti, 2013). other awards are also given to students who excel in non-academic fields. awarding certificates for students who are craftsmen, the best, the most disciplined, and the best in their class are able to develop good character in students. the show of talent in the arts in the classroom performance activities has provided opportunities for students to show their ability in front of friends, teachers and parents. the activity is able to foster confidence in students to be able to excel in non-academic fields. suharti, implementation of family involvement in education management in the middle school 71 this class performance activity is an activity that involves the full participation of parents and is able to give pride to parents of the achievements of their children. all parent involvement activities in schools have provided many benefits for schools, especially in terms of partnerships with parents and improving student learning achievement. collaboration between parents and school residents shows good results including the creation of effective communication between parents and parents, class teachers with parents, and parents with other school residents. effective communication is what ultimately leads to success in students because of the vision-mission equality that has been built since the beginning of the class teacher's meeting with parents at the beginning of the school year. improved student achievement can not be separated from the contribution of parents who already understand the circumstances and needs of their children as a positive impact of parental class activities. the school also felt helped by the parental engagement programs that had been carried out because it had succeeded in growing the character and culture of literacy in students. conclusions based on the results of the research conducted, the following conclusions can be obtained : 1. family involvement has a positive impact on the mental and spiritual development of high school students who are respondents in this study, this can be seen from the results of interviews and questionnaires given to respondents from various school components and parents of students. 2. various approaches such as inspirational classes, parent classes to classroom performances build togetherness and positive understanding among parents, teachers, school administrators and students themselves. so that it can provide a common step in carrying out the educational process at school and at home. 3. family involvement programs in education for students in high school can be carried out in other education units using the same methods and management systems. especially when the problems encountered have similarities with the sample in this study. recommendation based on the research is : 1. this models could be implemented in different location which has same condition wether teacher, parents and students. 2. state government could be adopt this models in each region with a few conditioning, including training for the teacher, learning media’s, and learning output based on it’s locality. suharti, implementation of family involvement in education management in the middle school 72 references damastuti. rini. 2013. midfullness dalam komunikasi antarbudaya. buku litera yogyakarta http://wimaogawa.blogspot.co.id/2016/05/buku-kemitraan-sekolah-dengan-keluarga.html http://www.pondok indah donbosco.com/program-kemitraan-sekolah-keluarga-dan masyarakat/ http://www.kajian pustaka.com/2012/11/definisi-fungsi-dan-bentuk-keluarga.html http://pendidikan keluarga indonesia. blogspot.co.id/2015/12/ pengertian-tujuan-dan-ruanglingkup.html menjadi orang tua hebat, direktorat jenderal paud dan pendidikan masyarakat direktorat pembinaaan pendidikan keluarga; kementerian pendidikan dan kebudayaan. 2016. petunjuk teknis kemitraan sekolah menengah atas dengan keluarga dan masyarakat. kementrian pendidikan dan kebudayaan direktorat jendral pendidikan anak usia dini dan pendidikan masyarakat direktorat pembinaan pendidikan keluarga tahun 2016. petunjuk teknis penguatan kemitraan keluarga, satuan pendidikan dan masyarakat di sma/smk. kementerian pendidikan dan kebudayaan direktorat jenderal paud dan pendidikan masyarakat direktorat pembinaaan pendidikan keluarga; jakarta, oktober 2015. pedoman media siber career contact us copyright 2008 2018 pt. kompas cyber media (kompas gramedia digital group). all rights reserved. artikel ini telah tayang di kompas.com dengan judul "6 pilar pengasuhan positif pada nak", sugiyono. 2010. penelitian research and developmentt. bandung; alfabeta suryadi , a. 2012. pendidikan, investasi sdm dan pembangunan. bandung : widya pustaka. suryadi , a. 2014. pendidikan indonesia menuju 2015. bandung : pt remaja rosdakarya. undang-undangnomor 20 tahun 2003 tentang sistem pendidikannasional jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 11, nomor 1 februari 2022,p-issn no. 2252-4738 e-issn : 2580-7692 1 edupreneurship-based community empowerment through cucumber food creations billy hari pamungkas1, muhammad faisal najmudin2, nafiza izzarulloh3, purnomo4 1,2,3 students of pendidikan masyarakat – universitas pendidikan indonesia 4 lecturer of pendidikan masyarakat – universitas pendidikan indonesia 1billyharipamungkas@upi.edu, 2najmudinf@upi.edu, 3nafizapenmas02@upi.edu, 4purnomo@upi.edu received: january, 2022; accepted: february, 2022 abstract this study discusses "edupreneurship-based community empowerment through cucumber food creations" conducted by researchers in cirawamekar village, cipatat district, west bandung regency. this study aims to explain how edupreneurship-based community empowerment is carried out by a student team from the pendidikan masyarakat upi laboratory through a holistic village development and empowerment program grant (php2d) funded by the ministry of education and culture of the republic of indonesia. this study uses qualitative methods, data collected by interview, observation and documentation. the results of the study show that community empowerment programs can run well if community participation is built, so that it has an impact on people's skills and income. the environment is an asset that can be utilized, so that it will create local wisdom products that have a selling value. cucumber chips processed food product, as a creative product of an empowerment program that can be an alternative income if the price of cucumber drops. keywords: community empowerment, edupreneurship abstrak penelitian ini membahas tentang “pemberdayaan masyarakat berbasis edupreneurship melalui kreasi makanan mentimun” yang dilakukan oleh peneliti di desa cirawamekar kecamatan cipatat kabupaten bandung barat. penelitian ini bertujuan untuk menjelaskan bagaimana pemberdayaan masyarakat berbasis edupreneurship yang dilakukan oleh tim mahasiswa dari laboratorium pendidikan masyarakat upi melalui hibah program pengembangan dan pemberdayaan desa holistik (php2d) yang didanai oleh kementerian pendidikan dan kebudayaan republik indonesia. penelitian ini menggunakan metode kualitatif, data dikumpulkan dengan wawancara, observasi dan dokumentasi. hasil penelitian menunjukkan bahwa program pemberdayaan masyarakat dapat berjalan dengan baik jika partisipasi masyarakat dibangun, sehingga berdampak pada keterampilan dan pendapatan masyarakat. lingkungan merupakan aset yang dapat dimanfaatkan, sehingga akan tercipta produk kearifan lokal yang memiliki nilai jual. produk pangan olahan keripik mentimun, sebagai produk kreatif program pemberdayaan yang dapat menjadi alternatif pendapatan jika harga mentimun turun. kata kunci: pemberdayaan masyarakat, edupreneurship how to cite: pamungkas, b.h., najmudin, m.f., izzarulloh, n. & purnomo. (2022). edupreneurship-based community empowerment through cucumber food creations. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (1), 1-7. introduction cirawamekar village is a village located in cipatat district, west bandung regency, west java province. cirawamekar village was founded in 1982 and has an area of 893.847 ha. this village is divided into 17 rw and 48 rt whose population is not concentrated in one area, because cirawamekar village is located in the highlands which of course has varying degrees of slope. cirawamekar village has a height of 310 meters above sea level with a temperature pamungkas, najmudin, izzarulloh & purnomo. edupreneurship-based community empowermentthrough cucumber food creations 2 of 18-290c and has an average rainfall of 1270 mm per year with 4 months of rain. the location of cirawamekar village is suitable for agricultural land so that many people make agriculture the main choice for livelihood in this village (rohimatunisa, 2018; susanti et al., 2017; tejakusuma, 2018). many agricultural products are abundant in cirawamekar village because this village has soil with high nutrients and stable soil ph. various agricultural products found in cirawamekar village include cucumbers, tomatoes, bananas, rice and various types of vegetables. cucumber farming land with an area of 64 ha and a yield of 5.6 tons/ha makes cucumber the largest food crop commodity and has the best potential in this village. human resources in cirawamekar village are also one of the potentials that can be empowered. the majority of the people of cirawamekar village have reached their productive age and can carry out various activities to improve the economy. not all of the cucumber harvest, which is the largest food crop commodity in cirawamekar village, is sold, usually if it is not sold the cucumber will be used for personal food needs and some are simply thrown away. the results of interviews with farmers also said that in the dry season agricultural products decreased because the temperature in cirawamekar village increased. this makes farmers only experience a decrease in income. the people of cirawamekar village do not yet have the skills to process the harvest from these cucumbers and the rest of their harvest whose price decreases after the main harvest. cucumber harvests are also mostly sold directly raw without being processed first. the community needs other skills that can be used when the dry season comes or when the harvest ends by maximizing sales from cucumbers that are processed first. in addition to skills problems, they also have limitations in equipment that will support their processing production. with the current covid19 pandemic, people increasingly need other sources of income due to a decline in their income. the edupreneurship model can be an alternative option that can be done in order to empower the community to face these various problems (fortunato & alter, 2015). edupreneurship can be defined as entrepreneurship education, namely a learning process that focuses on entrepreneurship activities both in theory and practice (aquino et al., 2018; leitch et al., 2012; meyer & synodinos, 2019). the affirmation of theory and practice here is none other than because entrepreneurship is not a myth, but a realistic or construct that can be learned through intense learning, training, simulation, and internship processes (leitch et al., 2012; lindh & thorgren, 2016). ). in this edupreneurship model, community participation is an important factor driving the success of the program. in addition, the community needs other skills that can be utilized when the dry season comes or when the harvest ends by maximizing sales from cucumbers that are processed first. in addition to skills problems, they also have limitations in equipment that will support their processing production. with the supporting equipment, they can increase the scale of production to be larger and will be able to improve their economy. community participation in various physical development programs, especially at the stage of implementation/implementation of development projects, can at least help the community in earning income from wages for their work in physical projects, so that they/communities who are the target of empowerment are able to finance their daily lives during the development project. the physical existence exists (rukayat, 2020a). to empower the community in cirawamekar village, of course, it requires active participation from the community to implement the program. community participation in implementing programs for development in the village is quite high, because the village has the characteristics of an emancipatory community, good social relations (rukayat, 2020b). therefore, it can support the pamungkas, najmudin, izzarulloh & purnomo. edupreneurship-based community empowermentthrough cucumber food creations 3 implementation of programs in order to empower edupreneurship-based communities through cucumber food creation. in line with previous research, namely exploring the concept of edupreneurship-based community empowerment that is applied in rural areas, so this research will show that the strength of community empowerment is a collaborative and participatory principle. method this research uses a qualitative method with a case study approach. the data collection techniques in this study were collected through observation techniques, in-depth interviews, and documentation of data analysis techniques in this study divided into three steps (lune & berg, 2017), namely: 1) data reduction (data reduction) perform data analysis by formulating, selecting the main things, focusing on the important things, and making categories. 2) presentation of data (display data) presentation of data is an attempt by researchers to present data as information that allows for conclusions to be drawn. 3) withdrawal of data presentation, where researchers look for meaning or draw conclusions to answer the problem formulation and provide suggestions based on research results, and conclusions drawn. conclusion/verification is a follow-up activity from data reduction. this research is located in cirawamekar village, district cipatat, west bandung regency, west java province in 2020. the population in this study is the community itself which is shown by the courage to speak english. while research activities are still used to dig. results and discussion results the research was conducted with the aim of empowering the community of cirawamekar village, cipatat district, west bandung regency based on edupreneurship. all members of the php2d laboratorium pendidikan masyarakat went directly to cirawamekar village to help empower the community there. the main problems of this activity are how to harvest crops in cirawamekar village, as well as solutions for villagers. after finding that cucumber is the largest farm product and is a characteristic of cirawamekar village, it became the reference/baseline for members of the php2d lab penmas team to empower the community there by way of socialization to food creation training to make processed cucumbers. this can later be a solution for the villagers, especially the association of cucumber farmers, if the selling price of cucumbers in the market declines/losses. researchers conducted observations, interviews and documentation of several residents in cirawamekar village such as from the cucumber farmer association, pkk women and even the village secretary. with that we got some answers that are relevant to our research. to strengthen the data from interviews and observations, we include a number of answers from the informants in the following table: table 1. results into the problems in cirawamekar village depth of problems from the sources cucumber production from agriculture cucumber output in cirawamekar village is the largest output, and is well known in the market. cucumber planting of course in the rainy season. therefore, the main obstacle is water, if it is not the rainy season, it is a (gn) pamungkas, najmudin, izzarulloh & purnomo. edupreneurship-based community empowermentthrough cucumber food creations 4 depth of problems from the sources little difficult to grow cucumbers. the harvest time is quite fast, about 35 days from planting cucumbers. cucumbers from the first pick can be harvested 15-17 times. cucumber planting relies on the weather (rainy season only), during the rainy season the harvest can reach hundreds of tons. but of course there are obstacles for cucumbers to rot easily, but there are special treatments/medicines to protect cucumbers during the big rainy season. (na) sales of cucumber and cucumber food creation constraints in marketing, because sometimes there are times when prices drop, especially those who determine the exact price of the market (cucumber dealer), so the cucumber association accepts whatever price is determined by the market. the ratio can reach 3:1 when the cucumber is in good condition and rotten (for the calculation of the return on investment). when the harvest is over, the price per kilo reaches rp. 300-500 (ig). rotten cucumbers are still accepted in the market, but the price has dropped. it seems that this cucumber food creation will be a solution for selling cucumbers to be even better in the future. the other cause of the decline in the price of cucumbers is because the quality of the cucumbers is aging while what is needed in the market is of course young cucumbers. (na) yield / creative food and the proceeds, then the money will be "rotated" to do the creation of food cucumber even more, and continued sustainability (pi) creative food cucumber for the production process, to be carried out by the pkk village cirawamekar , especially women working group 3 who are specialized in the production division. (tt) pamungkas, najmudin, izzarulloh & purnomo. edupreneurship-based community empowermentthrough cucumber food creations 5 depth of problems from the sources for the supply of cucumber food creations, pkk women will cooperate with the association of cucumber farmers, where the cucumbers are ordered in advance to make cucumber food creations, and later the selling price of cucumbers from the farmer associations will follow the market price. (gn) the cucumber food creation process can later be carried out at the cirawamekar village office, because it also has a special place to do production, for another option, the working group 3 women will divide the tasks and make cucumber food creations in their respective homes, to then put together and sold together. or as for production carried out elsewhere simultaneously. (ts) other results from cirawamekar village for the cirawamekar village itself so far it has produced other products and has carried out the distribution/sales process both between rt, between rw and between villages with an ordering system via chat. products that have been successfully sold in cirawamekar village include shredded banana heart, cassava chips, elod crackers, banana chips, and other agricultural products that have been created by villagers. (eu) discussion from the results of observations and interviews with interviewees, it shows that cucumber farming yields will be maximized during the rainy season, even the process is relatively fast because it takes about 35 days from planting and can even repeat 15-17 harvests from the first harvest. but of course, at the same time, sometimes harvest failures occur if there is continuous heavy rain because it will make the cucumber harvest rotten and have an impact on the price of cucumbers in the market plummeting. due to the ease of harvesting cucumbers, many of the villagers in cirawamekar choose to work as cucumber farmers and depend on the proceeds from selling cucumbers. it's just that sometimes the selling price of these cucumbers decreases and even drops if the cucumbers are rotten due to continuous heavy rains or the cucumbers are not selling well because the quality has decreased (old cucumbers). so with the innovation of cucumber food creation, where the use of cucumbers can use old cucumbers, this will be a solution for cucumber farming associations and other villagers. because with that cucumber farmer associations can still maintain the stability of their sales prices well, and for villagers and pkk women who are directly involved can produce cucumber pamungkas, najmudin, izzarulloh & purnomo. edupreneurship-based community empowermentthrough cucumber food creations 6 food creations smoothly so that this condition will be mutually beneficial. with the formation of a food creation team consisting of pkk women and the laboratorium pendidikan masyarakat php2d team, cirawamekar village can maximize agricultural output and the potential of human resources (village residents) through cucumber food creations. in the end, the goal of the php2d lab penmas team to empower the cirawamekar village community through edupreneurship-based cucumber food creations can be achieved well to help cirawamekar village progress and develop again. these cucumber food creations can later be distributed by the villagers along with other cirawamekar village products, such as shredded banana heart, elod crackers, banana chips and others. it is hoped that the distribution of production from cirawamekar village can be further expanded with the existence of edupreneurship and training from the penmas lab php2d team to residents in cirawamekar village and this knowledge can be put to good use by residents so that this program can become a sustainability program in cirawamekar village. figure 1. the concept of the edupreneurship model the concept of this edupreneurship model is a synergy of three components in which learning citizens, facilitators and work partners are the main components who will become actors in the implementation of the edupreneuship model empowerment (leitch et al., 2012; lindh & thorgren, 2016; meyer, 2016). & synodinos, 2019; susanti et al., 2017; tejakusuma, 2018). learning residents are people who need training to be able to improve their competence (sahid ullah, 2016). the facilitator is the implementer of the community empowerment program through an educational approach (hardina, 2012; sahid ullah, 2016). facilitator as a agent of change,that is a person who on behalf of the government or community development agencies are obliged to influence the decision-making process undertaken by prospective beneficiaries in adopting innovations. partnership is a business collaboration between small and mediumsized businesses or large businesses accompanied by guidance and development by medium or large businesses by taking into account the principles of mutual need, mutual strengthening and mutual benefit (aquino et al., 2018; rukayat, 2020; wertheimer et al. , 2004). with this edupreneurship model, it is hoped that the village of cirawamekar can form and improve msmes in accordance with the existing potential. because when viewed in terms of excellence, these msmes have the potential for large job opportunities growth and increased income, the agricultural sector can indirectly support development, and can be a starting point for investment mobilization in rural areas as well as a forum for increasing entrepreneurial abilities (hardina, 2012; wertheimer et al., 2004). facilitator learning citizen work partners pamungkas, najmudin, izzarulloh & purnomo. edupreneurship-based community empowermentthrough cucumber food creations 7 conclusion based on the descriptions above referring to the depth of the problem from this research, the conclusions from the php2d activities of the penmas lab during the direct implementation of the program in cirawamekar village, concluded that: 1. the training adds insight to the community's skills in making cucumber food creations. 2. the target community can make food creations using cucumbers and make good sales. 3. with the formation of a team, food creation activities can continue to run well. references aquino, rs, lück, m., & schänzel, ha (2018). a conceptual framework of social tourism entrepreneurship for sustainable community development. journal of hospitality and tourism management, 37, 23–32. fortunato, mwp, & alter, t. (2015). community entrepreneurship development: an introduction. community development, 46(5), 444–455. hardina, d. (2012). interpersonal social work skills for community practice. springer publishing company. leitch, c., hazlett, s.-a., & pittaway, l. (2012). entrepreneurship education and context. entrepreneurship & regional development, 24(9–10), 733–740. lindh, i., & thorgren, s. (2016). entrepreneurship education: the role of local business. entrepreneurship & regional development, 28(5–6), 313–336. lune, h., & berg, bl (2017). qualitative research methods for the social sciences. pearson. meyer, n., & synodinos, c. (2019). entrepreneurial skills, characteristics and intentions amongst unemployed individuals in the vaal-triangle region of south africa. journal of contemporary management, 16(2), 1–22. rohimatunisa, f. (2018). implementation of government regulation no. 27 of 2014 concerning the management of state/regional property in the form of land asset certificates in west bandung regency. uin sunan gunung djati bandung. rukayat, y. (2020). the effect of institutional development and community participation on the empowerment of very disadvantaged village communities in west bandung regency influence of institutional building and community participation to village community empowerment understanded a. pasundan university. rukayat, y. (2020b). the role of village administration in increasing community participation in development in cirawamekar village, cipatat district, west bandung regency. scientific journal of masters in administration, 13(1). sahid ullah, m. (2016). empowering rural communities through telecentre connectivity: experience of the union information and service centers in bangladesh. asian media, 43(2), 112–125. susanti, s., perdana, f., & mp, rs (2017). utilization of medicinal plants in the community of cipatat district, west bandung regency. tejakusuma, ig (2018). soil creep in balekambang, cirawamekar, cipatat district, west bandung regency, west java. journal of disaster mitigation science and technology, 13(2), 96–101. wertheimer, mr, beck, el, brooks, f., & wolk, jl (2004). community partnerships: an innovative model of social work education and practice. journal of community practice, 12(3–4), 123–140. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 11, nomor 2 september 2022, p-issn no. 2252-4738 e-issn : 2580-7692 51 determination of passing grade for educational equality exam results in package c program based on passing competency standard oong komar1, cucu sukmana2 1,2 departeman pendidikan masyarakat, universitas pendidikan indonesia bandung indonesia 1 prof.oongkomar@upi.edu , 2cucusukmana@upi.edu* received: agustus, 2022; accepted: september, 2022 abstract the background of this study is related to the complexity of canceling the 2020 un implementation. however, it is said that graduates who graduate from the equivalent school unit/application through the easiest means have completed the study application during the covid-19 pandemic as evidenced by means of playing card documents every semester, reaching the correct minimum attitude/behavior score and take the exam prepared through the school unit facilities. so that for now it no longer reaches the graduate competency standard (skl). meanwhile, the application of school equity (package a, b, and c) is the flagship of non-formal schooling efforts to contribute to suppressing network problems that are hampered in gaining access to schools, drop outs and are constrained to enter the community. school offerings, especially competencies/lifestyle competencies, school offerings that remain complete and evolving through various packages on the network. therefore, this discussion aims to provoke opportunities for answers to these problems through searching and finding product models for equality schools examining content material, especially based entirely on the competency requirements of graduates of package c applications at the school unit level. the concepts and theories used as references in this research consist of community education concepts and theories, school equity (package a, b, and c), and academic tests mainly based on graduate competency requirements. this review uses the addie type of study and development (r & d), this selection is mainly based entirely on the purpose of the study to provide a version of equivalence testing. the place of this research was carried out in pkbm bina mandiri and ash-shoddiq. the results of the experiment to create a product version of the equivalency school examination material are mainly based entirely on the competency requirements of the package c application graduates at the school unit level. for the future, this research can present a limitation in the assessment of equivalence education and provide an overview in the implementation of equivalence education. keywords: graduate competence, equivalence education package c, assessment of equivalence education graduation abstrak latar belakang penelitian ini terkait dengan rumitnya pembatalan pelaksanaan un 2020. namun, dikatakan lulusan yang lulus dari satuan/aplikasi sekolah sederajat melalui cara termudah telah menyelesaikan aplikasi studi selama pandemi covid-19 yang dibuktikan dengan dokumen kartu remi setiap semester, mencapai skor minimal sikap/perilaku yang benar. dan mengikuti ujian yang disiapkan melalui fasilitas unit sekolah. sehingga untuk saat ini tidak lagi mencapai standar kompetensi lulusan (skl). sementara itu, penerapan pemerataan sekolah (paket a, b, dan c) merupakan unggulan dari upaya persekolahan nonformal untuk berkontribusi menekan permasalahan jaringan yang terhambat dalam memperoleh akses ke sekolah, putus sekolah dan terkendala masuk ke masyarakat. penawaran sekolah, terutama kompetensi/kompetensi gaya hidup, penawaran sekolah yang tetap lengkap dan berkembang melalui berbagai paket di jaringan. oleh karena itu, pembahasan ini bertujuan untuk memancing peluang jawaban atas permasalahan tersebut melalui pencarian dan penemuan model produk sekolah kesetaraan yang mengkaji materi muatan, terutama berdasarkan sepenuhnya pada persyaratan kompetensi lulusan aplikasi paket c di tingkat satuan sekolah. konsep dan teori yang komar & sukmana. determination of passing grade for educational equality exam results in package c program based on passing competency standar 52 dijadikan acuan dalam penelitian ini terdiri dari konsep dan teori pendidikan masyarakat, pemerataan sekolah (paket a, b, dan c), dan tes akademik terutama berdasarkan persyaratan kompetensi lulusan. tinjauan ini menggunakan jenis studi dan pengembangan (r&d) addie, pemilihan ini terutama didasarkan sepenuhnya pada tujuan penelitian untuk memberikan versi pengujian kesetaraan. tempat penelitian ini dilaksanakan di pkbm bina mandiri dan ash-shoddiq. hasil percobaan untuk membuat versi produk materi ujian sekolah kesetaraan sebagian besar didasarkan sepenuhnya pada persyaratan kompetensi lulusan aplikasi paket c di tingkat satuan sekolah. untuk kedepannya, penelitian ini dapat menyajikan keterbatasan dalam penilaian pendidikan kesetaraan dan memberikan gambaran dalam pelaksanaan pendidikan kesetaraan. kata kunci: kompetensi lulusan, pendidikan kesetaraan paket c, penilaian kelulusan pendidikan kesetaraan how to cite: komar, o. & sukmana, c. (2022). determination of passing grade for educational equality exam results in package c program based on passing competency standar. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (2), 51-57. introduction "education is the ticket to the future and tomorrow belongs only to those who prepare themselves from today". this proverb can at least give an idea of how important education is for individuals. not only that, education is often seen as a symbol of the progress of a nation. the philosophy of the importance of education in principle has also been well realized by this nation. this can be seen from the mandate that every citizen has the right to education as stipulated in article 31 paragraph (1) of the 1945 constitution as the constitutional basis of the republic of indonesia. the existence of the concept of rights in this case can actually be interpreted that the state guarantees its fulfillment for every citizen without exception, including children who are in conflict with the law and are placed in special child development institutions, temporary child placement institutions, correctional institutions, and branch detention centers/detention centers. country. empirically, the situation of children dealing with the law cannot be equated with children in general. this is because their legal status results in the deprivation of physical freedom, both when detained in detention institutions and sentenced to prisons. on this basis, the convention on the rights of the child and the havana rules as international instruments that regulate the rights of adolescents who are deprived of their liberty emphasizes that every child and adolescent of compulsory school age has the right to education according to their needs and abilities so that they are ready to return to society. education should be provided outside of correctional facilities, if possible carried out in public schools, by qualified teachers through a program integrated into the country's education system so that after their release the youth can continue their education without difficulty. in addition, youth who are illiterate or have understanding or learning difficulties should have the right to special education. in practice, the fulfillment of the right to education for children in conflict with the law has so far been carried out at the child correctional institution. by referring to article 14 of law number 12 of 1995 concerning corrections and government regulation number 32 of 1999 concerning conditions and procedures for the implementation of the rights of correctional inmates, correctional institutions organize several educational programs such as kejar paket and other skills training. however, in its implementation there are still many weaknesses. based on the research of the center for the study of child protection (2011), from a substantial perspective, child correctional institutions are still dealing with limited teaching materials and tools; the lack of public schools willing to accommodate children in conflict with the law komar & sukmana. determination of passing grade for educational equality exam results in package c program based on passing competency standar 53 (abh); minimal library facilities and access; and the absence of standard formal and nonformal education programs for child correctional institutions. this problem is basically caused by the absence of a clear policy regarding the format of the implementation of educational programs for abh in child correctional institutions. the success of passing the skl essentially rests entirely on the package c class, in the form of treatment of motives and a preface to the burden in the form of unit value weights (skk) which must be taken with the help of undergraduates. the composition of the main motives is based entirely on the bsnp estimation letter no. 0110/ sdar/ bsnp/ ix/2019, the names of the un exam motifs are as follows indonesian language, mathematics, english, and one of the important challenges being tested. contextually and functionally, skk is the success of getting to know the package, either through face-to-face, tutorials, or singly. skk can also be the end result of an unbiased exchange of credit scores that are included from informal, formal, coursework, capacity, and habituation education. besides that, based entirely on exposure to the addition of undergraduate creativity to gain practical capacity that represents the package c program, they are also required to have entrepreneurial capacity. thus, the package c test must be a commensurate combination of the 3 effects above, in particular (1) the application of content is substantially based entirely on the class structure, (2) the skl is separated from the elaboration in the form of fetings. dipping and dipping credit score switches, (3) exposure to package c general practical abilities, particularly entrepreneurship. (2) skl that is separate from elaboration in the form of fetings. dipping and dipping credit score switches, (3) exposure to package c general practical abilities, particularly entrepreneurship. (2) skl that is separate from elaboration in the form of fetings. dipping and dipping credit score switches, (3) exposure to package c general practical abilities, particularly entrepreneurship. method for this research, the method of development study (r&d) is applied, which in this study is focused on the purpose of development, then expands and can explore in depth to become the extent of the research on certain disciplines.the type of r & d that is decided is mainly based entirely on the study's objective to provide an equivalence check model, specifically addie, which stands for analysis, design, development, implementation and evaluation. results and discussion general assessments are carried out by educators on learning outcomes to measure the level of achievement of student competencies, and are used as material for preparing reports on progress of learning outcomes, and improving the learning process. assessment is carried out consistently, systematically, and programmed using written or oral tests, and non-tests in the form of performance observation, attitude measurement, assessment of work results in the form of assignments, projects and/or products, portfolios, and self-assessments. assessment of learning outcomes using educational assessment standards and subject group assessment guidelines. assessment of learning outcomes to obtain a package a, package b, and package c diploma is carried out after students reach the required skk. assessment principles the assessment of the learning outcomes of students participating in the package a program, package b program, and package c program is based on the following principles: 1. sahih, means that the assessment is based on data that reflects the measured ability. komar & sukmana. determination of passing grade for educational equality exam results in package c program based on passing competency standar 54 2. objective, means that the assessment is based on clear procedures and criteria, not influenced by the subjectivity of the rater. 3. fair, means that the assessment is not beneficial or detrimental to students because of special needs and differences in religious, ethnic, cultural, customs, socio-economic status, and gender backgrounds. 4. integrated, means that the assessment by educators is an inseparable component of learning activities. 5. open, meaning that the assessment procedure, assessment criteria, and basis for decision making can be known by interested parties. 6. comprehensive and continuous, means that the assessment by educators covers all aspects of competence by using various appropriate assessment techniques, to monitor the development of students' abilities. 7. systematic, means that the assessment is carried out in a planned and gradual manner by following standard steps. 8. referring to criteria, means that the assessment is based on the size of the achievement of the specified competence. 9. accountable, means that the assessment can be accounted for, both in terms of techniques, procedures, and results. assessment techniques and instruments 1. assessment of learning outcomes by educators uses various assessment techniques in the form of tests, observations, individual or group assignments, and other forms that are in accordance with the characteristics of the competence and level of development of students. 2. test techniques in the form of written tests, oral tests, and practical tests or performance tests. 3. observation techniques or observations are carried out during learning and/or outside learning activities. 4. assignment techniques, both individual and group, can take the form of homework and/or projects. 5. the learning outcomes assessment instrument used by educators meets the requirements of (a) substance, which represents the competence being assessed, (b) construction, which meets technical requirements according to the form of the instrument used, and (c) language, which uses good language and correct and communicative according to the level of development of students. 6. the assessment instrument used by the education unit in the form of school/madrasah exams meets the requirements for substance, construction, and language, and has evidence of empirical validity. 7. the assessment instrument used by the government in the form of the national examination meets the requirements for substance, construction, language, and has evidence of empirical validity and produces scores that can be compared between schools, between regions, and between years. assessment mechanism and procedure 1. assessment of learning outcomes is carried out by educators, education units, and the government and other stakeholders (stakeholders). 2. the design of the assessment strategy by educators is carried out during the preparation of the syllabus whose description is part of the learning implementation plan (rpp). 3. mid-semester tests, end-of-semester tests, and grade-level tests are carried out by educators under the coordination of upt penitentiary. komar & sukmana. determination of passing grade for educational equality exam results in package c program based on passing competency standar 55 4. assessment of student learning outcomes on subjects in the science and technology subject group that are not tested on the national examination and the cognitive and/or psychomotor aspects for the religious and noble character group and the citizenship and personality subject group are carried out by the education unit through school/madrasah examinations to obtain recognition for learning achievement and is one of the requirements for graduation from the education unit. 5. the final assessment of learning outcomes by the education unit for aesthetic subjects and physical education, sports and health subjects is determined through a board meeting of educators based on the results of the assessment by educators. 6. the final assessment of the learning outcomes of students in the religious and morals subject group and the civics and personality subject group is carried out by the education unit through a board meeting of educators based on the results of the assessment by the educator taking into account the results of the school/madrasah exam. 7. exam activities are carried out in the following steps: (a) compiling exam grids, (b) developing instruments, (c) administering exams, (d) processing and determining student graduation from school/madrasah exams, and (e) report and utilize the results of the assessment. 8. assessment of noble character which is the affective aspect of the group of religious subjects and noble character, as a manifestation of the attitude and behavior of having faith and piety to god almighty, is carried out by religious teachers by utilizing information from other subject educators and other relevant sources. 9. personality assessment, which is an embodiment of awareness and responsibility as a good citizen and citizen in accordance with the norms and noble values prevailing in the life of society and the nation, is part of the group assessment of citizenship and personality subjects by citizenship education teachers. assessment by educator assessment of learning outcomes by educators is carried out continuously, aiming to monitor the learning process and progress of students and to increase the effectiveness of learning activities. the assessment includes the following activities: 1. inform the subject syllabus which contains the design and assessment criteria at the beginning of the semester. 2. develop indicators of achievement of kd and choose appropriate assessment techniques when compiling the syllabus of subjects. 3. develop assessment instruments and guidelines in accordance with the chosen assessment form and technique. 4. carry out tests, observations, assignments, and/or other necessary forms. 5. processing the results of the assessment to determine the progress of learning outcomes and learning difficulties of students. 6. returning the results of the examination of student work accompanied by educational feedback/comments. 7. utilize the results of the assessment to improve learning. 8. report the results of the assessment of subjects at the end of each semester to the head of the education unit in the form of: assessment by education units assessment of learning outcomes by upt penitentiary is carried out to assess the achievement of student competencies in all subjects. the assessment includes the following activities: komar & sukmana. determination of passing grade for educational equality exam results in package c program based on passing competency standar 56 1. determine the kkm for each subject by taking into account the characteristics of the students, the characteristics of the subjects, and the condition of the education unit through the board of educators meeting. 2. coordinate mid-semester tests, end-of-semester tests, and grade increase tests. 3. determine the criteria for grade promotion for educational units that use the package system through a board meeting of educators. 4. determine the final score for the aesthetics subject group and the physical education, sports and health subject group through a board meeting of educators taking into account the results of the assessment by the educator conclusion the norms of the isi and the force that apply, then for the learning program carried out with online setara is the operation of the learning management system which is designed for distance literacy in equivalence education. from these results, the implementation of the current equivalence education national exam is not held but through monitoring of report cards. therefore, in this study, it provides an input in the form of a threshold for the implementation or value of each equivalence education learning subject and is expected to assist educators or tutors in carrying out their duties in equivalence education learning in package c. then for the learning program carried out with setara online is the operation of the learning management system which is designed for distance literacy in equality education. from these results, the implementation of the current equivalence education national exam is not held but through monitoring of report cards. therefore, in this study, it provides an input in the form of a threshold for the implementation or value of each equivalence education learning subject and is expected to assist educators or tutors in carrying out their duties in equivalence education learning in package c. then for the learning program carried out with setara online is the operation of the learning management system which is designed for distance literacy in equality education. from these results, the implementation of the current equivalence education national exam is not held but through monitoring of report cards. therefore, in this study, it provides an input in the form of a threshold for the implementation or value of each equivalence education learning subject and is expected to assist educators or tutors in carrying out their duties in equivalence education learning in package c. references boone, ej, white, ee & white, rw. (1981). serving personal and community needs through adult education. san francisco: jossey-bass publishers. dapodikmas [on line] available: management.paud-dikmas.kemdikbud.go.id [accessed :17 january 2020] decker, le & decker, va (1988), home/school/community involvement. arlington: american association of school administrators decker, le, and boo, mr (2001). community schools: serving children, families and communities. fairfax, va: national community education association decker, le, decker, va, townsend, t., & neal, ll (2005). community education: global perspectives for developing comprehensive integrated human and community services. world leisure journal, 47(2), 23-30.on government of ireland. department of education and science. (2000). learning for life: white paper on adult education, july 2000. kerlinger, fred n. 2004. principles of behavioral research. yogyakarta : ugm press. mashudi, deden. (without th). duties and functions of community development facilitator. ramdjal, masrura. (2018). community development for community welfare. kompasiana. komar & sukmana. determination of passing grade for educational equality exam results in package c program based on passing competency standar 57 sudjana, hd (2004). non-formal education: insights, history of development, philosophy, supporting theory, principles,. bandung: falah production. circular of the minister of education and culture no. 4 of 2020 concerning the implementation of education policies in the emergency period for the spread of coronavirus disease (covid-19). circular no. 9 of 2020 concerning the implementation of the policy for the equalization process for graduates of the package a, package b and package c programs for the 2019/2020 academic year. tilaar, har (1999). some of the national education reform agenda in the perspective of the 21st century. magelang: indonesia tera. trisnamansyah, s. (1993). the concept of out-of-school education. (department of pls ikip bandung. unesco (2000) learned to live together in peace and harmony. principal office of unesco asia pacific region. widodo, t. 2008. quantitative research methods. solo: uns press. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 26 persepsi masyarakat terhadap program pusat kegiatan belajar masyarakat (pkbm) gema kecamatan tawang kota tasikmalaya lilis karwati universitas siliwangi tasikmalaya abstrak pendidikan luar sekolah misinya yaitu “membelajarkan masyarakat, telah berupaya mengembangkan berbagai macam program. keberadaan pkbm (pusat kegiatan belajar masyarakat) gema, ikut berperan serta dalam menyelenggarakan pendidikan luar sekolah dalam meningkatkan kualitas pendidikan yang sedang di butuhkan oleh masyarakat sekitar. salah satu wujud dari upaya tersebut antara lain, dengan munculnya program pendidikan paud, kesetaraan dan life skill.tbm merujuk pada hasil identifikasi masalah dan rumusan masalah diatas peneliti mengajukan beberapa pertanyaan, adapun pertanyaan penelitian yang diajukan adalah sebagai berikut: untuk mengetahui persepsi masyarakat terhadap pusat kegiatan belajar masyarakat (pkbm) gema kecamatan tawang kota tasikmalaya dalam penelitian ini peneliti mempergunakan pendekatan kualitatif karena peneliti ingin memahami dan mengungkap keunikan secara bagaimana persepsi masyarakat dalam membantu keberhasilan program pls yang dilaksanakan oleh pkbm gema secara komprensif dan rinci. metode penelitian yang digunakan oleh peneliti pada penelitian ini adalah metode deskriptif. maka yang menjadi subjek penelitiannya 50 orang warga masyarakat yang berada di sekitar pkbm gemayang diberikan angket.persepsi masyarakat terhadap keberadaan pkbm gema ini cukup beragam, yaitu hampir semua warga masyarakat telah mengetahui eksistensi dan keberadaan pkbm gema baik dalam kegiatannya ataupun program-program yang dilaksanakan oleh pkbm gema seperti program paud, program pendidikan kesetaraan dan pendidikan life skill. namun ada pula sebagian warga masyarakat yang tidak mengetahui keberadaan pkbm gema yang diakibatkan oleh beberapa faktor seperti kesibukan warga masyarakat dalam bekerja serta tingkat pendidikan jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 27 masyarakat ada yang masih rendah sehingga kurang memahami fungsi dari pkbm tersebut. kata kunci :persepsi masyarakat terhadap pkbm latar belakang masalah dalam rangka meningkatkan kualitas sumber daya manusia di indonesia yang tergolong ke dalam negara yang mengalami keterpurukan menyangkut segala aspek kehidupan bangsa indonesia sehingga berdampak terhadap krisis multidimensi yang berkepanjangan di segala bidang yang salah satu contohnya itu adalah rendahnya tingkat pendidikan masyarakat indonesia dan masih tingginya masyarakat yang belum mengenyam pendidikan dasar, maka salah satu upaya yang paling mendasar dalam rangka mengembangkan potensi manusia tersebut adalah melalui jalur pendidikan. upaya peningkatan indek pembangunan manusia (ipm), perlu dilakukan dengan cara meningkatkan sumber daya manusia (sdm) melalui penuntasan wajib belajar sembilan tahun, pemerataan pendidikan, dan penuntasan penanganan pendidikan masyarakat yang belum menempuh pendidikan formal. salah satu variabel yang mempengaruhi indek pembangunan manusia (ipm) adalah tingginya angka penduduk yang tingkat pendidikannya rendah dan lamanya menyelesaikan masa pendidikan. dalam hal ini, pendidikan memegang peranan yang cukup penting dalam mencerdaskan kehidupan bangsa dan pengembangan sumber daya manusia yang berkualitas, maju, dan mandiri karena pendidikan merupakan suatu bidang yang menjadi kunci utama untuk meningkatkan kualitas sumber daya manusia sehingga dapat menjadikan masyarakat indonesia yang cerdas dan mempunyai keterampilan untuk bekal hidupnya di masa yang akan datang. dengan begitu, segala aspek kehidupan yang sekarang ini sedang terpuruk dapat ditangani melalui bidang pendidikan tersebut. pendidikan luar sekolah dalam hal ini pendidikan masyarakat, dalam mewujudkan misinya yaitu “membelajarkan masyarakat, telah berupaya mengembangkan berbagai macam program. program pendidikan yang dibuat hendaknya mengacu pada peningkatan kualitas dan kebermaknaan program, sehingga program tersebut akan betul-betul bermakna bagi kehidupan masyarakat, diakui keberadaannya dan dapat memberdayakan masyarakat, serta dapat menjadi pilihan bagi jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 28 masyarakat yang ingin meningkatkan pengetahuan, keterampilan dan kualitas hidupnya. salah satu wujud dari upaya tersebut antara lain, dengan munculnya program pendidikan kesetaraan. pendidikan kesetaraan merupakan pendidikan nonformal bagi warga negara indonesia usia sekolah yang berfungsi untuk mengembangkan potensi peserta didik dengan penekanan pada penguasaan pengetahuan dan keterampilan fungsional serta pengembangan sikap dan kepribadian professional. sebagaimana yang dijelaskan dalam undang-undang ri no. 20 tahun 2003 pasal 1 ayat 1 tentang sistem pendidikan nasional adalah sebagai berikut: pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa, dan negara. penyelenggaraan pendidikan luar sekolah sudah mulai dikenal oleh masyarakat, terutama masyarakat yang selama ini termarginalkan dari perkembangan ilmu pengetahuan dan teknologi, bahkan saat ini pendidikan luar sekolah pun sudah menjadi alternatif proses belajar mengajar dikarenakan oleh asumsi masyarakat kelas bawah yang menganggap kurangnya jaminan yang pasti bahwa pendidikan formal itu dapat membawa perubahan ekonomi dan kesejahteraan keluarga. pendidikan luar sekolah yang akan diteliti dan dibahas penulis dalam karya ilmiah ini adalah mengenai pendidikan yang diselenggarakan oleh pkbm. keberadaan pkbm (pusat kegiatan belajar masyarakat) gema, ikut berperan serta dalam menyelenggarakan pendidikan luar sekolah dalam meningkatkan kualitas pendidikan yang sedang di butuhkan oleh masyarakat sekitar. pkbm gema di kecamatan tawang kota tasikmalaya berdasarkan hasil pengamatan sebagian besar dari warga masyarakat ada yang belum atau droup out dalam pendidikan formal dikarenakan biaya dan masyarakat yang belum memahami dan mengerti tentang pendidikan disebabkan mereka kebanyakan mengetahui bahwa pendidikan hanya dapat di laksanakan di sekolah saja atau pendidikan formal. salah satu program pusat kegiatan belajar masyarakat (pkbm) yang ada di kecamatan tawang yang menyelenggarakan program pendidikan luar sekolah adalah pkbm gema, namun keberadaan penyelenggraan program tersebut masih banyak masyarakat yang tidak fungsi pkbm di jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 29 lingkungannya, terbukti baru sebagian orang warga masyarakat yang ikut terlibat secara langsung mengelola pkbm, hal ini disebakan karena pkbm gemamasih terus mensosialisasikan program yang diselenggarakannya. dengan demikian partisipasi masyarakat sekitar ini sangat bermacam macam karakteristiknya dalam menanggapi program yang diselenggarakan pkbm gema, respon masyarakat terhadapfungsi pkbm,sebagian belum memanfaatkan pentingnya keberadaan pkbm di daerah tersebut. berdasarkan uraian di atas, penulis merasa tertarik untuk mendeskripsikan bagaimana persepsi masyarakat terhadap program pusat kegiatan belajar masyarakat (pkbm) gema di kecamatan tawang di dalam melaksanakan program pendidikan luar sekolah, sehingga dapat memberikan arti yang signifikan nantinya bagi kemajuan daerahnya sendiri. berdasarkan permasalahan di atas, maka penulis mengidentifikasi permasalahan yang ada di pkbmgema di kecamatan tawang tersebut sebagai berikut: 1. sebagian dari warga masyarakat kecamatan tawang kota tasikmalayasebagain pendidikanmasih rendah dan droup out dalam pendidikan formal dikarenakan biaya dan masyarakat yang belum memahami dan mengerti tentang pendidikan disebabkan mereka kebanyakan mengetahui bahwa pendidkan hanya dapat di laksanakan di sekolah saja atau pendidikan formal. 2. respon masyarakat terhadap program pusat kegiatan belajar masyarakat (pkbm)belum tahu manfaatnya. masyarakat di daerah tersebut ini masih sebagian belum menyadari pentingnya keberadaan program pusat kegiatan belajar masyarakat (pkbm) di daerah tersebut. sehingga masih banyaknya masyarakat yang tidak mengetahui keberadaan program pusat kegiatan belajar masyarakat (pkbm) di lingkungannya, terbukti sebagian orang warga masyarakat yang ikut terlibat secara langsung mengelola pkbm. 3. belum diberikannya wawasan mengenai pendidikan nonformal. masih banyak masyarakat yang hanya mengetahui bahwa pendidikan itu hanya pada jalur formal saja, sehingga kurangnya partisipasi masyarakat terhadap pendidikan nonformal. 4. masih banyaknya pkbm yang kurang mensosialisasika dan mengikutsertakan masyarakat sekitar dalam kegiatan yang dilaksanakan di pkbm tersebut. kebanyakan pkbm merekrut peserta atau tutor dari lingkungan luar. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 30 berdasarkan latar belakang masalah di atas, maka peneliti merumuskan masalah dalam bentuk pertanyaan, yaitu “bagaimana persepsi masyarakat terhadap program pusat kegiatan belajar masyarakat (pkbm) gema kecamatan tawang ?” adapun batasan masalah penelitian yang akan penulis lakukan adalah hanya akan membahas mengenai persepsi masyarakat terhadap program pusat kegiatan belajar masyarakat (pkbm) tersebut. merujuk pada hasil identifikasi masalah dan rumusan masalah diatas peneliti mengajukan beberapa pertanyaan, adapun pertanyaan penelitian yang diajukan adalah sebagai berikut: “bagaimanakah persepsi masyarakat terhadap pusat kegiatan belajar masyarakat (pkbm) gemakecamatan tawang kota tasikmalaya?” metode penelitian dua istilah penting dalam metode penelitian yaitu metode dan penelitian. menurut purwadarminta dalam sudjana (2005: 7) “metode adalah cara yang telah teratur dan terpikir baik-baik untuk mencapai sesuatu maksud”, sedangkan “penelitian adalah suatu proses, yaitu suatu langkah yang dilakukan secara terencana dan sistematis guna mendapatkan pemecahan masalah atau mendapat jawaban terhadap pertanyaan-pertanyaan tertentu (suryabrata, 2009: 11) metoda penelitian pada dasarnya merupakan cara ilmiah untuk mendapatkan data, dengan tujuan dan kegunaan tertentu (sugiyono, 2008: 2), hal tersebut sependapat dengan arikunto (2006: 160), “metode penelitian yaitu cara yang digunakan oleh peneliti dalam mengumpulkan data penelitiannya”. berdasarkan kecenderungan data yang di dapat dari studi ke lapangan dan kesesuaian dengan tujuan penelitian, maka penelitian yang diambil oleh penulis adalah penelitian kualitatif. menurut hadjar dalam basrowi dan suwandi (2008: 23) “tujuan dari penelitian kualitatif adalah untuk mendapatkan pemahaman yang sifatnya umum terhadap kenyataan sosial dari persfektif partisipan”. pemahaman tersebut tidak ditentukan terlebih dahulu, tetapi didapat setelah melakukan analisis terhadap kenyataan sosial yang menjadi fokus penelitian. berdasarkan analisis tersebut kemudian ditarik kesimpulan berupa pemahaman umum yang sifatnya abstrak tentang kenyataan-kenyataan. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 31 “karakteristik khusus penelitian kualitatif berupaya mengungkap keunikan individu, kelompok, masayarakat atau organisasi tertentu dalam kehidupan sehari-hari secara komprehensif dan rinci. pendekatan ini merupakan suatu metode penelitian yang diharapkan dapat menghasilkan suatu deskripsi tentang ucapan, tulisan atau organisasi tertentu dalam suatu setting tertentu pula. kesemuannya itu dikaji dari sudut pandang yang utuh, komprehensif, dan holistic” (bogdan dan taylor dalam basrowi dan suwandi, 2008: 23) dalam penelitian ini peneliti mempergunakan pendekatan kualitatif karena peneliti ingin memahami dan mengungkap keunikan secara bagaimana persepsi masyarakat dalam membantu keberhasilan program pls yang dilaksanakan oleh pkbm gemasecara komprensif dan rinci. metode penelitian yang digunakan oleh peneliti pada penelitian ini adalah metode deskriptif, karena peneliti ingin mempelajari melukiskan fakta dilapangan secara sistematis sesuai dengan keadaan sesungguhnya pada pkbm gema, hal tersebut sesuai dengan pengertian deskriptif yaitu metode deskriptif melukiskan secara sistematis fakta atau karakteristik populasi tertentu atau bidang tertentu, metode deskriptif pada hakekatnya adalah mencari teori, bukan menguji teori, yang lebih dititikberatkan adalah observasi dan suasana alamiah, dimana dalam hal ini peneliti sebagai pengamat. subjek penelitian ini berupa individu, kelompok, lembaga, maupun masyarakat. metode deskriptif bertujuan untuk: mengumpulkan informasi aktual secara rinci yang melukiskan gejala yang ada, mengidentifikasi masalah serta memeriksa kondisi dan praktek-praktek yang berlaku, membuat perbandingan atau evaluasi, menentukan apa yang dilakukan orang lain dalam menghadapi masalah yang sama dan belajar dari pengalaman mereka untuk menetapkan rencana dan keputusan pada waktu yang akan datang. pembahasan hasil penelitian berdasarkan hasil data yang telah didapat, maka pada bagian ini dibahas mengenai pertanyaan penelitian yang telah dirumuskan. pembahasan ini merupakan upaya penghubungan data yang telah diperoleh dan diolah dengan konsep-konsep teori yang relevan dengan permasalahan yang diteliti. masyarakat merupakan sekumpulan orang atau manusia yang tinggal pada suatu wilayah yang memiliki adat istiadat dan budaya yang sama, serta saling berinteraksi. keberadaan suatu lembaga pada suatu lingkungan tidak akan terlepas dari keberadaan jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 32 masyarakat sekitarnya, dimana akan terjadi hubungan timbal balik antara keberadaan lembaga dengan masyarakat sekitarnya. keberadaan lembaga tersebut hendaknya harus dapat memberikan manfaat yang baik untuk masyarakat sekitar, karena suatu lembaga khususnya pkbm berdiri didasar atas kebutuhan masyarakat, dimana dimulai dari keberadaan masyarakat sekitarnya. sebagai upaya agar program-program pendidikan nonformal dapat berjalan secara maksimal maka diperlukan sebuah wadah bagi masyarakat untuk mengembangkan potensi untuk menggerakkan pembangunan di bidang sosial, ekonomi dan budaya. salah satu bentuk satuan pendidikan yang berfungsi sebagai wadah penyelenggaraan program-program di pendidikan nonformal adalah pusat kegiatan belajar masyarakat (pkbm). hal ini dikuatkan dalam undang-undang nomor 20 tahun 2003 pasal 26 ayat 4 yang menyatakan bahwa pkbm merupakan salah satu satuan pendidikan nonformal. secara umum pkbm dibentuk dengan tujuan untuk memperluas kesempatan warga masyarakat khsusnya yang tidak mampu untuk meningkatkan pengetahuan, keterampilan, dan sikap mental yang diperlukan untuk mengembangkan diri dan bekerja mencari nafkah. pkbm dibentuk oleh masyarakat, merupakan milik masyarakat, dan dikelola oleh masyarakat untuk memperluas kebutuhan belajar masyarakat. terdapat beberapa bentuk penyelenggaraan pkbm, yaitu: 1) pkbm berbasis masyarakat (community based). 2) pkbm berbasis kelembagaan (institution based). 3) pkbm komprehensif. pkbm gema merupakan salah satu pkbm yang berada di kota tasikmalaya khususnya kecamatan tawang, keberadaan pkbm ini tidak terlepas dari keberadaan masyarakat sekitar, namun tidak semua masyarakat mengetahui fungsi keberadaan pkbm gema ini. persepsi masyarakat sekitar terhadap keberadaan pkbm gema ini, dimana masyarakat menginginkan keberadaan pkbm ini untuk lebih mensosialisasikan fungsi dan manfaatnya kepada masyarakat sekitar serta diharapkan program-programnya lebih meyentuh kepada masyarakat sekitar. keberhasilan program di pkbm ini seharusnya tidak hanya bergantung kepada hasil yang dicapai berupa ijasah, namun lebih menitikberatkan kepada proses yang melibatkan masyarakat, serta program-program yang lebih dibutuhkan oleh masyarakat. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 33 dari data yang diperoleh sebagian besar mengetahui keberadaan pkbm tetapi banyak dari masyarakat yang mengetahui hanya dari pendidikan anak usia dini ,tbm.kesetaraan dan keberadaan bangunan.sementara kegiatan lainya kurang informasi keberadaan pkbm sangatlah penting mengingat semua program melibatkan masyarakat. berdasarkan hasil responden tentang kebaradaan pkbm pada umumnya responden telah mengetahui bahwa diketahui bahwa hampir seluruh responden atau 97,72 menyatakan mengetahui, dalam hal ini responden mengetahuinya berasal dari pengelola pkbm itu sendiri .pihak pengelola sejak awal berdirinya telah mensosialisakan penyelenggaraan pkbm pada masyarakat sehingga masyarakat sudah dapat merasakan manfaat adanya pkbm dan masyarakat secara aktif ikut berpartisipasi, hal ini dapat dilihat dari jawaban responden pada tabel 4.12 responden menjawab lebih dari setengahnya atau 65,98% menyatakan aktif berpartisipasi. dari segi wawasan, masyarakat sudah mengetahui bahwa maksud dan tujuan penyelenggaraan pkbm adalah sebagai tempat layanan pembelajaran hampir setengahnya menyatakan pkbm sebagai layanan pembelajaran (49,49%). warga masyarakat yang seperti tokoh masyarakat yang mengetahui jelas keberadaan pkbm. tidak semua keinginan atau kebutuhan warga masyarakat dapat terpenuhi hal ini disebabkan karena kurangnya sosialisasi kepada seluruh warga masyarakat mengenai pelaksanaan program. sehingga dapat dipahami bahwa pendidikan merupakan investasi yang membutuhkan pengorbanan, baik waktu, tenaga dan biaya. biaya yang dikorbankan dapat berupa fasilitas, fisik maupun biaya operasional. dalam setiap upaya pencapaian tujuan pendidikan, baik tujuan yang bersifat kuantitatif maupun kualitatif, biaya pendidikan memiliki peranan yang sangat menentukan. hampir tidak ada upaya pendidikan yang dapat mengabaikan peranan biaya, sehingga dapat dikatakan tanpa biaya proses pendidikan terutama di sekolah tidak akan efektif. biaya (cost) pada pendidikan memiliki cakupan yang luas, yakni semua jenis pengeluaran yang berkenaan dengan penyelenggaraan pendidikan, baik dalam bentuk uang maupun barang dan tenaga (yang dapat dihargakan dengan uang), misalnya, iuran siswa adalah jelas merupakan biaya, tetapi sarana fisik, buku dan guru adalah juga biaya. bagaimana biaya biaya itu direncanakan, diperoleh, dialokasikan dan dikelola merupakan kajian pembiayaan pendidikan. di ungkapkan pula dari hasil penelitian bahwa masyarakat di sekitar pkbm gema kebanyakan jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 34 ekonomi kelas menengah ke bawah jadi dalam pembiayaan sedikit orang bisa mampu membayar program yang dilaksanakan. simpulan berdasarkan hasil penelitian mengenai partisipasi masyarakat dalam menumbuhkan keberhasilan program di pkbm gema, dapat ditarik kesimpulan, sebagai berikut: persepsi masyarakat terhadap keberadaan pkbm gema ini cukup beragam, yaitu hampir semua warga masyarakat telah mengetahui eksistensi dan keberadaan pkbm baik dalam kegiatannya ataupun program-program yang dilaksanakan oleh pkbm gema seperti program paud, tbm.program pendidikan kesetaraan dan pendidikan life skill. namun ada pula sebagian warga masyarakat yang tidak mengetahui fungsi pkbm gema yang diakibatkan oleh beberapa faktor seperti kesibukan warga masyarakat dalam bekerja serta sebagian tingkat pendidikan masyarakat yang rendah dan drop out sehingga kurang memahami manfaat dari pkbm tersebut. saran setelah mengkaji hasil penelitian mengenai persepsi masyarakat dalam keberhasilan program pendidikan luar sekolah di pkbm gemakecamatan tawang kota tasikmalaya, maka perlu kiranya penulis kemukakan saran yang dapat berguna bagi semua pihak, diantaranya: 1. bagi pengelola dan pkbm gema a. pengelola hendaknya melakukan koordinasi lebih dalam lagi dengan seluruh elemen masyarakat agar dalam pelaksanaann program berjalan dengan lancar,sehingga tujuan pkbm dapat tercapai b. pengelola lebih memperhatikan kondisi masyarakat yang berada di sekitar wilayah kajian pkbm dengan melibatkan masyarakat, akan tumbuh dan dapat membantu dalam proses kegiatan kegiatan yang dilaksanakan. 2. bagi masyarakat a. masyarakat seharusnya mencari informasi mengenai keberadaan fungsi dan manfaat pkbm merupakan tempat untuk mensejahterakan rakyat dalam hal pendidikan nonformal. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 35 b. masyarakat harus terbuka apabila dalam kesempatan di ajak untuk ikut berpartisipasi dalam kegiatan yang dilaksanakan pkbm. daftar pustaka arikunto, s. (2006). prosedur penelitian suatu pendekatan dan praktek (edisi revisi vi). jakarta: rineka cipta basrowi dan suwandi. (2008). memahami penelitian kualitatif. jakarta: rineka cipta. devirahman. (2009). masyarakat. [online]. tersedia: http://devirahman.wordpress.com/2009/04/24/ciri-cirimasyarakat. [07 maret 2010]. direktorat ptk-pnf. (2006). pkbm. [online]. tersedia: http://www.jugaguru.com. [07 maret 2010]. dzaki, mf. (2009). jenis-jenis peran serta masyarakat dalam pendidikan. [online]. tersedia: http://penelitiantindakankelas.blogspot.com/2009/03/jenisjenis-peranserta-masyarakat.html. [07 maret 2010]. harsojo. 1997. pengantar antropologi. bandung: bina cipta. indra wijaya2000.perilaku organisasi .jakarta: sinar baru kamil, m. (2009). pendidikan nonformal. bandung: alfabeta koentharaningrat. (1990). pengantar ilmu antropologi. jakarta: rineka cipta. miftah thoha .1998.perilaku organisasi: konsep dan aplikasinya. jakarta rajagrafindo. munandar, a. (2010). prasangka sebagai faktor penyebab rendahnya partisipasi pemuda dalam program karang taruna. skripsi sarjana jurusan pls fip upi: tidak diterbitkan nurianti, e. (2009). penerapan metode ple dalam menumbuhkan kemandirian anak usia dini. skripsi sarjana pada jurusan pls fip upi: tidak diterbitkan. nazir, m. (2003). metoda penelitian. jakarta: ghalia indonesia. prasetya, t. i. (2008). partisipasi dan legal draf. [online]. tersedia: http://www.google.com. [07 maret 2010]. http://penelitiantindakankelas.blogspot.com/2009/03/jenis-jenis-peranhttp://penelitiantindakankelas.blogspot.com/2009/03/jenis-jenis-peranjurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 36 sastroputro, s. (1988). partisipasi, komunikasi, persuasi, dan disiplin dalam pembangunan nasional. bandung: alumni. sarlito wirawan, (1995), psikologi lingkungan, pt. grasindo stephen, p. robbins, 2001, perilaku organisasi, prenhallindo, jakarta sudjana, n. 1989. penelitian dan penilaian pendidikan. bandung: bina aksara. sudjana s, d. (2001). pendidikan luar sekolah (wawasan, sejarah perkembangan, filsafat & teori pendukung, serta asas). bandung: falah production. _______. 2004. manajemen program pendidikan. bandung: falah production. sugiyono. (2008). metode penelitian kuantitatif, kualitatif dan r & d. bandung: alfabeta. suharto, e. (2009). membengun masyarakat pemberdayaan rakyat. bandung: refika aditama. sukmana, c. (2009). persepsi dan partisipasi tokoh masyarakat terhadap pkbm. skripsi sarjana pada jurusan pls fip upi: tidak diterbitkan. suryabarata. s. (2009). metodologi penelitian. jakarta: pt. raja grafindo persada. tim fasilitator masyarakat (tfm). (2007). pedoman teknis perencanaan masyarakat secara partisipatori program ppaud. jakarta: program pendidikan dan pengembangan anak usia dini (ppaud). turindra, a. (2009). pengertian partisipasi. [online]. tersedia: http://turindraatp.blogspot.com/2009/06/pengertianpartisipasi.html. [07 maret 2010]. undang-undang republik indonesia nomor 14 tahun 2005 tentang guru dan dosen serta undang-undang republik indonesia nomor 20 tahun 2003 tentang sisdiknas. bandung: citra umbara. undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional. jakarta: cipta jaya. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 12, nomor 1 februari 2023p-issn no. 2252-4738 e-issn : 2580-7692 33 use of online applications during the covid-19 pandemic by adult students at community learning centers budi santoso1, achmad hufad2, uyu wahyudin3, asep saepudin4, purnomo5* 1,2,3,4,5 pendidikan masyarakat, universitas pendidikan indonesia, bandung, jawa barat, indonesia 1budisantoso@upi.edu, 2achmadhufad@upi.edu, 3dinpls@upi.edu, 4aspudin@upi.edu, 5purnomo@upi.edu* received: december, 2022; accepted: february, 2023 abstract implementation of learning at the community learning center (pkbm) during the covid 19 pandemic faced challenges, this was due to the diversity of backgrounds of students in pkbm. the majority of students in pkbm are adults, due to the nature of pkbm which is flexible and oriented to community needs. the use of applications in learning during a pandemic is an option that must be used. however, adults who were born as digital immigrants need to adapt to this new technology. this research was carried out by applying a quantitative approach, using a survey method, namely research examining large and small populations (universe) by selecting and studying selected samples from that population, so as to find the relative incidence, distribution, and interrelation of variables and located in the city bandung. data collection through observation, interviews, documentation studies, and questionnaires. the population of this study amounted to 77 pkbm institutions, obtained a sample with the slovin formula totaling 43 pkbm institutions, with a total of 200 pkbm students representing each institution. the results of the study show that the most widely used learning media is whatsapp, the use of the whatsapp application is more applicable and familiar how to use it. keywords: adult, in-network applications, community learning centers abstrak pelaksanaan pembelajaran di pusat kegiatan belajar masyarakat (pkbm) pada saat pandemic covid 19 menghadapi tantangan, hal ini dikarenakan keragaman latar belakang peserta didik di pkbm. mayoritas peserta didik di pkbm adalah orang dewasa, dikarenakan sifat dari pkbm yang fleksibel dan berorientasi kepada kebutuhan masyarakat. penggunaan aplikasi dalam pembelajaran di masa pandemic, menjadi suatu pilihan yang wajib digunakan. namun, bagi orang dewasa yang lahir sebagai generasi digital immigrant perlu beradaptasi dengan teknologi baru tersebut. penelitian ini dilakukan dengan menerapkan pendekatan kuantitatif, dengan metode survey yaitu penelitian mengkaji populasi (universe) yang besar maupun kecil dengan menyeleksi serta mengkaji sampel yang dipilih dari populasi itu, sehingga menemukan insidensi, distribusi, dan interelasi relative dari variabel-variabel dan berlokasi di kota bandung. pengumpulan data melalui observasi, wawancara, studi dokumentasi, dan angket. populasi dari penelitian ini berjumlah 77 lembaga pkbm, diperoleh sample dengan rumus slovin berjumlah 43 lembaga pkbm, dengan total responden disetiap perwakilan lembaga berjumlah 200 orang peserta didik pkbm. hasil penelitian menunjukan bahwa penggunaan media pembelajaran yang paling banyak adalah whatsapp. kata kunci: orang dewasa, aplikasi dalam jaringan, pusat kegiatan belajar masyarakat (pkbm) how to cite: santoso, b., hufad, a., wahyudin, u., saepudin, a. & purnomo. (2023). adult use of in-network applications during the covid-19 pandemic in community learning centers (pkbm). empowerment: jurnal ilmiah program studi pendidikan luar sekolah 12 (1), 33-39. santoso, hufad, wahyudin, saepudin & purnomo. adult use of in-network applications during the covid-19 pandemic in community learning centers (pkbm) 34 introduction today, technology plays an important role in the progress and development of learning activities. the rapid development of information and communication technology supports the cultivation of lifelong learning (surahman, 2019; hairani, 2018). everyone can continue learning without having to sit as a student. knowledge can be obtained from various learning sources, without reducing the essence of the nature of learning, so that the information obtained is up to date at any time. this is in line with the nature of community education, namely providing a learning environment, identifying needs in society, not only face-to-face and physical encounters, but sharing experiences with other people or groups. technology has influenced and changed adults in their daily lives, so if today “technologically illiterate” then it would be too late to master information, and would be too late to gain the opportunity to advance. information has an important and real role, in the era of the information society or knowledge society (wahono, imsiyah & setiawan, 2020). miarso (2004) states that information and communication technology (ict) includes radio, television, telephone (fixed & mobile), electronic recording (audio & video), computers with all peripherals; (software, hardware, useware (program or information content), network (local, regional & global). today's life is influenced by various needs electronically. this may be a new thing for adults who have not been touched by technology for a long time. therefore, proper learning is needed for adults so that they can adjust to current advances in science and technology. ariani (2018) emphasizes the distinctive feature of learning in adults is that they (adults) as students have had field experience in their era which will be used as a learning experience. community learning center (pkbm) as a non-formal education programs produced from, by and to society. pkbm must implement learning strategies that can help adults, one of which is in dealing with current advances in various sciences and technologies. nationally, the development in the quantity of pkbm organizers is quite encouraging. this can be seen from the total number of pkbm program organizers registered at the directorate of early childhood education and public health, ministry of education and culture and who have 20,392 institution identification numbers, with the playgroup category totaling 14,329 institutions or around 73.07% and education units. there are 5,282 institutions of a kind (sps) or around 26.93% (dikmas, 2007). the city of bandung already has 77 pkbm institutions spread across 33 sub-districts. so, from the 77 institutions during the pandemic over the past 2 years (2019-2021), it is necessary to explore the opportunities and problems present in adult learning. on this basis, this research will reveal the biographies of adults in using technology in learning at pkbm, so that it also influences the motivation of adults to learn, and becomes a recommendation for learning models used by adults. adult learning needs to be sustained by integrated tools and learning facilities, especially in determining their needs and learning resources. this will make it easier for adult learners to skate in virtual or digital worlds. adults are basically able to take advantage of technological opportunities as a source of learning, but not all adults are able to use them. the age factor, for example, inhibits reasoning power, memory, vision and complexity. so, through data on trends in the use of technology in learning by adults, recommendations for ict-based adult learning models that meet the requirements and criteria of adults will emerge. santoso, hufad, wahyudin, saepudin & purnomo. adult use of in-network applications during the covid-19 pandemic in community learning centers (pkbm) 35 method this type of descriptive survey research used in this study is intended to accurately measure certain phenomena without testing hypotheses. surveys can be conducted for the sole purpose of providing an overview of something. this descriptive survey uses statistical techniques, so the statistics used are descriptive statistics (central tendency, dispersion measures, and correlation measures). in this study, a descriptive survey was used to reveal the use of ict in adult learning in the city of bandung. results and discussion results the pandemic period has changed people's habits, in which the government has urged them to carry out various activities at home. this aims to reduce the number of cases of covid-19. the education sector is no exception. this makes learning done through the network, without face to face. in this digital era, people are increasingly digitally literate, often connected via mobile devices. so, this provides the best opportunity as an easy way for adult learners to find their learning needs and find out their learning resources. the pandemic has changed the synchronous learning model implemented by pkbm, so it is necessary to measure and analyze adult learning motivation towards the use of technology in learning. figure 1. gender and education level of respondents pkbm students based on the results of a survey conducted on 200 respondents, it was found that 70% (140 people were female and the remaining 30% (60 people) were male). meanwhile, educational background was dominated by junior high school graduates as much as 44%, followed by 37% high school graduates, 11% elementary school graduates, 3% graduated from masters, 3% graduated from d4/s1, and 2% graduated from d1/d2/d3 this illustrates that pkbm is now used by various groups of people to obtain information/skills that are in accordance with the expected goals. santoso, hufad, wahyudin, saepudin & purnomo. adult use of in-network applications during the covid-19 pandemic in community learning centers (pkbm) 36 1-3 jam 3-5 jam lebih dari 5 jam 0 50 100 150 rata-rata lama akses internet/hari 1-3 jam 3-5 jam lebih dari 5 jam 0 50 100 150 200 komputer dekstop laptop smartphone media akses internet media akses internet figure 2. respondents average income from the graph above, it can be seen that the average income of pkbm students in the high category is in the range of rp. 1.000,000 – rp. 1.500,000/month, which is 33%. and the lowest average of 2% has an income of rp. 150.000 – rp. 200.000. the graph above shows that regardless of the income of students, it does not dampen enthusiasm to participate in activities at pkbm. figure 3. internet access media and average length of internet access/day the most used media are smartphones, followed by desktop computers and laptops. these three media show that people are already familiar with digital technology. another indicator shows that most people, namely 116 out of 200 people, access the internet for 3-5 hours, even 28 people have reached more than 5 hours, and the rest only 1-3 hours a day. that way, the internet has become a daily toy for the community, both for accessing information, downloading, shopping online, or playing social networks. internet facilities owned by the media owned by respondents are facebook, frendster, instagram, twitter, tiktok, etc.), chat media (wa, line, kakaotalk, etc.), blogs, websites. meanwhile, the most social media account owners are whatsapp with 144 people, instagram and facebook with 28 people, tiktok with 12 people, and twitter with 4 people. the demands of digital technology in the era of the industrial revolution 4.0, demand the expected speed of access and databases, as well as in the world of education the speed of learning material is very much needed. whatsapp as the choice of the majority of respondents has been used by pkbm students as a medium for communication. whatsapp has a positive effect on the academic performance of study participants as long as the dominant use is related to the study they want to achieve. in santoso, hufad, wahyudin, saepudin & purnomo. adult use of in-network applications during the covid-19 pandemic in community learning centers (pkbm) 37 addition, akrong (2019) in his study findings calls for the integration of mobile technology with the learning process. whatsapp provides a platform for teachers and learning participants to share materials, digital information, and other services related to learning (tarisayi ks, munyaradzi e, 2021; noni & basri, 2019; thoma, brent, et al. 2019; deselle, 2016). figure 4. the need to access the internet all respondents are used to accessing the internet. the graph above shows that the need to access the internet refers to 5 priorities. respondents prioritized sequentially accessing data and information, accessing social networks, downloading, shopping online, and playing games. this indicator shows that the majority of students find out what they want to know. this characterizes that the learning participants have used the media they have to obtain data and information. decelle (2016, p. 263) states that andragogy is a fundamental principle applied in online education. the implementation is student-centered, experience-based, problem oriented, collaboration between educators and students. learning for adults has certain characteristics so that the flexibility and accessibility of mobile learning can help adults meet their learning needs. discussion the andragogy digital learning model applying the principles of adult learning (andragogy) is currently popularly used, through research results it can be seen that the existence of the model application. other research states that based on descriptive statistical tests of the experimental class and the control class, there is a difference in the average learning outcomes using selfdirected learning on students' digital literacy. factors that influence this are students who are dominated by the millennial generation, namely the ability to explore cyberspace to find various learning resources. land, cousin, meyer & davies, 2005 in (blackley, 2015) added that there are several principles that need to be considered in implementing digital andragogy, including: 1) students are made very aware of the reasons for using the andragogy approach, and know how it works. 2) learning modules are information/skills/strategies that encourage collaboration and reflection activities in order to build meaning and relationships with previous knowledge. 3) the purpose of the assessment consists of 3 objectives, namely the assessment 0 20 40 60 80 100 120 140 160 180 200 prioritas 1 prioritas 2 prioritas 3 prioritas 4 prioritas 5 prioritas 1 prioritas 2 prioritas 3 prioritas 4 prioritas 5 mengakses jejaring sosial 40 124 40 20 16 mengakses data dan informasi 176 36 8 12 4 melakukan download 4 36 92 52 40 bermain game 0 20 28 48 128 belanja online 8 12 60 96 40 keperluan mengakses internet santoso, hufad, wahyudin, saepudin & purnomo. adult use of in-network applications during the covid-19 pandemic in community learning centers (pkbm) 38 of learning, for learning and as learning. 4) assignment feedback (formative and summative) is fast, personal and provided in a variety of different formats (written, video and voice). ict-based learning for adults can be carried out according to their respective characteristics according to ariani (2018), such as: 1. concrete experience: to carry out the ict-based learning process, this type is carried out by doing the real thing. do not explain or carry out learning that is only abstract in nature, but participants must be invited to do the learning with ict-based learning aids or media. for example, students are invited to participate in testing an ict-based simulation with the assistance of fellow students or resource persons. this will increase enthusiasm and eliminate students' fear of ict-based media. 2. reflective observation: for this type, the ict-based learning that can be done is to invite students to see first-hand the conditions with ict-based media or learning resources so that a level of understanding comes from the reflection process. 3. abstract conceptualition: the third type understands or applies to the learning process based on the established theory, therefore we can provide a reference reading material in the form of a web-site or e-book to increase knowledge. 4. active experimentation: learning in this fourth type requires students to conduct experiments so that an effective learning process occurs. accordingly, an adult learns more effectively when he can listen and speak. even better if besides that he can also see, and even more effective if he can also do. this is what program developers need to consider in order to take advantage of network applications. in addition, good consideration is based on age category, educational background and learning experience. conclusion the current pandemic conditions make it possible for adults to take advantage of digital facilities, and all adults are required to study digital media. this pandemic pressure requires adults to always be adaptive to technological developments. learning for adults needs to be supported by integrated learning facilities and facilities, especially in determining learning needs and learning resources. this will make it easier for adult learners to skate in virtual or digital worlds. adults are basically able to take advantage of technological opportunities as a source of learning, but not all adults are able to use them. the age factor, for example, inhibits reasoning power, memory, vision and complexity. the results of the study show that the most widely used learning media is whatsapp. so, through the trend of using technology in ictbased learning, appropriate learning recommendations will emerge. acknowledgments the researchers thank to community education experts at the community education departement, faculty of education, universitas pendidikan indonesia, thank to local government for granting research permits and receiving input from researchers, and thank to community education institutions that have become the object of research. references ariani d. pembelajaran berbasis tik terhadap orang dewasa. j teknodik. 2018;107–18. blackley s, sheffield r. digital andragogy: a richer blend of initial teacher education in the 21st century. issues educ res. 2015;25(4):397–414. decelle g. andragogy: a fundamental principle of online education for nursing. j best pract heal prof divers. 2016;9(2):1263–73. santoso, hufad, wahyudin, saepudin & purnomo. adult use of in-network applications during the covid-19 pandemic in community learning centers (pkbm) 39 hairani e. 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(2019, march 24). whatsapp audio and video chat-based in stimulating students’ self-confidence and motivation to speak english. https://doi.org/10.35542/osf.io/ztwbh surahman e. integrated mobile learning system (imoles) sebagai upaya mewujudkan masyarakat pebelajar unggul era digital. jinotep (jurnal inov dan teknol pembelajaran) kaji dan ris dalam teknol pembelajaran. 2019;5(2):50–6. tarisayi ks, munyaradzi e. a simple solution adopted during the covid-19 pandemic: using whatsapp at a university in zimbabwe. issues educ res. 2021;31(2):644–59. thoma b, turnquist a, zaver f, hall ak, chan tm. communication, learning and assessment: exploring the dimensions of the digital learning environment. med teach [internet]. 2019 apr 3;41(4):385–90. available from: https://doi.org/10.1080/0142159x.2019.1567911 wahono, imsiyah n, setiawan a. literasi dalam pendidikan di era digital untuk generasi milenial andragogi : paradigma pembelajaran orang dewasa. proceding literasi dalam pendidik untuk gener milen. 2020;(october):517–27. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 25 pengembangan kapasitas wisata budaya masyarakat melalui program kesenian sasakala karinding kinanti di pkbm kinanti kecamatan lembang fahmi arachim arachim91@yahoo.co.id pkbm kinanti lembang abstrak dalam rangka penyelenggaraan pelayaanan kepada pelaku seni dan peningkatan pengetahuan keterampilan individu maupun organisasi agar teroptimalkanya potensi seni budaya lokal yang ada di lingkungan sekitar. pengembangan kapasitas wisata budaya masyarakat mengandung sebuah pemahaman tentang berbagai upaya meningkatkan kemampuan pengetahuan dan keterampilan pelaku seni.penelitian ini bertujuan untuk mendeskripsikan dan menganalisis bagaimana strategi pengembangan kapasitas wisata budaya masyarakat melalui program kesenian sasakala karinding kinanti di pkbm kinanti kecamatan lembang yang meliputi perencanaan, pelaksanaan dan evaluasi sehingga dapat menganalisis pengembangang kapasitas wisata budaya masyarakat dan faktor pendukung serta penghambat yang dihadapi dalam pengembangan kapasitas wisata budaya masyarakat di pkbm kinanti kecamatan lembang. penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif. fokus penelitian antara lain: (1)perencanaan pengembangan kapasitas wisata budaya masyarakat (2) pelaksanaan pengembangan kapasitas wisata budaya masyarakat (3)evaluasi pengembangan kapasitas wisata budaya masyarakat. hasil penelitian ini adalah strategi pengembangan kapasitas wisata budaya masyarakat yang di lakukan kelompok seni sasakala karinding kinanti ini sudah cukup memadai dengan faktor pendukung dan penghambat. saran yang di berikan adalah kelompok seni sasakala karinding kinanti harus lebih inovatif dalam pengembangan kapasitas wisata budaya masyarakat. kata kunci: pengembangan kapasitas, wisata budaya masyarakat, program kesenian sasakala karinding kinanti a. pendahuluan masyarakat merupakan satu kesatuan dari tiap individu yang hidup di suatu daerah atau wilayah tertentu yang memiliki perbedaan usia, baik mulai dari bayi atau balita, anak-anak, remaja, orang dewasa hingga manula atau manusia lanjut usia serta perbedaan dari segi status sosial ekonominya. setiap masyarakat memiliki kebutuhan. kebutuhan merupakan sesuatu yang harus dipenuhi bagi setiap individu dalam setiap jenjang usianya di dalam kehidupan masyarakat. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 26 rendahnya pendidikan yang mampu meningkatkan jumlah pengangguran di indonesia, dapat menciptakan masyarakat yang tidak terberdaya, karena mereka tidak memiliki keterampilan yang dapat meningkatkan taraf hidupnya. mereka yang “kurang beruntung” lebih memilih bekerja mengandalkan sumber daya alam, seperti menjadi buruh tani, buruh perkebunan dan ladang. hal tersebut masih dirasa kurang dalam memenuhi kebutuhan hidupnya yang semakin hari semakin kompleks seiring dengan perkembangan di era modernisasi saat ini. perlunya memgoptimalkan potensi budaya lokal dengan mengembangkan kapasitas wisata budaya masyarakat melalui pemberian keterampilan, pengetahuan merupakan salah satu upaya dan bentuk dalam meningkatan kesejahteraan ekonomi masyarakat dengan menciptakan pasar/konsumen sehingga mereka mampu menciptakan suatu kreasi dan inovasi yang mampu memiliki nilai jual di pasaran. melalui pengembangan kapasitas wisata budaya masyarakat pemberian pengetahuan keterampilan dan pelatihan wisata budaya masyarakat ini diharapkan masyarakat menjadi mandiri. seperti pada salah satu program di pkbm kinanti yang terletak di desa jayagiri kecamatan lembang kabupaten bandung barat. berdasarkan uraian diatas maka perlu adanya pengembangan kapasitas wisata budaya masyarakat melalui program kesenian sasakala karinding kinanti di pkbm kinanti kecamatan lembang kabupaten bandung barat. b. kajian teori dan metode 1. pendidikan luar sekolah sudjana, mengemukakan pengertian pendidikan luar sekolah sebagai berikut: "pendidikan luar sekolah adalah setiap kegiatan belajar membelajarkan, diselenggara-kan luar jalur pendidikan sekolah dengan tujuan untuk membantu peserta didik untuk mengaktualisasikan potensi diri berupa pengetahuan, sikap, keterampilan, dan aspirasi yang bermanfaat bagi dirinya, keluarga, masyarakat, lembaga, bangsa, dan negara. 2. hubungan antara pengembangan kapasitas wisata budaya masyarakat dengan pendidikan luar sekolah ditilik dari satuan pendidikannya, pelaksanaan pendidikan luar sekolah (pls) terdiri dari kursus, kelompok belajar, pusat kegiatan belajar masyarakat (pkbm), majelis taklim, serta kesatuan pendidikan yang jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 27 sejenis (pasal 26 ayat 4). disamping itu.dalam pasal 26 ayat 5, disana dijelaskan bahwa kursus dan pelatihan diselenggarakan bagi masyarakat yang memerlukan bekal pengetahuan,kemampuan, kecakapan hidup, dan sikap untuk mengembangkan profesi, bekerja,usaha mandiri, dan/atau melanjutkan pendidikan ke jenjang yang lebih tinggi. 3. peran pendidikan luar sekolah masalah pendidikan dalam pendidikan sekolah, menyebabkan pendidikan luar sekolah mengambil peran untuk membantu sekolah dan masyarakat dalam mengurangi masalah tersebut. sudjana (1989: 107) mengemukakan peran pendidikan luar sekolah adalah sebagai “pelengkap, penambah, dan pengganti". 4. komponen-komponen pendidikan luar sekolah menurut sudjana (2001, 34-38) aspek-aspek yang di teliti dan hubungan fungsional antara komponen-komponen beserta penjelasannya tersebut dapat dilihat dari gambar di bawah ini. gambar 1.1 hubungan funsional antara komponen-komponen proses pembelajaran pls sumber : djuju sudjana (2001:34) gambar di atas menunjukan secara jelas adanya sistematika mengenai hubungan antar komponen proses pembelajaran pada pendididkan luar sekolah adapun ruang lingkup serta sistem kerja dari komponenkomponen tersebut sebagai berikut : masukan sarana (instrumental jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 28 input), masukan mentah (raw input), masukan lingkungan (environmental input) faktor lingkungan yang menunjang atau masukan lain (other input), yakni daya dukung lain yang keluaran (output), pengaruh (outcome). 5. pengembangan kapasitas a. pengertian pengembangan kapasitas ( capacity building ) penelusuran definisi capacity building memiliki variasi antar satu ahli dengan ahli yang lainnya. hal ini dikarenakan capacity building merupakan kajian yang multi dimensi, dapat dilihat dari berbagai sisi, sehingga pendefinisian yang masih sulit didapat. secara umum konsep capacity building dapat di maknai sebagai proses membangun kapasitas individu, kelompok atau organisasi yang di cerminkan melalui pengembangan kemampuan keterampilan, potensi dan bakat serta penguasaan kompetensi-kompetensi sehingga indvidu, kelompok atau organisasi dapat bertahan dan mampu mengatasi tantangan perubahan yang terjadi secara cepat dan tak terduga. capacity building dapat pula di maknai sebagai proses kreatif dalam membangun kapasitas yang belum nampak. b. pengembangan kapasitas ( capacity building ) kelembagaan pengembangan kapasitas kelembagaan menurut (milen,2004,h.21) mengungkapkan bahwa merupakan pengembangan kapasitas tradisional dan penguatan organisasi memfokuskan pada sumber daya pengembangan hampir seluruhnya mengenai permasalahan sumber daya manusia, proses dan struktur organisasi. pendekatan modern menguji semua di mensi kapasitas di semua tingkat (misi, strategi, kebudayaan, gaya manajemen, struktur, sumber daya manusia, keuangan, aset informasi, infrastruktur) termasuk interaksi dalam sistem yang lebih luas terutama dengan kesatuan lain yang ada, pemegang saham dan para pelanggan. c. elemen-elemen dalam pengembangan kapasitas elemen-elemen dalam pengembangan kapasitas merupkan hal-hal yang harus di laksanakan dalam mencapai kondisi kapasitas masyarakat yang berkembang. garlick dalam mcginty (2003) menyebutkan lima elemen utama dalam pengembangan kapasitas sebagai berikut : 1. membangun pengetahuan, meliputi peningkatan keterampilan, mewadahi penelitian dan pengembangan bantuan belajar 2. kepemimpinan jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 29 3. membangun jaringan, meliputi usaha untuk membentuk kerjasama dan aliansi 4. menghargai komunitas dan mengajak komunitas untuk bersamasama mencapai tujuan 5. dukungan informasi, meliputi kapasitas untuk mengumpulkan, mengakses dan mengelola informasi yang bermanfaat 6. wisata budaya a. peranan seni dan budaya dalam pengembangan pariwisata pariwisata budaya sebagai suatu kebijaksanaan pengembangan kepariwisataan di indonesia menekankan pada penampilan unsur-unsur budaya seperti aset utama yang menarik para wisatawan berkunjung ke indonesia. hal ini tidak berarti bahwa aspek-aspek lainnya akan ditingglakan seperti keindahan alam, panatai dan pemandangan, flora dan fauna termasuk kehidupan bawah laut, olah raga dan jenis-jenis hiburan lainnya. b. pemanfaatan seni budaya untuk pariwisata dalam upaya memanfaatkan seni dan budaya untuk mendukung pariwisata dewasa ini, para seniman dan pekerja seni merasakan kurang adanya masenas (patronage) yang sungguh-sungguh membina dan memperjuangkan nasib para penciptanya. di saat ini untuk meningkatkan manajemen pengelolaan seni dan budaya sudah masanya pemerintah, dalam hal ini departemen pariwisata, seni dan budaya mempelopori membentuk impresario seni dan budaya dengan menerapkan “corporate management”(manajemen kooprasi) guna menunjang kehidupan seni dan para pekerja seni. 7. kesenian karinding kesenian karinding merupakan salah satu bentuk kesenian tradisional atau buhun yang ada beberapa wilayah jawa barat. karinding merupakan kesenian para sesepuh zaman dahulu yang pada saat itu fungsinya sebagai sebuah alat musik yang digunakan untuk mengusir hama disawah, diantaranya burung dan belalang. karinding dikenal sebagai alat musik yang telah di gunakan orang tua zaman dulu (karuhun). material yang di gunakan untuk bahan karinding ini ada dua jenis yakni pelepah kawung dan bambu. dalam bukunya waditra mengenal alat-alat kesenian daerah jawa barat, ubun kubarsyah(1994:50), menjelaskan bahwa “karinding adalah waditra termasuk jenis alat pukul, dibunyikan dengan cara dipukul jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 30 mempergunakan telunjuk atau jari tangan tengah dan mulut sebagai wadah gemanya(resenator). 8. metode penelitian penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif.fokus permasalahan penelitian ini adalah mengetahui strategi pengembangan kapsitas wista budaya masyarakat melalui program kesenian sasakala karinding kinanti di pkbm kinanti kecamatan lembang yang meliputi (1) perencanaan pengembangan kapasitas wisata budaya masyarakat melalui program kesenian sasakala karinding kinanti (2) pelaksanaan pengembangan kapasitas wisata budaya masyarakat melalui progra kesenian sasakala karinding kinanti (3) evaluasi pengembangan kapasitas wisata budaya masyarakat melaui program kesenian sasakala karinding kinanti . lokasi penelitian adalah di pusat kegiatan belajar masyarakat(pkbm) kinanti kecamatan lembang kabupaten bandung barat. sumber data di peroleh dari data primer dan data sekunder. pengumpulan data dilakukan melaui wawancara, observasi, dokumentasi dan studi literatur. analisis data di lakukan melaui reduksi data, penyajian data dan penarikan kesimpulan. c. hasil dan pembahasan 1. pengembangan kapasitas wisata budaya masyarakat melalui program kesenian sasakala karinding kinanti strategi dan sistem pembelajaran pelatihan dan keterampilan merupakan komponen-komponen pembelajaran yang satu sama lain mempunyai kaitan erat dalam mencapai satu tujuan pendidikan. komponen-komponen pengembangan kapasitas wisata budaya masyarakat melaui program kesenian sasakala karinding kinanti di pkbm kinanti kecamatan lembang kabupaten bandung barat terdiri dari : a. masukan mentah ( raw input ) merupakan masukan awal keberadaan seni budaya lokal yang terlahir oleh lingkungan masyarakat itu sendiri dengan potensi dan karakter yang sudah dimiliki. dimana sebuah lingkungan memiliki potensi dan identitas yang khas ,nilai-nilai sejarah dan memiliki daya tarik wisata. b. masukan sarana ( instrumental input ) jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 31 merupakan fasilitas/sarana belajar yang harus tersedia untuk mendukung kelancaran belajar seperti : kurikulum, alat kesenian, alatalat kaulinan budak bahela, pendidik dan sarana pendukung lainnya. c. masukan lingkungan ( enviromental input ) merupakan unsur-unsur yang menunjang pelaksanaan kegiatan pembelajaran dan pengembangan kapasitas wisata budaya masyrakat, seperti : tempat bermain dan belajar, situasi dan kondisi lingkungan belajar, alam, budaya dan masyarakat. masukan lingkungan yang dimiliki oleh pkbm kinanti. d. proses merupakan kegiatan yang menyangkut pengaruh pendidikan antara pendidik dengan anak didik serta peran-peran strategi yang di lakukan dalam mengembangkan kapasitas wisata budaya masyarakat . dalam kegiatan pembelajaran pelatihan, dalam melestarikan seni dan budaya masyarakat, serta menilai hasil kegiatan untuk melihat hasil perkembangan warga belajar dan dampak terhadap lingkungan sekitar. e. keluaran merupakan kualitas pencapaian (optimalisasi ) indikator kemampuan minimal aspek perkembangan warga belajar dan wisata budaya masyarakat yang di capai melalui kegiatan pembelajaran, pementasan, penjualan hasil produksi dan wisatawan yang berkunjung. f. dampak/pengaruh (impact) merupakan tujuan akhir dari pengembangan kapasitas wisata budaya masyarakat ,yaitu memgoptimalkan potensi budaya lokal dengan mengembangkan kapasitas wisata budaya masyarakat melalui pemberian keterampilan, ini diharapkan masyarakat menjadi mandiri. mampu berwirausaha dan mampu membuka lapangan pekerjaan sendiri dengan memanfaatkan potensi yang ada di lingkungan masyarakat itu sendiri 2. pembahasan hasil penelitian berdasarkan hasil perolehan data yang telah di dapatkan , maka pada bagian ini dibahas jawaban atas pertanyaan penelitian yang telah di rumuskan sebelumnya. pembahasan yang akan ditelaah merupakan upaya menghubungkan data yang telah terkumpul kemudian di olah dengan konsep-konsep dan teori yang relevan dengan permasalahan yang di teliti. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 32 a. hasil pertayaan penelitian ke-1 bagaimana perencanaan yang di lakukan oleh pengelola program kesenian sakti dalam pengembangan kapasitas wisata budaya masyarakat melalui program kesenian sasakala karinding kinanti di pkbm kinanti kecamatan lembang ? keyataan yang di lakukan dalam proses perencanaan pengembangan kapasitas wisata budaya masyarakat pengelola maupun tutor merumuskan perencanaan yang dilakukan dengan menggunakan prosedur pengelolaan program yaitu dengan cara menetapkan metode pelaksanaan program dengan cara menetapkan metode pelaksanaan program terlebih dahulu yang meliputi persiapan program, pelaksanaan program dan evaluasi program yang secara garis besar metode pelaksanaan program yang di lakukan dalam merumuskan pengambangan kapasitas wisatsa budaya masyarakat yang akan di lakukan. tahapan perencanaan selanjutnya yaitu dengan menetapkan partisipan atau kelompok sasaran yang akan terlibat yaitu pengelola program kesenian, tutor, warga belajar dan masyarakat sekitar. tahapan terakhir dalam perencanaan yaitu dengan mengorganisasikan pengelola dengan menetapkan pembina, pengelola program, tutor, bidang kesenian, bidang keterampilan, bidang kesehatan bidang ilmu teknologi beserta tugas pokok dan fungsinya. proses perencanaan yang sistematis dalam pengambilan keputusan tentang tidakan yang di lakukan pada waktu yang akan datang ini senada dengan pendapat sudjana (2001,34-38) adanya sistematika mengenai hubungan antar komponen proses pembelajaran pada pendidikan luar sekolah yang meliputi masukan sarana (instrumental input), masukan mentah (raw input), masukan lingkungan (enviromental input ), masukan lain (other input ), keluaran (output ) dan pengaruh ( outcome ). seiring peryataan diatas perencanaan yang di lakukan sejalan dengan pengembangan kapasitas kelembagaan menurut (milen, 2004, h.21) mengungkapkan bahwa merupakan pengembangan kapasitas tradisional dan penguatan organisasi memfokuskan pada sumber daya pengembangan hampir seluruhnya mengenai permasalahan sumber daya manusia, proses dan struktur organisasi. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 33 maka dapat di simpulkan proses perencanaan yang di lakukan bersamasama dalam mencapai tujuan dalam pengembangan kapasitas wisata budaya masyarakat dengan cara menggunakan prosedur dapat mengoptimalkan potensi seni budaya dan lingkungan yang ada di pkbm kinanti kecamatan lembang kabupaten bandung barat. b. hasil pertanyaan penelitian ke 2 bagaimana pelaksanaan yang di lakukan oleh pengelola program kesenian sakti delam pengembangan kapasitas wisata budaya masyarakat melaui program kesenian sasakala karinding kinanti di pkbm kinanti kecamatan lembang ? berdasarkan hasil wawancara dengan tutor dan pengelola maka proses pelaksanaaan pengembangan kapasitas wisata budaya masyarakat melalui program kesenian sasakala karinding kinanti kecamatan lembang kabuapaten bandung barat dalam pelaksanaanya di lakukan dengan tahapan sebagai berikut : tahapan yang pertama adalah tahapan persiapan yaitu dengan cara sosialisasi program. mengidentifikasi dan merekrut calon peserta didik , merekrut calon tutor mengidentifikasi jenis pengembangan kapasitas wisata budaya masyarakat sesuai dengan potensi lingkungan yang ada penentuan alat bahan dan media yang sesuai dengan potensi yang sudah ada di mayarakat, penyiapan materi-materi penunjang wisata budaya yang akan di sampaikan, penempatan lokasi yang akan di gunakan dalam wisata budaya masyarakat adalah ruangan dan lingkungan yang ada di masyarakat. tahapan selanjutnya adalah dengan tahapan selanjutnya adalah dengan menetapkan strategi-strategi pengembangan kapasitas wisata budaya dengan cara penerapan strategi pengembangan program yaitu strategi pengembangan proses pembelajaran pelatihan, strategi pengembangan fasilitas, strategi pengembangan personal, strategi pengembangan lingkungan dan strategi pengembangan kemitraan proses pelaksanaan ini senada dengan elemen-elemen dalam pengembangan kapasitas merupakan hal-hal yang harus di laksanakan dalam mencapai kondisi kapasitas masyarakat yang berkembang. garlick dalam mcginty (2003) menyebutkan lima elemen utama dalam pengembangan kapasitas sebagai berikut (1) membangun pengetahuan , jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 34 meliputi peningkatan keterampilan, mewadahi penelitian dan pengembangan bantuan belajar (2) kepemimpinan (3) membangun jaringan, meliputi usaha untuk membentuk kerjasama dan aliasi (4) menghargai komunitas dan mengajak komunitas untuk bersama-sama mencapai tujuan (5) dukungan informasi, meliputi kapasitas untuk mengumpulkan , mengakses dan mengelola informasi yang bermanfaat. sama halnya yang di lakukan kelompok seni sasakala karinding kinanti dengan membangun pengetahuan seputar seni dan budaya lokal khususnya karinding dan pengetahuan penunjang edukasi lainnya. oleh karena itu dapat di simpulkan bahwa proses pelaksanaan pengembangan kapasitas wisata budaya masyarakat harus di dukung oleh kemampuan untuk mengantisipasi kesempatan yang ada dalam melaksanakan fungsi dan peranannya dalam pengembangan kapasitas wisata budaya masyarakat yang di lakukan secara terstruktur dengan tahapan-tahapan yang sudah di laksanakan dalam pengembangan kapasitas wista budaya masyarakat yang dilakukan agar dapat mengoptimalkan pengembangan kapasitas wisata budaya yang ada di pkbm kinanti. c. hasil pertayaan penelitian ke-3 bagaimana evaluasi yang di lakukan oleh pengelola program kesenian sakti dalam pengembangan kapasitas wisata budaya masyarakat melaui program kesenian sasakala karinding kinanti di pkbm kinanti kecamatan lembang ? berdasarkan hasil wawancara dengan tutor dan pengelola maka proses evaluasi dalam pelaksanaanya di lakukan dengan tahapan sebagai berikut : hasil dari pengembangan kaspasitas wisata budaya masyarakat adalah warga belajar/ pelaku seni mampu mencapai kompetensi, pengetahuan, keterampilan sesuai dengan keterampilan hasil pembelajaran yang di capai selama penyelenggaraan program atau latihan hal ini dapat dilihat dari kegiatan pembelajaran, pementasan, penjualan hasil produksi dan wisatawan yang berkunjung. setelah mengetahui hasil di lakukan pula supervisi pada program yang sedang di selenggarakan. supervisi yang dilakukan dalam kelompok seni sasakala karinding kinanti ini di lakukan melalui pendekatan langsung dan/ tidak di pkbm kinanti . dari proses evaluasi tersebut dihasilkan faktor pendukung yaitu kampung babakan ampera masih mempunyai jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 35 banyak potensi sumber daya yang belum di gali dan di identifikasi serta di eksplorasi yang dapat dikembangkan sebagai obyek wisata budaya masyrakat, adanya perhatian dari pemerintahan setempat baik melalui yayasan, pkbm maupun melalui dinas terkait lainnya terhadap pengembangan kapasitas wisata budaya masyrakat yang ada di pkbm kinanti, adanya prodak-prodak unggulan masyarakat/ warga belajar pkbm kinanti kelompok seni di bawah naungan pkbm kinanti yang menjadi potensi tersendiri dikarenakan dapat menjadi pusat pembelajaran/ labsite pendidikan luar sekolah. sdm yang mencintai dan turut melestarikan seni dan budaya lokal. selain faktor pendukung ada juga faktor penghambat yaitu di pkbm kinanti diantaranya kurangnya intensifnya pembinaan kelompok sadar wisata di sekitar pkbm kinanti, rendahnya kunjungan wisatawan yang menyebabkan kurangnya motivasi masyrakat untuk pengembangan kapasitas wisata budaya masyarakat di pkbm kinanti. hal diatas sejalan dengan peryataan berkembangnya pariwisata di suatu daerah akan mendatangkan bayak manfaat bagi masyarakat yakni secara ekonomi, sosial dan budaya. namun jika pengembangannya tidak di persiapkan dan dikelola dengan baik justru akan menimbulkan berbagai permasalahan yang menyulitkan atau bahkan merugikan masyaraka. untuk menjamin supaya pariwisata dapat berkembang secara baik dan berkelanjutan serta mendatangkan manfaat bagi manusia dan meminimalisasi dampak negatif yang mungkin timbul maka pengembangan pariwisata perlu di dahului dengan kajian yang mendalam, yakni dengan melakukan penelitian terhadap semua sumber daya pendukungnya (wardiyanta, 2006: 47) dan uraian dari jawaban tersebut senada dengan peryataan yang menyebutkan bahwa suatu daerah atau tempat hanya dapat menjadi tujuan wisata kalau kondisinya sedimikian rupa,sehingga ada yang di kembangkan menjadi atraksi wisata. apa yang dapat di kembangkan menjadi atraksi itulah yang di sebut modal atau sumber kepariwisataan (setianigsih, 2006: 39). dari gambaran hasil penelitian yang dilakukan terhadap turor dan terhadap pelaku seni/warga belajar dapat disimpulkan dalam evaluasi pengembangan kapasitas wisata budaya masyarakat di lakukan dengan melakukan kajian supervisi dan monitoring secara berkesinambungan sehingga dapat mengetahui faktor penghambat dan faktor pendorong jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 36 dalam pengembangan kapasitas wisata budaya masyarakat. proses evaluasi menentukan proses langkah pengembangan kapasitas wisata budaya masyarakat selanjutnya untuk memperbaiki yang kurang dan mengoptimalkan yang sudah ada d. kesimpulan 1. perencanaan yang dilakukan oleh pengelola program kesenian sakti dalam pengembangan kapasitas wisata budaya masyarakat melalui program kesenian sasakala karinding kinanti dari proses evaluasi yang di lakukan dalam pengembangan kapasitas wisata budaya masyarakat dengan cara menggunakan prosedur pengelolaan program sehingga program terlaksana dengan maksimal dan dapat mengoptimalkan potensi seni budaya dan lingkungan yang ada di pkbm kinanti kecamatan lembang 2. pelaksanaan yang dilakukan oleh pengelola program kesenian sakti dalam pengembangan kapasitas wisata budaya masyarakat melalui program kesenian sasakala karinding kinanti dari proses pelaksanaan yang di lakukan dalam pengembangan kapasitas wisata budaya masyarakat maka dapat di simpulkan bahwa proses pelaksanaan pengembangan kapasitas wisata budaya masyarakat harus di dukung oleh kemampuan untuk mengantisipasi kesempatan yang ada dalam melaksanakan fungsi dan peranannya dalam pengembangan kapasitas wisata budaya masyarakat yang dilakukan dapat mengoptimalkan pengembangan kapasitas wisata budaya yang ada di pkbm kinanti. 3. evaluasi yang dilakukan oleh pengelola program kesenian sakti dalam pengembangan kapasitas wisata budaya masyarakat melalui program kesenian sasakala karinding kinanti dari proses evaluasi yang di lakukan dalam pengembangan kapasitas wisata budaya masyarakat maka dapat disimpulkan dalam evaluasi pengembangan kapasitas wisata budaya masyarakat di lakukan dengan melakukan kajian supervisi dan monitoring secara berkesinambungan sehingga dapat mengetahui faktor penghambat dan faktor pendorong dalam pengembangan kapasitas wisata budaya masyarakat. proses evaluasi menentukan proses langkah selanjutnya untuk memperbaiki yang kurang dan mengoptimalkan yang sudah ada e. daftar pustaka kurniawan, b. 2012. ilmu budaya dasar. tanggerang: jelajah nusa jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 37 abdulah,tata.(2006).budaya sunda kini, dulu dan masa depan. bandung : kencana utama oka, yoeti, at.al. 2006. pariwisata budaya masalah dan solusinya. jakarta : pt malta printindo kamil, mustofa. (2009). pendidikan non formal. bandung : alfabeta sudjana,d (2004).pendidikan non formal. bandung : falah production sudjana,d 1996 pendidikan luar sekolah wawasan sejarah perkembangan falsafah dan teori pendukung asas . bandung : falah production. lestari susi. 2009. skripsi pengembangan desa wisata dalam upaya pemberdayaan masyarakat : universitas islam megri sunan kalijaga yogyakarta. amalia ayuni hakim 2012. e-jurnal mahasiswa universitas padjajaran v0.1 konservasi kesenian karinding oleh komunitas karinding attack (karat)dalam upaya pelestarian budaya seni sunda : universitas padjajaran. nazir,mohammad.2005.metode penelitian. bogor : ghalia indonesia . moeleong, l.j. 2008.metodologi penelitian kualitatif. bandung :pt. remaja rosdakarya. ejournal article pengembangan kapasitas (capacity building) kelembagaan pada badan kepegawaian daerah kabupaten jombang jenivia dwi ratnasari, mochamad makmur, heru ribawanto 1999 kabupetan,jombang. nuharismana sule.2012 tesis karinding kawung kana seni tradisional di cineam kabupaten tasikma laya : universitas pendidikan indonesia . badan pusat statistik provinsi jawa barat 2015 statistik daerah provinsi jawa barat 2015 : bps provinsi jawa barat. undang-undang sisdiknas nomor 20 tahun 2003. undang-undang dasar 1945. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 10, nomor 1 february 2021, p-issn no. 2252-4738 e-issn : 2580-7692 1 efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age nandang rukanda 1 , rina kaniati 2 , cucu samsudin 3 1,2,3 magister pendidikan masyarakat-ikip siliwangi-indonesia nandangsae@gmail.com received: january, 2021; accepted: february, 2021 abstract this research has the objectives to be achieved, namely, (1) to describe the whole picture of the state of society in entering the industrial era 4.0, its relevance to the mastery and use of social media which has become a primary need and daily culture, (2) to determine the process of implementing training online-based digital marketing for youths of productive age carried out by the sae cipta mandiri west bandung regency course and training institute and (3) to find out the results of online-based digital marketing training. this research uses a qualitative approach and descriptive methods. the research subjects consisted of one manager, two resource persons and 3 participants. data collection techniques used (1) observation, (2) interviews and (3) documentation studies. data analysis was carried out by looking for similarities and differences from the collected data. the theoretical basis used is the concept of community empowerment, the concept of training, entrepreneurship and digital marketing. the results showed that modernization also influenced the development of aspects of life in the sundanese community. entering the era of the 4.0 generation industrial revolution, people are more intensively interacting with digital and virtual systems. online based digital marketing training works effectively with participatory andragogical methods and the results can improve cognitive, affective and psychomotor domains in digital marketing skills. keywords: training, enterpreneurship, digital marketing abstrak penelitian ini mempunyai tujuan yang ingin dicapai yaitu, (1) mendeskripsikan gambaran utuh masyarakat memasuki era industri 4.0, relevansinya dengan penguasaan dan penggunaan media sosial yang sudah menjadi kebutuhan primer dan budaya sehari-hari. , (2) untuk mengetahui proses pelaksanaan pelatihan pemasaran digital berbasis online untuk remaja usia produktif yang dilaksanakan oleh sae cipta mandiri kabupaten bandung barat lembaga pelatihan dan pelatihan dan (3) untuk mengetahui hasil pemasaran digital berbasis online. latihan. penelitian ini menggunakan pendekatan kualitatif dan metode deskriptif. subjek penelitian terdiri dari satu manajer, dua narasumber, dan 3 partisipan. teknik pengumpulan data yang digunakan (1) observasi, (2) wawancara dan (3) studi dokumentasi. analisis data dilakukan dengan mencari persamaan dan perbedaan dari data yang dikumpulkan. landasan teori yang digunakan adalah konsep pemberdayaan masyarakat, konsep pelatihan, kewirausahaan dan pemasaran digital. hasil penelitian menunjukkan bahwa modernisasi turut mempengaruhi perkembangan aspek kehidupan masyarakat sunda. memasuki era revolusi industri generasi 4.0, masyarakat semakin intensif berinteraksi dengan sistem digital dan virtual. pelatihan digital marketing berbasis online bekerja efektif dengan metode andragogis rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 2 partisipatif dan hasilnya dapat meningkatkan ranah kognitif, afektif dan psikomotorik dalam keterampilan pemasaran digital. kata kunci: pelatihan, kewirausahaan, pemasaran digital how to cite: rukanda, n., kaniati, r & samsudin, c. (2021). efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (1), 1-22. introduction until 2018, the number of entrepreneurs in indonesia reached 3.1% of the total population, this ratio is still low compared to neighboring singapore which has reached 7% of its total 4 million population, and malaysia which is already at the 5% level. and this has encouraged academics in indonesia to continue to carry out research related to increasing the number of entrepreneurs (agustina & nelloh, 2018). this of course has an adverse impact on economic growth in a country. indonesia, as a developing country, is experiencing problems in reducing the number of unemployed each year. the economic development will be more successful if it is supported by entrepreneurs who can create employments because the government's ability is very limited. the government will not be able to work on all aspects of development because it requires a lot of budget, personnel and supervision. therefore, entrepreneurship is a potential development, both in number and in quality of entrepreneurship itself (chabiba, 2017). the role of entrepreneurship is to renew by creative destruction (creative destruction maker) with the courage to see and change what is considered established, routine, and satisfying. another role of entrepreneurship is as an innovator who brings new things to society. also take and calculate the risk (risk calculator). entrepreneurship also plays a role in finding opportunities and taking advantage of them (opportunity seeker and exploiter). (purnomo, 2017). in this era of industrial revolution 4.0, more business opportunities can be obtained through optimizing the growing digital technology facilities. this is a result of the development of the digital world which is predicted to be a crucial point for all human activities, including business activities. several indicators that can be used today include the increase in digital advertising spending, the growth of smartphone ownership that provides easy internet access (purwana, 2017). the rapid development of technology, the digital world and the internet certainly has an impact on the world of marketing. marketing trends in the world are shifting from conventional (offline) to digital (online). this digital marketing strategy is more prospective because it allows potential customers to obtain all kinds of information about products and transact via the internet. life skills training programs organized by lkp (lembaga kursus dan pelatihan/course and training institute) aim to strengthen the spirit of digital marketing entrepreneur who has been embedded in the participants as a basic gift from god the almighty so that those who have completed the life skills program are expected to be able entrepreneurship. rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 3 for those who are not accommodated in formal education, their talents need to be directed and developed through productive activities to turn them into productive humans. activities that allow them to become their forum are, of course, related to training activities that match their interests and talents, so that they can immediately enter the world of work. this research has the objectives to be achieved, namely, (1) to describe the complete picture of the state of society in entering the industrial era 4.0, its relevance to the mastery and use of social media which has become a primary need and daily culture, (2) to determine the process of implementing training online-based digital marketing for youth of productive age conducted by the sae cipta mandiri training and training institute, west bandung regency, and (3) to find out the results of online-based digital marketing training for youth of productive age conducted by the sae cipta mandiri course and training institute west bandung regency in the community. meanwhile the expected benefits of research are; theoretically, the results of this research are expected to be useful, namely: (1) contributing thoughts on the concept of digital marketing training in an effort to improve entrepreneurial competence for youth of productive age, (2) as a basis and reference for the concept of digital marketing training at course and training institutions in learning efforts of students to improve entrepreneurial competence, and practical benefits (1) for researchers, to add insight and direct experience about the importance of digital marketing training to improve entrepreneurial competence in youth of productive age, (2) for educators, to increase knowledge and donations thoughts on digital marketing training to improve entrepreneurial competence in youth of productive age, and for institutions, as material for consideration in developing entrepreneurial training models in order to increase entrepreneurial competence digital marketing is meant to be the promotional activities and market searches through digital media online by utilizing various means such as social networks, which can connect producers, market intermediaries and potential consumers so that product information can be conveyed through cyberspace. so that through digital marketing, business people can reach all communities without being limited by geographical and time restrictions (purwana, 2017). digital marketing training is one solution to improve the entrepreneurial competence of young productive age youth, through this training activity the graduates can optimize the functions of their smartphones as a means of carrying out business activities that are promoted online. the life skills training program organized by the sae ciipta mandiri course and training institute (lkp) aims to strengthen the spirit of digital marketing entrepreneurship that has been embedded in students as a basic gift from god almighty so that those who have completed the life skills program expected to be entrepreneurial. in order to obtain a comprehensive reference, this research will be supported by representative theories regarding hr empowerment theory, the concept of training, the notion of digital marketing, and entrepreneurship. in the implementation, this research refers to the following description: rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 4 source: sudjana, 2004 : 34 empowerment empowerment is an effort that adheres to the principle of an ecosystem that is full of concern for availability, benefits and sustainability. empowerment is closely related to strengthening human behavior with insight into the future so that people learn who care about the outside, competitive, collaborative development. empowerment does not only produce added value but value-oriented benefits that are oriented towards community needs. the concept of empowerment is basically based on the idea that humans are not merely objects of other people's worlds, but rather as subjects of their own world. according to pranaka (1996: 56) the empowerment process contains two tendencies. first; an empowerment process that emphasizes the process of giving or transferring some power, strength or ability to the community so that individuals become more empowered. this process can also be complemented by building material assets to support their independence development through the organization. robinson (1994) explains that empowerment is a personal and social process; a liberation of personal ability, competence, creativity and freedom of action. meanwhile, ife (1995) argues that empowerment means giving power, giving "power", strength, to the less empowered. payne (1997) explains that empowerment basically aims to help clients gain power, strength and ability to take decisions and actions to be carried out and relate to the client, including reducing personal and social obstacles in taking action. people who have achieved collective goals are empowered through their independence, it is even a “must” to be more empowered through their own efforts and the accumulation of knowledge, skills and other resources in order to achieve goals without depending on help from external relations. rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 5 empowerment in simple definition can be interpreted as an effort to provide opportunities and abilities for community groups to participate, negotiate, influence, and control community institutions responsibly for the improvement of their lives. empowerment is also defined as an effort to provide power (empowerment) or strength (strength) to the community. sulistiyani (2004) explains that the goal to be achieved from community empowerment is to form individuals and communities to become independent. this independence includes independence to think, act and control what they do. community independence is a condition experienced by the community which is characterized by the ability to think, decide and do something that is deemed appropriate in order to achieve solving the problems faced by using the power / abilities they have. in terms of the scope and object of empowerment, it includes several aspects, namely: (1) increasing ownership of assets (physical and financial resources) and the ability of individuals and groups to use these assets for the improvement of their lives. (2) the relationship between individuals and groups in relation to ownership of assets and the ability to use them. (3) empowerment and institutional reform. (4) network development and partnership-work, both at the local, regional and global levels. pranarka & vidhyandika (1996) explain that "the empowerment process contains two tendencies. first, the empowerment process which emphasizes the process of giving or transferring part of the strength, power or ability to the community so that individuals are more empowered. the first tendency can be called the primary tendency of the meaning of empowerment. meanwhile, the second tendency or secondary tendency emphasizes the process of stimulating, encouraging or motivating individuals to have the ability or empowerment to determine what their life choices are through the dialogue process ". sumardjo (1999) mentions the characteristics of empowered citizens, namely: (1) able to understand themselves and their potential, able to plan (anticipating future changing conditions), (2) being able to direct themselves, (3) having the power to negotiate. (4) able to have adequate bargaining power in conducting mutually beneficial cooperation, and (5) be responsible for their actions. the process of empowering indigenous peoples will leave a variety of multidimensional challenges. the role of government policy is of course needed to accelerate this community to be more independent and ready to welcome social changes that further strengthen social capital. slamet (2003) explains in more detail that what is meant by a empowered community is a society that knows, understands, understands motivated, has the opportunity, takes advantage of opportunities, has energy, is able to cooperate, knows various alternatives, is able to make decisions, dare to take risks, is able to seek and capture information able to act according to the situation. the empowerment process that gives birth to a community that has the characteristics as expected must be carried out continuously by optimizing community participation in a responsible manner. rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 6 community empowerment efforts need to pay attention to four main elements, namely: (1) accessibility of information, ability of access that is accepted by the community. (2) participation or involvement. regarding who is involved and how they are involved in the whole development process. (3) accountability, public accountability for all activities carried out on behalf of the people. (4) the capacity of local organizations, the ability to work together, organize community members, and mobilize resources to solve the problems they face. community empowerment activity is an integral part of an ongoing process through participatory action research (par). the notion of par is not a 'project' that involves community participation, but rather has a philosophical nuance to provide opportunities and confidence in the ability and willingness of the community to carry out development in their own territory and for the benefit of improving their own communities according to their own potential needs, through action activities and continuous reflection. training many experts argue about the meaning, purpose and benefits of training. however, the various opinions are not much different in principle. training is an attempt to improve the performance of employees / employees in the job they currently hold or are related to their job, while information technology training is training in the field of computers and their applications. there are several definitions of training put forward by training program experts. dale s. beach (kamil m., 2007, p. 10) states "the objective of training is to achieve a change in the behavior of those trained". meanwhile, bernard and russel (2013) in kaswan and ade sadikin akhyadi (2015: 203) state "training is defined as any attempt to improve employee performance on a currently held job or related to it." training in this sense is every effort to improve performance. employees / employees in the job they currently hold or are related to their job. sikula in sumantri (2000: 2) defines training as: "the educational process, the learning process that is inherent in a person. learning occurs because there are people who learn and learning resources are available. in the sense that learning is a condition of a person or group that carries out the learning process. in related to the focus of the problem in this research, the above definitions are also stated in the republic of indonesia government regulation number 101 of 2000 concerning education and training for civil servant positions. the regulation reads "in-service training is carried out to develop the knowledge, skills and attitudes of civil servants in order to best carry out government and development tasks." veithzal rivai (2004: 226) asserts that "training is a systematic process of changing employee behavior to achieve organizational goals. training is related to the skills and abilities of employees in carrying out their current jobs. the training has a current orientation and helps employees to achieve certain skills and abilities in order to successfully carry out work. " it is rivai's opinion which is the inspiration in this research. rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 7 taking into account such understanding, it turns out that the purpose of training is not only to increase knowledge, skills and attitudes, but also to develop one's talents, so that they can, do work according to what is required. moekijat (1993: 2) describes the general objectives of training as follows: (1) to develop expertise, so that work can be completed more quickly and more effectively, (2) to develop knowledge, so that work can be completed rationally, and (3) to develop attitudes, thereby generating willingness to cooperate with fellow employees and with management (leadership). the purpose of training according to fandy tjiptono and anastasia diana (1995: 223) is to increase knowledge, skills and attitudes of employees and improve the quality and productivity of the organization as a whole, in other words the aim of training is to improve performance and in turn increase competitiveness. regarding the benefits of training, several experts expressed robinson's opinion in m. saleh marzuki (1992: 28) suggesting the benefits of training as follows: (a) training as a tool to improve performance / abilities individuals or groups with the hope of improving organizational performance… .; (b) certain skills are taught so that employees can carry out tasks according to the desired standards…. (c) training can also improve attitudes towards work, towards leaders or employees…. ; and (d) another benefit of training is to improve safety standards. training according to fandy tjiptono and anastasia diana also provides the following benefits: “reducing production errors; increase productivity; improve quality; increase employee flexibility; better response to change; improve communication; better teamwork, and more harmonious employee relations ... “ (1998: 215). so, the meaning, purpose and benefits of training is essentially a manifestation of training activities. in training, in principle, there are learning process activities, both theoretical and practical, aiming at improving and developing academic, social and personal competencies or abilities in the fields of knowledge, skills and attitudes, as well as being beneficial for employees (training participants) in improving performance on tasks or jobs that become responsibility. in developing a training program, in order for training to be useful and profitable, systematic stages or steps are needed. in general, there are three stages in training, namely the needs assessment stage, the training implementation stage and the evaluation stage. or in other terms, there is a training planning phase, a training implementation phase and a post-training phase. the three stages or phases contain the steps for developing a training program. the steps commonly used in the development of training programs, as stated by william b. werther (1989: 287), in principle, include (1) need assessment (2) training and development objectives (3) program content (4) learning principles ( 5) actual program (6) skill knowledge ability of works and (7) evaluation. this opinion is in accordance with that stated by simamora (1997: 360) which states eight training steps, namely: (1) the needs and resources assessment stage for training; (2) identify training objectives; (3) developing criteria; (4) pretest to the apprentice; (5) selecting training techniques and learning process principles; (6) rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 8 carry out training; (7) monitoring training; and (8) comparing training results against the criteria used. a training needs assessment is the most important step in the development of a training program. this needs research step is a very decisive foundation in the next steps. deficiencies or errors in needs assessment can have fatal consequences for the implementation of training. in the needs assessment, three levels of analysis can be used, namely analysis at the organizational level, analytical at the program or operation level and analysis at the individual level. while the needs assessment techniques can be used performance analysis, capability analysis, task analysis and needs survey. the formulation of training and development objectives should be based on predetermined training needs. formulation of goals in the form of descriptions of the expected behavior and under certain conditions. this statement of purpose will become a performance standard that must be realized as well as a tool to measure the success rate of a training program. the content of the program is a manifestation of the results of the assessment of needs and materials or materials in order to achieve training objectives. the content of this program contains expertise (skills), knowledge and attitudes which are learning experiences in training which are expected to create behavior change. learning experiences and / or training materials must be relevant to the needs of participants and the workplace institution. effective learning principles are those that match the method with the learning styles of the trainees and the types of work that require them. basically, the principles of learning that deserve to be considered to be applied revolve around five things, namely participation, reputation, relevance, diversion and feedback (sondang p. siagian, 1994: 190). with the principle of participation, generally, the learning process takes place faster and the knowledge gained is remembered longer. the principle of reputation (repetition) will help trainees to remember and make use of their knowledge or skills. the principle of relevance, namely learning activities will be more effective if the material being studied has relevance and concrete meaning to the needs of the training participants. the principle of transfer means that knowledge and skills acquired in teaching and learning activities can easily be transferred to real situations (can be practiced at work). and the principle of feedback will motivate the trainees because they know the progress and progress of their learning. in principle, the implementation of the training program (actual program) is very situational. this means that with an emphasis on calculating the needs of the organization and training participants, the use of learning principles can differ in its intensity, so that it is reflected in the use of certain approaches, methods and techniques in the implementation of the training process. the skills, knowledge and abilities of workers as training participants are learning experiences (results) of a training program that is followed. training is said to be effective, if the results of the training are in accordance with the duties of the training participants and are useful for work assignments. and the last step of the developing training program is the evaluation of training. the implementation of the training program is said to be successful if there is a process of transformation of learning experiences in the field of work. sondang p. siagian emphasized that the transformation process was declared to be going well if at least two things happened, rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 9 namely an increase in the ability to carry out tasks and changes in behavior which were reflected in attitudes, discipline and work ethic (1994: 202). furthermore, to determine whether the change occurred or not, an assessment was carried out. and to measure the success or not, it is assessed not only from technical aspects. but also in terms of behavior (sondang p. siagian, 1994: 202). and for evaluation, evaluation criteria are needed based on the objectives of the training and development program. online based learning online learning, is a learning mode that can be used as an alternative so that agencies or companies avoid the phenomena illustrated at the beginning of the writing. employee competence is still being improved, but while maintaining budget effectiveness and efficient use of existing resources. through online training, learners become more independent in determining for themselves when and where they want to learn. in other words, the control is in the hands of the learners. even from the aspect of cost, of course, agencies or companies are avoided from travel costs including ticket costs and lodging costs during training. especially nowadays online training is combined with face-to-face learning, so that it is now known as blended learning or hybrid learning. so that learners after learning independently, can meet and ask directly to the mentor to deepen the material they have received online. online training with live streaming and interactive video media such as using youtube and zoom applications is considered very effective in order to improve the quality of human resources. if we only provide text-based training, for example, such as a web binar which uses only whatsapp media, then, the participants were still not satisfied, because they were not interactive, they did not look like training in general. entrepreneurship entrepreneurship is derived from french which means the process of creating something of different value by using the effort and time required, taking on the financial, psychological and social risks that accompany it, and receiving monetary compensation and personal satisfaction. entrepreneurship is an "ability to create the new and different" (drucker, 1959) by "applying creativity and innovation to solve the problems and to exploit opportunities that people face everyday" (zimmerer, 1996). so, entrepreneurship is an ability to create added value in the market through the process of combining resources in new and different ways, through creative and innovative abilities. online-based entrepreneurship is meant to be an effort to utilize information technology and social media business in the context of a digital economy that is increasingly taking part in opening up new business opportunities for the community. furthermore, it is also known as technopreneur which means digital entrepreneurship and a combination of technology and entrepreneur. entrepreneurs are people who have the ability to manage and develop a new product or business of their own company, using the best possible use of resources (finance, raw rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 10 materials, labor), with the aim of getting as much profit as possible. the characteristics or types of behavior of an entrepreneur include: (1) being able to identify new business opportunities, (2) having self-confidence and always having a positive attitude, (3) behaving as a leader, (4) having initiative, being creative, and innovative newest, (5) hardworking, (6) broad-minded and have a good vision and mission, (7) dare to take risks, (8) able to accept suggestions and criticism. the key to an entrepreneur is the growth and expansion of the organization through innovation and creativity. some of the goals of an entrepreneurial person can be explained as follows: (1) increasing the standard of welfare and also society by opening new employment fields. (2) cultivating and developing the awareness of others in entrepreneurship. (3) helping to grow society to be more creative and innovative in entrepreneurship. (4) helping to provide social donations, both material and non-material. (5) creating new jobs. digital marketing digital marketing is an activity and a series of processes to create, communicate, deliver and exchange offers that have value for customers, clients, partners, and society through social media. there are four main activities in marketing, namely creating, communicating, delivering and exchanging offers. this is the basis that marketers need to know in general, and currently the internet is the medium used to carry out these marketing activities. currently we divide marketing into two types, first, traditional marketing (offline marketing or conventional marketing) which uses offline media such as radio, television, brochures, etc. as a means of promotion. second, digital marketing (internet marketing or online marketing) which uses the internet as a marketing medium. the need to use the internet as a marketing medium is unstoppable, from companies to umkm competing to get customers from the internet. until digital marketing is the most favorite tool used by online businesses. digital marketing training is an alternative solution that can be used in developing a business through the use of social networks and intermet, digital marketing is also defined as marketing activities using internet-based media (wardhana, 2015). the internet is quite an influential tool for businesses. turnomo rahardjo (2011) explains the characteristics of the internet as follows (purwana, 2017) : 1) interactivity, the ability of technological devices to facilitate communication between individuals such as face to face. communication is very interactive so that participants can communicate more accurately, effectively, and satisfactorily. 2) demassification, the messages can be exchanged to the participants involved in large numbers. 3) asynchronous, communication technology has the ability to send and receive messages at the desired time of each participant. the use of digital marketing has the following strengths, namely: 1) targets can be set according to demographics, domicile, lifestyle, and even habits. 2) the results can be seen quickly so that marketers can take corrective actions or changes if they feel something is not appropriate. 3) costs are much cheaper than conventional marketing. 4) wider reach because it is not limited geographically. 5) can be accessed anytime without limited time. rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 11 6) results can be measured, for example the number of site visitors, the number of consumers who make online purchases. 7) the campaign can be personalized. 8) can engage or reach consumers because communication occurs directly and in two directions so that business actors build relationships and foster consumer trust. in this study, the digital marketing training provided to students was knowledge and skills in using the instagram and facebook applications. the two social media are applications that are often used to share information, where each application has its own advantages. instagram is a photo and video sharing application that allows users to take photos, take videos, apply digital filters, and share them with various social networking services, instagram media has features in the form of images accompanied by descriptions that make it easier for users to interact. so that this is used by online businesses as a means to visually promote their products. consumers are made easy in choosing various alternative products offered. meanwhile, facebook is a social networking service based in menlo park, california, united states which was launched in february 2004. facebook is a communication medium that is often used to share information in various ways. users are from various circles of society and consist of various professions. facebook offers an alternative to communicate in a more flexible way and is not limited by standard rules in exchanging information and communicating so that its users can interact at any time through gadgets. apart from being a means of communicating, facebook has begun to be used for promotional activities by online business activists, and the promotions carried out are considered capable of providing significant benefits to the business development of its users method site and subject of the research this research was conducted at lkp sae cipta mandiri ciwaruga village, parongpong district, west bandung regency. this research is a research using a qualitative approach and applying descriptive methods. the research subjects were institutional managers, instructors and training participants who were representative and active in carrying out activities. the y consisted of one manager, two resource persons and 3 participants, so that the total number of research subjects was 6 people. the selection of the research subjects was based on the consideration that they could provide data and information that were representative of the research focus and aspects revealed through this research. approach and methods of the research research on online-based digital marketing for youth of productive age carried out by lkp sae cipta mandiri west bandung regency is basically included in educational research that wants to reveal events that occur as they are. the reason for using a qualitative approach is rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 12 basically due to the suitability of the research focus in exploring the object of research to get an in-depth or as accurate as possible picture. therefore, the research approach used is a qualitative approach. this is in line with the opinion expressed by nana sudjana (2004: 209) that qualitative research aims to describe and analyze and interpret facts, symptoms and educational events that occur in the field as they are in the context of space and time and the situation of the educational environment naturally. to produce valid research, a correct and precise research method is needed, the research method is a series of methods or activities for conducting research based on basic assumptions, philosophical and ideological views, questions and issues at hand (nana syaodih, s., 2005: 52). one of the characteristics of qualitative research, as stated by moeleong (2008: 11) is descriptive, the data collected is in the form of words, pictures, and not numbers. this is due to the application of qualitative methods, besides, everything that is gathered is likely to be the key to what has been researched. on this basis, the method used in this study is a qualitative descriptive method. this is in line with what bodgan and biklen said as quoted by sugiyono (2005: 9), stating that: "qualitative research is descriptive. the data collected is in the form of words of pictures rather then number. this means that qualitative research is descriptive. the data collected is in the form of words or pictures so that it does not emphasize numbers. techniques and instruments of data collection this study intends to reveal the image of society in entering the industrial era 4.0, the implementation process, results and impact of online-based digital marketing training for youths of productive age conducted by lkp sae cipta mandiri, west bandung regency as an effort to strengthen the entrepreneur's mental. this study uses instruments in the form of observations, interviews and documentation studies to be able to reveal the required information. the data that has been collected will be collected continuously so that no data is left behind, if there is still data left behind, the researcher will return to the field to complete the data. margono (2003: 155) states that an instrument as a means of collecting data must really be designed and made in such a way as to produce empirical data as it should. sources of the data were obtained through the use of research instruments that were carried out continuously and in depth, namely: (1) observation, (2) interview, and (3) documentation study. documentation study is a way of collecting data through written legacy, such as in archives and including books on opinions, theories, arguments and laws and others related to research problems. techniques of data processing and analysis data processing is an effort to find and formulate the results of questionnaires, observations and interviews systematically to improve researchers' understanding and present some of the findings to other people. to clarify basic data, verification is carried out in line with the research process. the purpose of verification is to increase the validity and reliability of the study. during data collection, the author will analyze so that no data is missed, then after all the data has been collected, the researcher makes corrections to the collected data by giving numbers rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 13 on each data sheet, then after making charts and matrices according to the research focus, then making archive by copying data in the form of paper sheets. in the analysis process, activities are also carried out to look for similarities and differences, both in perceptions, plans and implementation of the leadership of the institution as well as between the leader and the learning community. after the data has been collected, the researchers immediately perform the data processing through the following ways: (1) grouped according to the data collection technique used. (2) arranged systematically in accordance with the formulation of research problems. (3) triangulation is carried out, namely checking the data from the interview results from the informants, checked by observation and again checking with documentary data. (4) if the data is still incomplete, then the data collection is repeated with observations, interviews and other documentary studies. this is in order to find the true reality (validity). (5) data is checked from first-ranking expert informants, second-ranking informants and so on, according to the procedure carried out on first ranking informants (member check). (6) furthermore, if necessary, a check and re-check process, analysis and re-analysis are found so that accurate results are found results and discussion results 1. community readiness around lkp sae cipta mandiri in the industry 4.0 era on the use of social media. lkp sae cipta mandiri is a course and training institution located in ciwaruga village, parongpong district, west bandung regency where the people are sundanese who uphold high courtesy. in general, the character of the sundanese people, is friendly (someah), has a gentle smile and has great respect for the ancestors. the residents of ciwaruga village are the friendly and religious community as shown by the construction of houses of worship accompanied by their routine worship activities. in addition, the people of parongpong district also have a number of other values such as politeness, humility towards others, respect for elders, and love for those who are less. in sundanese culture, the magical balance is maintained by performing traditional ceremonies, while the social balance of the sundanese people performs mutual cooperation to maintain it. there are kinds of arts and culture of the sundanese people that are widely used by residents of ciwaruga village, parongpong district, west bandung regency include; sundanese traditional clothing, west java typical arts (wayang golek, jaipong, degung, rampak gendang, calung and pencak silat) and mapag taun hijriah traditions and nguras cai traditional ceremony. modernization as a form of dynamic and progressive times today also influences the development of various aspects of people's lives. when they enter the era of the 4.0 generation industrial revolution, increasing connectivity, interaction and development of digital and virtual systems. this change in the industrial era cannot be avoided by anyone, including the sundanese people, they enjoy computers, cellphones, facebook, whatchapp, instagram and other tools relevant to social media. in the era of the industrial revolution 4.0, it had an impact on changing the culture of the community, including the residents of ciwarubah village, with a change from the traditional way to social media. generations living in the era of the industrial revolution 4.0 will support this situation, but it needs to be pondered regarding the importance of maintaining the inculcation of togetherness values along with the times as is done by local communities in an area. traditional art is a culture rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 14 that deserves attention because culture is the identity of a nation. culture is closely re lated to society, such as traditional clothing, arts, traditions, traditional ceremonies and musical playings. entering this industrial era, the people of west bandung regency enjoy it with all their abilities. in general, ciwaruga village residents allocate time to use social media for the benefit of their activities. ciwaruga villagers are people who spend varied time using social media. internet users now spend more than six hours online each day, and a third of that time is devoted to social media, the amount of daily time spent on social media is one of the most visible indicators of its presence, and the growth of digital activity support tools is increasing. visibility of the presence. the younger the population, the higher the time is spent to be used on social media. young users remain the most engaged in overall compared to other age groups. in fact they will always be the most involved. they enjoy digital because it also makes it easier for them to adjust the duration of their screen. more than two-thirds of the 16-24 year old group of users admit that they are continuously connected online, and more than a third also say that technology makes life more enjoyable. social media is very diverse different sites offer different features. this makes it very difficult to generalize the impact of social media, and this situation varies the abilities of social media users. 2. the implementation of online-based digital marketing training for youths of productive age in lkp sae cipta mandiri. sae cipta mandiri course and training institute (lkp) was established on january 9, 2007 and is domiciled in the north bandung area to be precise at jln. waruga jaya no. 8b ciwaruga village kec. parongpong kab. west bandung. tel. 022-2003141, 022-2018716, 085722095902. the purpose and objective of establishing lkp sae cipta mandiri is an extension of the government in helping to deal with people who are under economic pressure or unemployment, so that, they can have skills and do business independently. it includes empowering productive women by providing insights into the importance of education, which is not only formal education but also non-formal and informal education to change the existence of society to become advanced, prosperous and ethical. basically, the programs conducted by lkp sae cipta mandiri are various and consisted of: 1. developing young people to be trained to become professional photography practitioners. 2. community development in digital marketing skills, a renewable marketing profession and a trend of online buying and selling culture in the millennial era. 3. empowering women with training on bridal makeup, delivery, and culinary. 4. personality and entrepreneurship development training. lkp sae cipta mandiri has its own representative facilities and infrastructure, consisting of: (1) lkp secretariat building. (2) parking yard. (3) training learning room (theory). (4) practice room, (5) leadership room. (6) prayer room (7) warehouses, and (8) toilets. online-based digital marketing training for youths of productive age was carried out by sae cipta mandiri course and training institute attended by 20 training participants and 5 instructors held on 13 october 13 december 2020 training costs for online-based digital marketing training came from blockgrand funds assisted by the ministry indonesian rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 15 education and culture through the work skills education (pkk) program for the 2020 fiscal year. in this online-based digital marketing training, the learning approach or strategy used by learning resources is a participatory andragogical approach, by providing the widest possible opportunity for students to be involved in planning, implementing and assessing training. furthermore, because the motivation of the training participants is quite high, plus the experience the instructors have in providing training materials is quite good, the online-based digital marketing training process can run well. the methods used in online-based digital marketing training are individual and group methods, the implementation is tailored to the needs of the field. all participants learn to receive training materials that are theoretical, and during the practice. the training techniques used in this online-based digital marketing training are: (1) lecture method, (2) discussion method, (3) demonstration method, (4) simulation method, (5) assignment method (drill), and continued by internships in the partner institutions of lkp sae cipta mandiri itself. the media used in the online-based digital marketing training are: (1) source books on digital marketing; (2) computer / laptop; (3) internet; and (4) infocus, and (5) other relevant media are used to facilitate the learning process in training. it can be observed that the digital marketing training mechanism is not yet relevant to the theory in the scope of non formal education. this, considering that it is strongly influenced by real conditions in the field, can be explained as follows. a. learning participants the participants learn the implementation of the digital marketing training program, namely: (1) the population of productive age (18-45 years) are all female, (2) minimum education is graduated from elementary school or equivalent, (3) has a willingness to study and work, proven by ability learning citizens, (4) do not have permanent jobs, and (5) priorities are not far from program administrators. with this provision, training can reach underprivileged families who drop out of school and do not have skills. b. formulation of training objectives training or learning objectives are the most important thing to formulate, this is because: (1) objectives are the direction of all learning or training activities, (2) objectives are used as the basis for selecting and procuring appropriate learning or training elements, (3) ) objectives are benchmarks in the evaluation of learning or training activities, meaning that learning or training activities are good, if the learning or training outcomes have brought learners to the predetermined learning or training objectives. the organizers of training conveyed that the purpose of this digital marketing training is to provide knowledge, skills and attitudes of independence and an entrepreneurial spirit in learning citizens to work independently and create jobs. the formulation of training objectives set by the digital marketing training provider is indeed in line with the interests of most of the training residents. as stated by the training participants, the specific goals and reasons that prompted him to take part in the training were wanting to have knowledge, skills in the field of digital marketing and an attitude of independence and an entrepreneurial spirit to be able to do business through digital marketing. c. the arrangement of training programs training or learning programs are essentially the answers to learning problems faced by learning citizens. the focus of a learning or training program is the answer to four basic questions, namely: (1) what are the objectives to be achieved, (2) what material will be delivered, (3) what strategies will be used and (4) how the assessment will be carried out rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 16 (ishak abdulhak, 1995: 33). in adult education to achieve predetermined learning or training goals, learning citizens are involved in developing training programs. the strategy or approach used in digital marketing training is based on adult learning, namely: an andragogical approach and a participatory approach (an approach that is oriented to learning citizens). although in practice according to respondents it cannot be fully implemented in the learning process. methods and learning techniques in digital marketing training, using group methods or individual methods, and using lecture, discussion, question and answer, demonstration, group work, assignment and field techniques. the media used in digital marketing training are: digital marketing props, digital marketing images, digital marketing goods accessories and digital marketing resource books. digital marketing training facilities and infrastructure such as classrooms, practice rooms, desks, study chairs, whiteboards are available and adequate for training or learning activities. based on the theory of andragogy, especially in terms of involving learning participants in identifying training needs, formulating training objectives, planning or compiling training and evaluation programs, it can be assumed that in this digital marketing life skills training, learning citizens have not been involved or included in planning activities. training program as in the activities mentioned above. this of course will affect the level of success of the training objectives to be achieved. 3. results of online-based digital marketing training for the youths of productive age conducted by sae cipta mandiri course and training institute overall, the participantslearned the online-based digital marketing training successfully completed the training completely in accordance with a predetermined time period, namely 200 hours taken for 2 months with activities 6 times a week, 4 hours each from 08.00 12.00 am jakarta. the success rate of the trainees in carrying out this online-based digital marketing training is described in the following table: table 4.5. the rate of success of online-based digital marketing training program graduates rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 17 this data shows that all learning citizens who took the online-based digital marketing training passed all with varying graduation predicate scores. that way, learning citizens have acquired digital marketing knowledge and skills that can be used to be self-employed. discussion ciwaruga villagers are people who spend varied time using social media. internet users now spend more than six hours online each day, and a third of that time is devoted to social media. the amount of daily time spent on social media is one of the most visible indicators of its presence, and the growth of digital activity support tools is increasing. visibility of the presence. the young age group has the highest involvement of social media compared to other age groups. the reality will always be the most involved. they enjoy digital because it also makes it easier for them to adjust the duration of their screen. more than two-thirds of 16-24 year olds admit that they are continuously connected online, and more than a third also say that technology makes life more enjoyable. social media is a huge variety of different sites offering different features. this makes it difficult to generalize about the impact of social media, and this situation varies the abilities of social media users. in the online-based digital marketing training conducted by lkp sae cipta independently, the planning process has been carried out well in line with the opinion of wtterson (1965) in djudju sudjana (2000: 61) who argues that in essence planning is a conscious, organized and continuous effort. gina chooses the best alternative from a number of alternatives to achieve certain goals. online-based digital marketing training is carried out through prior planning as a manifestation of the following functions: (1) to direct a program so that it can run smoothly, effectively and efficiently, (2) as a service in the form of procedures in achieving goals, (3) as a counterweight and on the components involved in it. planning is the initial part of management, so planning is a very basic factor and determines the success of achieving training objectives. without clear, measurable planning, we will not know for sure whether the training process that will be carried out is successful or not. comprehensive training planning demonstrates the effectiveness and efficiency of systems and processes, reflecting the components that are systematically interconnected and influence each other. the components include: (1) reasons why the training is being carried out, (2) the training objectives to be achieved, (3) actions to be carried out to achieve the training objectives, (4) the available support capacity, both human and non-human, ( 5) how the training process is carried out, and (6) the time needed to carry out the training. thus, it can be concluded that the planning of online-based digital marketing training has proven to be systematic in making decisions in actions taken in time to achieve predetermined training objectives. it is called systematic because planning is used by using certain principles, and these principles include the decision-making process of using scientific knowledge and techniques, as well as organized action or activity. rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 18 this digital marketing training was attended by participants from the adult group. in accordance with the theory of outside school education, it is most appropriate that this training be carried out based on the andragogical theory approach. andragogy is a learning model for students by involving participants in learning activities or training. with the direct involvement of the participants in the learning or training activities, the learning or training process can be carried out well, because the key to the success of adult education is involvement / participation. this is in accordance with the opinion of srinivasan (1979) that to achieve learning success, training providers should involve participants in: (1) identifying training needs, (2) formulating learning or training objectives, (3) developing learning or training programs, (4) evaluation learning or training activities. with the involvement of learning citizens in the four points of activity, the learning citizens will have high motivation, both in the learning process or training and in utilizing the learning or training outcomes after completing the training. implementation is all activities related to the implementation of training, especially the learning process in training including objectives, materials, methods, techniques, media, learning and evaluation activities as well as learning resources and learning citizens. the implementation of a learning activity, including training, is a process of transforming knowledge, attitudes and skills from learning resources to learning participants. the implementation of online-based digital marketing training is set according to its objectives, namely to provide knowledge, skills in the field of digital marketing and an attitude of business independence or entrepreneurship that supports the development of learning citizens' businesses. in fact, it is known that the implementation of the implementation is carried out effectively and efficiently, because it is in accordance with the scheduled time and produces the expected graduates. the results of research in the field indicate that implementing this digital marketing training is a process of educational interaction between learning citizens and other learning components such as input for means, environmental input, raw input, and other input. this is in accordance with the opinion of sudjana, d., (2000: 34–38) who states that the learning process that takes place involves the following components: 1. instrumental input includes all possible sources and facilities for a person or group to carry out learning activities 2. raw input, namely participants learn with various characteristics they have. 3. environmental input, namely environmental factors that support or the running of educational programs. 4. processes that involve the interaction between input means, especially educators and raw input, namely students (learning citizens) 5. output, namely the quantity of graduates accompanied by the quality of behavior change that can be learned through learning activities. 6. other input is the supporting factors that enables students and graduates to use their existing abilities to advance their lives. 7. impact which concerns the results achieved by students / citizens and graduates. the results of online-based digital marketing training are in line with the opinion of sudjana, d., (2000: 20) who states that the level of achievement of the objectives of training targets is one indicator of the impact or effect of training. the higher the level of target achievement, the more significant the impact or influence of the research. the general objective of a training program becomes the main direction for program administrators and is a measure of rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 19 the success of the training program, usually formulated in a general, comprehensive, abstract manner and using instrumental verbs. meanwhile, the specific objectives emphasize changes in the behavior of the training participants concerning the knowledge, skills, attitudes and values related to the competencies that the participants must have during and after the training. specific objectives are stated in detail, concretely, changes in behavior can be measured and observed and formulated using transitive verbs. furthermore, sudjana, d., (2000: 38) argues that the influence concerning the results achieved by learning citizens after carrying out the training process is: (1) changes in living standards marked by finding a job or entrepreneurship, increasing income, health and selfappearance, (2) teaching others about the learning outcomes that graduates have and and are feeling for the benefits of graduates, (3) increasing their participation in social activities and community development in terms of participation of ideas, energy, assets and funds. the results of data analysis show that the results shown by the learning participants before and after participating in digital marketing training are changes and improvements in living standards by getting the opportunity to work in accordance with the knowledge and skills in the field of digital marketing. furthermore, another form that is related to the results of this digital marketing skills training is that the graduated participants learn to become confident and sociable people in the community, so that they too can carry out activities by participating in social activities. this brings significant value benefits to social life and becomes a great potential for improving the quality of human resources and community development. conclusions based on the research results conducted by the writers, it can be concluded that : 1. community readiness of around lkp sae cipta mandiri in the industrial era 4.0 on the use of social media the sundanese people are highly polite. they have the character of being warm, smiling, gentle and very respectful of their ancestors. in sundanese culture, the magical balance is maintained by performing traditional ceremonies, while the social balance of the sundanese people is by doing mutual cooperation in their social life. modernization also affects the development of aspects of sundanese life. when entering the era of the 4.0 generation industrial revolution, the community has increased connectivity, interaction and the development of digital and virtual systems, such as in the use of computers, cellphones, facebook, whatchapp, instagram and other tools relevant to social media. ciwaruga villagers spend varied time using social media. the younger the population, the higher the time spent playing social media. social media is a huge variety of different sites offering different features, making it very difficult to generalize about the impact and vary the capabilities of social media users. 2. the implementation of online-based digital marketing training for the youths of productive age conducted by sae cipta mandiri the purpose and objective of establishing lkp sae cipta mandiri is an extension of the government in helping to deal with people who are under economic pressure or unemployment so that they can have skills and do business independently. various programs are organized, one of which is online-based digital marketing training for young people of rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 20 productive age, a renewable marketing profession and a cultural trend of buying and selling online in the millennial era where the source of funding is assistance from the indonesian ministry of education and culture through the work skills education program (pkk) fiscal year 2020. the learning strategy used by learning resources is a participatory andragogical approach, by providing the widest possible opportunity for students to be involved in planning, implementing and assessing training. the method used in this online-based digital marketing training is tailored to the needs of the field with all learning citizens receiving theoretical training material, and during practice. 3. the results of online-based digital marketing training for the youth of productive ages conducted by sae cipta mandiri overall, the participants of online-based digital marketing training and successfully completed the training completely. all of the training participants have successfully passed with a graduation predicate value that varies according to their respective competencies in the mastery of digital marketing knowledge and skills they receive. in general, the success of the graduates of the online-based digital marketing training program can improve the cognitive, affective and psychomotor domains. there are changes in them and an increase in their standard of living by getting the opportunity to work in accordance with their knowledge and skills in the field of digital marketing. based on research studies on online-based digital marketing training for youth of productive age, some suggestions can be made as follows: 1. sundanese people upholds high politeness. having the character of warm-heartedness, smiling, gentle and very respectful of their ancestors needs to be maintained and maintained by keeping abreast of the times that are dynamic and progressive in a positive manner with technological literacy. 2. the implementation of online-based digital marketing training programs for youth of productive age have been successful enough. hopefully, the learning resources or instructors will optimize the implementation of training programs which include approaches, methods, techniques, media, and evaluation of learning in training 3. the results of the online-based digital marketing training program for youth of productive age who have been successful enough are expected to be optimally improved by the organizers so that graduates have knowledge, social marketing skills and have an independent attitude and a more stable entrepreneurial spirit to enter the world of work or open their own jobs. 4. it is necessary to conduct further training as a development of the training that has been carried out, this is very supportive of gaining and expanding mastery in the field of digital marketing which is increasingly developing rapidly references aditya wardhana, budi ristandi k, syahputra, (2015) metode riset bisnis. bandung : karya manunggal lithomas. akhyadi, a. s., & kaswan. 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(2015). metode penelitian pendidikan, pendekatan kuantitatif, kualitatif, dan r&d (21st ed.). bandung: alfabeta, cv https://doi.org/http:/dx.doi.org/10.4135/9781412961288.n337 rukanda, n., kaniati, r & samsudin, c. efforts to strengthen mental entrepreneurs through online based digital marketing training for youth of productive age 22 sulistiyani, a.t. 2004. kemitraan dan model-model pemberdayaan. yogyakarta: gaya media. sumardjo, 1999. transformasi model penyuluhan pertanian menuju pengembangan kemandirian petani. kasus di provinsi jawa barat [desertasi]. bogor: program pascasarjana institut pertanian bogor. sumantri, s. (2000), pelatihan dan pengembangan sumber daya manusia, bandung, fakultas psikologi unpad tjiptono, f dan diana, a, (1998), total quality, management, yogyakarta : andi offset. wether jr., w.b. e. davis, keith, (i997). human resource and personel! management, fifth edition mc. graw hill, inc. zimmerer & scarborough. 2010. kewirausahaan dan manajemen usaha kecil, salemba empat. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 11, nomor 2 september 2022, p-issn no. 2252-4738 e-issn : 2580-7692 58 evaluation of cippo model program in elderly empowerment muhammad irfan hilmi pendidikan luar sekolah, universitas jember, jawa timur, indonesia irfanhilmi.fkip@unej.ac.id received: agustus, 2022; accepted: september, 2022 abstract this study aims to evaluate the program on empowering the elderly community held at the rumah belajar. evaluation of the implementation of the elderly community empowerment program using the cippo model (context, input, process, product, and outcome). the cippo model is derived from the cipp model which adds an outcome aspect to measure the implementation of the product. this study uses a qualitative approach with a descriptive method. the research informants were 3 informants, managers, facilitators and elderly at the rumah belajar in cihideung village, west bandung regency. the data collection technique used in this evaluation is adjusted to the needs of data collection. as for the technique is observation, interview, study documentation. data analysis using the miles and huberman model by means of data reduction, data presentation and drawing conclusions. the results of the study, based on the evaluation of the cippo model, it was found that the implementation of the elderly community empowerment program was in accordance with the planned objectives, the management had gone well, in general the activities were according to plan, the program results from the cognitive, affective and psychomotor aspects could be categorized as good and the impact able to maintain the independence of the elderly in the aspects of biological, psychological, social and spiritual needs. keywords: program evaluation, cippo model, elderly empowerment abstrak penelitian ini bertujuan untuk melakukan evaluasi program pada pemberdayaan masyarakat lanjut usia yang diselenggarakan di rumah belajar. evaluasi pelaksanaan program pemberdayaan masyarakat lanjut usia menggunakan model cippo (context, input, process, product, dan outcome). model cippo berasal dari model cipp yang ditambahkan aspek outcome untuk mengukur implementasi dari product. penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. informan penelitian sebanyak 3 informan yaitu pengelola, fasilitator dan warga belajar lansia di rumah belajar desa cihideung kabupaten bandung barat. teknik pengumpulan data yang dipergunakan dalam evaluasi ini disesuaikan dengan kebutuhan dalam pengumpulan data. adapun teknik tersebut adalah observasi, wawancara, studi dokumentasi. analisis data dengan model miles dan huberman dengan cara dilakukannya reduksi data, penyajian data dan penarikan kesimpulan. hasil penelitian yaitu berdasarkan evaluasi model cippo diketahui bahwa penyelenggaraan program pemberdayaan masyarakat lanjut usia sudah sesuai dengan tujuan yang direncanakan, pengelolaan telah berjalan dengan baik, secara umum aktivitas kegiatan sudah sesuai rencana, hasil program dari aspek kognitif, afektif dan psikomotorik dapat dikategorikan baik dan dampaknya mampu mempertahankan kemnadirian lanjut usia pada aspek kebutuhan biologis, psikologis, sosial dan spiritual. kata kunci: evaluasi program, model cippo, pemberdayaan lanjut usia how to cite: hilmi, m.i. (2022). evaluation of cippo model program in elderly community empowerment program. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (2), 58-66. hilmi. evaluation of cippo model program in elderly community empowerment program 59 introduction the dynamics of population problems in indonesia is getting higher. it is not only the productive age population who have problems with unemployment because of their low competence, but without us realizing the development of the elderly population is increasing. data on the development of the elderly population in indonesia is interesting to observe. from year to year the number tends to increase. globally, there are 727 million people aged 65 years and over in 2020 (un, 2020). this number is projected to double to 1.5 billion by 2050. over the past fifty years, the percentage of the elderly population in indonesia has increased from 4.5 percent in 1971 to around 10.7 percent in 2020. this figure is projected to continue to increase until it reaches 19.9 percent in 2045 (bps, 2021). in 2021 the percentage of the elderly population by age group (bps, 2021) living in urban areas is 10.24% and those living in rural areas are 11.60%. there is a big difference between the elderly living in urban and rural areas. this difference could be due partly to the fact that the elderly from rural areas prefer to return to the village in their old age, and perhaps also because the rural population has a higher life expectancy because they do not breathe polluted air. air, do not often face things that are bad for them. makes them stressed, more peaceful than days without stress or it could be because the food they eat is not contaminated with pesticides so they are not susceptible to disease so they live long. almost three out of ten (29.52 percent) of households in indonesia are inhabited by the elderly. this information is very important, considering that many elderly welfare programs use a household approach, as well as the elderly who really need support from the people who live with them. almost three out of five (59.21 percent) elderly act as the head of the household, namely the person in charge of the daily needs of the household. according to cohabitation status, about one in ten (9.99 percent) elderly live alone. who (1977) states that the elderly who live alone are a risk group that requires special attention (iliffe et al., 1992 in bps, 2021). the problem of the elderly is not only a matter of number, but there are other problems that arise (suprayogi, 2005) namely the problem of myths, the problem of the low status of the elderly population, health problems, the problem of losing a family, housing problems. , transportation problems, sexuality problems, crime threats problems. and death problems. the number of elderly people will continue to increase and cannot be avoided, because many of them are currently still in their productive age and will enter old age or retire in the years to come. when a person grows old, it means he is at the end of the human life span in which it is like a chain of intertwined lives. the condition of the elderly in the future is determined by how decisions have been made in the past (karni, 2018). so, various problems that may arise from the elderly population need to be addressed and anticipated with various things or programs that are able to increase the independence and welfare of the elderly population. the welfare of the elderly community has been determined and mandated by the law on elderly welfare (uu no 13 of 1998) article 1 paragraph 1 welfare is a system of life and social life, both material and spiritual, which is filled with feelings. security, courtesy and peace of mind. a mental state that enables every citizen to fulfill the best possible physical, spiritual and social needs for himself, his family, and society by upholding human rights and obligations in accordance with pancasila. in paragraph 2 it is stated, elderly is someone who has reached the age of 60 (sixty) years and over. and they are divided into two categories, namely potential elderly (paragraph 3) and nonhilmi. evaluation of cippo model program in elderly community empowerment program 60 potential elderly (paragraph 4). potential elderly are seniors who are still able to do work and/or activities that can produce goods and/or services. while the elderly without potential are the elderly who are powerless to earn a living so that their lives depend on the help of others. for the elderly who do not have the potential (paragraph 7) the government and the community seek social protection as a service facility so that the elderly can realize and enjoy a decent standard of living. furthermore, in paragraph 9 it is stated that the maintenance of the level of social welfare is an effort to protect and provide continuous services so that the elderly can realize and enjoy a decent standard of living. rumah belajar institute is concerned with developing non-formal education programs. one of the program service targets is the elderly in the nyingkir village area, cihideung village, parongpong district, west bandung regency. the elderly empowerment program is implemented to serve the elderly female community, which consists of 20 people. the elderly community empowerment program activities carried out by the rumah belajar are carried out 2 times a week, with a series of activities covering health, religion and skills. based on the description above, the elderly community empowerment program needs to be seen whether it has a real impact on the lives of the elderly or not at all. for this reason, this study tries to evaluate the elderly community empowerment program carried out at the rumah belajar. evaluation of the implementation of the elderly community empowerment program using the cippo model (context, input, process, product, and outcome). the cippo model is derived from the cipp model which adds an outcome aspect to measure product implementation (arikunto, s., 2014). this model is based on the view that the success of educational programs is influenced by various factors, such as: characteristics of students and the environment, program objectives and equipment used, procedures and mechanisms for implementing the program itself (arifin, z., 2010). the evaluation of this model intends to determine the performance of various dimensions of the program with a number of certain criteria, until finally arriving at an overview and assessment of the strengths and weaknesses of the program being evaluated. the reason for choosing this model is because it is based on various considerations so that program evaluation is carried out more comprehensively so that it can reveal the meaning of the program being held related to achieving the objectives of implementing community empowerment programs. elderly in the rumah belajar. method this study uses a qualitative approach because the evaluator wants to understand and reveal the uniqueness in depth regarding the impact of implementing the empowerment of the elderly. the research method used in this evaluation is descriptive method. (sugiyono, 2017). descriptive evaluation method aims to solve the problem at hand or a case study based on facts and facts from the data obtained at the evaluation site related to the object of evaluation. the research informants were 3 people, namely managers, facilitators and elderly residents studying at the rumah belajar cihideung, parongpong west bandung. data collection techniques using observation, interviews, documentation studies. data analysis uses the miles and huberman model in (sugiyono, 2017) by means of data reduction, data presentation and drawing conclusions. hilmi. evaluation of cippo model program in elderly community empowerment program 61 results and discussion context of program in the context of the program carried out in the elderly empowerment activities held at the rumah belajar on the aspect of the relevance of the program to the needs of the elderly learning community, it really helps the elderly learning community and this is interpreted as a necessity. what the elderly learning community really wants. activities held include: religion, recreation, craft of stringing prayer beads and health checks facilitated by the institute (salma. f. g., 2012). in general, the suitability of programs and program activities carried out with socio-economic conditions, it is known that the program is very helpful in independence and increasing the productivity of the elderly learning community (suprayogi, u. 2009). in social activities, elderly learning residents begin to interact with relatives and peers by being brought together in this activity. meanwhile, from an economic perspective, the elderly learn to learn the skills of assembling prayer beads, the results of which are sold themselves or used for worship. the implementation of this elderly empowerment program is not supported by environmental conditions that are difficult to find in terms of physical improvement activities, such as gymnastics. however, learning residents can still do other things, such as walking around their own village. this is due to environmental conditions in kp. nyingkir is an urban area on the outskirts of housing which is geographically hilly, so it is very difficult to get representative land for physical activities of the elderly. the implementation of the elderly empowerment program is carried out because it sees opportunities for suburban urban conditions to be less mobilized in empowerment activities, of course the target population of the elderly is large and cannot be optimized physically, productively, and spiritually. ((peraturan pemerintah nomor 43 tahun 2004). this is because the distance of health services is far enough so as to provide opportunities for institutions that are concerned with community empowerment to make a real contribution to the surrounding community. the context of the program organized by the rumah belajar institute is in accordance with the needs of the learning community and its environment, especially the needs of the elderly who need assistance and services. this is in accordance with the four needs issued by the indonesian ministry of social affairs in 2011 which states that the needs of the elderly include: 1) biological/physiological needs, 2) psychological needs, 3) social needs, 4) spiritual needs. (kementerian sosial ri, 2011). thus, the program of activities organized by the rumah belajar, for all the needs of the elderly, based on the ministry of social affairs of the republic of indonesia in 2011 can be said to facilitate and serve the elderly learning community. input according to the institute's documentation, this elderly empowerment program has made a work plan as a guide in implementing the program as a whole and is detailed again by making work procedures even though they are not so detailed or using standard operating procedures in carrying out this elderly program. in this activity involved through community elements represented by community leaders such as the head of the local rt and rw village who participated in organizing learning residents and facilitating activities carried out by the rumah belajar institution, while from the hilmi. evaluation of cippo model program in elderly community empowerment program 62 government element, namely the pnf program supervisor in parongpong regency who monitored the implementation of the empowerment program. elderly. in addition, students majoring in education outside of school as companions for the implementation of the elderly empowerment program. the resources invested include: facilities and infrastructure and the finance used comes from the institution's own finances without any contribution from residents. in general, there is no selection in the recruitment of elderly learning residents. the learning residents who are taught and served are the result of deliberations with the local rt and rw by taking into account the ability of the institution to facilitate the program to be rolled out with an age range of 60 years (uu no 13/1998). however, for resource persons, the selection was carried out by considering the abilities or competencies needed to empower the elderly, for example in health improvement activities carried out by unpad medical students and unpad nurses and for gymnastics instructors from pls department students, while for the spirituality of these activities the resource persons came from prominent figures. women's religion kp. get rid of those brought by the rumah belajar institution. as for the manager, it is based on the policies or decisions of the institution itself. because this institution cares about the development of student competencies, most of it is filled by students from the department of community education, universitas pendidikan indonesia, which of course is fostered first by the manager of the rumah belajar. in the aspect of program input, planning activities are carried out in the implementation of empowering the elderly in rumah belajar which consist of deliberation activities and an inventory of targets and experts. the deliberation activity for consensus is in the form of a calm meeting of experts who discuss the needs of the elderly (sudjana, 2008). the next stage is organizing, namely the formation of a field section, at this stage the preparation of an activity plan is carried out in consultation with experts, namely medical personnel (doctors, nurses), in the religious field in collaboration with the regional mosque prosperity council (dkm) (kp. nyingkir), followed by approval of learning time, preparation of material to be given. institutional managers include administrators as planning makers, field sections in charge of activities, officers as technical implementers in the field targeting the elderly and supervised by supervisors from the sub-district government. this management flow goes well in accordance with the tasks assigned to each position, with this activity it will take place successfully if there is good cooperation and communication between managers and supervisors. (sudjana, 2004). process in the process of implementing the program for the elderly who take part in activities at the rumah belajar institution, they get learning through: 1) religion; here this institution cooperates with the local mosque's dkm, in addition to holding regular recitations, the elderly also learning to be teachers for other elderly people who need assistance. 2) recreation; in gymnastics activities, the elderly taken turns being a gymnastics instructor, aiming to increase self-confidence in the elderly. 3) the craft of stringing prayer beads; this skill activity develops the talents of the elderly, besides w1 who already have the skills can teach or become teachers for other elderly people who want to learn skills. 4) health checks facilitated by the institution include checking blood pressure and checking blood sugar. (romi, ar (2012). hilmi. evaluation of cippo model program in elderly community empowerment program 63 the learning method used emphasizes group learning with a combination of learning methods (hatimah, 2014). in religious activities, the lecture method is combined with the practice of reading the koran, while in recreational and craft activities the emphasis is on practice guided by program assistants. the availability of learning resources provided by the institution is complete and the elderly are given each learning resource such as the koran, gymnastics and raw materials for assembling prayer beads. meanwhile, program facilities cannot be said to facilitate elderly learning residents, because based on informants it is known that recreational areas (gymnastics) are not adequate and other program facilities have been able to facilitate learning community activities. it is known that the activities carried out in general are in accordance with the plan, but there are times when the facilitator and assistant cannot attend because as students sometimes there are assignments, learning activities cannot be carried out according to the planned schedule. in general, the obstacles faced by the learning community from these elderly learning activities are the consistency of mentoring activities from the organizing institution, the rest of the problems and family support have been very helpful. external inhibiting factors that can hinder the learning process for the elderly are facilitators who come from students who have their own busy lives that hinder the program. the internal inhibiting factor is the busyness of the elderly research participants, all of whom are still working from morning to noon which have an impact on the health of the elderly. product activities held at the rumah belajar institution are in accordance with the objectives to be achieved, namely: 1) craft of stringing prayer beads aims to take advantage of free time and increase productivity by making or producing works from the materials provided, 2) religious activities aimed at togetherness, preparation for facing death, and increase a sense of comfort, 3) recreation aims to increase socialization, enthusiasm for life, reduce boredom. (maryam, 2008). residents learn to feel better because many activities are not like at home (aria, r. ikhsan, i., nurlaily, n. 2019). the activity that the learning community is interested in is gymnastics, so now that the teacher can't be replaced by the residents studying themselves, there are also learning residents who are more interested in assembling the prayer beads, which he does every day in the craft room. (hufad, a., pramudia, j.r., hilmi, m.i 2017). the social life of the elderly here is quite good because there are activities that are quite solid and there are those who are the chair of the elderly so that they coordinate the elderly, and are quick to respond to problems that exist among the elderly in the institute. the elderly who are empowered by the orphanage generally participate in activities at the institution, because they realize the benefits that are felt directly by the elderly, so there is no need for a special strategy to attract the interest of the elderly. the results or outcomes of the elderly empowerment program are changes in student behavior during and after participating in the learning process. changes in the behavior of the elderly in this program include the domains of affection, cognition, and psychomotor (sudjana, 2004). based on the evaluation results, the results of this program in terms of cognitive, affective and psychomotor aspects can be categorized as good and successful. based on information from the manager, it is known that the activities held at the rumah belajar institution on the psychomotor aspect, residents learn to follow the craft of stringing prayer beads which aims to hilmi. evaluation of cippo model program in elderly community empowerment program 64 take advantage of free time and increase productivity by making or producing works from the materials provided (hilmi, m.i, hufad, a., pramudia, j.r. 2017). the evaluation results described above indicate that a program activity will be successful if the program is needed and felt by the learning community, in accordance with what was stated by (arif, 1994) in the implementation of out-of-school programs. which must be oriented to the needs of students, which means that the implementation of community empowerment is based on the needs felt and needed by individual learning citizens so that they feel a strong learning need for themselves. outcome the elderly empowerment program is carried out in several activities, including: 1) crafting prayer beads which aims to take advantage of free time and increase productivity by making or producing works from the materials provided, 2) religious activities aimed at togetherness, preparation for death, and improving the quality of life for the elderly. a sense of comfort, 3) recreation aims to increase socialization, enthusiasm for life, reduce boredom. the existence of this activity makes learning residents more involved in social activities and social interaction with other learning residents is closer and more intense (hufad, a., pramudia, j.r., hilmi, m.i. 2018). meanwhile, in terms of teaching, there are learning residents who can replace if the teacher is not present (sudjana, 2008). from the health aspect of the study residents, it appears that the written health reports about blood pressure and diabetes are balanced. from an economic point of view, it is not so pronounced, but in terms of productivity, the activities are very pronounced (kurnianto d. p. 2015) in general, the impact that can be expressed from this elderly empowerment activity is the fulfillment of the following needs: 1) physical and spiritual, with the elderly's decision to participate in the activities held, namely health, religious and spiritual aspects. 2) sociocultural, the social life of the elderly is better with the presence of peers, without feeling ostracized in society. 3) security-certainty, feeling safe and comfortable being in an environment that has the same fate, makes the elderly feel comfortable discussing and being in the environment around the orphanage. 4) can accept/appreciate other people/groups, very minimal dependence on other parties (rohaedi, s., putri, s.t., kharimah, a.d. 2016). this activity is one way for the elderly to fill spare time, interact with others, maintain physical and spiritual health of the elderly, increase productivity so that the elderly can carry out daily activities independently (misnaniarti. 2017). the independence of the elderly has a function in the elderly, namely the ability of the elderly not to depend on others in carrying out their activities, all of which are carried out by themselves with their own decisions so that the fulfillment of their needs can be maintained. with various activities held in the family. conclusion the implementation of the elderly community empowerment program carried out at the rumah belajar includes planning, organizing, and core/implementation activities. planning activities are the first step carried out by the rumah belajar. activities consist of activities to increase agreement and inventory of targets and experts. the agreement meeting activity is in the form of meetings with experts who discuss the needs of the elderly in the rumah belajar environment. it was revealed that the purpose of this activity is to facilitate the needs of the elderly which include biological, psychological, social and spiritual needs. in the next stage, a field section is formed, at this stage the preparation of an activity plan is carried out in hilmi. evaluation of cippo model program in elderly community empowerment program 65 consultation with experts, namely medical personnel (doctors, nurses), experts in the arts and spirituality, followed by approval of learning times and preparation of materials to be given. the program of activities held are: 1) religious; here the institution cooperates with the local mosque's dkm, apart from holding regular recitations, the elderly also learning to be teachers for other elderly people who need assistance. 2) recreation; in gymnastics activities, the elderly taken turns being a gymnastics instructor, aiming to increase self-confidence in the elderly. 3) craft of stringing prayer beads; this skill activity develops the talents of the elderly. 4) health checks facilitated by the institution include checking blood pressure and checking blood sugar. the implementation 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(2012). peningkatan motivasi belajar lanjut usia sebagai proses belajar sepanjang hayat melalui program pelatihan kreatif mandiri (pkm). skripsi. upi: tidak diterbitkan salma. f. g. (2012) pembinaan kemandirian lansia melalui terapi modalitas di panti sosial tresna werdha budi pertiwi kota bandung. skripsi. upi: tidak diterbitkan sudjana, d. (2004). pendidikan luar sekolah, wawasan, sejarah perkembangan, falsafah, teori pendukung, azas. bandung: falah production. sudjana, d. (2008). evaluasi program pendidikan luar sekolah. bandung: remaja rosda karya. sugiyono. 2017. metode penelitian kuantitatif, kualilatif dan r&d. bandung: alfabeta. suprayogi, u. 2009. pendidikan bagi masyarakat lanjut usia. bandung: rizqi press suprayogi. u. 2005. pengembangan model program pendidikan laur sekolah dalam memberdayakan kelompok masyarakat lanjut usia mencapai kemandirian. disertasi. upi: tidak diterbitkan. undang undang republik indonesia nomor 13 tahun 1998 tentang kesejahteraan lanjut usia. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 1 pendidikan luar sekolah dan pembangunan manusia indonesia oleh: prof.dr.h. engking s. hasan,m.pd direktur pascasarjana stkip siliwangi bandung dan sri nurhayati, s.pd, m.pd dosen stkip siliwangi bandung abstract indonesia today is still struggling to find the best way in developing its human resources. the essence of human development according to tilaar (1998:107) is the development of dignity and human quality, and to develop human dignity and quality is to give them choices, so the role of education is very vital in giving human the ability to choose and to widening their horizons on what they need to choose. according to national education system law no. 23, there are three lines of education: formal, nonformal, and informal education. coombs (1973) defines nonformal education as every organized and sistematic activity outside the well-established schooling system, conducted independently or as part of wider activity, and intended to serve specific students in order to achieve their learning goals (sudjana, 2004:22). this paper aims at providing information on how nonformal education has become the answer of today’s struggling of indonesia in developing its human resources. kata kunci: pendidikan nonformal, pembangunan manusia, kualitas sumber daya manusia. pendahuluan makalah ini mencoba untuk menganalisa pembangunan manusia indonesia melalui upaya-upaya pendidikan. sudah banyak kajian yang menyimpulkan bahwa pendidikan memiliki peran sentral dalam rangka pembangunan manusia. namun, selama ini kajian yang menganalisa bagaimana upaya pembangunan manusia melalui jalur pendidikan nonformal belum banyak dikenal. fakta di lapangan menunjukkan bahwa pendidikan formal cakupannya begitu terbatas untuk melayani kebutuhan pendidikan bagi bangsa sebesar dan sekompleks indonesia baik bila dilihat dari segi geografis ataupun demografis. asumsi kami adalah bahwa upaya-upaya pembangunan manusia indonesia jauh lebih efektif dan efisien serta holistik dan kreatif sejalan dengan sifat pendidikan nonformal yang lentur dan bisa diselenggarakan oleh seluruh lapisan masyarakat indonesia. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 2 ada fakta menarik dalam hasil survey undp pada tahun 2011 yang dikutip dari harian the jakarta post (http://www.thejakartapost.com/news/2011/11/02/ indonesia-ranks-124th-2011-human-development-index.html), indonesia menempati posisi ke 124 dari 187 negara yang disurvey dengan skor 0,617 yang mengalami kenaikan skor sebesar 0,004 dari tahun sebelumnya. ini berarti secara statistik pembangunan manusia indonesia mengalami peningkatan dibanding tahun sebelumnya. indonesia bukanlah negara yang jumlah penduduknya sekecil singapura (5,08 juta jiwa pada juni 2010) dan malaysia (28,53 juta jiwa pada juni 2010). dalam pendataan penduduk oleh kementerian dalam negeri, jumlah penduduk indonesia terhitung 31 desember 2010 mencapai angka yang fantastatis, yaitu sebanyak 259,94 juta jiwa (http://nasional.kompas.com/read/2011/09/19/ 10594911/jumlah.penduduk.indonesia), tersedia [on line] diakses tanggal 20 februari 2012. sehingga percepatan penaikan angka indeks pembangunan manusia di negara-negara yang jumlah penduduknya relatif kecil tentu lebih mudah daripada di negara yang jumlah penduduknya lebih besar. selain itu, indonesia juga secara geografis mencakup area yang sangat luas yang berdampak pada kecepatan mobilitas sumber daya yang diperlukan dalam rangka pembangunan manusianya. seringkali, indonesia tampak sangat jelek bila dibandingkan dengan prestasi pembangunan manusia di negara lain. padahal, belum tentu perbandingan tersebut dilakukan secara adil. mungkin saja, kesalahan yang seringkali kita perbuat adalah kesalahan membandingkan. meskipun negara yang dibandingkan dengan indonesia dalam hal pembangunan manusia masih satu kawasan, namun dari segi kompleksitas manusia dan area, indonesia tentu memiliki keunikan dan tingkat evolusinya sendiri. dengan segala kemampuan, kompleksitas, serta segala keterbatasan yang dimiliki secara unik oleh bangsa indonesia, pemerintah dan masyarakat indonesia sudah melakukan berbagai upaya positif dalam rangka membangun sumber daya manusianya. upaya-upaya tersebut tersebar di seluruh bidang, baik di bidang agama, ekonomi, seni, pendidikan, budaya, politik, sosial dan kemasyarakatan, sampai upaya-upaya di bidang informasi dan teknologi. tilaar (1998:107) mengemukakan bahwa inti dari pengembangan manusia adalah pengembangan martabat serta kualitas manusia, dan martabat serta kualitas manusia tidak lain dari memberikan pilihan-pilihan. maka tidak dapat dipungkiri, peranan pendidikan dalam memberikan kemampuan kepada manusia untuk dapat memilih dan memperkaya horizon pilihannya itu. pembangunan manusia adalah konsekuensi logis dari aktivitas pendidikan. tanpa ada pendidikan, manusia mustahil bisa membangun dirinya sendiri. secara kualitatif, tingkat keterdidikan seseorang akan berbanding lurus dengan http://www.thejakartapost.com/news/2011/11/02/ http://nasional.kompas.com/read/2011/09/19/%2010594911/jumlah.penduduk.indonesia http://nasional.kompas.com/read/2011/09/19/%2010594911/jumlah.penduduk.indonesia jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 3 tingkat kemampuannya untuk membangun dirinya sendiri dengan mengolah hasil pendidikannya menjadi kebiasaan kebiasaan yang konstruktif dan produktif. pembangunan manusia akan berdampak secara langsung pada pembangunan suatu bangsa, seperti yang dikemukakan oleh suryadi (2009:11) yang berpendapat bahwa memajukan pendidikan berarti sama dengan memajukan martabat bangsa agar sejajar dengan negara-negara maju lainnya. menurut undang-undang sistem pendidikan nasional nomor 20 tahun 2003, pendidikan di indonesia dibagi ke dalam tiga jalur, yaitu: jalur pendidikan formal, jalur pendidikan nonformal, dan jalur pendidikan informal. selama ini proses pembangunan manusia indonesia melalui upaya-upaya pendidikan, lebih ditekankan pada pendidikan persekolahan atau pendidikan formal saja. perhatian pemerintah dan masyarakat jarang sekali diarahkan kepada pendidikan nonformal yang sebenarnya memiliki nilai penting yang sama. bahkan, dalam beberapa konteks situasi bisa dipandang lebih penting dalam rangka pembangunan manusia indonesia secara efektif, efisien, integratif, kreatif, dan holistik. hal ini senada dengan pemikiran tilaar (1998:16) yang menyatakan bahwa jalur pendidikan sekolah dan jalur pendidikan luar sekolah itu saling komplementer dalam sistem pendidikan nasional, sehingga perhatian yang sama dan adil harus diberikan kepada jalur pendidikan sekolah dan jalur pendidikan luar sekolah. pembangunan manusia indonesia melalui jalur pendidikan formal selama ini sudah kita ketahui bersama. meskipun pendidikan formal tampak lebih wajib dan dibutuhkan daripada pendidikan nonformal, pendidikan nonformal memiliki kiprah dan kontribusi yang tidak lebih penting daripada pendidikan formal. hal ini senada dengan pendapat suryadi (2009:28) yang menyatakan hal bahwa pendidikan nonformal belum mendapat pemahaman dan perhatian yang proporsional dari pemerintah maupun masyarakat dalam pembangunan nasional, baik yang berkenaan dengan peraturan perundangan maupun dukungan anggaran ehingga pemerataan pelayanan pendidikan nonformal bagi masyarakat di berbagai laposan dan di berbagai daerah belum dapat dilaksanakan secara informal. kurangnya informasi mengenai kiprah dan kontribusi pendidikan nonformal dalam pembangunan manusia indonesia menjadikan pendidikan nonformal dipandang sebagai jalur pendidikan “kelas dua”. makalah ini bertujuan untuk memberi penjelasan mengenai bagaimana sebenarnya kiprah dan kontribusi pendidikan luar sekolah dalam pembangunan manusia indonesia di masa kini serta bagaimana pendidikan luar sekolah berperan dalam meningkatkan pencapaian indeks pembangunan manusia indonesia kini dan nanti. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 4 pendidikan luar sekolah untuk membangun manusia indonesia lama sebelum sekolah-sekolah didirikan di indonesia, pendidikan diselenggarakan secara nonformal dan informal. pada awalnya, pendidikan yang berjalan di masyarakat berupa pesantrian-pesantrian yang bila ditilik dari segi sejarah, berawal ketika penyebaran islam di nusantara ini dilakukan secara intensif oleh wali songo. sudjana (2004:2) menulis bahwa pendidikan nonformal telah tumbuh dan berkembang dalam alur kebudayaan setiap masyarakat, dan sering bersumber pada agama dan tradisi yang berkembang di masyarakat. coombs (1973) dalam sudjana (2004:22) mendefinisikan pendidikan nonformal sebagai setiap kegiatan terorganisasi dan sistematis, di luar sistem persekolahan yang mapan, dilakukan secara mandiri atau merupakan bagian penting dari kegiatan yang lebih luas, yang sengaja dilakukan untuk melayani peserta didik tertentu di dalam mencapai tujuan belajarnya. dalam undang-undang sistem pendidikan nasional, pendidikan nonformal memiliki tiga fungsi yaitu sebagai pengganti (substitusi), penambah (supplemen, dan pelengkap (komplemen) pendidikan formal bagi warga masyarakat yang memerlukan layanan pendidikan dalam rangka pengembangan diri dan potensinya. pendidikan nonformal mempunyai karakteristik memberi penekanan lebih pada penguasaan pengetahuan dan keterampilan fungsional serta pengembangan sikap dan kepribadian profesional yang untuk tahap selanjutnya diarahkan pada longlife learning. dalam perkembangannya, di masa kini pendidikan luar sekolah (pendidikan nonformal) mengalami perubahan cakupan seperti yang dikemukakan rogers (2004) “the term non-formal education now covers a very wide continuum of educational programmes. at one extreme lies the flexible schooling model national or regional sub-systems of schools for children, youth and adults. at the other extreme are the highly participatory educational programmes, handknitted education and training, tailor-made for each particular learning group, one-off teaching events to meet particular localised needs.” pendapat rogers tentang perubahan paradigma pendidikan nonformal dalam makalahnya yang ditulis pada tahun 2004 tersebut membukakan mata kita bahwa pendidikan nonformal kini telah mengalami perluasan yang signifikan. perluasan ini berdampak pada lebih meluas dan beragamnya jenis layanan pendidikan luar sekolah yang beredar di masyarakat. secara riil yang terjadi di masyarakat indonesia masa kini, upaya-upaya yang dilakukan dalam rangka pembangunan manusia indonesia seutuhnya melalui program-program pendidikan nonformal dapat dibagi menjadi dua jenis, yaitu: upaya yang muncul sebagai inisiatif dari pemerintah dan upaya yang muncul sebagai inisiatif dari individu atau masyarakat. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 5 upaya-upaya yang muncul sebagai inisiatif pemerintah disalurkan kepada masyarakat melalui birokrasi pemerintah dalam hal ini direktorat jenderal pendidikan anak usia dini, nonformal dan informal. adapun program ditjen paudni di tahun 2011 ini yang dikutip dari situs resminya (http://www.paudni.kemdiknas.go.id/profil_paudni.html) tersedia [on line] diakses tanggal 20 februari 2012, diarahkan untuk memenuhi tuntutan peningkatan kualitas layanan dengan tetap berupaya terus mendorong ketersediaan dan akses layanan pendidikan yang semakin luas. dalam melaksanakan tugasnya, ditjen paudni menyelenggarakan fungsi: 1. meningkatkan ketersediaan dan keterjangkauan layanan paud yang memenuhi standar pelayanan minimal paud dan mendorong peningkatan mutu layanan secara simultan, holistik-integratif dan berkelanjutan, dalam rangka mewujudkan anak yang cerdas, kreatif, sehat, ceria, berakhlak mulia sesuai dengan karakteristik, pertumbuhan dan perkembangan anak sehingga memiliki kesiapan fisik serta mental untuk memasuki pendidikan lebih lanjut. 2. meningkatkan ketersediaan dan keterjangkauan layanan pendidikan keaksaraan usia 15 tahun ke atas yang berbasis pemberdayaan, berkesetaraan gender dan relevan dengan kebutuhan individu dan masyarakat dalam kerangka literacy initiative for empowerment /life. 3. meningkatkan ketersediaan dan keterjangkauan layanan pendidikan kecakapan hidup, kursus dan pelatihan, dan pendidikan kewirausahaan yang bermutu dan berdaya saing serta relevan dengan kebutuhan pemberdayaan masyarakat, dunia usaha dan dunia industri, khususnya bagi penduduk putus sekolah dalam dan antar jenjang, sehingga dapat bekerja dan/atau berusaha secara produktif, mandiri, dan profesional. 4. meningkatkan ketersediaan, mutu serta profesionalisme pendidik dan tenaga kependidikan paudni melalui peningkatan kualifikasi, kompetensi serta pemberian penghargaan dan perlindungan yang bermutu, merata, berkelanjutan, dan berkedilan. 5. mengembangkan layanan pembelajaran untuk menumbuhkan minat dan budaya baca masyarakat melalui penyediaan dan peningkatan layanan taman bacaan masyarakat, penyediaan bahan-bahan bacaan yang berguna untuk meningkatkan wawasan, pengetahuan dan produktifitas baik untuk aksarawan baru maupun untuk masyarakat umum lainnya. 6. mengembangkan pendidikan pemberdayaan perempuan, lanjut usia, dan pengarustumaan gender, untuk mengangkat harkat dan martabat perempuan, meningkatkan partisipasi perempuan dalam seluruh sektor pembangunan, dan menghapuskan diskriminasi serta kekerasan terhadap perempuan, mendukung upaya pencegahan tindak pidana perdagangan orang (trafficking), serta pendidikan keorangtuaan. http://www.paudni.kemdiknas.go.id/profil_paudni.html jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 6 7. meningkatkan pelayanan pendidikan kepramukaan dalam rangka membangun karakter bangsa melalui pembinaan gugus depan, peningkatan mutu pembina dan pelatih pramuka serta jambore pramuka. 8. meningkatkan mutu pelayanan program paudni melalui pengembangan model dan program percontohan yang dilakukan oleh upt pusat dan daerah. 9. meningkatkan ketersediaan, keterjangkauan, kualitas, kesetaraan dan kepastian layanan program paudni melalui penyelenggaraan program paudni oleh satuan kerja perangkat daerah dinas pendidikan provinsi dan kabupaten/kota dan lembaga paudni yang dikelola oleh masyarakat. 10. meningkatkan kapasitas kelembagaan paudni, baik di tingkat pusat maupun daerah melalui perbaikan sistem manajemen informasi, peningkatan sarana dan prasarana yang memadai, agar lembaga paudni mampu memberikan pelayanan prima bagi semua warga dan terjamin kepastian dan keberlangsungannya. dari fungsi-fungsi yang diselenggarakan ditjen paudni di atas, bisa kita tarik kesimpulan bahwa layanan pendidikan nonformal dan informal di indonesia secara resmi sangatlah luas. mencakup layanan pendidikan anak usia dini, pendidikan keaksaraan, pendidikan kecakapan hidup, kursus dan pelatihan, pendidikan kewirausahaan, layanan taman bacaan masyarakat, pendidikan pemberdayaan perempuan, pendidikan keorangtuaan, dan pendidikan kepramukaan. apabila layanan-layanan pendidikan nonformal ini sungguh-sungguh dilaksanakan, maka dampaknya akan sangat luar biasa bagi pembangunan manusia indonesia. terdapat beberapa karakteristik penting dari programprogram pendidikan nonformal yang muncul sebagai inisiatif dari pemerintah. pertama, sumber pendanaan program dibiayai sepenuhnya oleh pemerintah. kedua, meskipun pelaksanaan program pendidikan nonformal dilakukan oleh masyarakat sepenuhnya, namun pemerintah tetap melakukan supervisi, monitoring, dan evaluasi program. ketiga, program-program pendidikan nonformal tersebut biasanya dimunculkan sebagai bagian dari kebijakan atau program pemerintah baik pemerintah kota, provinsi, maupun pusat. luasnya cakupan layanan pendidikan luar sekolah (pendidikan nonformal) sama luasnya dengan kehidupan manusia itu sendiri. dari mulai pendidikan anak usia dini sampai dengan pendidikan keorangtuaan. hal ini bagaikan mengimplementasikan pepatah indah dari john dewey, “life is the education itself.” namun faktanya, layanan pendidikan ini di lapangan masih kurang terlihat (highlighted). ada beberapa faktor yang bisa dijadikan bahan pemikiran kita bersama. pertama, upaya-upaya pembangunan manusia melalui jalur pendidikan nonformal yang muncul sebagai inisiatif pemerintah jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 7 cenderung kurang menarik bagi masyarakat perkotaan karena biasanya hanya muncul sebagai program-program pemerintah (government centered) meskipun tampak seperti melayani kebutuhan masyarakat, tapi sebenarnya hal itu dilakukan sebagai bagian dari agenda pemerintah. hal ini berdampak pada kurangnya motivasi masyarakat untuk berpartisipasi dalam program-program pendidikan nonformal yang diselenggarakan oleh pemerintah. sehingga perjalanan program-program pendidikan nonformal yang dimunculkan oleh pemerintah biasanya berjalan tersendat-sendat seiring dengan tersendatsendatnya pendanaan program dari pemerintah. sedangkan upaya-upaya yang muncul sebagai inisiatif dari individu atau masyarakat meliputi program-program yang berorientasi pada pemenuhan kebutuhan pendidikan yang ada di masyarakat. program-program pendidikan nonformal ini biasanya dilatarbelakangi oleh beberapa hal. pertama, keresahan masyarakat akan berbagai permasalahan pendidikan yang ada di masyarakat. misalnya, program les atau bimbingan belajar bagi para siswa sekolah formal. kedua, idealisme yang muncul baik dari individu maupun masyarakat mengenai gambaran pendidikan yang berkualitas ideal yang ingin direalisasikan dalam lingkungan sekitarnya. misalnya, program homeschooling yang dewasa ini marak di masyarakat. yang terakhir adalah, lahirnya inovasiinovasi baru dalam hal pembelajaran di bidang-bidang tertentu yang dibutuhkan dan diminati oleh masyarakat yang belum mampu diadopsi oleh sekolah formal. misalnya program kursus mathemagics. idealnya, layanan pendidikan nonformal yang muncul sebagai inisiatif dari pemerintah dan inisiatif dari individu atau masyarakat ini dapat bersinergi dalam rangka membangun manusia indonesia seutuhnya. contohnya, program pendidikan keaksaraan dapat disinergikan dengan pelatihan-pelatihan merangkai bunga yang menarik dan populer. pendidikan pemberdayaan perempuan dapat disinergikan dengan hypnotic goal setting workshop dan program sejenis lainnya yang banyak beredar di masyarakat. bila hal ini diimplementasikan maka akan menjadi suatu terobosan baru dalam penyelenggaraan layanan pendidikan nonformal. dengan program pelatihan atau kursus-kursus yang memang menggunakan penemuan-penemuan terkini (up to date) di bidang pembelajaran, pemerintah tidak perlu lagi pusing bagaimana menaikkan angka partisipasi sekolah dan bagaimana menolkan angka buta aksara, karena program pembelajarannya sendiri sudah sedemikian menariknya untuk diikuti oleh warga belajar yang merupakan sasaran pembangunan manusia indonesia. pembangunan manusia indonesia melalui jalur pendidikan nonformal yang dibahas dalam makalah ini meliputi layanan program pendidikan anak usia jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 8 dini, pendidikan keaksaraan, home schooling, kursus dan bimbingan belajar, pelatihan, dan peningkatan budaya baca melalui taman bacaan masyarakat. pendidikan anak usia dini di indonesia diberikan bagi anak indonesia dari sabang sampai merauke dari usia 0-6 tahun. usia 0 tahun ini tidak bisa dimaknai bahwa pendidikan anak usia dini diberikan setelah anak lahir. namun, pendidikan diberikan dari sejak masa kehamilan ibu ketika fetus berusia 1 minggu sampai dengan anak lahir dan berkembang sampai usia 6 tahun. mengingat banyaknya penemuan-penemuan empirik terkini yang menyimpulkan bahwa perkembangan besar dari segi fisik, kecerdasan, dan karakter justru terjadi pada usia 0-6 tahun, menyebabkan layanan pendidikan anak usia dini menjadi krusial dan sangat mendesak bila kita ingin membangun manusia indonesia yang berkualitas dan berkarakter. dengan jumlah penduduk 250 juta jiwa pada tahun 2011, kebutuhan akan layanan paud indonesia ke depan akan lebih banyak. dengan demikian, para sarjana, akademisi, dan praktisi pendidikan nonformal memiliki kesempatan yang luas untuk bekerja bersama dengan pemerintah dalam membentuk lembaga-lembaga paud yang dibutuhkan masyarakat indonesia. selama ini, pemerintah melalui ditjen paudni selalu memberikan bantuan dana bagi para pengelola paud dalam rangka pengembangan paud maupun dalam rangka pembentukan lembaga-lemabaga paud baru yang dibutuhkan oleh masyarakat. dalam penentuan indeks pembangunan pendidikan manusia, angka buta aksara adalah salah satu penentunya. apabila suatu negara memiliki angka buta aksara yang tinggi, maka skor indeks pembangunan pendidikan akan semakin rendah. oleh sebab itu, layanan pendidikan untuk pemberantasan buta aksara sangatlah urgent bagi pembangunan manusia indonesia. implikasi program-program pendidikan keaksaraan pada pembangunan manusia indonesia sangat signifikan. gerbang peningkatan pengetahuan adalah dengan membaca. tanpa kemampuan membaca ini otomatis tidak akan ada peningkatan pengetahuan. pengetahuan akan membuka wawasan masyarakat tentang bagaimana memberikan nilai tambah dalam bidang-bidang yang terkait dengan dirinya. semakin tinggi jumlah warga negara yang memiliki kemampuan keaksaraan dasar dan fungsional, maka akan semakin tinggi penyebaran dan penggunaan informasi yang tersedia begitu luas di era berteknologi tinggi sekarang ini. dengan begitu, diharapkan ada pemerataan kesempatan bagi seluruh warga negara untuk terus membangun dirinya melalui akses pengetahuan yang dimilikinya. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 9 pendidikan keaksaraan tidak hanya berkutat dengan pemberantasan angka buta huruf saja. namun berkaitan dengan peningkatan kemampuan keaksaraan fungsional dan advanced literacy yang mencakup kemampuan analisis, berpikir konseptual dan kritis, serta mencakup kemampuan untuk mengembangkan dan mengaktualisasikan dirinya dalam rangka memberikan kontribusi yang bernilai bagi kemajuan dan kesejahteraan, baik bagi dirinya sendiri maupun lingkungan di sekitarnya. peran para sarjana, akademisi, dan praktisi pendidikan nonformal sangat sentral dalam pemberian layanan pendidikan keaksaraan yang sangat krusial ini. bersama-sama dengan pemerintah, para sarjana, akademisi, dan praktisi pendidikan nonformal dapat meningkatkan kemampuan keaksaraan masyarakat dari yang asalnya buta huruf, menjadi masyarakat yang mampu membaca, memperoleh dan mengolah informasi serta mampu memiliki kapasitas yang sesuai dengan tingkat advanced literacy. home schooling (sekolah rumah) sangat marak terutama di kota-kota besar, hal ini dikarenakan banyaknya orangtua yang merasa lebih siap menyelenggarakan pendidikan bagi anak-anaknya di rumah ataupun karena kesibukan (misalnya para artis remaja) dan kebutuhan khusus (anak autis yang butuh pengawasan orangtua). sekolah rumah ini berbeda dengan sekolah umum baik dalam hal pembelajarannya maupun dalam pendekatan kurikulumnya. pembelajaran lebih bersifat student centered dan pendekatan kurikulumnya lebih banyak menggunakan materi-materi yang sesuai dengan minat dan kebutuhan siswa. sekolah rumah banyak dipilih karena dapat menyesuaikan dengan pribadi siswa yang unik. para siswa dapat berfokus untuk mempelajari subjek-subjek yang dapat memperkuat kekuatan dirinya tanpa harus dipaksa untuk mengikuti pelajaran-pelajaran yang memang tidak disukainya sampai siswa dapat memperoleh suatu kecakapan khusus dalam bidang yang dia geluti dan menjadi menonjol di bidangnya tersebut. di samping kelebihan-kelebihan sekolah rumah di atas, sekolah rumah juga memiliki kelemahan-kelemahan, yaitu: anak akan kurang bersosialisasi dengan teman sebayanya karena anak hanya berinteraksi dengan keluarganya saja dan tidak banyak berinteraksi dengan teman seumurnya seperti halnya di sekolahsekolah umum. keunikan pembelajarannya membuat siswa sekolah rumah harus mengikuti ujian negara khusus untuk bisa menyetarakan diri dengan sekolah formal apabila siswa ingin melanjutkan sekolah ke sekolah umum. hal ini tentu saja membutuhkan lebih banyak upaya dan tambahan waktu. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 10 implikasi sekolah rumah pada pembangunan manusia indonesia secara langsung adalah pada peningkatan rata-rata lama pendidikan yang pada tahap selanjutnya akan mempengaruhi indeks pembangunan pendidikan manusia indonesia. selain itu, pendidikan yang disesuaikan dengan kebutuhan pribadi siswa akan mempercepat pengaktualisasian potensi siswa sehingga dapat berkontribusi positif bagi pembangunan masyarakat dan negara indonesia dengan aktualisasi dirinya itu. kursus, bimbingan belajar, dan pelatihan merupakan layanan pendidikan nonformal yang tidak pernah surut peminat. ketiga layanan pendidikan nonformal ini banyak yang muncul sebagai inisiatif masyarakat. meskipun banyak lembaga pemerintah yang juga memiliki badan pendidikan dan pelatihan (diklat), secara riil di lapangan, lebih banyak lembaga kursus, bimbingan belajar, dan pelatihan yang muncul akibat inisiatif-inisiatif masyarakat sebagai reaksi terhadap perkembangan-perkembangan yang terjadi di masyarakat dalam berbagai bidang kehidupan. kursus dan pelatihan merupakan wadah (tempat) belajar siapapun yang ingin memperoleh pengetahuan atau keterampilan spesifik tertentu dengan kurikulum yang spesifik. nama kursus disesuaikan dengan isi kursus. misalnya kursus memasak untuk kursus yang berisi segala pengetahuan dan keterampilan khusus untuk memasak saja. atau kursus menjahit untuk kursus yang berisi segala pengetahuan dan keterampilan khusus untuk menjahit saja. bimbingan belajar merupakan tempat dan kesempatan belajar di luar sistem sekolah yang penekanannya lebih kepada upaya untuk menguasai materimateri yang berkaitan dengan kurikulum yang dipelajari di sekolah. bimbingan belajar ini mengalami booming di indonesia terutama ketika diberlakukannya standar kelulusan baik untuk ujian akhir semester ataupun ujian akhir nasional. implikasi kursus, pelatihan, dan bimbingan belajar bagi pembangunan manusia indonesia sangatlah signifikan. kursus dan pelatihan merupakan tempat yang tepat bagi siapapun yang ingin mengurangi gap antara kebutuhan lapangan kerja riil dan kemampuan yang dimiliki seseorang. hal ini tentu dapat mengurangi pengangguran dan jumlah kemiskinan di indonesia. berkurangnya angka pengangguran dan kemiskinan akan memberikan pengaruh positif dalam indeks pembangunan kesehatan dan indeks pembangunan ekonomi yang dalam tahap selanjutnya berdampak besar pada skor pembangunan manusia indonesia. program pengembangan minat dan budaya baca merupakan salah satu upaya pembangunan manusia indonesia melalui jalur pendidikan nonformal yang tujuannya adalah untuk mengembangkan budaya baca, bahasa, sastra jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 11 indonesia dan daerah untuk membangun masyarakat yang berpengetahuan (knowledge society), berbudaya, maju dan mandiri (suryadi, 2009). dalam implementasi di lapangan, lembaga yang memberikan layanan program pengembangan minat dan budaya baca ini adalah taman bacaan masyarakat (tbm). pengembangan minat baca pada jalur pendidikan nonformal ini bertumpu pada tiga pilar utama, yaitu taman bacaan masyarakat, bahan bacaan, dan calon pembaca. tbm merupakan tempat pertemuan antara calon pembaca dan bahan bacaan yang merupakan sumber untuk meningkatkan pengetahuan dan keterampilan praktis. pengetahuan dan keterampilan praktis yang didapatkan dari aktivitas membaca tersebut selanjutnya dapat berdampak pada peningkatan produktivitas masyarakat dan bangsa pada umumnya. implikasi membaca pada pembangunan manusia indonesia sangatlah besar. pengetahuan pada zaman sekarang ini berubah sangat cepat. bila manusia indonesia tidak mengikuti perkembangan pengetahuan dengan sering membaca hasil-hasil perkembangan pengetahuan dalam bidang tertentu, maka tentu akan tertinggal karena berkutat dengan pengetahuan dan data yang sudah tidak valid. ketersediaan bahan bacaan yang up to date tentu sangat membantu pertumbuhan pengetahuan dan keterampilan masyarakat tentang bidang yang digelutinya. dengan peningkatan pemahaman akan bidang yang digeluti oleh masyarakat, maka pendapatan masyarakat akan mengalami peningkatan. peningkatan ekonomi ini akan berdampak pada indeks pembangunan ekonomi yang selanjutnya berdampak pada peningkatan indeks pembangunan manusia indonesia. taman bacaan masyarakat yang ada di masyarakat ada yang didirikan sepenuhnya oleh masyarakat dan ada pula yang sepenuhnya didirikan oleh pemerintah. bahan bacaan yang ada di taman bacaan masyarakat itu ada yang sepenuhnya berasal dari masyarakat itu sendiri. taman bacaan masyarakat sekarang menjangkau semua tempat yang berkaitan dengan kehidupan masyarakat. misalnya tbm @ mall, tbm di perumahan, tbm di pendopo desa, tbm di pasar, tbm di perkampungan, dan lain-lainnya. penutup tidak dapat dipungkiri pembangunan manusia indonesia harus dilaksanakan secara berkelanjutan, terintegrasi, efektif, efisien, holistik, dan merata pada seluruh rakyat indonesia. bagaimana hal ini bisa dilakukan? layanan pendidikan nonformal adalah jawabannya. dengan kelenturan dan keluasan layanannya yang merupakan karakteristik penting pendidikan nonformal, pendidikan nonformal mampu menjadi solusi dari tantangan pembangunan manusia indonesia. di era learning society seperti sekarang ini, pendidikan jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 12 nonformal memiliki dimensi yang begitu luas, karena peran, fungsi, dan layanannya selalu mengikuti dinamika kebutuhan masyarakat. gambaran kiprah dan kontribusi pendidikan nonformal dalam rangka membangun manusia indonesia telah disampaikan sehingga diharapkan adanya limpahan perhatian dan dukungan dari pemerintah dan masyarakat terhadap pendidikan nonformal agar percepatan pembangunan manusia bisa tercapai sekaligus percepatan skor indeks pembangunan manusia pun bisa tercapai dan hanya ketika indonesia bisa mencapai skor ipm yang tinggi sajalah negara kita bisa berubah status dari negara berkembang menjadi negara maju seperti yang kita idam-idamkan sejak awal pembentukan negara kesatuan ini. daftar rujukan sudjana, djudju. 2004. pendidikan nonformal. bandung: alfabeta. sujiono, yuliani nurani. konsep dasar pendidikan anak usia dini. jakarta: indeks. suryadi, ace. 2009. mewujudkan masyarakat pembelajar. bandung: widya aksara press. tilaar, h.a.r. 1998. manajemen pendidikan nasional. bandung: remaja rosdakarya djojonegoro, wardiman. 1998. education and culture key aspects of indonesia’s development. jakarta: ministry of education and culture. rogers, a. 2004. 'looking again at non-formal and informal education towards a new paradigm', the encyclopaedia of informal education, (online), ( www.infed.org/biblio/non_formal_paradigm.htm, diakses tanggal 20 februari 2012) soewarman, engking. 2002. strategi menciptakan sumber daya manusia unggul. jurnal pendidikan dan kebbudayaan, no. 37 (8): 532-542. nurhayati, sri. 2011. proses pembelajaran pendidikan holistik berbasis pendidikan karakter bagi anak usia dini: studi kasus di kelompok bermain annur di desa lampegan kecamatan ibun kabupaten bandung. tesis tidak diterbitkan. bandung: pps stkip siliwangi bandung. hatta, muhammad. 2012. rethinking educational administration. makalah disajikan dalam seminar international rethinking educational administration, universitas pendidikan bandung, bandung, 11 februari. http://nasional.kompas.com/read/2011/09/19/10594911/jumlah.penduduk. indonesia (diakses tanggal 20 februari 2012) http://www.thejakartapost.com/news/2011/11/02/indonesia-ranks-124th2011-human-development-index.html (diakses tanggal 20 februari 2012) http://www.infed.org/biblio/non_formal_paradigm.htm http://nasional.kompas.com/read/2011/09/19/10594911/jumlah.penduduk.indonesia http://nasional.kompas.com/read/2011/09/19/10594911/jumlah.penduduk.indonesia http://www.thejakartapost.com/news/2011/11/02/indonesia-ranks-124th-2011-human-development-index.html http://www.thejakartapost.com/news/2011/11/02/indonesia-ranks-124th-2011-human-development-index.html jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 20 penerapan model kelompok usaha kreatif islami (kukis) dalam pemberdayaan perempuan berbasis pondok pesantren 1) novi widiastuti, 2) prita kartika 1,2) program studi pendidikan luar sekolah stkip siliwangi 1) noviw9@gmail.com abstrak pondok pesantren ulul albab cabang sangkanhurip kabupaten bandung terletak di tengah persawahan sehingga masyarakat masih kesulitan dalam mengakses program yang diselenggarakan di pondok pesantren tersebut. kondisi masyarakat yang sangat heterogen menyebabkan sering terjadi konflik diantara masyarakat itu sendiri bahkan dengan pihak pondok pesantren. konflik yang terjadi pada masyarakat disebabkan oleh beberapa faktor diantaranya yaitu rendahnya pendidikan, kesulitan ekonomi dan rendahnya pemahaman agama pada masyarakat. hadirnya pondok pesantren diharapkan mampu menjadi solusi dalam mengatasi permsalahan tersebut. selain itu, budaya rentenir masih sangat merajalela sehingga bukan hanya menambah maslaah dalam ekonomi, melainkan masyarakat terus menanggung beban dosa yang berlipat dari memakan harta riba. melihat permasalahan tersebut, maka kami tim peneliti dan pengurus pondok pesantren merancang sebuah model pemberdayaan perempuan berbasis pondok pesantren dalam upaya meningkatkan tiga aspek kehidupan yaitu agama, pendidikan, dan ekonomi (ape). model pemberdayaan perempuan yang kami namai model kukis ini akan diujicobakan dalam penelitian dengan tujuan untuk melihat 1) kondisi sebelum dan sesudah penerapan model kukis, 2) hambatan yang dihadapi, serta 3) solusi permasalahan yang muncul pada penerapan model tersebut. penelitian ini akan menggunakan metode pra eksperimen dengan membandingkan kondisi sebelum dan sesudah penerapan model kukis dengan sasaran penelitian yaitu perempuan usia produktif di lingkungan pondok pesantren. hasil penelitian menunjukkan bahwa terjadi peningkatan penghasilan rata-rata sebesar 18% yaitu rp. 255.000 per warga belajar selama 1 bulan memulai usaha menunjukkan adanya keberhasilan penerapan model kukis meskipun belum optimal. pemahaman warga belajar juga mengalami peningkatan rata-rata sebesar 33%.hambatan yang ditemukan dalam ujicoba model kukis adalah (1) menurunnya motivasi warga belajar (2) rendahnya rasa percaya diri, (3) mental karyawan. upaya yang dapat dilakukan untuk mengatasi hambatan dalam ujicoba model kukis yaitu : (1) mengidentifikasi warga belajar yang siap untuk membangun usaha, (2) menjalin kerjasama dalam pemasaran. kata kunci : model kelompok usaha kreatif islami (kukis), pemberdayaan perempuan, pondok pesantren. pendahuluan pondok pesantren ulul albab cabang sangkanhurip kabupaten bandung mulai berdiri pada tahun 2004. berjalan selama dua tahun dengan program rutin pengajian anak-anak dan ibuibu, sampai pada tahun 2006 pondok pesantren mendapat tanah wakaf di tengah persawahan yang belum ada akses jalan. hal ini menyebabkan masyarakat mulai tidak aktif mengikuti program pesantren. program yang masih bejalan hanyalah program belajar baca tulis qur‟an bagi anak-anak. mailto:noviw9@gmail.com jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 21 seiring meningkatkanya angka kelahiran, maka paud menjadi kebutuhan baru di masyarakat. hal ini mendorong pengelola pondok pesantren untuk menambah program bagi anak usia dini secara gratis pada tahun 2009. pada awalnya program ini mendapat respon yang positif dari masyarakat karena tidak memungut biaya sedikitpun. seiring meningkatnya kebutuhan belajar, maka pondok pesantren mulai menetapkan biaya pada orang tua siswa yang sebetulnya masih sangat terjangkau oleh masyarakat namun justru menuai protes dan akhirnya program paud menjadi terhenti setelah dua tahun berjalan. hal ini menunjukkan bahwa masyarakat memiliki kesadaran pendidikan yang sangat rendah. berbagai pendekatan dilakukan pada masyarakat, sehingga paud mulai aktif kembali pada tahun 2014 dan masyarakat mulai memiliki kesadaran untuk membayar biaya yang hanya untuk bahan belajar anak. selama paud berjalan banyak terdengar keluhan masyarakat khususnya orang tua siswa mengenai kondisi ekonomi mereka yang banyak terlilit dengan rentenir. hal ini menjadi sebuah indikator bahwa masyarakat mengalami ekonomi yang lemah diikuti dengan lemahnya iman, serta rendahnya pendidikan. kemiskinan secara umum dikategorikan menjadi empat jenis yaitu kemiskinan absolut, kemiskinan relatif, kemiskinan struktural, dan kemiskinan kultural. keempat kategori ini merupakan masalah yang snagat urgen untuk segera dipecahkan. salah satu strategi yang dapat dilakukan adalah melalui penguatan untuk memberdayakan, dan kegiatan pemberdayaan. bahkan kemiskinan bisa diakibatkan oleh program pemberdayaan yang sifatnya top down dan kental akan unsur politik sebagaimana hasil penelitian yang dilakukan oleh tobirin (2013) menyatakan bahwa proses pemberdayaan masyarakat selama ini belum dapat menyentuh permasalahan pokok yaitu peningkatan kemandirian dan kesejahteraan masyarakat. program pemberdayaan dalam upaya pengentasan kemiskinan dilaksanakan berbasis pada state policy, rutinitas, dan proyek. dalam proses pendekatan struktural, perencanaan tidak melibatkan peran masyarakat dan hanya berdasarkan petunjuk teknis pelaksanaan yang birokratis. akibatnya pemberdayaan lebih mengutamakan dimensi fisik daripada nilai kemandirian dan penguatan modal sosial. pendekatan dan strategi pemberdayaan dianggap gagal dalam memberikan dorongan untuk mencapai kemandirian secara pribadi, kelompok dan masyarakat. faktor penyebab kurang optimalnya pemberdayaan adalah formalitas dalam pemenuhan kebutuhan sesaat, tidak adanya dimensi ukuran pemberdayaan, simbolisasi dan politisasi pemberdayaan, rendahnya kapasitas kelembagaan, dan hilangnya pendekatan kultural. melihat kondisi tersebut kami berharap model kukis ini tidak ada unsur politik dan bersifat bottom up sehingga akan mencapai pemberdayaan sesungguhnya. berdasarkan hasil identifikasi awal mengenai kondisi masyarakat terutama perempuan usia produktif. diperoleh data sebagai berikut : 1. pendidikan masyarakat 80% adalah lulusan sd, 10% lulusan smp, 10 % lulusan sma sehingga hal ini menunjukkan bahwa selain ekonomi, masyarakat juga tidak mengutamakan pendidikan; 2. penghasilan keluarga rata-rata 1,5 juta per bulan dengan rata-rata tanggungan yaitu 2 anak. hal ini sudah tentu tidak mencukupi biaya hidup; 3. hampir 70% masyarakat terbiasa meminjam uang pada rentenir menunjukkan lemahnya pemahaman agama. permasalahan di atas menjadi landasan kami tim peneliti untuk merancang sebuah program inovatif yang mampu membuat perempuan lebih berdaya dan mandiri dengan menjadikan agama sebagai landasan sehingga diharapkan selain mendapatkan penghasilan tambahan, juga mendapatkan pendidikan agama dan keterampilan vokasional. hal ini juga sejalan jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 22 dengan tjuan peningkatan human development indeks (hdi) yaitu rata-rata usia harapan hidup seseorang dihitung sejak saat kelahirannya, rata-rata tingkat pendidikan yang ditempuh oleh anak-anak dibawah usia 15 tahun dan angka melek huruf, serta kemampuan ekonomi penduduknya yang diukur dengan angka pendapatan rata-rata penduduknya. model kelompok usaha kreatif islami (kukis) ini diharapkan menjadi solusi dari permasalahan tersebut. model kukis ini adalah sebuah model inovatif dalam upaya pemberdayaan perempuan melalui kelompok usaha yang terdiri para perempuan usia produktif yang memiliki keinginan untuk maju dan berkembang dari kondisi yang terpuruk menjadi lebih baik terutama dari segi ekonomi. kelompok ini dibentuk berdasarkan minat dan kemampuan kelompok tersebut. warga dilibatkan langsung mulai dari perencanaan, pelaksanaan dan evaluasi sehingga warga belajar berpartisipasi aktif. kegiatan yang dilakukan dalam kukis ini diantaranya adalah peningkatan kognitif melalui pemaparan materi, peningkatan keterampilan melalui pelatihan kriya, dan peningkatan ekonomi melalui kegiatan praktik wirausaha. pemberdayaan adalah bagaimana menjadikan seseorang mampu berdiri sendiri dan bahkan membantu yang lain atau kita sering mendengar istilah helping people to help themselve artinya ketika akan memberdayakan seseorang berarti kita telah membantu seseorang untuk dapat membantu dirinya sendiri. oleh karena itu ada beberapa tahapan dalam pemberdayaan agar terjadi perubahan yang terencana yaitu dengan beberapa langkah berikut menurut lippit (anwas, 2012:41) yaitu : 1. menumbuhkan kebutuhan 2. membangun hubungan untuk berubah 3. melakukan hal-hal yang berkenaan dengan perubahan 4. pemutusan hubungan model kukis ini belum pernah diujicoba sebelumnya, namun berdasarkan hasil penelitian yang dilakukan oleh madjid dkk (2015) menyatakan bahwa adanya hubungan antara program pemberdayaan dengan kemandirian masyarakat dan secara simultan bahwa terdapat hubungan yang „sangat kuat” antara program pemberdayaan dengan penaggulangan kemiskinan di kota kotamobagu. oleh karena itu model kukis sebagai model pemberdayaan ini diangkat dalam tema penelitian untuk menjadi bahan perbaikan model sebelumnya dan pengembangan model selanjutnya. rumusan masalah dalam penelitian ini adalah “bagaimana penerapan model kukis dalam pemberdayaan perempuan berbasis pesantren?” dengan tujuan penelitian adalah untuk mengetahui : 1. kondisi sebelum dan sesudah penerapan ujicoba model kukis 2. hambatan yang ditemukan dalam ujicoba model kukis 3. upaya yang dapat dilakukan untuk mengatasi hambatan dalam ujicoba model kukis. hasil ujicoba penelitian ini diharapkan menambah hasanah keilmuan pada dunia pendidikan khususnya pendidikan luar sekolah yang berkecimpung pada masyarakat secara langsung maupun tidak langsung melalui program pemberdayana masyarakat. sehingga luaran dari penelitian ini akan diseminarkan pada seminar nasional dan akan disusun bahan ajar yang dapat digunakan pada perkuliahan khususnya di prodi pendidikan luar sekolah stkip siliwangi bandung. jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 23 kajian teori a. konsep pemberdayaan perempuan 1. pengertian pemberdayaan kegiatan pengembangan masyarakat merupakan kegiatan yang bertujuan untuk mengembangkan suatu kelompok tertentu di suatu daerah. pengembangan masyarakat tersebut biasa dikenal dengan istilah pemberdayaan (empowerment) masyarakat. ada beberapa definisi mengenai konsep pemberdayaan. pemberdayaan menurut arti secara bahasa adalah proses, cara, perbuatan membuat berdaya, yaitu kemampuan untuk melakukan sesuatu atau kemampuan bertindak yang berupa akal, ikhtiar atau upaya (depdiknas, 2003). masyarakat adalah kesatuan hidup manusia yang berinteraksi menurut suatu sistem adat istiadat tertentu yang bersifat kontinyu, dan yang terikat oleh suatu rasa identitas bersama (koentjaraningrat, 2009). ife (dalam martono, 2011) mendefinisikan konsep pemberdayaan masyarakat sebagai proses menyiapkan masyarakat dengan berbagai sumber daya, kesempatan, pengetahuan, dan keahlian untuk meningkatkan kapasitas diri masyarakat di dalam menentukan masa depan mereka, serta berpartisipasi dan memengaruhi kehidupan dalam komunitas masyarakat itu sendiri. kartasasmita (1995), mengemukakan bahwa pemberdayaan masyarakat adalah upaya untuk meningkatkan harkat dan martabat lapisan masyarakat untuk melepaskan diri dari perangkap kemiskinan dan keterbelakangan. intinya bahwa pemberdayaan masyarakat bertujuan untuk melahirkan masyarakat yang mandiri dengan menciptakan kondisi yang memungkinkan potensi masyarakat dapat berkembang. 2. pengertian pemberdayaan perempuan pemberdayaan perempuan merupakan upaya untuk mengatasi hambatan guna mencapai pemerataan atau persamaan bagi laki-laki dan perempuan pada setiap tingkat proses pembangunan. menurut novian (2010) pemberdayaan perempuan adalah upaya pemampuan perempuan untuk memperoleh akses dan kontrol terhadap sumber daya, ekonomi, politik, sosial, budaya, agar perempuan dapat mengatur diri dan meningkatkan rasa percaya diri untuk mampu berperan dan berpartisipasi aktif dalam memecahkan masalah, sehingga mampu membangun kemampuan dan konsep diri. 3. sasaran program pemberdayaan perempuan secara umum sasaran dari program pemberdayaan perempuan, pertama adalah meningkatnya kualitas sumber daya perempuan di berbagai kegiatan sektor dan subsektor serta lembaga dan nonlembaga yang mengutamakan peningkatan kemampuan dan profesionalisme atau keahlian kaum perempuan. kedua, mewujudkan kepekaan, kepedulian gender dari seluruh masyarakat, penentu kebijakan, pengambil keputusan, perencana dan penegak hukum serta pembaharuan produk hukum yang bermuatan nilai sosial budaya serta keadilan yang berwawasan gender. kemudian sasaran yang ketiga yaitu mengoptimalkan koordinasi dan keterpaduan dalam pengelolaan pemberdayaan perempuan yang meliputi aspek perencanaan, pelaksanaan, pengendalian, pemantauan, evaluasi dan pelaporan. b. konsep kewirausahaan 1. pengertian kewirausahaan kewirausahaan (entrepreneurship) adalah proses mengidentifikasi, mengembangkan, dan membawa visi ke dalam kehidupan. visi tersebut bisa berupa ide inovatif, peluang, cara yang lebih baik dalam menjalankan sesuatu. hasil akhir dari proses tersebut adalah penciptaan usaha baru yang dibentuk pada kondisi risiko atau ketidakpastian. pendidikan kewirausahaan telah diajarkan sebagai suatu displin ilmu tersendiri yang independen. (suryana, 2003) hal itu menurut soeharto prawirokusuma (1997) dikarenakan, jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 24 a. kewirausahaan berisi “body of knowledge” yang utuh dan nyata (distinctive), yaitu ada teori, konsep, dan metode ilmiah yang lengkap. b. kewirausahaan memiliki dua konsep, yaitu posisi “venture start-up” dan “venturegrowth”, ini tidak jelas masuk dalam kerangka pendidikan manajemen umum yang memisahkan antara manajemen dan kepemilikan usaha. c. kewirausahaan merupakan disiplin ilmu yang memiliki objek tersendiri d. kewirausahaan merupakan alat untuk menciptakan pemerataan berusaha dan pemerataan pendapatan. (suryana, 2003 : 8) 2. objek studi kewirausahaan objek studi kewirausahaan adalah nilai-nilai dan kemampuan (ability) seseorang yang diwujudkan dalam bentuk perilaku. menurut soemahamidjaja (1997:14-15), kemampuan seseorang yang menjadi objek kewirausahaan meliputi; (suryana, 2003: 9) a. kemampuan merumuskan tujuan hidup/ usaha b. kemampuan memotivasi diri untuk melahirkan suatu tekad kemauan yang menyala-nyala. c. kemampuan untuk berinisiatif d. kemampuan berinovasi, yang melahirkan kreativitas (daya cipta) setelah dibiasakan berulang-ulang akan melahirkan motivasi. e. kemampuan untuk membentuk modal uang atau barang modal f. kemampuan untuk mengatur waktu dan membiasakan diri untuk selalu tepat waktu dalam segala tindakan melalui kebiasaan yangselalu tidak menundak pekerjaan. g. kemampuan mental yang dilandasi dengan agama h. kemampuan untuk membiasakan diri dalam mengambil hikmah dari pengalaman yang baik maupun menyakitkan. 3. hakikat kewirausahaan secara sederhana arti wirausahawan (entrepreneur) adalah orang yang berjiwa berani mengambil resiko untuk membuka usaha dalam berbagai kesempatan. berjiwa berani mengambil resiko artinya bermental mandiri dan berani memulai usaha, tanpa diliputi rasa takut atau cemas sekalipun dalam kondisi tidak pasti. ada dua pendapat tentang pengertian kewirausahaan, yaitu peter f. drucker mengatakan bahwa kewirausahaan merupakan kemampuan dalam menciptakan sesuatu yang baru dan berbeda. pengertian ini mengandung maksud bahwa seorang wirausahawan adalah orang yang memiliki kemampuan untuk menciptakan sesuatu yang baru, atau mampu menciptakan sesuatu yang berbeda dengan sesuatu yang sudah ada sebelumnya. sementara itu zimmerer mengartian kewirausahaan sebagai suatu proses penerapan kreativitas dan inovasi dalam memecahkan persoalan dan menemukan peluang untuk memperbaiki kehidupan (usaha) (kasmir, 2007: 16-19). dari kedua pendapat di atas dapat disimpulkan bahwa kewirausahaan merupakan suatu kemampuan dalam hal menciptakan kegiatan usaha. seorang wirausahawan harus memilki kemampuan yang kreatif dan inovatif dalam menemukan dan menciptakan berbagai ide. kegiatan wirausaha dapat dijalankan sesorangatau sekelompok orang. dengan kata lain seseorang baik secara pribadi maupun bergabung dengan orang lain dapat menjalankan kegiatan usaha atau membuka usaha. secara pribadi artinya membuka perusahaan dengan inisiatif dan modal serang diri. sementara itu berkelompok adalah secara bersamasama dua orang atau lebih dengan cara masingmasing menyetor modal dalam bentuk uang atau keahliannya. jadi, untuk berwirausaha dapat dilakukan dengan cara a. memiliki modal sekaligus menjadi pengelola jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 25 b. menyetor modal dan pengelolaan ditangani pihak mitra c. hanya menyerahkan tenaga namun dikonversikan ke dalam bentuk saham sebagai bukti kepemilikan usaha. dewasa ini belum ada terminologi yang persis sama tentang kewirausahaan. kewirausahaan pada hakikatnya adalah sifat, ciri, dan watak seseorang yang memiliki kemauan dalam mewujudkan gagasan inovatif kedalam dunia nyata secara kreatif. kewirausahaan merupakan gabungan dari kreativitas, keinovasian,dan keberanian menghadapi resiko yang dilakukan dengan cara kerja keras untuk membentuk dan memelihara usaha baru. dari beberapa konsep kewirausahaan, ada enam hakikat penting kewirausahaan, yaitu: a. kewirausahaan adalah suatu nilai yang diwujudkan dalam perilaku yang dijadikan dasar sumber daya, tenaga penggerak, tujuan, siasat, kiat, proses, dan hasil bisnis (ahmad sanusi, 1994). b. kewirausahaan adalah suatu kemampuan untuk menciptakan sesuatu yang baru dan berbeda (drucker, 1959). c. kewirausahaan adalah suatu proses penerapan kreativitas dan keinovasian dalam memecahkan persoalan dan menemukan peluang untuk memperbaiki kehidupan (usaha) (zimmerer,1996). d. kewirausahaan adalah suatu nilai yang diperlukan untuk memulai suatu usaha (start-up phase) dan perkembangan usaha (verture growth) (soeharto prawiro, 1997) e. kewirausahaan adalah suatu proses dalam mengerjakan sesuatu yang baru (creative), dan sesuatu yang berbeda (innovative) yang bermanfaat memberikan nilai lebih. f. kewirausahaan adalah usaha menciptakan nilai tambah dengan jalan mengkombinasikan sumber-sumber melalui cara-cara baru dan berbeda untuk memenangkan persaingan. berdasarkan keenam konsep di atas, secara ringkas kewirausahaan dapat definisikan sebagai suatu kemampuan kreatif dan inovatif yang dijadikan kiat, dasar, sumber daya, proses, dan perjuangan untuk menciptakan nilai tambah barang dan jasa yang dilakukan dengan keberanian untuk menghadapi resiko. 4. karakteristik kewirausahaan banyak para ahli yang mengemukakan karakteristik kewirausahaan dengan berbagai konsep yang berbeda-beda. dalam islam karakteristik wirausaha antara lain (alma buchari, 2006) : a. sifat takwa, tawakkal, zikir dan syukur. b. jujur. c. bangun subuh dan bekerja. d. toleransi. e. berzakat dan berinfaq. hasil dan pembahasan 1. kondisi sebelum dan sesudah penerapan ujicoba model kukis a. hasil pretest dan postest jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 26 gambar 1. peningkatan penghasilan warga belajar terlihat adanya peningkatan penghasilan meskipun belum begitu signifikan. namun ini adalah awal yang cukup baik. jumlah warga belajar yang komitmen hanya 10 orang dikarenakan berbagai faktor. kenaikan penghasilan rata-rata sebesar rp. 255.000 per orang. penghasilan ini diperoleh dari penjualan produk yang dikoordinir maupun mandiri. pendapatan tambahan ini menjadi tambahan motivasi bagi warga belajar untuk terus menjalani usaha yang dibangun oleh kelompok ini. penghasilan ini diperoleh dari penjualan aksesoris dan penjualan snack selama 1 bulan. penjualan lebih tinggi pada snack dikarenakan bisnis makanan lebih cepat perputarannya dibandingkan dengan bisnis aksesoris. pemasarana dilakukan secara online maupun offline. online melalui instagram, fb, dan whatsapp dibantu oleh mahasiswa dan pengelola pesantren. secara offline dengan menawarkan langsung pada tetangga maupun teman-teman serta sistem konsinyasi dengan warung. gambar 5. peningkatan pemahaman ekonomi islam rp rp500.000 rp1.000.000 rp1.500.000 rp2.000.000 rp2.500.000 s it i k u ra e si n t it a r o si ta h e n i h e ra w a ti s u ti n i s it i ju b a e d a h m ia h o li d a h le n i h a sa n a h d e w i w a rt ik a w iw it s u m in a r 1 2 3 4 5 6 7 8 9 10 peningkatan penghasilan penghasilan keluarga (sebelum) penghasilan keluarga (sesudah) 0 10 20 30 40 50 60 70 80 s it i k u ra e si n t it a r o si ta h e n i h e ra w a ti s u ti n i s it i ju b a e d a h m ia h o li d a h le n i h a sa n a h d e w i w a rt ik a w iw it s u m in a r 1 2 3 4 5 6 7 8 9 10 peningkatan pemahaman ekonomi islam pretest postest jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 27 pemahaman mengenai sistem ekonomi syariah mengalami peningkatan yang cukup terlebih mengenai hukum pinjam meminjam dalam islam. kini masyarakat paham mengenai hukum meminjam pada rentenir, selain haram hukumnya juga masyarakat dibodohi dengan terus membayar bunga tanpa membayar pokok hutang. warga belajar juga kini paham akibat dari harta haram yang termakan oleh keluarga akan berdampak pada karakter anak. jika ingin anak sholeh dan sholehah maka haruslah dinafkahi dengan rejeki yang halal. 2. hambatan yang ditemukan dalam ujicoba model kukis beberapa hambatan yang dihadapi dalam penerapan model ini diantaranya adalah : a. menurunnya motivasi warga belajar dikarenakan akses menuju lokasi pesantren masih belum memadai. b. kesibukan mengurus rumah tangga menjadi kendala dalam pelaksanaan program sehingga beberapa warga belajar tidak melanjutkan program c. motivasi untuk memiliki usaha sendiri yang masih sangat rendah sehingga beberapa warga belajar merasa terbebani dengan program ini d. rasa tidak percaya diri membuat warga belajar mundur untuk mencoba memasarkan produk hasil karya mereka. e. warga belajar lebih memilih untuk melakukan produksi dan mendapatkan upah tanpa memikirkan pemasaran sehingga jiwa entepreneur belum melekat pada warga belajar. 3. upaya yang dapat dilakukan untuk mengatasi hambatan dalam ujicoba model kukis. a. mengidentifikasi warga belajar yang siap untuk membangun usaha tanpa paksaan dari pihak manapun sehingga menumbuhkan rasa memiliki terhadap bidang usaha yang ditekuni. b. kelompok usaha ini baru pada tahap produksi, dan proses pemasaran dilakukan dengan menjalin kerjsama dengan pihak lain seperti lope-lope craft dan d‟narra kitchen. kesimpulan penerapan model kukis di lingkungan pondok pesantren ini dapat dikatakan berhasil karena terjadi peningkatan dari segi penghasilan dan pemahaman warga belajar. namun keberhasilan yang dicapai masih belum optimal. model kukis terdiri dari beberapa tahap yaitu : a. level 1 socialization selecting the members filling application form grouping the members according to the individual interest b. level 2 accessing clients according to their interest choosing approppriate material determining the process and media for learning projecting outcomes c. level 3 training in specific skills mentorship once a week strengthening religious values entrepreneurship and leadership training jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 28 d. outcome better bussines skills increased incomes product production peningkatan penghasilan rata-rata sebesar 18% yaitu rp. 255.000 per warga belajar selama 1 bulan memulai usaha menunjukkan adanya keberhasilan penerapan model kukis meskipun belum optimal. pemahaman warga belajar juga mengalami peningkatan rata-rata sebesar 33%. hambatan yang ditemukan dalam ujicoba model kukis. beberapa hambatan yang dihadapi dalam penerapan model ini diantaranya adalah : a. menurunnya motivasi warga belajar dikarenakan akses menuju lokasi pesantren masih belum memadai. b. kesibukan mengurus rumah tangga menjadi kendala dalam pelaksanaan program sehingga beberapa warga belajar tidak melanjutkan program c. motivasi untuk memiliki usaha sendiri yang masih sangat rendah sehingga beberapa warga belajar merasa terbebani dengan program ini d. rasa tidak percaya diri membuat warga belajar mundur untuk mencoba memasarkan produk hasil karya mereka. e. warga belajar lebih memilih untuk melakukan produksi dan mendapatkan upah tanpa memikirkan pemasaran sehingga jiwa entepreneur belum melekat pada warga belajar. upaya yang dapat dilakukan untuk mengatasi hambatan dalam ujicoba model kukis. a. mengidentifikasi warga belajar yang siap untuk membangun usaha tanpa paksaan sehingga menumbuhkan rasa memiliki terhadap bidang usaha yang ditekuni. b. kelompok usaha ini baru pada tahap produksi, dan proses pemasaran dilakukan dengan menjalin kerjsama dengan pihak lain seperti lope-lope craft dan d‟narra kitchen. daftar pustaka tobirin (2013). formalitas dan simbolisasi politik pemberdayaan masyarakat dalam pengentasan kemiskinan di pedesaan. jurnal masyarakat, kebudayaan, dan politik. vol. 26-no. 4/2013-10 (265–275). tersedia [online]: journal.unair.ac.id/filerpdf/mkp21fcf0feb6full.pdf. madjid, dkk. (2015). pengaruh program nasional pemberdayaan masyarakat (pnpm) mandiri perkotaan terhadap tingkat kemiskinan di kota kotamobagu. jurnal berkala ilmiah efisiensi. volume 15 no. 04 tahun 2015. anwas. (2014). pemberdayaan masyarakat di era global. alfabeta: bandung daulay, harmona. (2006). pemberdayaan perempuan: studi kasus pedagang jamu di geding johor medan. jurnal harmoni sosial, volume i nomor i, september 2006. martono, nanang. (2011). sosiologi perubahan sosial: perspektif klasik, modern, posmodern, dan poskolonial. rajawali press: jakarta. novian, budhy. (2010). sekilas tenang pemberdayaan perempuan. artikel sanggar kegiatan belajar kota pangkalpinang, kepulauan bangka belitung. jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 29 depdiknas. (2003). kamus besar bahasa indonesia, edisi ketiga, jakarta: penerbit balai pustaka. koentjaraningrat. (2009). manusia dan kebudayaan di indonesia. djambangan. jakarta. longman. buchari, alma. (2006). kewirausahaan. bandung: alfabeta. kasmir. (2007). kewirausahaan. jakarta: pt raja grafindo persada. suryana. (2003). kewirausahaan: pedoman praktis,kiat dan proses menuju sukses. edisi revisi. jakarta: salemba empat. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 12, nomor 1 februari 2023p-issn no. 2252-4738 e-issn : 2580-7692 46 the impact of tanjung sakti agritourism on environmental preservation in sindang panjang village, lahat regency ade anugra utami1, shomedran2 1,2 pendidikan masyarakat, universitas sriwijaya, palembang, sumatera selatan, indonesia 1 tami94521@gmail.com, 2shomed16ut@gmail.com received: october, 2022; accepted: february, 2023 abstract this study aims to determine the impact of agro-tourism on environmental preservation in sindang panjang village. this research uses descriptive research with a qualitative approach. data collection used interviews, observation, and documentation methods. the subjects of this research were the manager of agrotourism, the sindang panjang village government, and the people of sindang panjang village. the indicators of the research results obtained are; 1) the negative impact of agro-tourism is dependence on tourism and the seasonal nature of tourism. 2) the positive impact of tanjung sakti agrotourism is to preserve, maintain, and utilize natural resources wisely. the conclusion is that agritourism can improve people's lives and reforest nature. keywords: impact, agritourism, environmental preservation. abstrak penelitian ini bertujuan untuk mengetahui dampak agrowisata terhadap pelestarian lingkungan di desa sindang panjang. penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif. pengumpulan data menggunakan metode wawancara, observasi, dan dokumentasi. subjek penelitian ini yaitu pengelola agrowisata, pemerintah desa sindang panjang, dan masyarakat desa sindang panjang. indikator hasil penelitian yang diperoleh adalah; 1) dampak negatif agrowisata yakni ketergantungan terhadap pariwisata dan sifat pariwisata yang musiman. 2) dampak positif agrowisata tanjung sakti yaitu melestarikan, menjaga, dan kemanfaatan sumber daya alam secara bijaksana. simpulannya yaitu agrowisata dapat meningkatkan taraf hidup masyarakat dan mereboisasi alam. kata kunci: dampak, agrowisata, pelestarian lingkungan how to cite: utami, a.a. & shomedran. (2023). the impact of tanjung sakti agrotourism on environmental preservation in sindang panjang village, lahat regency. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 12 (1), 46-54. introduction agritourism is a tourist area based on agriculture, and focuses on visitors to get to know parts of agriculture including plants, livestock, and fisheries. judging from the number of tourist visits today, tourists prefer tourist attractions that return to the concept of nature, therefore the impact of agritourism on environmental preservation is very possible and expands knowledge through agritourism. when tourism is well planned, it must be able to bring benefits to the destination community and other sectors, develop and become a tourist attraction in an area, with the aim of realizing the elements of tourist attraction. at the same time, agritourism environmental protection is the ability to strive to protect the environment from the pressure of change and the negative impacts brought about by activities, and to keep the environment stable. however, the condition of the environment and the earth is not getting better, as evidenced by the phenomenon of climate change (indrastuti, 2018). utami & shomedran. the impact of tanjung sakti agrotourism on environmental preservation in sindang panjang village, lahat regency 47 the importance of supporting and maintaining the quality of environmental sustainability must be given in accordance with several things that must be considered in agritourism management. according to utama & junaedi (2018), namely: 1) basic natural order, 2) educational value, 3) efforts to involve the community to participate in utilizing, and maintaining, and maintaining the facilities needed by visitors. 4) tourists play an active role in maintaining the agritourism area. therefore, one of the areas that still preserves its natural environment is in south sumatra province which has 17 regencies / cities with each region saving tourist destinations that are featured as the uniqueness of their respective regions, one of which is tanjung sakti, a sub-district located on the western border of south sumatra and the southernmost of lahat regency with valley to mountain topography. the residents of tanjung sakti are malay people with the majority of their main livelihoods, namely mostly planting coffee and rice with a culture that has been passed down from generation to generation, so to survive they have to work hard by farming. the mayor of palembang for the 2018 period until now with a culture that is still held firmly to this day has the idea to establish a tourist area called "agrotourism tanjung sakti" on his private land in sindang panjang village. agritourism as part of agricultural activities is highly dependent on natural resources and environmental conditions. these natural and environmental resources include resources belonging to tourism and the environment including the community. therefore, efforts to preserve and improve natural and ecological resources determine the sustainability of the agritourism business, and the environmental conditions of the surrounding community determine tourist interest. (utama, et al., 2015). according to the sindang panjang village government, to protect the environment, it has provided landfills far from local residents' homes so that residents and visiting tourists do not smell garbage. landfills are placed in every corner of tanjung sakti agrotourism. however, according to christer, who is one of the members of tanjung sakti agrotourism, he said that there are still people who do not throw garbage in its place, for example into the river, making it difficult for the agrotourism in creating naturebased tourism that is far from pollution. therefore, with these problems, researchers are interested in researching the impact of tanjung sakti agrotourism on environmental preservation in sindang panjang village, lahat regency. methods the research location was carried out in the tanjung sakti agrotourism area, sindang panjang village, tanjung sakti pumi district. this location was chosen because the tanjung sakti agrotourism area is a popular agrotourism area and one of the largest tourist areas in south sumatra. the type of research used in this research is descriptive, with a qualitative approach. the focus of this research is to describe and observe the impact of agritourism on the preservation of the natural environment in sindang panjang village, lahat regency. the data collection methods used are interviews, observation and documentation. results and discussion result negative impact of agritourism tanjung sakti agrotourism does not yet have an organizational structure, vision and mission in building agritourism but this is planned to be made after the development process is completed which will be useful for making tanjung sakti agrotourism even better. furthermore, the negative impact of agritourism consists of dependence on agritourism and the seasonal nature of tourism, namely: utami & shomedran. the impact of tanjung sakti agrotourism on environmental preservation in sindang panjang village, lahat regency 48 a. dependence on tourism dependence on tourism makes people dependent on tourism which makes people open business opportunities to improve their standard of living for the better, such as by opening homestays and providing culinary places. b. seasonality of tourism the nature of seasonal tourism is the state of tourism in an area where one of the objects of agro-tourism is planting rice or introducing tourists to get to know about agriculture, but with weather conditions that are sometimes erratic making these activities very difficult to do and also considering that planting rice again takes 3 months because farmers must first process the harvested rice before starting to plant again. next is the activity of picking fruit or harvesting fruit will only be done when the harvest season has arrived, after the harvest season the activity has not been carried out again until waiting for the next harvest season to arrive. figure 1. view of rice plants and culinary businesses of tanjung sakti agrotourism (source : observation document, 2022) positive impact of agrotourism agritourism is an activity that seeks to develop natural resources in an area that has potential in agriculture to develop its function as a tourist attraction (agritourism) with the aim of improving the welfare of farmers in particular and the community in the area concerned in general (suherman, 2017). the natural resources available in tanjung sakti agro-tourism consist of natural waterfalls, rice, and flowing river water, policies carried out in preserving, maintaining, and utilizing natural resources wisely are grouped as follows: a. preserving natural resources preserving natural resources is realizing the importance of maintaining the authenticity, comfort, and sustainability of the environment, this is because agritourism is included in ecological tourism that utilizes nature to make tourists feel at home visiting agritourism and also make people aware of the importance of preserving natural resources. nature tourism is a trip to natural places that are still undisturbed or polluted with the aim of studying, admiring, and enjoying the scenery, plants, and wildlife (azzahra, et al., 2015). one of the natural attractions in tanjung sakti agrotourism is a natural waterfall that is still maintained and has not changed its shape at all until now. preserving the natural resources of natural waterfalls in tanjung sakti agro-tourism is by urging tourists and the people of sindang panjang village not to litter and be able to protect the environment properly. nature not only provides a place for humans to settle but also provides resources that can be processed to meet the needs of life or make a living (hendriyana, 2021). one of them is utami & shomedran. the impact of tanjung sakti agrotourism on environmental preservation in sindang panjang village, lahat regency 49 rice, which is one of the staples for all humans for daily life. next is to preserve river water so that it is not polluted so that the river water can be used for needs in the fields and daily needs. figure 2. waterfalls, water irrigation and clean river water (source : observation document, 2022) b. preserve the environment preserve the environment of the waterfall by organizing garbage disposal sites and installing warning boards so that existing natural resources are not damaged. the sustainability of rice plants is maintained by making water irrigation so that when the dry season arrives, there will be no shortage of water and enough for better rice growth and by applying fertilizers that are not abundant so that rice growth becomes better. the river water environment is maintained by planting trees to prevent erosion on the banks of the river and periodically checking whether there are fragile branches to take immediate action so that the river water is not damaged. figure 3. warning boards, fertilizer application, and planting trees along the riverbank (source: observation document, 2022) c. wise utilization of natural resources wise use of natural resources is the reforestation of natural forests, so that future generations can also enjoy the natural resources that exist today and are not exploited arbitrarily. the wise use of natural resources means that these natural resources are not destroyed or altered, especially in natural waterfalls, waste management is carried out in every corner of agrotourism. utilization of rice plants to increase diversity is done wisely without damaging nature itself, namely, making scarecrows to protect rice fields or plantations. to increase the wealth of river water wisely, care must be taken not to damage or pollute the river water itself and provide the icon of the ampera bridge and a place to relax by the river water. utami & shomedran. the impact of tanjung sakti agrotourism on environmental preservation in sindang panjang village, lahat regency 50 figure 4. waste disposal sites, rice fields, and relaxing places on the riverbank (source: observation document, 2022) discussion negative impacts of agritourism tanjung sakti agrotourism itself is still developing into a better agricultural tourism, even so there are still many tourists who come from outside the province of south sumatra, who come just to relax and admire the truly beautiful scenery, the negative impact of tanjung sakti agrotourism consists of : a. dependence on tourism dependence on tourism, according to lobo (2018), can be an advantage for local farmers, which can be broken down as follows: 1) agricultural tourism offers opportunities for local farmers to increase their income and improve their standard of living, 2) it becomes a beneficial tool for farmers and local communities, 3) it reduces urbanization, 4) agricultural tourism becomes a means to promote local products, which helps regional development in marketing and creating added value. the tourism sector has a significant impact on the economic aspect because people can sell and get a large profit in tourist destinations. so that the regional treasury grows with the development of regional tourist destinations (ainy, 2017). developing tourist destinations increases tourism demand. tourism demand is the desire of the community or society to participate in tourism activities and fulfill the wishes of the community with tourism services (fadilah, 2019). sindang panjang village itself has natural tourist attractions that can be used as natural tourist destinations, making tanjung sakti known to the wider community. the impact of tourism is able to change livelihoods from the agricultural sector to the tourism sector (asror, 2019). that with the existence of tanjung sakti agro-tourism, sindang panjang village will become a more advanced village and can improve the economic level of residents and agro-tourism managers. b. seasonality nature of tourism agritourism is seasonal tourism. one of them is rice planting which can only be done once every 3 months after harvest due to erratic weather. the highly variable nature of rainfall has a significant impact on agricultural production. annual rainfall fluctuations result in crop failure or crop failure due to drought or flooding. although the start of the rainy season is known, the nature of the rain during the growing season is still difficult to predict as it varies greatly from year to year. this causes the number of tourists to decrease due to variable weather conditions and thus cannot meet tourist demand (chandrasa, et al., 2020). utami & shomedran. the impact of tanjung sakti agrotourism on environmental preservation in sindang panjang village, lahat regency 51 the seasonal nature of tourism in sindang panjang village consists of the fruit harvest season and the rice planting season. the fruit harvest season can only be done when the harvest season has arrived, and rice planting can only be done when farmers are ready to continue planting rice after processing all the crops. opportunities and prospects for agritourism can benefit farmers, namely job creation, increased income and community welfare. the purpose of agritourism is to explore economic opportunities for small farmers and rural communities to expand knowledge, experience, recreation and business relationships in the agricultural sector (sulaiman, et al., 2017). the influence of the rice crop on the tourism season which affects rainfall causes the failure of rice planting. weather conditions play a very important role in various fields of life. one sector that is quite dependent on weather conditions is the agricultural sector, because if the cultivated land is too dry or too wet it can cause crop failure (faradiba, 2020). next is fruit harvesting, because fruit can only be harvested when the season arrives, sometimes it is difficult to produce fruit trees in tanjung sakti which has a cold climate. climate change causes changes in environmental conditions that affect plant growth and development less than optimal, thus affecting fruit sugar levels (sarvina, 2019). positive impact of agritourism a. preserving natural resources the need to preserve the tourist environment, because it has socio-economic values such as choice and existential values. choice value expresses the willingness of individuals to pay for environmental sustainability for future use. although the existential value shows that people are willing to pay for environmental sustainability regardless of its use value (mohamad, 2022). the natural resources owned by tanjung sakti agrotourism are developed and managed properly, namely implementing various policies not to pollute or pollute the area where the waterfall is located. rice crops are one of the largest farms found in tanjung sakti pumi district. so that this potential provides comfort and tranquility that makes many tourists visit tanjung sakti agrotourism. nature not only provides a place for humans to settle but also provides resources that can be processed to meet life's needs (hendriyana, 2021). the prospective potential to be developed as a tourist attraction or better known as agro-tourism provides an opportunity for farmers to improve their quality of life by utilizing the agricultural resources they have (utama, 2015). tanjung sakti agrotourism has very interesting natural resources with stunning scenery including rice plants. conservation of natural resources of rice plants is carried out by irrigation, so that in the dry season the plants are not threatened with water shortages and remain fertile. b. preserve the environment maintaining environmental sustainability can directly benefit the sustainability of the environment itself, reduce threats to biodiversity in agro-tourism objects, and provide direct and indirect benefits for stakeholders (alfatianda, 2017). activities that can be carried out to foster community awareness of the surrounding environment are greening activities, utilizing vacant land, and waste management. greening is all efforts to restore, maintain, and improve land conditions so that it can produce and function optimally, regulate water systems, and protect the environment (mardiani, 2017). in addition to reforestation, efforts are made to reduce damage due to waste management. waste management is one of the habits that can be done to encourage an attitude of utami & shomedran. the impact of tanjung sakti agrotourism on environmental preservation in sindang panjang village, lahat regency 52 environmental care, namely by encouraging people to manage waste based on 3r (reduce, reuse, recycle) (arisona, 2018). preserve the river water environment by conducting reforestation in the upstream and riverbanks of river water to prevent soil erosion due to the impact of swift river water. c. wise utilization of natural resources utilizing natural resources wisely means not cutting down trees illegally so that the forest becomes bare and there is no life in the forest for animals. forests play an important role not only as a regulator of the global climate, but also as a source of economic development and a source of community life (kemen.l.h, 2016). the importance of natural benefits in reforestation, because it does not convert forested land into housing and greening (iqbal, 2020). tanjung sakti agrotourism conducts natural reforestation by planting on bare land to plant various fruits and trees and a very beautiful flower garden at tanjung sakti agrotourism. the environment is also a place where living things live to meet their needs and play a more complex role in the wise use of natural resources. natural resources are resources that can meet the needs and welfare of human life. so that existing natural resources can be utilized wisely. utilization of the natural resources of the waterfall is done by providing garbage disposal in every corner of agrotourism and planting trees to maintain the beauty of agrotourism. agritourism is an integrated and coordinated system of activities for the development of tourism as well as agriculture, in relation to environmental conservation and improving community welfare (juniasa, 2022). rice plants are one of the most important commodities in developing countries, the majority of indonesia's population is highly dependent on the agricultural sector (abidin, 2020). the benefits of natural resources of rice plants in tanjung sakti agrotourism itself when the harvest season is over the farmers burn the straw left over from the harvest and left for 3 days to grow straw mushrooms which are good for human consumption. in addition, straw that is not burned is used as orangan sawah for the next rice planting season, orangan sawah is useful for blocking birds that want to eat rice that will be ready for harvest later. the availability of water resources in each region is strongly influenced by weather and local hydrogeological conditions, resulting in river flows with abundant availability and areas that are very short of water. according to the law of the republic of indonesia concerning water resources number 17 of 2019 stipulates that water resources are water, water sources, water power contained therein. water is found above and below ground such as rainwater, sea water, and river water which has the potential and benefits for human life and the environment. utami & shomedran. the impact of tanjung sakti agrotourism on environmental preservation in sindang panjang village, lahat regency 53 conclusion based on the results of research on the impact of agritourism on environmental preservation in sindang panjang village, lahat regency, the following conclusions can be drawn; the negative impact of tanjung sakti agritourism consists of dependence on tourism that can improve people's lives such as opening business opportunities and the seasonal nature of tourism consisting of rice harvesting and fruit harvesting due to erratic rainy weather so that these activities can only be carried out when the rice planting season and fruit harvesting season have arrived. besides having a negative impact, agritourism also has a positive impact, namely: there are 3 natural resources in tanjung sakti agro-tourism, namely, natural waterfalls, rice plants, and river water, preserving natural resources is done by not changing or polluting these natural resources, then preserving the environment of natural resources is done by installing warning boards not to damage nature, besides that the wise use of natural resources is done by reforesting bare land, making unique icons for photo spots, and making rice fields to protect agricultural land. acknowledgments i express my gratitude to allah subhanahuawata'allah for his blessings, grace, and guidance so that the author can complete this scientific paper with the title: "the impact of tanjung sakti agrotourism on environmental preservation in sindang panjang village, lahat regency". the writing of this scientific paper is done in order to fulfill one of the requirements to obtain a bachelor's degree at the faculty of teacher training and education, sriwijaya university. i realize that without the help and guidance of various parties, it is quite difficult for me to complete this scientific paper. therefore, on this occasion with all humility, the author expresses his sincere gratitude to : 1. both of the author's parents who have provided various support as well as prayers and sacrifices so that the author can complete his studies to date. may you always be given health, a long life, and a life full of blessings. 2. to the author's younger siblings who always pray for and become the best friends. hopefully we will all become brothers and sisters who can always raise the degree of both parents and can be the best role model for the family, as well as the community so that it can be useful for religion, society, nation, and state. 3. mr. shomedran, m.pd. as the author's supervisor who patiently guided the author to complete this scientific paper. 4. mrs. dian sri andriani, s.pd., m.sc., as the author's examining lecturer who always patiently provides input and directions related to this scientific paper. 5. all lecturers of community education, mrs. dr. azizah husin, m.pd., mrs. dra. evy ratna kartika waty, m.pd., ph.d., mr. drs. imron hakim, m.s. and dr. didi tahyudin, m.pd. who are currently retired, mrs. mega nurrizalia, m.pd., mrs. yanti karmila nengsih, m.pd., mr. ardi saputra, s.pd., m.sc., mrs. dian sri andriani, s.pd., m.sc. and mr. shomedran, m.pd. thank you for the knowledge given to the author during college. do not forget also to mrs. yuhyi purnamasari s.pd. as the admin of the penmas study program who really helped the author in the smooth administration of working on this scientific paper. 6. to the best friends as well as friends in arms who always support each other and remind each other of their obligations to allah, may this friendship not only stop at the lecture bench and may this friendship always bring blessings. utami & shomedran. the 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(2015). agritourism as indonesia's alternative tourism. denpasar: deepublish. 404 not found jurnal empowermentvolume 6, nomor 2 oktober 2017, issn no. 2252-4738 1 penguatan kapasitas kelembagaan pls dalam memasuki era kompetitif mea oong komardosen pls universitas pendidikan indonesia,email: oongkomar@yahoo.com abstrakpls (pendidikan luar sekolah) adalah modus pendidikan kreatifitas, yaituusaha pendidikan yang kesengajaan/berlangsungannya di dasarkan pilihankeinginan/kebutuhan dan kesungguh-sungguhan belajar peserta didik darimasyarakat tertentu, sehingga penyelenggaraan pls berbeda dengansekolah terutama menyangkut sistem pengelolaan materi/isi, media danwaktunya yang acapkali disesuaikan dengan kesempatan peserta didiknya.ternyata kiprah pls meliputi kelembagaan, program aksi dan ketenagaan,yang stake-holdernya tersebar, yaitu berada di masyarakat, praktisi, ahlidan pemerintahan, sehingga kondisi pls bak seluas samudra dan seolahkompleksitas suatu spektrum. namun, pls yang sangat dibutuhkanmasyarakat, dalam optimalisasi pelaksanaannya masih jauh dari harapan.saat ini jumlah dan kualitas ketenagaan pls masih belum standar dan yangmenjadi penyuplai akademisnya (kelembagaan, program dan ketenagaan)pun hanya setingkat jurusan dan program studi. kebutuhan nyatamasyarakat mestinya mendorong peningkatan lembaga akademis plssetidanya setingkat fakultas.oleh karena itu, pls perlu mengubah prioritas kegiatan, yang saat ini plsberorientasi program harus diubah menjadi berorientasi penataankelembagaan, seperti pembagian kerja antar stakeholder di pusatpemerintahan hingga daerah, peningkatan kemampuan organisasi, menatajaringan kerja, kemampuan layanan, spesifikasi disiplin ilmu,profesionalisasi ketenagaan dan kejelasan lokasi lapangan prakteknya. kata kunci: pls, lingkup pls, tenaga pls, kapasita lembaga pls a. masalah 1. pls “penyelamat” kebutuhan pendidikan masyarakatkiprah pls sering menjadi aspirasi lahirnya solusi alternative pendidikan ataupenyelamat. contoh, siswa yang tidak lulus ujian nasional smp atau sma mendapat“penyelamatan” dengan mengikuti ujian persamaan paket b atau c. akibat masyarakatyang ragu pada sekolah, muncul alternatif rumah sekolah. lembaga bimbingan belajardijadikan alternatif persiapan menghadapi un oleh sejumlah masyarakat.ketika sekolah masih langka, orang berusaha membebaskan diri dari ketergantungandengan mengikuti program latihan. ketika manusia terdidik masih langka, ia (tenagapls) tetap mengabdikan diri untuk membebaskan buta huruf. jurnal empowermentvolume 6, nomor 2 oktober 2017, issn no. 2252-4738 2 saat ini untuk lolos menembus “lubang jarum” saringan masuk perguruan tinggi, banyaksiswa menyiapkan diri mengikuti bimbingan belajar. selain itu, sejumlah masyarakatyang akan memasuki dunia kerja, menyiapkan diri mengikuti kursus bahasa, komputeratau pengemudi, agar memenangi persaingan seleksi pegawai.ivan illich (1974) memandang pls sebagai alternative to schooling. oleh karena itu,masyarakat harus membuang anggapan bahwa hanya sekolah yang mampu memberibekal bermutu. padahal pls pun terbukti dalam banyak hal menjadi pendidikanalernatif atau penyelamat. 2. pls hidup dengan pandangan “sebelah mata”dikala manusia yang mengenyam sekolah masih langka, sebenarnya telah tumbuhdalam masyarakat suatu gerakan pendidikan yang disebut pendidikan masyarakat ataupendidikan di luar sekolah (pls). kendati gerakannya terbukti survive, tetapi masihdianggap “kecil” dan dipandang “sebelah mata”. gerakan pls, begitu tidak dianggapberartinya, ia tidak eksis dalam uu no. 4/1950 tentang dasar pendidikan danpengajaran.meskipun begitu, tak menyurutkan diri, gerakan pendidikan masyarakat terus makintumbuh subur, sampai akhirnya terekam oleh tap mpr no iv/1978 tentang gbhn,berbunyi “pendidikan juga menjangkau program luar sekolah, yaitu pendidikan yangbersifat kemasyarakatan”. dengan tap tersebut, gerakannya semakin nyata dandinamis, sehingga dalam tap mpr no ii/1983 dimasukkan ke dalam bab pendidikan.dalam perjalanan selanjutnya, gerakan pls terbukti makin semarak dan memiliki dayatahan hidup yang tinggi, maka wajar tersurat dalam uu no 2/1989 tentang sisdiknassebagai salah satu jalur pendidikan di samping jalur sekolah. bahkan dalam uu itu,dianggap kurang memadai lagi, sehingga perlu disempurnakan agar sesuai denganperkembangan masyarakat. usaha penyempurnaannya sebagaimana yang terbit dalamuu no. 20/2003 tentang sisdiknas.secara logis, daya tahan hidup (survive) pls dimungkinkan karena (a) gerakannyaberakar kuat pada masyarakat berhubung menyangkut kebutuhan dan kesadaran untukmaju, (b) kreativitas lembaga pls menawarkan perubahan dan pembebasan dariketergantungan, (c) dipandang sebagai alternatif pilihan untuk menata masa depanmelalui penciptaan lapangan kerja, dan (d) turut serta mencerdaskan masyarakatdengan sikap otodidak dan ulet. artinya, pls merupakan alternatif pendidikan untukmenjadi sukses, pandai dan berhasil (kreatif).selain itu, salah satu program unggulan pls ialah pendidikan kesetaraan. program inidikenal dengan sebutan paket a, paket b, dan paket c. program ini banyak dimanfaatkanmasyarakat, terutama siswa yang hasilnya kurang beruntung dalam mengikuti un.masyarakat memanfaatkan pendidikan kesetaraan pun untuk berbagai tuntutanpersyaratan. pendidikan kesetaraan ini diakui hasilnya untuk melanjutkansekolah/kuliah dan memasuki dunia kerja. sehingga, akhir-akhir ini pendidikankesetaraan menjadi semakin populer. jurnal empowermentvolume 6, nomor 2 oktober 2017, issn no. 2252-4738 3 sebenarnya penganugrahan gelar dr (hc) kepada seseorang yang memenuhi syarat,telah eksis lebih dulu dari pada kehadiran paket a, b, dan c, padahal hakekat dr (hc)merupakan pendidikan kesetaraan jenjang pt dan merupakan bukti pengakuan ataskeberhasilan pls. meskipun hal itu belum menjadi wacana masyarakat, dan belumtersurat dalam perundang-undangan sebagai program kesetaraan pls. kendati begitu,masyarakat mestinya melepas anggapan bahwa pendidikan hanya sekolah, padahal hasilpls pun dapat disetarakan dengan sekolah, bahkan sampai kesetaran pt sebagaimanagelar dr (hc).program pls ke depan kiranya perlu menuju masyarakat belajar atau masyarakat yangmampu memanfaatkan realita untuk belajar. yaitu belajar dari situasi dan yang tengahdihadapi, belajar berusaha sendiri dalam mengatasi masalah. masyarakat belajarmerupakan usaha menolong dirinya. dari masyarakat belajar akan tumbuh sikap engganmenunggu uluran pihak lain.hasil dari masyarakat belajar dapat menciptakan lapangan kerja sendiri. contoh,seorang penjahit “jalanan” dengan tulus mengangkat asisten seorang anggotamasyarakat yang dipandang memiliki dedikasi, ulet dan jiwa wirausaha. penjahit ini,dalam jiwanya tak terlintas pikiran bahwa asistennya itu kelak akan menjadi calonsaingan. bahkan, terus dipupuk keterampilannya menuju kemandirian, agar mampumerintis usaha sendiri. dan terbukti banyak yang berhasil. kegiatan ini dalam istilahilmiah disebut career education dan juga magang. 3. pls bak “seluas samudra”pls “hidup” seiring kebutuhan masyarakat. di antaranya dibutuhkan untukpemberdayaan diri, peningkatan keterampilan kerja, penyesuaian diri dan penyesuaiandengan lingkungan. bahkan kebutuhan inservice training pekerja untuk memenuhituntutan profesionalitas dan layanan prima.pilihan pls oleh sejumlah masyarakat disebabkan pembelajarannya bersifat instant dandapat ditempuh sambil bekerja. selain itu, pls dijadikan sebagai (1) wahana pendidikanalternatif, (2) cara belajar untuk maju, mandiri, wirausaha dan kerja kreatif, (3)mengembangkan watak lepas dari ketergantungan dan mencitptakan lapangan kerja, (4)magang dan (5) penciptaan iklim masyarakat belajar (learning society).kiprah pls secara nasional meliputi kelembagaan, program aksi dan ketenagaan. pertama, kelembagaan pls meliputi: paud (kelompok bermain, tpa, tk/ra dan yangsejenis), pkbm, kursus, tbm, forum satuan pls (majelis taklim, organisasi perempuan,hipki, hisppi, asosiasi propesi kursus, forum paud, forum pkbm, dan sebagainya),upt p2pnfi dan bppnfi, uptd bpkb dan skb. kedua, program aksi pls meliputi: paud, keaksaraan fungsional, paket a, b, dan c,kursus, kbu, magang, peningkatan budaya baca dan perpustakaan, pengarusutamaanjender, program pls sejenis seperti life skills, beasiswa, belajar jarak jauh danpendidikan maya. ketiga, ketenagaan pls terdiri atas pendidik dan tenaga kependidikan. pendidik plsmeliputi: (1) pamong belajar upt p2pnfi dan bppnfi, uptd bpkb/skb, (2) fasilitator jurnal empowermentvolume 6, nomor 2 oktober 2017, issn no. 2252-4738 4 desa intensif (fdi), (3) tutor kf, (4) tutor paket a, b, c, (5) pendidik dan pengasuhpaud, (6) pendidik dan penguji praktek kursus, (7) nara-sumber teknis kbu, (8)pendidik pls sejenis, seperti instruktur diklat, magang, widyaiswara dan penyuluh.sementara, tenaga kependidikan pls meliputi: (1) penilik, (2) tenaga lapangan dikmas(tld), (3) pengelola pkbm, (4) pengelola kelompok belajar, (5) pengelola kursus, (6)pengelola tbm, (7) pengelola paud dan (8) tenaga kependidikan satuan pls lainnya(pengelola kbu/magang, laboran, pustakawan, dan sebagainya).oleh karena itu, kondisi pls seolah merupakan kompleksitas suatu spektrum dan bakseluas samudra. pls sangat dibutuhkan masyarakat, tetapi ternyata optimalisasinyamasih jauh dari harapan. saat ini yang menjadi penyuplai akademis (kelembagaan,program dan ketenagaan) hanya setingkat jurusan dan program studi. kebutuhan nyatamasyarakat mestinya mendorong peningkatan lembaga akademis pls setingkat fakultas. b. solusi 1. penguatan kapasitas kelembagaan pls capacity development adalah sebuah pendekatan yang sekarang secara luas digunakandalam community development. istilah ini telah digunakan sejak tahun 1990-an olehnegara-negara donor untuk memperbaiki kapasitas negara partner (negara yangmendapat bantuan). upaya pengembangan kapasitas merupakan bagian yang penting didalam berbagai aspek kehidupan. pentingnya bagi aparatur pemerintahan untukmeningkatkan performa aparatur dalam menjalankan tugasnya sebagai abdi negara,menjalankan regulasi dan deregulasi kebijakan pemerintahan, sehingga dalam kontekspembangunan secara keseluruhan pun upaya pengembangan kapasitas menjadi bagianyang tidak terpisahkan. artinya, tidak mungkin terjadi suatu proses pengembangandalam hal apapapun tanpa upaya pengembangan kapasitas bagi pelaku maupun jugasistem yang mengaturnya.di antaranya melalui penguatan kapasitas (capacity building) yaitu serangkaian strategiyang ditujukan untuk meningkatkan efisiensi, efektifitas, dan responsifitas dari kinerja.artinya, sebagai kemampuan dari suatu organisasi atau perusahaan untuk menciptakannilai dimana kemampuan tersebut didapatkan dari berbagai jenis sumber daya yangdimiliki oleh perusahaan.tujuan capacity building yaitu : secara umum untuk perwujudan sustainabilitas suatusistem. secara khusus untuk mewujudkankinerja yang lebih baik dilihat dari: (1)efisiensi waktu (time) dan sumber daya (resources) yang dibutuhkan mencapai suatuoutcome. (2) efektifitas berupa kepantasan usaha yang dilakukan demi hasil yangdiinginkan. (3) responsifitas yakni bagaimana mensinkronkan antara kebutuhan dankemampuan maksud tersebut. (4) pembelajaran yang terindikasi pada kinerja individu,group, organisasi dan sistem.manfaat kegiatan capacity building dalam pengembangan sumber daya manusia, untuk:(1) mengurangi dan menghilangkan kinerja yang buruk. (2) meningkatkanproduktivitas. (3) meningkatkan fleksibilitas dari angkatan kerja. (4) meningkatkankomitmen karyawan. (5) mengurangi turn over dan absensi. jurnal empowermentvolume 6, nomor 2 oktober 2017, issn no. 2252-4738 5 oleh karena itu, penguatan kapasitas akan mengubah secara sistematis dan konsistensistem mekanisme kerja organisasi yang berpola pikir (mind-set) dan berbudaya kerja(culture-set) belum efisien, efektif, produktif, profesional serta birokrat yang belummemiliki pola pikir melayani masyarakat, belum mencapai kinerja yang lebih baik(better performance), dan belum berorientasi pada hasil (outcomes). pelayanan publikbelum dapat mengakomodasi kepentingan seluruh lapisan masyarakat dan belummemenuhi hak-hak dasar warga negara/penduduk. penyelenggaraan pelayanan publikbelum sesuai dengan harapan bangsa yang semakin maju dalam persaingan global yangsemakin ketat.sehingga, pls dituntut penguatan kapasitas kelembagannya, sepertimempertimbangkan prodi pls setingkat fakultas, mengubah orientasi program keorientasi penguatan kapasitas kelembagaan pls dan membangun jejaring kerja. a. pertimbangan peningkatan prodi pls setingkat fakultas.pls dibebani tugas melaksanakan komitmen dunia melalui program aksi pendidikanuntuk semua (efa) dan tujuan pembangunan millennium (mdgs), bahkan mulai tahun2016-2030 dilanjutkan dengan sdgs. sasaran efa terdiri atas: pendidikan usia dini,pendidikan dasar formal, life skill, keaksaraan, kesetaraan jender dalam pendidikan danpeningkatan mutu pendidikan. adapun sasaran mdgs terdiri atas (a) penghapusankemiskinan dan kelaparan ekstrem, (b) pendidikan dasar untuk semua, (c) promosikesetaraan jender dan pemberdayaan perempuan, (d) penurunan angka (jumlah)kematian anak, (e) perbaikan kesehatan ibu hamil, (f) penghentian penyebaranhiv/aid, malaria dan penyakit lainnya, (g) pembangunan berwawasan lingkungan yangberkelanjutan, dan (h) kemitraan global dalam perdagangan dan sistem keuangan.sasaran nasional program pls meliputi: (a) pendidikan kesetaraan untuk mendukungkesuksesan wajib belajar pendidikan dasar 9 tahun, (b) pendidikan keaksaraanfungsional untuk kesuksesan penurunan jumlah penduduk buta aksara usia 15 tahun keatas, (c) paud untuk persiapan anak masuk sekolah, (d) kursus dan pelatihan untukpemenuhan kebutuhan belajar masyarakat, (e) life skill untuk membekali warga belajarhidup mandiri, (f) pemberdayaan perempuan untuk pengarusutamaan jender bidangpendidikan, (g) budaya baca masyarakat untuk peningkatan kualitas pendidikanmasyarakat, dan (h) pengembangan kelembagaan pendidikan nonformal untukmenunjang keberhasilan programnya.sasaran program pls, kesuksesannya sangat tergantung pada kuantitas dan kualitasketenagaan pls. prakiraan kebutuhan ketenagaan nasional pls seluruhnya 569.790tenaga. jumlah ketenagaan yang ada sekitar 25,5%. sebanyak 1,65% berstatus pns dan98,35% bukan pns. adapun kualitas ketenagaan pls masih jauh dari harapan.oleh karena itu, lima tahun mendatang, kondisi pls menghadapi permasalahanketenagaan, baik jumlah maupun kualitasnya, seiring tantangan pendidikan nasionalmenghadapi masalah kinerja out put satuan pendidikan untuk meningkatkan daya saing.pemecahan masalah ketenagaan pls dengan syarat kualifikasi akademis s1 dankualifikasi sertifikasi profesional pendidik akan lambat bila lembaga akademis masih jurnal empowermentvolume 6, nomor 2 oktober 2017, issn no. 2252-4738 6 setingkat jurusan dan program studi. karena itu, perlu peningkatan lembaga akademispls menjadi setingkat fakultas.pertimbangan pls setingkat fakultas, tidak hanya berkaitan dengan kiprahnya, tetapijuga berdasarkan analisis yuridis. undang-undang nomor 20 tahun 2003 tentangsistem pendidikan nasional, mengatur eksistensi pls, terutama pasal 26 pendidikannonformal, pasal 27 pendidikan informal dan pasal 28 paud. bahkan, pasal 30pendidikan keagamaan dan pasal 31 pendidikan jarak jauh, kiranya termasuk cakupanpls. b. mengubah orientasi program ke orientasi penguatan kapasitas kelembagaan pls.menurut umbirtu sihombing (1999: 20) dalam pelaksanaannya program pls yangterdapat di masyarakat terdapat dua jenis kelompok: (a). program pokok yaituprogram pls yang diadakan oleh pemerintah, seperti program pemberantasan butaaksara dan pendidikan dasar, masing-masing program ini terdiri dari pengembangananak usia dini, kejar paket a setara sd, kejar paket b setara smp, kejar paket c setarasma. program pendidikan berkelanjutan, terdiri dari program: kejar usaha, kursus,pembinaan kursus, dan pendidikan kewanitaan.(b). program penunjang, yaitu program pls berupa kegiatan rintisan-rintisanberdasarkan perundang-undangan yang berlaku serta berdasarkan kebutuhanmasyarakat, seperti program pemberdayaan ekonomi pedesaan, program kursus masukdesa, penyediaan dan pengembangan sarana belajar pokok dan pelengkap, antara lainmelalui latihan ketenagaan, bantuan teknis,serta monitoring dan evaluasi.adapun sasaran program pls meliputi seluruh warga masyarakat yang membutuhkanpendidikan berhubung warga tersebut tidak dapat/sempat mengikuti pendidikan dijalur sekolah sepenuhnya, usia warga masyarakat yang harus dibelajarkan tidakterbatas, namun secara prioritas diutamakan mereka yang berusia 10-44 tahun. jikadiklasifikasikan sasaran pendidikan masyarakat menjadi warga masyarakat yang butahuruf,putus sekolah antar jenjang,lulus sekolah tidak melanjutkan, pencari kerja yangmenuntut ketrampilan tertentu dan mereka yang sudah bekerja tetapi inginmeningkatkan jenjang karir dan perlu memenuhi persyaratan ketrampilan.saat ini pls secara nasional memiliki program utama, yang garis besarnya terdiri atas:(a). layanan pendidikan keaksaraan dan multi keaksaraan, (b). layanan pendidikanorang dewasa, pemberdayaan perempuan dan anak, (c). layanan peningkatan budayabaca, (d). layanan pengarusutamaan gender dalam bidang pendidikan, (e). layananrintisan program dan (f). layanan penataan kelembagaan.program pls lainnya, yaitu: program pengarustamaan gender untuk dalam membatasijumlah anak dalam suatu keluarga secara umum atau massal sehingga dapatmengurangi jumlah angka kelahiran serta pengetahuan pentingnya menunda masaperkawinan. program kecakapan hidup (kwk, kwd, pkh) dalam rangka penambahandan penciptaan lapangan kerja. program paud, pendidikan keaksaraan sertapendidikan kesetaraan paket a, b dan c guna meningkatkan kesadaran dan pendidikankependudukan. jurnal empowermentvolume 6, nomor 2 oktober 2017, issn no. 2252-4738 7 program pls di atas tampak kurang berpihak pada program peningkatan kapasitaskelembagaan pls. dimana program peningkatan kapasitas kelembagaan pls, terdiriatas delapan jenis, yaitu: peningkatan mutu dikmas melalui kerjasama perguruantinggi (pt), pendampingan rumah pintar, peningkatan kapasitas kelembagaanpsw/psg, penguatan balai belajar bersama, pendampingan pkbm, peningkatan mutukelembagaan pkbm, dan peningkatan mutu forum komunikasi pkbm dan lembagasejenis. tentu saja bila di terapkan seiring dengan kondisi kelembagaannya baik, makaprogram-program pls mampu menjawab tantangan masa depan dan permasalahan-permasalahan kehidupan bermasyarakat. c. membangun jejaring kerjapraktik birokrasi cenderung percaya kepada kemampuan sendiri dalam pemecahanberbagai persoalan pelaksanaan pembangunan. selain itu, kurang fleksibel dalammelaksanakan tugas-tugas pelayanan terhadap masyarakat, serta belum dapatmenjawab tuntutan yang terus berkembang cepat. konsekwensinya, menimbulkanresiko dampak negatif, seperti inefisiensi dan inefektivitas pelaksanaan pembangunan.praktik-praktik birokrasi yang kurang menguntungkan bagi terciptanya tanggungjawabtugas-tugasnya kepada masyarakat dalam jangka panjang sudah tidak mungkin lagiditeruskan.bahkan, trend globalisasi dan demokratisasi menuntut penyelenggaraan pemerintahanyang profesional (good governance), sehingga mengharuskan birokrasi melakukanreinventing government agar birokrasi tidak kehilangan momentum dalam setiapperubahan yang terjadi di masyarakat.oleh karena itu, melalui program pembangunan jejaring kerja, kemitraan dan kerjasama erat yang saling mendukung, maka dalam jangka panjangsaling menguntungkan.membangun jejaring kerja hakekatnya adalah proses membangun komunikasi, berbagiide, pertukaran informasi dan sumber aya atas dasardalam bentuk nota kesepahamanatau kesepakatan (mou).dengan pola kerjasama dan kemitraan pada akhirnya, (1) secara gradual dalam jangka-panjang menempatkan pemerintah berposisi fasilitator, mediator, dan advokator dalamsegenap pelaksanaan proses pembangunan, sehingga beban birokrasi(bureaucracy burden) akan relatif ramping. (2) masyarakat pun mengambil inisiatif yang bersifataspiratif-partisipatif-proaktif dalam keterlibatannya di setiap tahap pelaksanaan prosespembangunan.dalam kerangka pengembangan sumber daya manusia yang berkualitas danberorientasi masa depan yang akan menjadi pilar utama pembangunan di berbagaisektor, pendidikan luar sekolah dapat memegang peranan yang sangat strategis.pendidikan luar sekolah baik yang dilaksanakan pemerintah maupun yang dilaksanakanswasta ataupun masyarakat. dalam arti mereka yang tertarik melakukan pendidikanyang berorientasi masa depan melalui pendidikan luar sekolah dapat mengambil peranyang lebih nyata di masyarakat.jaringan kerja merupakan suatu sistem kerja sama antara pusat dengan daerah,antardaerah, dan antarunsur di daerah dalam mengembangkan satuan-satuan pls yang jurnal empowermentvolume 6, nomor 2 oktober 2017, issn no. 2252-4738 8 sesuai dengan karakteristik, kebutuhan, dan perkembangan daerah. model jejaring plsdikembangkan dengan tujuan: (1). membangun jaringan kerja sama antara pusat dandaerah, serta antardaerah, (2). membantu daerah dalam membentuk danmemberdayakan tim jaringan sesuai dengan kondisi dan kebutuhan masing-masing.organisasi jaringan kerja pls berkedudukan di pusat, provinsi, dan kabupaten/kota. ditingkat pusat dikordinasikan oleh direktorat paud dan penmas. di tingkat provinsidikoordinasikan oleh kasi dikmas dinas pendidikan provinsi. di tingkatkabupaten/kota dikoordinasikan oleh kasi dikmas dinas pendidikan kabupaten/kota.dalam melaksanakan tugasnya, tim jaringan kerja pls bekerja sama dengan lembagaterkait. koordinasi jaringan kerja pls dilakukan melalui pembagian tugas danwewenang, perencanaan kegiatan bersama, pemantauan pelaksanaan kegiatan, dan kajisilang kegiatan yang telah dilakukan. sementara koordinasi antar-jaringan dilakukanmelalui rapat atau pertemuan rutin/ berkala pada tingkat pusat dan daerah. 2. spesifikasi disiplin ilmu pls.pls berfungsi melayani kebutuhan pendidikan di luar sistem sekolah, sehinggakehdirannya sebagai bidang layanan masyarakat khusus. yaitu untuk (1) meningkatkankualitas hidup bagi masyarakat tertinggal (pengentasan), dan (2) membebaskanmasyarakat yang tertindas (pemberdayaan). profesi pls harus melakukan layanan yangbaik terhadap kliennya. layanan yang baik ditopang disiplin ilmu yang kokoh. sehinggaprofesi pls harus melakukan layanan yang baik dan ditopang disiplin ilmu yang kokoh.paling tidak, ada dua asumsi pemikiran keilmuan pls. pertama, masyarakat yangtertinggal disebabkan kelemahan sendiri. fungsi layanan pls bagi masyarakat tertinggaladalah meningkatkan kualitas sdm dan mengentaskannya menuju tarap hidup yanglebih baik. andragogi termasuk disiplin ilmu pls utama yang menopang upayapeningkatan masyarakat tertinggal. prinsip-prinsip andragogi: (1) menganggapmanusia bersifat dewasa, (2) manusia memiliki kekayaan pengalaman, (3) siap belajaryang praktis.kedua, masyarakat yang terlantar disebabkan struktur sosial yang hegemoni. fungsilayanan pls bagi masyarakat tertindas adalah melakukan pemberdayaan danpembebasan menuju terciptanya transformasi sosial yang bebas dari struktur sosialyang hegemoni. pedagogik kritis termasuk disiplin ilmu pls utama yang menopangupaya pembebasan terlantar/tertindas. prinsip-prinsip pedagogik kritis: (1) penyadarandiri melalui refleksi, aksi, kreasi dan kritisi (evaluatif/assessment), (2) transformatifemensipatoris.selain itu, disiplin ilmu pls memiliki sifat akademik dan profesional. yang bersifatakademik adalah bidang kajian dengan obyek disiplin ilmu layanan pls pada aktivitasyang melembaga. sementara yang bersifat profesional adalah bidang layanan denganobyek operasional kelembagaan dan gerakan praktisi pls. 3. profesionalisasi pls dan lapangan prakteknya.istilah profesi telah dimengerti setiap orang, yaitu bidang keahlian yang dihasilkan dari jurnal empowermentvolume 6, nomor 2 oktober 2017, issn no. 2252-4738 9 pendidikan (tinggi), yaitu penguasaan ilmu/teori yang mendasari praktek pelaksanaan,dan hubungan antara teori dan penerapan dalam praktek. profesi memiliki tolak ukurperilaku, paling tidak ada suatu kejelasan mengenai pola perilaku yang baik dalamrangka kepentingan masyarakat. sehingga standar profesional akan menciptakan suatukualitas masyarakat semakin baik.profesi memiliki watak kerja, yaitu: (1) kerja beritikad merealisasikan kehormatanprofesi yang digeluti, tanpa mementingkan atau mengharapkan imbalan upah materiil,(2) kerja dilandasi kemahiran teknis yang berkualitas tinggi yang dicapai melaluiproses pendidikan dan/atau pelatihan yang panjang dan ekslusif. (3) kerja berpedomanpada kualitas moral pada sebuah mekanisme kontrol berupa kode etik yangdikembangkan dan disepakati bersama di dalam sebuah organisasi profesi.gambar proses profesionalisasi pls, sebagai berikut: oleh karena itu, tenaga pls dalam memberikan layanan profesionalnya harus: (1)merasa panggilan jiwa dalam melayani kliennya, (2) dibekali disiplin ilmu yang kokohdalam menunaikan tugasnya, dan (3) memiliki kode etik pls guna melindungi otonomiprofesinya.profesi pls, sebagai berikut: • pamong belajar • tld (tutor, fasilitator, instruktur, widyaiswara, penyuluh, kader masyarakat) • penilik pls • pendampingan/pemberdayaan • pengelola pkbm (rumpin, kf, paket, paud, parenting, kons-keluarga ) c. penutupuntuk peningkatan kapasitas kelembagaan pls dalam memasuki era kompetitif mea,kata kuncinya adalah: akses kepada informasi, sikap inklusif dan partisipatif,akuntabilitas, dan pengembangan organisasi lokal. terdapat dua prinsip dasar yangseyogyanya dianut. pertama, menciptakan ruang atau peluang bagi masyarakat untukmengembangkan dirinya secara mandiri dan menurut cara yang dipilihnya sendiri.kedua, mengupayakan agar masyarakat memiliki kemampuan untuk memanfaatkanruang atau peluang yang tercipta tersebut. sementara itu ada lima garapan yang perludilaksanakan, yaitu penyediaan pelayanan dasar, peningkatan kapasitas pemerintahan jurnal empowermentvolume 6, nomor 2 oktober 2017, issn no. 2252-4738 10 lokal, peningkatan kapasitas pemerintahan nasional, pengembangan pasar yang prorakyat, dan pengembangan akses untuk bantuan keadilan dan hukum. pustaka rujukancoombs, p.h. et al. (1973). new path to learning for rural children and youth. new york:international council for education development.------and ahmed, m. (1984). attacking rural poverty, how nonformal education can help. diterjemahkan oleh yayasan ilmu-ilmu sosial. jakarta: c.v. rajawali.dejong, j.c.n. (1984). sosiologi pendidikan, suatu ihtisar teoretis tentang pendidikan, perkembangan dan modernisasi. jakarta: sangkala pulsar.departemen pendidikan nasional. (2003). undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional. jakarta: depdiknas.fakultas ilmu pendidikan ikip bandung. (1981). pengarahan menteri p dan k republikindonesia. laporan hasil munas isms. bandung: fip-ikip.gerstner, l.v. et al. (1995). reinventing education entrepreneurship in america’s publicschools. new york: publishid by plum.hassan, f. (1984). filsafat pendidikan tinggi. jurnal thesa. 2. 4-11.illich, i. (1974). deschooling society. london: galder & boyars.kian gie, k. (1984). “beberapa bentuk konkret kontribusi pengusaha dalampembangunan nasional”. jurnal analisa. 11, 867-877.soelaiman, j (2004), konsep dasar pendidikan luar sekolah. jakarta: pt. bumi aksara.syuaeb, j (2002), pendidikan luar sekolah. cirebon: cv. alawiyah.sanapiah, f (1981), pendidikan luar sekolah . surabaya: cv. usaha nasional.sihombing umberto, (1999) pendidikan luar sekolah, jakarta. mahkota.sudarsono, j. (1998). pembaharuan pendidikan nasional dalam era reformasi. jurnal ilmiah kajian. 015. 4-10.wahyudi, r. (1994). peranan pendidikan dalam pengembangan masyarakat miskin.jakarta. pt raja grafindo persada.yoesoef, d. (1984). peranan dunia usaha dan kewirausahaan dalam pembentukanbangsa. jurnal analisa. 11, 861-867.http://www.bp3ls.dikmentidkia.go.id/skb-jaksel.phpsh/emmy kuswandari, artikelpendidikan luar sekolah (internet)http://nidaimekingofblue.blogspot.com/2011/05/pengembangan-kapasitas-sumberdaya.html.ebook-pdf.org/.../twelve-principles-for-effectien.wikipedia.org/.../the_seven_habits_of_hien.wikipedia.org/wiki/reg_revans eprints.undip.ac.id/9664/1/manajemenhttp: //seputarpengertian.blogspot.com/2014/04/pengertian-tutor.html) jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 12, nomor 1 februari 2023p-issn no. 2252-4738 e-issn : 2580-7692 60 the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan frisk indria nora harahap 1*, jubaidah hasibuan2, mahfuzi irwan3, aisyah anggreni4, jihan sunita5 1,2,3,4,5 community education, medan state university, south sumatera, indonesia 1 friskaharahap@unimed.ac.id*, 2jubaidahhasibuan02@gmail.com, 3mahfuziirwan@gmail.com, 4aisyahanggreni346@gmail.com, 5sunitajihan5@gmail.com received: september, 2022; accepted: february, 2023 abstract in online learning that uses e-learning, whether it is effective or not is largely determined by the effectiveness of the lms model used. this study aims to describe the effectiveness of using lms sipda compared to lms google classroom at the department of public education, state university of medan. the assessment indicators used in this study include indicators of teaching quality, level of teaching, intensity, and time. the research method used is quantitative research with a descriptive approach. the research instrument used in this study was a questionnaire distributed via google form. the data analysis technique of this research used descriptive quantitative analysis in the form of percentages. the results obtained an average of 77.66% with the category agreeing that the level of effectiveness of using sipda lms is higher than google classroom. so it can be concluded that users feel more effective in using sipda lms than google classroom, with a negative value on internet connection (wifi or internet quota) in accessing sipda lms which is much stronger and more stable than accessing google classroom. keywords: effectiveness, lms sipda, google classroom abstrak dalam pembelajaran daring yang menggunakan e-learning, efektif atau tidaknya sangat ditentukan oleh keefektifan model lms yang digunakan. penelitian ini bertujuan untuk mendeskripsikan efektivitas penggunaan lms sipda dibanding dengan lms google classroom pada jurusan pendidikan masyarakat universitas negeri medan. indikator penilaian yang digunakan dalam penelitian ini meliputi indikator mutu pengajaran, tingkat pengajaran, intensif, dan waktu. metode penelitian yang digunakan yaitu penelitian kuantitatif dengan pendekatan deskriptif. instrumen penelitian yang digunakan dalam penelitian ini adalah angket yang disebar melalui google form. teknik analisis data penelitian ini menggunakan analisis kuantitatif deskriptif dalam bentuk persentase. hasil penelitian memperoleh rata-rata 77,66% dengan kategori setuju bahwa tingkat efektivitas penggunaan pada lms sipda lebih tinggi dibanding google classroom. sehingga dapat disimpulkan bahwa pengguna lebih merasa efektif pengunaan pada lms sipda dibanding google classroom, dengan nilai negatif pada koneksi internet (wifi atau kuota internet) dalam mengakses lms sipda jauh lebih kuat dan stabil dibanding mengakses google classroom. kata kunci: efektivitas, lms sipda, google classroom how to cite: harahap, f.i.n., hasibuan, j., irwan, m., anggreni, a. & sunita, j. (2023). the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 12 (1), 60-69. harahap, hasibuan, irwan, anggreni & sunita. the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan 61 introduction the 21st century marked with development technology very fast information as well as development automation where many nature of work profession routine and repetitive start replaced by a machine, fine machine production nor computer (wijaya, et. al., 2016: 263). all form activity now help with technology even could said public moment this dependency will technology . progress technology information and communication has change style life human, good in work, socialize, play nor study. enter century 21st technology has enter to in various joints life, no except in field education. progress technology is something not can avoided in life this, because progress technology will walk in accordance with progress knowledge knowledge. global demands demand the world of education for always always adapt development technology to effort in enhancement quality education , especially adjustment use technology information and communication for the world of education especially in the learning process (salsabila and agustian, 2021: 123). according to megahantara (2017) development technology in the world of education has many produce innovations new to use support the learning process. every innovation created for give benefit positive for life human. technology also provides many convenience, as well as as method new in to do activity human. humans have too enjoy many benefits brought by innovations technology that has been generated in decade final this. one of them is the more a lot variety of learning media blessing development increasingly technology fast. in line with opinion tondelur et al (in mulyani and haliza, 2011) who stated that digital technology now already start used in the field education as means for support learning, good as tool information ( means access information ) or as means learning ( support activity study and assignments ). application technology education in the learning process meant to learn more effective, efficient, meaningful for life of learning people (suryatni , 2021: 32). in decade final today, the entry of the corona virus disease (covid-19) in indonesia brings impact big to life community, start from health, economic, social, religious, as well as in the world of education. a number of method has conducted for prevent the spread of the virus, such as social distancing, selfquarantine, even lock down . indonesia has also take policy restrictions social scale large (psbb). consequence from the psbb policy, the order life society changed. society must stay at home for cut off chain the spread of covid-19 ( gunawan and amaludin , 2021: 134). with condition that, everything form activity nor activity conducted with tool help technology, electronics, and later apps. thing the becomes solution in effort support needs human. in every side life moment this really depend on technology, moreover with enforcement social distancing, work from home, at home just change everything to digital direction. moment this all form activity supported full of technology like case from side education, activity study dismissed teaching for while later replaced with online system (in network) with utilise internet access, software (applications), web and also gadgets/ laptops (danurahman and kusdarini, 2021: 152). not except for education height , shape education that can made solution during the covid-19 pandemic is online learning . online learning is able learning bring together students and lecturers for doing interaction learning with internet assistance (kuntarto, e., 2017). through the ministry of education and culture government has forbid college tall for doing study stare advance (conventional) and ordered for organize study or learning online ( circular ministry of education and culture dikti no. 1 year 2020). college tall led for could organize learning online or online (word & rahayu, 2020). harahap, hasibuan, irwan, anggreni & sunita. the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan 62 not little university with fast respond instructions government, no with the exception of medan state university (unimed) with secrete letter instructions about prevention the spread of the corona virus diesease (covid-19) in the medan state university. implementation online lectures in progress since march 2020, and continues until end 2020 is appropriate by circular rector number 000809/ un33/ se/ 2020. however, in 2022 circular rector number 000119/ un33/ kp/ 2022 circulated with statement that learning at the medan state university in the even semester of 2021/ 2022 is carried out by mixture that is stare face and inside network (hybrid learning). it means use of lms in learning will permanent becomes complement and add-on for support implementation of the learning process. even semester learning of ta2021 /2022 based on hybrid learning reminds with blended learning used by the state university of medan before the covid-19 pandemic strikes. draft between blended learning and hybrid learning together is fusion among online learning with stare face (face to face). same thing conducted by medan state university in deal with learning online. remember that learning online has becomes demands of the world of education since a number of year last (he, xu, & kruck , 2014). online learning needed in learning in the revolutionary era industry 4.0 (pangondian, et. al., 2019). use mobile technology has donation big in institution education, including is achievement destination learning distance away ( korucu & alkan , 2011). one utilization technology information and communication in learning is with take advantage of elearning. medan state university (unimed) as one of the college supportive height development revolution industry 4.0 designing a learning management system (lms). learning management system (lms) is device software used for make theory web based online lectures and manage activity learning as well as the results . medan state university launched an lms that meets e-learning standards and criteria called with unimed online learning system (system online learning abbreviated sipda). however, no only with using lms sipda, medan state university also uses other lms like google classroom. sipda and google classroom are two ngos whose nature fulfill elearning standards and criteria. clark and mayer (2016:8) say, "e-learning as instruction delivered on a digital device (such as a desktop computer, laptop computer, tablet, or smart phone) that is intended to support learning". so can our mean that e-learning is one of the the form of a facilitated and supported learning model utilization technology information and communication. then clark and mayer 2 (2016:30) said that e-learning should take advantage of powerful, cutting-edge technologies such as mobile computing, video, games, and social media available on the web. in taking a technology-centered approach, she is basing her decisions about how to design e-learning on the capabilities afforded by new technologies. the characteristics of e-learning according to clark & mayer (2016:8) are "may be instructor-led (synchronous e-learning) or designed for selfpaced individual study (asynchronous elearning). allows learning direct teacher centred (synchronous e-learning ) or designed for learning independent (asynchronous e-learning)”. in online learning that uses e-learning is largely determined by the lms model developed and its use optimally, effectively and efficiently. in thing this is necessary emphasized is learning that uses e-learning is largely determined by the effectiveness of the lms model used . based on background behind problem that, then writer feel interested for researching, "effectiveness sipda lms usage compared with the lms google classroom (gcr) at the department of public education, state university of medan”. harahap, hasibuan, irwan, anggreni & sunita. the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan 63 methods method research on research this is study quantitative with approach descriptive that uses method survey. study quantitative is research based on philosophy positivism, focusing on facts objectives that have been investigated with method quantitative (sukmadinata in nafsi and trisnawati, 2022). what does it mean next? with approach descriptive is purposeful research make a systematic, factual and accurate picture about the phenomenon under investigation. design on research this is numbers and calculations statistics. research data analysis techniques this use analysis quantitative descriptive in form percentage. chosen method quantitative research this because study this measure level effectiveness the use of lms sipda compared to google classroom (gcr) in the department of public education, state university of medan with scoring formula following this : percentage rating (%) = ∑∑ ×100% application formula scoring on score choice answer distributed questionnaire _ for see effectiveness the use of the lms by direct nor deployment through online using google forms. type the questionnaire used is questionnaire closed use scale likert measurement with 5 options answer strongly agree, agree, less agree, no agree and strongly disagree. determination likert scale score for question trending positive get score 5 with criteria answer strongly agree (ss), score 4 with criteria answer agree (s), score 3 with criteria disagree answer (ks), score 2 with criteria answer disagree (ks), and score 1 with criteria very no answer agree (sts). score on answers questionnaire used for count indicator effectiveness. see reject measuring effectiveness teaching in theory slavin there is four necessary indicators noticed namely : (a) quality teaching , (b) level of teaching (c) intensive and (d) time. lecturers and students study program education public class of 2021, 2020 and 2019 faculty medan state university education science is population in research this . questionnaire shared to lecturer student active study program education public batch of 2021, 2020 and 2019. taking technique sample used in study this use technique purposive sampling . method data collection on research this obtained through distributed questionnaire to community education lecturers and students for see effectiveness use of lms sipda compared to google classroom done by direct nor deployment through online media using google forms . as for the stages method analysis on research this there are 3 (three) stages namely : (1) data processing , in thing this all data that has been obtained researched return completeness. (2) organizing data, with step beginning input and enter data that has been checked on table frequency , then conducted calculation to every question by way sum up score , next researcher make interval class later add score from every answer respondents . (3) discovery result , in get results conducted calculation all score every later indicator displayed in next percentage results percentage grouped in accordance with class the interval. numbers the next described in form sentence for more easy understood (nafsi & trisnawati , 2022). after the data is analyzed by quantitative , data on average and so on will grouped in accordance criteria evaluation scale likert following : harahap, hasibuan, irwan, anggreni & sunita. the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan 64 table 1 . table criteria effectiveness score interpretation the use of lms sipda compared to google classroom evaluation criteria satisfaction 0% 20% very no agree 21% 40% not agree 41% 60% disagree _ 61% 80% agree 81% 100% strongly agree results and discussion results the results of data analysis after researcher spread questionnaire using google forms via whatsapp, which then responded by respondents a total of 109 consisting of from lecturers and students faculty of public education study program active educational sciences , medan state university in study that is batch of 2021, 2020 and 2019 and using lms sipda and lms google classroom. based on of the 4 ( four ) indicators used as reject measuring evaluation show results percentage of 77.66% with category agree prove that user feel level more effectiveness on sipda lms tall compared to with lms google classroom views from indicator quality teaching , level teaching , intensive and time . by whole results effectiveness use of lms sipda compared to with the google classroom lms you can seen in the table following : table 2. distribution effectiveness use of lms sipda compared to with google classroom lms indicator question percentage results quality teaching do you agree that lms sipda is far more easy accessed compared to google classroom? 76.51% agree do you agree that the material contained in the lms sipda is richer and appropriate with theory study ? 79.44% agree do you agree that in thing submit and review return task , do you agree that lms sipda is more easier for you than google classroom? 71.38% agree do you agree that in thing facilitate and provide opportunity for ask and discuss , 76.70% agree harahap, hasibuan, irwan, anggreni & sunita. the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan 65 indicator question percentage results is lms sipda more ? effective compared to google classroom? do you agree that lecturer more give response to question students at lms sipda rather than google classroom? 78.34% agree do you agree that lecturer more together in lms sipda compared to google classroom when learning in progress until finished ? 78.71% agree do you agree that lecturer more explain direction and purpose learning moment using lms sipda instead of google classroom? 80.91% strongly agree do you agree that you can follow activity learning far more good when using lms sipda instead of google classroom? 74.68% agree do you agree that you are more qualified in thing knowledge and skills after you see , observe and understand material on lms sipda rather than google classroom? 78.71% agree teaching level do you agree that speak question means support learning such as hp, laptop or computer, and tablet, do you agree that lms sipda is 76.14% agree harahap, hasibuan, irwan, anggreni & sunita. the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan 66 indicator question percentage results more easy accessed through what just use all four compared to google classroom? do you agree that for accessing lms sipda must have internet connection ( wifi or internet quota ) more strong and stable compared to access google classroom? 81.28% strongly agree do you agree that you are more ready good by physical and mental when using lms sipda instead of google classroom? 74.31% agree intensive is you agree that more sipda lms view interesting compared to google classroom so that make student happy with existing features ? _ 78.16% agree do you agree that the tasks that are collected in the lms sipda must be rated compared with those collected on google classroom? 76.51% agree is you agree that lecturer more active respond discussions made on the lms sipda compared with google classroom? 79% agree is you agree that the use of sipda lms makes evaluation more transparent compared with google classroom? 79.26% agree time do you agree that 77.61% agree harahap, hasibuan, irwan, anggreni & sunita. the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan 67 indicator question percentage results with using lms sipda, lecturer more appropriate time for start and end learning in accordance with schedule that has been determined ? do you agree that using lms sipda is very easy i get theory learning compared with google classroom? 78.34% agree do you agree that the use of lms sipda and google classroom makes i more appropriate time in collection task ? 78.90% agree are you agree that more use of lms sipda flexible compared with google classroom because can repeat return material that has been available ? 78.34% agree source : processed by researchers (2022) discussion table 3. interpretation criteria effectiveness use of lms sipda compared to google classroom no indicator percentage category 1 quality teaching 77.26% agree 2 teaching level 77.24% agree 3 intensive 78.23% agree 4 time 78.30% agree average 77.75% agree source : processed by researchers (2022) on indicator quality teaching there are 9 question items with percentage 77.26% with results agree . in indicator quality teaching load questions that are approved by lecturers and students as user from both lms , both sipda and google classroom, start in thing access that the harahap, hasibuan, irwan, anggreni & sunita. the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan 68 lms sipda is approved far more easy accessed because web -based so that only requires a browser such as google chrome, mozilla, opera, safari and others without need download application more first. the material contained in the sipda lms is richer and appropriate with theory study it means students and lecturers of community education make lms sipda a rich media theory learning. in thing submit and review return sipda lms task stated more facilitated by lecturers and students of community education. further also related lms sipda declared more effective in thing facilitate and provide opportunity for ask and discuss with completeness more features complete compared to google classroom. in thing give response to question students, at lms sipda lecturers and students becomes productive because the system that can by direct give answer on the question given with feature "reply", with that far more give feedback at lms sipda. this thing in tune with question that lecturers and students agree lecturer more together when learning using lms sipda. where with lms sipda is felt lecturer more explain direction and purpose learning at the moment using lms sipda instead of google classroom. so from that, lecturers and students also agree that follow activity learning far more good when using lms sipda than google classroom. so, question final from indicator quality teaching related after see, observe and understand the material at lms sipda is felt more qualified in thing knowledge and skills approved by lecturers and students because with lms sipda is very helpful and adds to the knowledge and skills and understand theory learning . on indicator level teaching there are 3 question items with percentage 77.24% with results agree. same thing with question first on indicator quality teaching about convenience more sipda lms access easy accessed with use means support learning what just good such as hp, laptop or computer, and tablets with all four or with others lms sipda can accessed with easy and thing the approved by lecturers and students of community education. however, something else must be noticed that for accessing the lms sipda must have internet connection (wifi) or internet quota which is far more strong and stable compared to access google classroom. question last on indicator level teaching about readiness by physique as well as mentally stated more good when using lms sipda instead of google classroom remember that from side completeness more sipda lms features complete so that could facilitate with perfect which has an impact on readiness user's physical and mental. on indicator intensive there are 4 question items with percentage 78.23% with results agree . lecturers and students agree with question that more sipda lms view interesting compared to google classroom with all completeness features . lecturers and students agree that the tasks collected in the lms sipda are more could confirmed assessed by lecturer compared with those collected in google classroom. question next on indicator intensive which also has similarity with one _ question from indicator quality teaching that lecturer more active respond discussions made on the lms sipda compared with google classroom. in thing assessment, lecturers and students of community education agree that the use of sipda lms makes evaluation more transparent . on indicator intensive there are 4 question items with percentage 78.30% with results agree . in thing start and end learning in accordance with schedule that has been determined , the lecturers and students of community education agree that thing that could occur when using lms sipda. the lms sipda is believed to be very easy in get theory learning because the lms sipda can what format to load just such as learning videos, recordings voice learning, and more . with completeness more features structured on the lms sipda makes collection duty far more appropriate time because no could hijacked by students and can given limitation harahap, hasibuan, irwan, anggreni & sunita. the effectiveness of using lms sipda compared with the google classroom lms in the department of community education university of the state of medan 69 which time student no could to do uploader an same very when already too late. question last on indicator time agreed by lecturers and students that more use of lms sipda flexible compared with google classroom views from corner look could repeat return material that has been available. conclusion based on discussion and findings research , view from variable effectiveness with indicator quality teaching , level teaching , intensive and time , lecturers and students of community education as user both lms , both sipda and google classroom agree with percentage of 77.66% with category agree prove that user feel level more effectiveness on sipda lms tall compared to with the google classroom lms. acknowledgments thank you to the medan state university pnbp who provided support in the research process this in the form of funds, and thank you to mr/mrs lecturers and students of community education who have contribute in data collection with fill out google forms. references agustian, n., & salsabila, u. h. (2021). peran teknologi pendidikan dalam pembelajaran. islamika, 3(1), 123–133. https://doi.org/10.36088/islamika.v3i1.1047 danurahman, j., & kusdarini, e. (2021). dampak pandemi coronavirus disease (covid-19) dalam perspektif hukum di era digital. masalah-masalah hukum, 50(2), 151–160. https://doi.org/10.14710/mmh.50.2.2021.151-160 etistika yuni wijaya, dwi agus sudjimat, & amat nyoto. (2016). transformasi pendidikan abad 21 sebagai tuntutan. jurnal pendidikan, 1, 263–278. gunawan, y. i. p., & amaludin, a. (2021). pemanfaatan teknologi pembelajaran dalam jaringan di masa pandemi covid-19. jurnal madaniyah, 11(2), 133-150. https://journal.stitpemalang.ac.id/index.php/madaniyah/article/view/195 megahantara, g. s. (2017). pengaruh teknologi terhadap pendidikan di abad 21. mulyani, f., & haliza, n. (2021). analisis perkembangan ilmu pengetahuan dan teknologi (iptek) dalam pendidikan. jurnal pendidikan dan konseling, 3(1), 101–109. nafsi, l. l., & trisnawati, n. (2022). efektivitas penggunaan google classroom sebagai media pembelajaran mata kuliah aplikasi komputer mahasiswa pendidikan administrasi perkantoran. edukatif : jurnal ilmu pendidikan, 4(1), 38–52. https://doi.org/10.31004/edukatif.v4i1.1722 ngafifi, m. (2014). kemajuan teknologi dan pola hidup manusia dalam perspektif sosial budaya. jurnal pembangunan pendidikan: fondasi dan aplikasi, 2(1), 33–47. https://doi.org/10.21831/jppfa.v2i1.2616 sadikin, a., & hamidah, a. (2020). pembelajaran daring di tengah wabah covid-19. biodik, 6(2), 214–224. https://doi.org/10.22437/bio.v6i2.9759 suryatni, l. (2021). teknologi pendidikan sebagai pelaksanaan sistem informasi dalam perkuliahan online di masa pandemi covid-19. jsi (jurnal sistem informasi) universitas suryadarma, 8(1), 31–46. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 12, nomor 1 februari 2023p-issn no. 2252-4738 e-issn : 2580-7692 9 the level of empowerment of rice farmers in pegayut village, ogan ilir district sri utami1*, mega nurrizalia2 1,2 pendidikan masyarakat, universitas sriwijaya, palembang, sumatera selatan, indonesia 1 kimtammy03@gmail.com*, 2 meganurrizalia@fkip.unsri.ac.id received: september, 2022; accepted: february, 2023 abstract this study aims to determine the level of empowerment of rice farmers in pegayut village, ogan ilir regency. this type of research is descriptive research with a quantitative approach. data collection techniques were carried out using questionnaires and documentation. the population in this study, namely rice farmers in pegayut village as many as 162 people, using the calculation with the slovin formula and obtained a sample of 62 respondents. validity test with a significant level of 5%. the reliability test using the cronbach alpha formula obtained a value of 0.893 with very high reliability criteria. the results showed that the level of empowerment of rice farmers in pegayut village was 76% with high category. this can be seen from the indicators of empowerment, namely 1) the fulfillment of basic needs of farmers by 76.55% in the high category, 2) the ability of farmers to manage agricultural information by 72.92% in the high category, 3) the ability of farmers to make decisions by 81 .15% in the high category, is said to be high because farmers are able to meet their daily needs in terms of clothing, food and shelter and the educational needs of children, farmers are able to manage agricultural information very well and are able to make good decisions. then, 4) the ability of farmers to market their products is 61.15% with sufficient category, and 5) the ability of farmers to apply agricultural technology is 69.64% with sufficient category, this is because most farmers store their agricultural products and sell them if there are buyers and some farmers still grow rice using the traditional way. as for suggestions for rice farmers to further improve their ability to market their products and build cooperation between communities in order to create farmer groups. keywords: empowerment level, rice farmers abstrak penelitian ini bertujuan untuk mengetahui tingkat keberdayaan petani padi di desa pegayut kabupaten ogan ilir. jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kuantitatif. teknik pengumpulan data dilakukan dengan menggunakan angket dan dokumentasi. populasi pada penelitian ini yaitu petani padi desa pegayut sebanyak 162 orang, menggunakan perhitungan dengan rumus slovin dan didapatkan sampel sebanyak 62 responden. uji validitas dengan taraf signifikan 5%. uji reliabilitas menggunakan rumus cronbach alpha diperoleh nilai sebesar 0,893 dengan kriteria reliabilitas sangat tinggi. hasil penelitian menunjukan bahwa tingkat keberdayaan petani padi di desa pegayut adalah sebesar 76% dengan kategori tinggi. hal itu dilihat dari indikator keberdayaan keberdayaan, yaitu 1) pemenuhan kebutuhan dasar petani sebesar 76,55% dengan kategori tinggi, 2) kemampuan petani dalam mengelola informasi pertanian sebesar 72,92% dengan kategori tinggi, 3) kemampuan petani dalam mengambil keputusan sebesar 81,15% dengan kategori tinggi, dikatakan tinggi karena petani mampu dalam memenuhi kebutuhan hidupnya dari segi sandang pangan dan papan serta kebutuhan pendidikan anak, petani mampu mengelola informasi pertanian dengan sangat baik dan mampu dalam mengambil keputusan dengan baik. kemudian, 4) kemampuan petani dalam memasarkan hasil produksi sebesar 61,15% dengan kategori cukup, dan 5) kemampuan petani dalam menerapkan teknologi pertanian sebesar 69,64% dengan kategori cukup, hal ini karena sebagian besar petani menyimpan hasil produksi pertaniannya dan menjualnya apabila ada pembeli serta sebagian petani masih menanam padi menggunakan cara tradisional. adapun saran untuk petani padi agar lebih meningkatkan kemampuan dalam memasarkan hasil produksi dan membangun kerjasama antar masyarakat agar terciptanya kelompok tani. kata kunci: tingkat keberdayaan, petani padi utami & nurrizalia. the level of empowerment of rice farmers in pegayut village ogan ilir district 10 how to cite: utami, s. & nurrizalia, m. (2023). the level of empowerment of rice farmers in pegayut village ogan ilir district. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 12 (1), 9-17. introduction old south sumatra is one of the provinces in indonesia which has a fairly wide land resource. based on this potential, it allows the area to develop into agricultural areas. these developments spur economic growth that aims to improve the welfare of the community, especially in rural communities, the majority of which work in the agricultural sector. agriculture produces various kinds of commodities, one of which is rice. rice commodity is important because the product is produced as a staple food every day in supporting the need for fulfilling calories from the rice produced. rice is a staple food for indonesian people. this is based on data on energy consumption targets per food group (kcal/capita/day) in 2019, it is said that the food group derived from rice has a higher value, namely 1,147 kcal/capita/day, compared to the food group derived from tubers at 115 kcal. /capita/day and vegetables and fruit 115 kcal/capita/day (bps, 2019). the agricultural food sector is still very potential in indonesia, rice production in 2020 amounted to 55.16 million tons of gkg, an increase of 556.51 thousand tons or 1.02% compared to production in 2019 which was 54.60 million tons of gkg (bps , 2020). one of the areas in south sumatra that has developed its regional development potential in the agricultural sector is ogan ilir (oi) district, there were 67 thousand tons of rice produced by ogan ilir district in 2020 (bps south sumatra province, 2020). one of the centers of rice farming in indonesia, especially in south sumatra, whose livelihood is from rice farming, is pegayut village, pemulutan district, ogan ilir regency. rice is an agricultural commodity that occupies an important position because most of the people make rice farming a livelihood which is in great demand by the people in pegayut village. the agricultural area of pegayut village consists of deep lebak and embankments, farmer activities are carried out once a year because they still use the tidal system. ecosystems that are in the environment are very supportive starting from the temperature conditions of the soil texture needed by plants so as to make rice growth more developed. the obstacles that quite affect the reason this village has not developed intensively in terms of agriculture, especially rice producers are due to the mental attitude of the rice farming community who are not fully aware that agricultural land can be used as their main livelihood. and the level of education of farmers on the importance of developing the entrepreneurial aspect has not grown significantly. the low level of education of pegayut village farmers, the majority of whom are junior high school graduates, so it is not surprising that agricultural production is not highly competitive (interview e, 2021). in addition, the institutional role of lpm (community empowerment institution) in pegayut village has not been able to run properly. village lpm as one of the supporters in accessing various information including the learning process to get new ideas. these various problems are enough to affect the empowerment of the rice farming community. empowerment is considered important in improving the standard of living, level of welfare, and economic growth of the community. from the background of the problem, it is interesting to study this problem by conducting research in a thesis entitled levels of empowerment of rice farmers in pegayut village, ogan ilir regency. utami & nurrizalia. the level of empowerment of rice farmers in pegayut village ogan ilir district 11 method this study uses a quantitative approach with a descriptive type. the location of the research on the level of empowerment of rice farmers was carried out in pegayut village, pemulutan subdistrict, ogan ilir district. in this study, primary data were obtained from questionnaires distributed directly to rice farmers in pegayut village, ogan ilir district. the secondary sources that support the primary data that have been obtained are from library materials, previous research, books, and archives of the pegayut village government. in this study, the questionnaire method was used to obtain an overview of the level of empowerment of rice farmers in pegayut village. the variable in this study uses a single variable or there is only one variable that is the center of research and does not seek the influence or relationship of other variables but intends to describe the level of empowerment of rice farmers in pegayut village, ogan ilir district. the indicators of this research include: 1) fulfillment of farmers' basic needs, 2) farmers' ability to manage information, 3) farmers' ability to make decisions, 4) farmers' ability to market their products, and 5) farmers' ability to apply technology. the population in this study were 162 rice farmers in pegayut village. this research was analyzed and processed by scoring and using frequency distribution and tabulation (percentage). furthermore, the collected data is processed using a likert scale technique, andusing the tcr (respondent achievement level) scale technique to analyze the data that has been collected. in this study, the instrument trial was conducted on june 6, 2022, testing was carried out on 30 respondents who were not respondents in the research sample. the statement items are 30 items, calculation and processing of research data using spss version 23.0 application. the calculation results show that item number 20 and 23 are declared invalid and have been revised. based on the analysis that has been carried out on 30 items seen from the cronbach's alpha value, the data reliability value is 0.893. based on the interpretation table of the reliability of the test questions, it can be concluded that the questions meet the criteria for use in research with very high reliability criteria. results and discussion based on the results of the analysis that has been obtained from data collection that has been carried out, the discussion of this research is based on five indicators of the level of empowerment of rice farmers. table 1. percentage of diversity level of rice farmers in pegayut village no indicator percentage category 1 fulfilling the basic needs of farmers 76.55% high 2 farmers' ability to manage information 72.92% high 3 farmers' ability to make decisions 81.15% high 4 the ability of farmers to market their products 61.15% sufficient 5 farmers' ability to apply agricultural technology 69.64% sufficient overall percentage 76% high source: results of data processing (2022) utami & nurrizalia. the level of empowerment of rice farmers in pegayut village ogan ilir district 12 based on the table above, the results of the calculation of the overall percentage are 76% with a high category which means that the level of empowerment of rice farmers in pegayut village is classified as good. fulfillment of farmers' basic needs according to munir (2018), empowered farmers are farmers who have the strength or ability to fulfill their basic needs so that they have freedom (freedom), means free to express opinions, free from hunger, free from ignorance, and pain. rice farmers in pegayut village in the indicator of meeting the basic needs of farmers get a final percentage value of (76.55%) with the "high" category, which means that some rice farmers in pegayut village feel that their basic needs have been met, rice farmers are able to meet their needs. the need for food (food), the need for clothing (clothing), the need for vehicles and electronic devices, the need for children's education and lack of anxiety about the needs of basic commodities. likewise, the needs for children's education and tertiary needs such as vehicles and electronic equipment for rice farmers in pegayut village are said to be fulfilled. this is in line with munir & cahyati (2018) which states that empowered farmers are farmers who have the strength or ability to fulfill their basic needs so that they have the freedom to express their opinions, are free from hunger, free from ignorance, and pain. the fulfillment of the basic needs of farmers in pegayut village based on economic conditions is fulfilled and the basic needs of rice farmers are fulfilled quite well. although there are also some farmers whose basic needs have not been fulfilled or fulfilled. so this also affects the respondent's statement about sometimes being anxious about the need for basic commodities, namely more respondents who agree. farmers' ability in managing agricultural information. managing information is a job that consists of seeking information, obtaining, producing it and using it for oneself and distributing it to other parties. information is sought and obtained and then distributed to other parties. here, the process of sharing information is then managed and then used together after reaching a mutual understanding. according to munir (2017) the job of managing information is a job that must be supported by the level of knowledge possessed and the level of skill in distributing information to other parties and oneself. pegayut village rice farmers in the indicator of farmers' ability to manage agricultural information get the final percentage value of (72.92%) with the "high" category, meaning that the ability of farmers to manage agricultural information is high based on the statement items that have been answered by respondents include understanding the correct and appropriate methods of rice farming, knowing the development of seed and fertilizer prices and understanding well how to control plant pests and diseases, most of the farmers agree. according to rogers (in sarwoprasodjo, 2017) describes the process of seeking information to obtain and use consisting of several stages, namely the stage of knowledge, persuasion, decision making, implementation and confirmation stage. pegayut village rice farmers understand well the correct and appropriate farming methods, this is because the work as rice farmers has been done for many years, so farmers are reliable in undergoing the agricultural process. this is not in line with the findings of sarwoprasojdo (2017) which states that farmers in managing information are included in the low category because farmers are less enthusiastic in seeking agricultural information. pegayut village rice farmers agree that knowledge must be possessed in order to know how to farm properly and correctly. rice farmers in pegayut village always know the development of seed and fertilizer prices, this is due to the cooperation that is established between communities who share information about agriculture. pegayut village rice farmers are also able to understand well how to control plant pests and diseases. on the utami & nurrizalia. the level of empowerment of rice farmers in pegayut village ogan ilir district 13 indicator of the ability of farmers to manage agricultural information, some farmers do not agree about print or electronic media helping in learning about agriculture, this is because farmers assume that the information received about learning about agriculture is obtained by being passed down by parents from generation to generation. farmers' ability to make decisions farmers in making decisions related to agricultural business there are several factors that influence decision making, namely knowledge, motives and attitudes. according to rahmat (2013), farmers in making decisions mean involvement in making household decisions, being able to make decisions individually or together (husband/wife) regarding family decisions, for example regarding household needs, work, and family needs. it is known rice farmers in pegayut village in the indicator of the ability of farmers to make decisions get the final percentage value of (81.15%) with the "high" category. this means that the majority of rice farmers in pegayut village believe that there is motivation from the family so that it influences the decision to become a farmer. however, the decision to become a rice farmer is also influenced by the social status that exists in the community, because the majority of the people in pegayut village work as rice farmers, which are supported by the large area of rice fields in the village. pegayut village rice farmers agree that being a rice farmer is a demand to meet their daily needs, most farmers believe that their basic needs (primary, secondary and tertiary) are sufficient. likewise, when making the decision to become a rice farmer, farmers know and are ready to face the risks. in line with the findings, sarwoprasodjo (2017) stated that some farmers are capable of making decisions related to farming, because farmers are willing to take risks and if the decisions taken are not appropriate. pegayut village rice farmers in making decisions regarding the motivation of the family, social status in the community and knowing and ready to face the risks. according to sadono (2012), there are several personal factors that influence decision making, namely knowledge, motives and attitudes. the ability of farmers to make decisions is categorized as high because farmers have strong motives and attitudes about the success of their farming business. the motive factor is related to land tenure by farmers as owners, tenants and cultivators. supported by being a farmer is influenced by the social status that exists in the community and the motivation from the family so that it influences the decision to become a rice farmer. farmers' capability in marketing their production marketing of agricultural products is an activity related to marketing business products at competitive prices, being able to obtain market price information, and being able to access market opportunities. according to kotler and armstrong (in sarwoprasodjo 2017), the core concepts of marketing are needs, wants, demands, production and service, value satisfaction and quality, exchange, transactions, marketing and market relationships. rice farmers in pegayut village in the indicator of the ability of farmers to market their products get the final percentage value (61.15%) in the "enough" category. this means that the rice farmers in pegayut village are quite capable in marketing their agricultural products. most of the rice farmers in pegayut village are satisfied with the rice harvest every year, this shows that in carrying out their agricultural business they do not lose or are stable and sometimes experience an increase in production. pegayut village rice farmers in marketing their agricultural products are different, there are farmers whose production has been ordered by rice factories around, some have joined other farmers to sell their agricultural products together and need help from middlemen to market their agricultural products. . in line with the findings of sarwoprasodjo (2017) which states that farmers in marketing their products have an extensive marketing utami & nurrizalia. the level of empowerment of rice farmers in pegayut village ogan ilir district 14 network, they also have a better bargaining position and easy access to market prices. pegayut village rice farmers are quite capable in marketing their products, as seen from the number of farmers who agree that the results of rice agricultural production have been ordered by the rice factory and not a few are satisfied with the results of agricultural production obtained. according to rahmat (2013), in marketing production, one must have the ability to market business results at competitive prices, be able to obtain market price information, and be able to access market opportunities. like pegayut village farmers, they have the ability to join with other farmers in order to collectively obtain market price information so that they are able to access market opportunities properly. farmers' ability in applying agricultural technology. farming innovation technologies reflected in the measurement instruments are soil tillage, selection of superior seeds, determination of cropping systems, balanced fertilization, intermittent irrigation, pest eradication and post-harvest implementation. according to sadri (2020) information on agricultural innovation technology is related to the selection and determination of superior seeds, planting systems, balanced fertilization, land irrigation machines and post-harvest technology. in this case, pegayut village rice farmers in the indicator of the ability of farmers to apply agricultural technology get the final percentage value (69.64%) with the "enough" category. some of the rice farmers in pegayut village have used tractors to plow the fields, although almost all farmers rent tractors not as ownership, but in this case the farmers are able to apply agricultural technology well even though there are some farmers who still plow the fields using animal power such as cows and buffalo. in line with the findings of sarwoprasojdo (2017) which states that farmers apply agricultural information technology in the high category, it is not in line with the findings of sadri et al (2020) which states that the ability of farmers to apply agricultural technology is in the low category. pegayut village rice farmers in planting rice still use traditional methods, for example during the hoeing process using agricultural tools such as hoes and in the process of planting seeds they still use their hands. farmers have not been able to use a modern rice planter (rice transplanter) to plant rice. the agricultural system in pegayut village still relies on a tidal system which can only be carried out once a year for agricultural activities, this is due to soil factors that do not allow using an irrigation agricultural system. pegayut village rice farmers in their agriculture have used water suction machines to irrigate agricultural land when the land is dry or when the dry season arrives, in harvesting rice almost some farmers use combine machines or modern tools for the rice harvesting process, only a few farmers still use other methods. traditionally in harvesting rice, for example, such as using sabi / sickle. pegayut village farmers agree that using modern tools (combine) is more profitable because it is considered more effective and efficient in harvesting rice. likewise in the process of milling rice into rice, only a few farmers still use traditional tools such as ranges, rice farmers in pegayut village have used modern tools, such as (rice milling) to grind rice. conclusion based on the results of research on the level of empowerment of rice farmers, pegayut village, ogan ilir district, is in the high category with a percentage of 76%. this can be seen from the level of empowerment of rice farmers in accordance with the five indicators. three indicators of farmer empowerment level are classified as high, namely the fulfillment of basic needs by 76.55%, the ability to manage information by 72.92%, and the ability to make decisions by 81.15%. furthermore, two indicators that are classified as sufficient are the ability to market their products by 61.15% and the ability to apply technology by 69.64%. this causes the three utami & nurrizalia. the level of empowerment of rice farmers in pegayut village ogan ilir district 15 indicators to be classified as high because farmers are able to meet their basic needs, such as primary, secondary and tertiary needs, children's educational needs, farmers are also able to manage information well and make decisions related to rice farming. and what makes the other two indicators quite adequate is because some farmers are still difficult to market their agricultural products and some farmers still have not fully implemented agricultural technology, such as tractors, combine machines and so on. acknowledgments i thank allah subhanahuawata'allah for his blessings, mercy, and guidance so that the author can complete this scientific paper with the title: " the level of empowerment of rice farmers in pegayut village ogan ilir district" . the writing of this scientific paper is carried out in order to fulfill one of the requirements to get a bachelor's degree at the faculty of teacher training and education, sriwijaya university. i realize that without the help and guidance of various parties, it would be quite difficult for me to complete this scientific paper. therefore, on this occasion, with all humility, the author would like to express his sincere gratitude to: 1. the author's parents who have provided various supports and prayers and sacrifices so that the author can complete his studies to date. may you always be given health, long life, and a life full of blessings always. 2. to the writer's sister who always prays and provides support. 3. mrs. mega nurrizalia, m.pd as the supervisor who has taken the time to guide and provide input related to this scientific paper. 4. mrs. dian sri andriani, s.pd., m.sc as the examiner lecturer who is always patient in providing input and directions related to this scientific paper. 5. mr / mrs lecturer and admin of the community education study program. mrs. dra. evy ratna kartika waty, m. pd., ph. d., dr. azizah husin, m. pd., ms. mega nurrizalia, m.pd., mr. shomedran, m. pd., ms. yanti karmila nengsih, m. pd., mr. ardi saputra, s. pd., m.sc., ms. dian sri andriani, s. pd., m.sc and mrs. yuhyi purnamasari s. pd. thank you for educating, guiding, and providing useful knowledge in my educational journey. thank you for helping the smooth administration of writing this scientific paper. 6. all my friends from the class of 2018 public education of sriwijaya university who provided various memories and stories as well as support during college. all parties who help the writer in completing this 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(2018). analysis of community empowerment model. civil society: journal of islamic studies and community development, 3(2), 42. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 71 dampak pelatihan bahasa inggris terhadap kemampuan berbicara dan kepercayaan diri tourists guide (studi kasus di pkbm bina terampil mandiri cisarua bandung barat) nunu mahmud firdaus abstrak masalah dalam penelitian ini adalah rendahnya kepercayaan diri tourist guides dalam memberikan layanan kepada turis asing karena kesulitan berkomunikasi menggunakan bahasa inggris dan rendahnya penguasaan bahasa inggris para tourist guides asing terutama keterampilan berbicara (speaking). kepercayaan diri merupakan suatu sikap atau keyakinan atas kemampuan diri sendiri sehingga dalam tindakan-tindakannya tidak terlalu cemas, merasa bebas untuk melakukan hal-hal yang sesuai keinginan dan tanggung jawab atas perbuatannya. seseorang dikatakan memiliki kemampuan berbicara jika memiliki enam kriteria yaitu dapat berpartisipasi dalam percakapan singkat dalam konteks rutin dengan topik yang menarik, dapat berkomunikasi dengan nyaman dan baik, tanpa kaku karena batasan linguistik dalam kehidupan sosial dan pribadi, dapat membuat percakapan atau mengungkapkan apa yang ingin dikatakan, dapat menggunakan pengantar bahasa dan ungkapan-ungkapan, dapat menggunakan bahasa secara fleksibel dan efektif untuk tujuan sosial, termasuk emosional, sindiran dan gurauan, dan dapat terlibat dalam percakapan yang lebih mendalam pada topik yang dibicarakan. pelatihan adalah suatu bagian dari pendidikan yang menyangkut proses belajar untuk memperoleh dan meningkatkan keterampilan di luar sistem pendidikan yang berlaku, dalam waktu yang relatif singkat dan dengan metode yang lebih mengutamakan praktek daripada teori. tujuan penelitian ini adalah untuk menelaah kepercayaan diri tourists guide sebelum dan sesudah diberi pelatihan dan untuk menelaah kemampuan berbicara tourist guide setelah diberikan pelatihan bahasa inggris. penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif analitik, dalam penelitian ini, peneliti memilih empat sampel responden dan melakukan wawancara untuk mengumpulkan informasi tentang variabel penelitian yang diamati yaitu tourist guide oleh pkbm bina terampil mandiri, selain itu juga jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 72 melakukan observasi kepada proses pelatihan tersebut. dari hasil analisis di lapangan, diketahui bahwa hasil pelatihan yang dilakukan oleh pkbm bina terampil mandiri dapat meningkatkan keterampilan berbicara bahasa inggris tourists guide dan rasa percaya diri mereka. dengan demikian para tourists guide mampu menjelaskan tempat yang dikunjungi dengan lancar sehingga para wisatawan lokal dan mancanegara semakin banyak yang tertarik untuk berkunjung ketempat wisata di indonesia khususnya di kabupaten bandung barat dan dapat memperbaiki perekonomian para tourist guide. dari hasil penelitian diketahui bahwa pkbm bina terampil mandiri berhasil meningkatkan keteramplan berbicara bahasa inggris pemandu wisata. sehingga dapat membuat mereka lebih percaya diri dalam menjalankan tugasnya. rekomendasi ditujukan terutama kepada instansi terkait pemegang kebijakan program pls, hendaklah lebih memperhatikan lembaga-lembaga pelatihan ini, karena terbukti memberikan dampak manfaat bagi masyarakat, terutama berhubungan dengan peningkatan ekonomi. kata kunci : pelatihan bahasa inggris, keterampilan berbicara, kepercayaan diri. a. pendahuluan kabupaten bandung barat memiliki kekayaan alam yang banyak dijadikan tempat wisata yang diminati oleh wisatawan lokal maupun turis asing, hal ini menjadikan kebutuhan interaksi dalam bahasa asing diperlukan untuk menarik lebih banyak wisatawan agar tidak memiliki kesulitan dalam informasi. para karyawan yang bekerja ditempat wisata khususnya mereka yang memandu para wisatawan memerlukan keterampilan berbahasa inggris sebagai bahasa internasional untuk berkomunikasi, namun karena keterbatasan pengetahuan bahasa inggris. banyak kesulitan yang ditemui oleh para pemandu wisata (tourist guide) dalam memanfaatkan peluang mendapatkan pekerjaan, hal ini yang menjadikan mereka hanya mengandalkan wisatawan domestik sebagai sumber penghasilan, padahal turis asing yang datang ke tempat-tempat wisata di kabupaten bandung barat cukup banyak. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 73 dalam hal ini pelatihan bahasa asing khususnya bahasa inggris akan sangat membantu meningkatkan keterampilan berkomunikasi dengan turis asing. maka program pelatihan bahasa inggris dapat menajdi solusi untuk mengatasi masalah tersebut. program pendidikan luar sekolah (pls) melalui lembaga pkbm (pusat kegiatan belajar masyarakat) telah menyelenggarakan program pendidikan bagi mereka yang tidak dapat mengikuti pendidikan formal. bidang kegiatan pkbm yang dilaksanakan meliputi 1).pembelajaran masyarakat (community learning), 2). usaha produktif masyarakat (community busines) 3).pengembangan masyarakat (comunity development). b. kajian teori dan metode pkbm sebagai institusi atau lembaga adalah suatu kelompok yang menampung aspirasi masyarakat, baik yang mempunyai aturan secara tertulis maupun tidak tertulis, tumbuh dalam masyarakat serta bertujuan untuk mencapai tujuan bersama. menurut marzuki (2010:86), “institusi atau lembaga adalah suatu kelompok yang menampung aspirasi masyarakat, baik yang mempunyai aturan secara tertulis maupun tidak tertulis, tumbuh dalam masyarakat serta bertujuan untuk mencapai tujuan bersama”. untuk pemberdayaan masyarakat karena adanya motivasi atau dorongan tertentu yang didasarkan atas suatu peraturan perundang-undangan tanpa adanya paksaan dari pihak manapun. institusi atau lembaga ini secara sadar dan ikhlas melakukan kegiatan untuk ikut serta memberikan pelayanan masyarakat dalam bidang tertentu sebagai upaya meningkatkan taraf kehidupan dan kesejahteraan masyarakat. pendekatan kualitatif dipilih atas pertimbangan adanya kesesuaian antara sifat penelitian dengan masalah yang akan diungkapkan. hal ini sesuai dengan ciri-ciri pendekatan kualitatif sebagaimana dikemukakan surakhmad (1980:139) yaitu: (1) memusatkan diri pada pemecahan masalah yang ada pada masa sekarang dan pada masalah yang aktual; (2) data yang dikumpulkan mula-mula disusun, dijelaskan kemudian dianalisis (karena itu metode ini sering pula disebut pendekatan analitik). apabila ditinjau dari kedua ciri tersebut, maka peneliti berpendapat bahwa pendekatan deskriptif-analitis ini tepat untuk diterapkan pada penelitian ini. penelitian ini menyelidiki masalah yang aktual, karena meneliti suatu kehidupan sosial yang sedang berlangsung dan dapat jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 74 diamati pada masa sekarang. demikian pula untuk ciri kedua, dalam penelitian ini peneliti berusaha untuk menemukan dan mengumpulkan data yang berkenaan dengan masalah penelitian, kemudian data tersebut disusun dan dianalisis untuk mencari kesimpulan dari hasil penelitian ini. lebih lanjut pendekatan kualitatif ini dipilih untuk menelaah masalah penelitian berdasarkan: 1. masalah yang diteliti memerlukan suatu pengungkapan yang bersifat deskriptif dan komprehensip; 2. pendekatan kualitatif ini lebih peka dan sanggup menyesuaikan diri bila dipergunakan untuk meneliti berbagai pengaruh dan pola-pola nilai yang dihadapi partisipan dalam kondisi alamiah; 3. data kualitatif mampu mengungkapkan peristiwa secara kronologis, mengevaluasi sebab akibat, mampu menemukan sesuatu yang tidak terduga sebelumnya, serta mampu memberikan penjelasan yang banyak dan bermanfaat untuk membangun kerangka teori baru; fungsi pkbm sebagai pusat kegiatan belajar masyarakat dapat manfaatkan sebagai tempat penyelenggaraan pelatihan yang sesuai dengan kebutuhan masyarakat atau organisasi. pelatihan bahasa inggris di pkbm bina terampil mandiri sebelumnya di fokuskan untuk pelajar yang ingin mendapatkan jam belajar tambahan , berkembang kepada kebutuhan masyarakat dalam menjalankan profesi, lokasi pkbm bina terampil mandiri di cisarua bandung barat berdekatan dengan tempat wisata yang sering dikunjungi oleh turis asing, maka mereka yang bekerja ditempat-tempat wisata sebagai pemandu wisatawan dapat mengikuti pelatihan bahasa inggris untuk meningkatkan pemahaman dan kepercayaan diri mereka dalam menjalankan tugasnya. beberapa indikator yang harus di kuasai oleh pembelajar, berikut adalah indikator kemampuan berbicara menurut burry (2000:50) ada enam kriteria yang harus dikuasai dalam berbicara yaitu: 1. dapat berpartisipasi dalam percakapan singkat dalam konteks rutin dengan topik yang menarik. 2. dapat berkomunikasi dengan nyaman dan baik, tanpa kaku karena batasan linguistik dalam kehidupan sosial dan pribadi. 3. dapat membuat percakapan atau mengungkapkan apa yang ingin dikatakan. 4. dapat menggunakan pengantar bahasa dan ungkapan-ungkapan. 5. dapat menggunakan bahasa secara fleksibel dan efektif untuk tujuan sosial, termasuk emosional, sindiran dan gurauan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 75 6. dapat terlibat dalam percakapan yang lebih mendalam pada topik yang dibicarakan. definisi pemandu wisata dalam panduan kecakapan khusus dan saka parawisata dirjen pemberdayaan masyarakat pemandu wisata adalah orang yang bertugas memberi penjelasan dan bimbingan kepada wisatawan, serta melayani atau membantu apa yang menjadi kebutuhan wisatawan. kehadirannya menjadi penting seiring dengan pencapaian tujuan orang melakukanperjalanan wisata. dengan kemampuannya untuk member bimbingan dan penjelasan yang benar-benar bermakna, mudah dipahami, dan menarik iasanggup membuat sesuatu yang sempit dan dangkal menjadi sesuatu yang luas dan mendalam. pariwisata (tourism) adalah sejumlah fenomena dan hubungan yang muncul dari interaksi antara wisatawan, penyedia bisnis, pemerintah dan komunitas setempat dalam proses menarik perhatian untuk mendatangkan para wisatawan dan pengunjung lainnya. kajian kepercayaan diri menurut lauster (2002:4) kepercayaan diri merupakan suatu sikap atau keyakinan atas kemampuan diri sendiri sehingga dalam tindakan-tindakannya tidak terlalu cemas, merasa bebas untuk melakukan hal-hal yang sesuai keinginan dan tanggung jawab atas perbuatannya, sopan dalam berinteraksi dengan orang lain, memiliki dorongan prestasi serta dapat mengenal kelebihan dan kekurangan diri sendiri. lauster menggambarkan bahwa orang yang mempunyai kepercayaan diri memiliki ciri-ciri tidak mementingkan diri sendiri (toleransi), tidak membutuhkan dorongan orang lain, optimis dan gembira. c. hasil dan pembahasan sudjana, d.,(2000:38) mengemukakan bahwa pengaruh yang menyangkut hasil yang telah dicapai oleh warga belajar setelah melakukan proses pelatihan adalah: (1) perubahan taraf hidup yang di tandai dengan perolehan pekerjaan, peningkatan pendapatan, kesehatan dan penampilan diri; (2) membelajarkan orang lain terhadap hasil belajar yang telah dimilki dan dirasakan manfaatnya; (3) peningkatan partisipasinya dalam kegiatan sosial dan pembangunan masyarakat. hasil analisa data menunjukkan bahwa pengaruh yang diperoleh warga belajar setelah mengikuti pelatihan bahasa inggris di pkbm bina terampil mandiri adalah terjadi perubahan peningkatan keterampil jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 76 berbicara (speaking) dan kepercayaan diri serta perubahan yang baik dari keempat responden kesatu, kedua, ketiga dan keempat dengan memperoleh pekerjaan sesuai dengan pengetahuan dan keterampilan di bahasa inggris, serta adanya peningkatan pendapatan. responden pengaruh lainnya adalah dapat membelajarkan orang lain dapat berpartisipasi dalam kegiatan dan pembangunan masyarakat. d. kesimpulan berdasarkan hasil pembahasan penelitian maka penulis dapat menarik kesimpulan sebagai berikut: 1. dampak dari pelatihan bahasa inggris di pkbm bina terampil mandiri memberikan pengaruh yang baik terhadap kepercayaan diri tourist guide dalam melakukan tugasnya sebagai pemandu wisata. 2. berdasarkan hasil pelatihan yang dilakukan oleh pkbm bina terampil mandiri dapat disimpulkan bahwa penguasaan bahasa inggris para tourist guides asing terutama keterampilan berbicara speaking menjadi lebih baik. selanjutnya dari kesimpulan diatas maka penulis memberikan rekomendasi sebagai berikut: 1. dengan pelatihan yang dilakukan, penguasaan bahasa inggris para tourist guides terutama keterampilan berbicara speaking menjadi lebih baik, oleh karena itu pelatihan ini perlu dipertahankan dan dikembangkan agar keterampilan berkomunikasi terus mengalami kemajuan. 2. karena pelatihan bahasa inggris di pkbm ini telah dirasakan manfaatnya kiranya kegiatan ini sebaiknya lebih ditingkatkan lagi agar penguasaan bahasa inggris menjadi lebih luas. 3. bagi para alumni yang telah mengikuti pelatihan perlu terus belajar untuk menambah penguasaan keterampilan bahasa inggris yang lebih luas karena manfaatnya dapat dirasakan. 4. bagi penyelenggara pkbm bina terampil mandiri perlu mengadakan sarana dan prasarana yang lebih baik untuk lebih meningkatkan kualitas belajar dalam pelatihan. dan harus mengevaluasi setiap kekurangan agar hasil dari pelatihan dapat maksimal. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 77 daftar pustaka curry, dean. 1992. experience english, united states information agency. dirjen pemberdayaan masyarakat. 2012. panduan syarat kecakapan khusus, tanda kecakapan khusus saka parawisata. jakarta: dirjen pemberdayaan masyarakat. lauster, p. 2002. tes kepribadian (alih bahasa: d.h gulo). jakarta: bumi aksara. marzuki, m. s. 2010. pendidikan nonformal, bandung, pt rosdakarya sudiapermana, e, 2009. pendidikan nonformal dan informal, edukasia press. bandung thorn, b, s. 2001. how to teach speaking, new york: longman pierson. sudjana, n. 2000. penilaian hasil proses belajar. remaja bandung.: rosdakarya. suraakhmad, w.1980.metodologi pengajaran. [online]. tersedia:http://library.um.ac.id. (5 april 2014). jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 89 manajemen guru dalam penuntasan wajib belajar pendidikan dasar strategi manajemen guru berorientasi pemerataan akses dan peningkatan mutu pendidikan dasar di kabupaten kuningan oleh : dr. h.kuswandy achmad marfu, m.pd. dosen ps-pls stkip siliwangi bandung abstract : the efforts to accelerate finishing the compulsory of basic education in kuningan regency one of the regencies located in west java province related to three important aspects. first, the compulsory of basic education including equality and equity. second, to finish the compulsory of basic education requires good commitment of the regency especially in developing strategic management based on the existing conditions. third, to finish the compulsory of education requires comprehensive efforts including the improvement of the role of the teachers in field of basic education itself. the improvement itself should cover : (1) all of the teachers in basic education field; (2) the understanding of the minimum academic qualification of teachers based on the law of teacher and lecturer and the governmental rules especially the standards of national education. based on the issue and identification, the writer focuses the study on “how to develop the management of teachers in basic education field is able to finish the program of the nine year compulsory basic education in kuningan regency?” this study uses the qualitative approach, by gathering information through interview, observation, and documentary study. the validity of the data is tested by member check, triangulation, and audit trail; then analyzed by analysis techniques. the findings of the study are as follow. first, the content of vision of the education board as the main reference in finishing the basic education program reflects the commitment of the political will which has competitive value. second, the program of finishing the basic education in kuningan regency is effective enough based on the achievements of the attainment effects of education in the form of “ gross enrollment rate (ger)/angka partisipasi kasar (apk),net enrollment rate (ner)/angka partisipasi murni (apm), drop out and “school enrollment rate (ser)/angka mengulang”. third, the management of teachers in the field of basic education has good impacts. this is withdrawn based on : 1) the additional number of the teachers appointed to be civil servant (pegawai negeri sipil); 2) the additional number jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 90 of the teacher whose educational background are suitable with the subject matter they teach, this is the result of special program like special training for teachers or giving scholarship to the teachers who are attending further education. fourth, the program of finishing basic education and the management of the teachers has significant effect to the quality of basic education in kuningan regency. this proved by achieving 98.72 of the efficiency of education for elementary school; 97.33 for junior high school. the achievement effect proved by the graduate number reaches 97.44% for mts and 97.22% for junior high school (smp). fifth, the hypothetic model of the management of the teachers in the basic education field has significant effect to the quality of basic education in kuningan regency. this covers the components of vision, comprehensive planning, the competence of the superintendent in the basic education field, the competence of teachers in the basic education field. all of the components focused on the accessibility and the quality of the ongoing of the basic education. this study recommends that the development of the academic qualification and the competence of the teacher in the basic education field will give good significant to the service of basic education for the society. the competence itself refers to the competences based on the laws and rules, besides, considered on the geographical, economic, social, cultural, technical factors. the alternative of strategy proposed in this study, needs to be followed up in implementation stage, in order to recover the strengths and weaknesses. therefore, the studies on the management of the teacher in the basic education field is still available. i. masalah manajemen guru pendidikan dasar dalam kerangka penuntasan wajar dikdas sembilan tahun memerlukan upaya komprehensif. salah satu ciri krisis pendidikan di indonesia: guru belum mampu menunjukkan kinerja (work performance) yang memadai (danim, 2006). hasil survei kualifikasi pendidikan guru (depdiknas, 2004) menginformasikan bahwa: (1) guru sd, sdlb dan ml yang berpendidikan diploma-2 ke atas adalah 61,4 %. hal itu berarti bahwa guru sd, sdlb dan ml yang tidak memenuhi kualifikasi sejumlah 38,6%; (2) guru smp dan mts yang berpendidikan diploma-3 ke atas adalah 75,1%, artinya guru smp dan mts yang tidak memenuhi kualifikasi pendidikan sebesar 24,9%. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 91 selanjutnya, hasil uji kompetensi guru (direktorat tenaga kependidikan, 2004) terhadap 29.238 guru sd secara nasional, menunjukkan bahwa rerata tingkat penguasaan guru atas substansi materi uji kompetensi profesional masih rendah, yaitu (1) bahasa indonesia 36,67%; (2) ips 36,47%; (3) ipa 33,87%; (4) pembelajaran dan wawasan kependidikan 38,26%. sebelum itu, direktorat tenaga kependidikan (2003) mempertelakan pula masih banyaknya guru sekolah menengah yang mismatch, yaitu: smp 31.821 guru; sma 17.663 guru; dan smk 10.543 guru. dilihat dari segi manajemen guru, upaya komprehensif itu berkenaan dengan optimalisasi peran guru pendidikan dasar, yang secara operasional meliputi tiga dimensi. pertama, pemerataan pengadaan guru yang menjangkau satuansatuan pendidikan formal dan nonformal, mengingat peran mereka berhubungan langsung dengan peserta didik dan warga belajar dikdas sembilan tahun. kedua, pemenuhan tuntutan kualifikasi dan kompetensi guru sebagaimana yang dituangkan dalam uu guru dan dosen serta peraturan pemerintah tentang standar nasional pendidikan. ketiga, kesepadanan bidang studi, dalam arti meniadakan atau mengurangi guru missmatch di pendidikan dasar. kuningan sebagai salah satu kabupaten di wilayah provinsi jawa barat tidak luput dari kewajiban menuntaskan program wajar dikdas sembilan tahun. di dalam kerangka kebijakan otonomi daerah dan otonomi penyelenggaraan pendidikan, penuntasan wajar dikdas sembilan tahun di kabupaten kuningan pun dihadapkan dengan permasalahan di atas. rendahnya mutu guru dan tenaga kependidikan merupakan salah satu masalah yang menandai kondisi pendidikan di kabupaten kuningan. kondisi sebagian besar guru: (1) kurang memiliki bekal pengetahuan (didaktik, metodik, materi) dan kreativitas dalam pembelajaran; (2) belum mendapat penghargaan yang berupa insentif yang layak; (3) belum mendapat perlindungan profesi yang memadai; dan (4) belum mendapat peluang karir yang mendorong motivasi berprestasi. dalam konstelasi permasalahan aktual, tuntutan, dan pilihan kebijakan itulah pemerintah kabupaten kuningan menjalankan manajemen guru pendidikan dasar. bertolak dari isu dan identifikasi tersebut dapat dirumuskan pokok masalah penelitian: bagaimanakah manajemen guru pendidikan dasar untuk mendukung percepatan program penuntasan wajar dikdas sembilan tahun di kabupaten kuningan? pokok masalah penelitian ini lebih lanjut difokuskan ke dalam pertanyaan penelitian sebagai berikut: jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 92 1. bagaimanakah rencana strategik pendidikan sebagai rujukan kebijakan penuntasan wajar dikdas dan manajemen guru pendidikan dasar di kabupaten kuningan? 2. bagaimanakah implementasi kebijakan penuntasan wajar dikdas sembilan tahun di kabupaten kuningan? 3. bagaimana manajemen guru pendidikan dasar di kabupaten kuningan, terutama dari segi pemerataan pengadaan, pemenuhan kualifikasi, dan kesepadanan latar belakang akademik dengan bidang studi yang diajarkan oleh guru? 4. bagaimanakah dampak manajemen guru pendidikan dasar terhadap penuntasan wajar dikdas di kabupaten kuningan, terutama dari segi angka efisiensi edukasi? 5. bagaimanakah konsep strategi manajemen guru yang mengakomodasi tuntutan pemerataan akses dan mutu pendidikan dasar di kabupaten kuningan? kebijakan pendidikan k o n d is i id e al kondisi aktual gap f o k u s p e n e litian telaah konsep teoretik komparasi empirikal analisis masalah • renstra sebagai rujukan kebijakan wajar dikdas dan manajemen guru dikdas • kebijakan penuntasan wajar dikdas • manajemen guru dikdas • dampak manajemen guru terhadap akses dan mutu dikdas s tr ate g i alte r n atif m an aj e m e n g u r u d ik d as u m p an b alik visi pendidikan nasional konsep strategi gambar 1 kerangka fikir penelitian jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 93 ii. teori dan penelitian terdahulu pokok masalah dan pertanyaan penelitian ini dijelaskan secara teoretik dalam konteks kajian administrasi pendidikan. teori dan konsep yang dibangun meliputi: manajemen sdm dan peranannya dalam organisasi; fungsi, tujuan, dan aktivitas manajemen sdm; posisi guru pendidikan dasar dalam kategorisasi tenaga kependidikan; wajib belajar pendidikan dasar; penyelenggaraan wajar dikdas dalam kerangka kebijakan otonomi daerah; faktor-faktor yang mempengaruhi implementasi wajar dikdas; mutu pendidikan dasar; manajemen guru dalam kerangka penuntasan wajib belajar. selain itu dikomparasi pula dengan hasil-hasil penelitian terdahulu (pidarta,1980; undap, 1988; satori, 1989; duke dan canady, 1991; kasmianto, 1997; danim, 1998; wasliman, 1999; somantri, 1999). hasil kajian pustaka dan review terhadap penelitian terdahulu dapat disarikan bahwa: (1) manajemen tenaga kependidikan adalah bagian dari system adminsitrasi pendidikan yang meliputi pendidikan pra jabatan, rekruitmen, placemen, rotasi, mutasi, pengembangan profesionalisme. (2) pengembangan profesionalisme tenaga kependidikan adalah bagian dari manajemen tenaga kependidikan yang juga merupakan garapan administrasi pendidikan. (3) organisasi pengelola pendidikan merupakan organisasi dengan keunikan tersendiri, karena di dalamnya terdapat kelompok professional yang memiliki ciri dan watak tersendiri. karena itu pendekatan birokrat pendidikan haruslah berbeda dengan birokrat umumnya, di mana suasana organisasinya harus yang terbebas dari unsur paternalistik, primordial dan kaku. organisasi pendidikan harus dikelola oleh pemimpin yang memahami dan menghayati profesiolisme tenaga kependidikan. (4) sdm tenaga kependidikan memiliki keunikan dibanding sumberdaya lainnya, di samping memiliki pungsi sejajar dengan komponen organisasi, sdm menjadi sangat penting disebabkan fungsi lainnya sebagai komponen yang mengatur jalannya roda organisasi menjadi dinamis. (5) pengembangan sdm dapat dilakukan melalui orientasi, pendidikan dan pelatihan ataupun pengembangan manajemen. pendidikan yang diselenggarakan oleh perguruan tinggi adalah salah satu sasaran pengembangan sebagai bentuk proporsional secara akademis mampu meningkatkan kompetensi profesional. model tugas belajar dan ijin belajar merupakan alternatif kebijakan pengembangan yang bisa ditawarkan. (6) otonomi daerah memberikan peluang melaksanakan pendidikan, termasuk mengembangkan profesionalisme/kualifikasi tenaga kependidikan secara profesional sesuai dengan kebutuhan daerah. untuk jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 94 kepentingan ini dibutuhkan komitmen pihak-pihak terkait untuk melaksanakan kebijakan pengembangan tenaga kependidikan sebagai prioritas utama. (7) dari sejumlah model konseptual manajemen sdm tenaga kependidikan, akan memberikan masukan berarti dalam menemukan model yang ideal bagi profesionalisasi tenaga kependidikan. (8) profesionalisasi tenaga kependidikan harus dimulai sejak mahasiswa calon tenaga kependidikan berada di semester awal di lptk. materi perkuliahan hendaknya terdapat keseimbangan antara perkulihan teori dengan pengalaman praktek mengajar. (9) bentuk layanan profesional yang terbukti memberikan pengaruh pada peningkatan mutu pendidikan adalah dengan melakukan suverpisi pada proses belajar mengajar yang berlangsung di kelas dapat dilakukan melalui wadah-wadah guru, kepala sekolah atau penagawas sekolah/pengawas mata pelajaran. supervisi harus dilakukan secara wajar dalam suasana kesejawatan profesi, bukan hubungan birokratik atas bawah yang cenderung kaku dan administratif formal. (10) sekolah harus diberikan kesempatan untuk menentukan kebutuhan program pengembangan profesional bagi tenaga pendidiknya, agar segala upaya peningkatan profesionalisme bermanfaat bagi sekolah dan hasil dari program dapat dimonitor oleh kepala sekolah. otonomi sekolah dalam berbagai hal akan berpengaruh pada profesionalisme tenaga kependidikan dan kualitas sekolah secara umum. (11) masih terdapat keanekaragaman status guru pada suatu lembaga pendidikan, padahal fungsi tenaga pendidik di depan kelas adalah melakukan proses interaksi edukatif. perbedaan status berpengaruh pada motivasi, loyalitas dan dedikasi tenaga pendidik, karena perbedaan status juga menentukan besar kecilnya gaji seorang guru pendidik. gaji memberikan pengaruh kuat pada dedikasi, motivasi dan loyalitas tenaga kependidikan. (12) profesi tenaga kependidikan belum diatur secara kuat dibandingkan dengan jenis profesi lainnya. wadah atau organisasi profesi tanaga kependidikan perlu meningkatkan kualitas gerakannya menuju kokohnya profesi tenaga kependidikan. (13) manajemen sdm guru harus berorientasi dan berbasis pada kepemilikan kompetensi kependidikan/keguruan. pemenuhan kepemilikan kompetensi keguruan bagi tenaga kependidikan akan menentukan tampilan mutu lembaga pendidikan. strategi manajemen guru berbasis kompetensi merupakan bentuk yang paling baik untuk perwujudan otonomi pendidikan di era otonomi daerah. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 95 iii. temuan penelitian 1. kebijakan manajemen guru pendidikan dasar tidak terpisahkan dari program penuntasan wajar dikdas di kabupaten kuningan. kebijakan tersebut merujuk kepada renstra kelembagaan dinas pendidikan kabupaten kuningan. substansi renstra dinas pendidikan kabupaten kuningan mencerminkan kehendak menyelenggarakan pendidikan yang memiliki keunggulan bersaing, dan karenanya renstra tersebut dijadikan pula sebagai the fundamental source of power dinas pendidikan kabupaten kuningan. meskipun demikian, renstra dinas pendidikan kabupaten belum difungsikan sebagai pembimbing kognitif segenap aparat dan seluruh stakeholder dinas pendidikan, terutama mengenai posisi, nilai, core competencies dan peluang di masa sekarang serta masa mendatang. selain itu, belum secara tepat diimplementasikan ke dalam perencanaan pendidikan. 2. manajemen guru pendidikan dasar di kabupaten kuningan menunjukkan bahwa jumlah yang direkrut dan diangkat menjadi pns cukup signifikan. demikian pula halnya jumlah guru pns yang diikutsertakan dalam program peningkatan kemampuan profesional, dan penerima beasiswa penyetaraan pendidikan s1 kependidikan. dibandingkan dengan keadaan pada tahun 2002/2003, kelayakan mengajar tenaga pendidik dikdas tahun 2006/2007 di kabupaten kuningan sudah baik. guru sd/mi yang layak mengajar dan semi layak adalah 87,22% dan 83,96%, sedangkan guru smp/mts yang layak mengajar masing-masing 86,32% dan 80,87%. selain itu, observasi kinerja sampel 53 orang guru dikdas menunjukkan pula kondisi di atas rata-rata. kinerja yang dimaksud meliputi aspek-aspek kemampuan mengelola proses belajar mengajar, dorongan bekerja, tanggung jawab dalam bekerja, minat terhadap tugas, penghargaan dan peluang untuk berkembang. 3. manajemen guru pendidikan dasar memberikan kontribusi yang positif terhadap penuntasan wajar dikdas di kabupaten kuningan, terutama dilihat dari perbaikan angka efisiensi edukasi yang berupa angka partisipasi kasar (apk); angka partisipasi murni (apm); angka putus sekolah dan angka mengulang. membandingkan keadaan antara tahun 2002/2003 dengan 2006/2007, terdapat 27 kecamatan yang sd/mi-nya meraih apk/apm di atas 100%; dua kecamatan dengan capaian apk/apm 100%; dan tiga kecamatan dengan apk/apm kurang dari 100%. apm smp/mts 75% dicapai oleh 16 kecamatan; belum mencapai 75% di 16 kecamatan; dan kurang dari 50% di tiga kecamatan. kenaikan yang cukup berarti terjadi pula dalam angka melanjutkan pendidikan, baik lulusan sd/mi maupun lulusan smp/mts di kabupaten kuningan. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 96 4. manajemen guru pendidikan dasar berpengaruh cukup efektif terhadap mutu dikdas di kabupaten kuningan. dari segi mutu proses, ditunjukkan oleh angka efisiensi edukasi sd/mi di kabupaten kuningan yang cukup tinggi, mencapai 98,72; smp/mts 97,33. rasio keluaran berbanding masukannya mencapai 0,97. tetapi rata-rata persentase lulusan mts (97,44%) lebih baik daripada smp (97,22%). sedangkan rasio nilai un terhadap nem pada saat diterima sebagai siswa baru, menunjukkan capaian nilai kelulusan smp lebih besar daripada mts. 5. ketersediaan prasarana dan sarana merupakan masalah penting pendidikan dasar di kabupaten kuningan. hingga kini, ruang kelas sd dan smp yang berkategori kondisi baik masing-masing 68,88% dan 89,41%; sedangkan yang berkondisi rusak berat, sd sebesar 11,46%, mts sebesar 4,34%. fasilitas sekolah yang berupa perpustakaan, lebih banyak dimiliki oleh mi. tetapi, lapangan olahraga dan ruang uks lebih banyak terdapat di sd. apabila setiap sekolah diharuskan memiliki ketiga fasilitas tersebut, maka lebih dari separuh sd di kabupaten kuningan telah memilikinya; sedangkan mi yang memiliki ketiga fasilitas tersebut baru 38,28% saja. mts yang memiliki perpustakaan lebih besar daripada smp. tetapi mts yang memiliki lapangan olahraga, ruang uks lebih, dan ruang laboratorium lebih sedikit daripada smp. apabila setiap sekolah diharuskan memiliki keempat fasilitas tersebut, maka 58,04% smp di kabupaten kuningan telah memilikinya. 6. mutu pendidikan dasar ditunjukkan pula oleh sumber-sumber pembiayaannya, yaitu pemerintah pusat, pemkab, dan peranserta orang tua siswa. dari ketiga sumber biaya tersebut, pemkab kuningan merupakan sumber terbesar bagi sd (70,91%) melampaui proporsi biaya mts yang bersumber dari pemerintah pusat (60,20%). pemkab juga menyediakan 49,76% biaya smp, dan 13,07% biaya mts. sedangkan peranserta orang tua siswa berkisar 0,74% untuk biaya sd, 19,70% smp, dan 20,37% mts. 7. berdasar ramuan antara kondisi empirik, analisis teoretik hasil-hasil studi terdahulu, dan diskusi validasi model, maka strategi alternatif manajemen guru pendidikan dasar di kabupaten kuningan mencakup komponenkomponen visi, misi, perencanaan komprehensif, wawasan manajemen para penyelenggara dikdas, wawasan kompetensi dan profesi guru dikdas iv. implikasi 1. visi dan renstra dinas pendidikan menuntut dilakukannya dua hal dalam penyelenggaraan dikdas di kabupaten kuningan. pertama, menciptakan iklim kondusif secara makro institusional terhadap pengembangan wawasan keunggulan dalam keseluruhan aktivitas pendidikan yang diselenggarakan. kedua, menciptakan iklim kompetitif yang positif dalam jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 97 semua aktivitas pendidikan. dalam hal ini dibutuhkan sistem yang terbuka dan adil dalam memberikan reward dan punishment kepada semua pihak yang terlibat. 2. dinas pendidikan harus membuat perencanaan yang komprehensif. dari segi kemampuan penyelenggara pendidikan, perencanaan itu mencerminkan kemampuan: (1) memadukan berbagai komponen sumberdaya potensial pendidikan sebagai kekuatan bagi terselenggaranya pendidikan; (2) mewujudkan relevansi pendidikan dengan kebutuhan masyarakat sebagai manifestasi dari konsep community based education; dan (3) kemampuan menciptakan lulusan yang kompetitif. 3. produk pengembangan guru pendidikan dasar hendaknya menyentuh area kualifikasi dan kompetensi untuk meningkatkan profesionalime guru, yang berupa inovasi pedagogik. elemen penting dalam inovasi pedagogik di satuan-satuan dikdas adalah sumber belajar, teknologi pendidikan, dan kurikulum. renstra pendidikan kabupaten kuningan peran dinas pendidikan •pelayan •fasilitator •pendamping •mitra kriteria fungsi, proses, dan keluaran manajemen gurudikdas kriteria perencanaan • komprehensif • berorientasi mutu dan kompetensi rekrutmen dan seleksi pengembangan kriteria proses pengembangan • sinergik integral • aliansi strategik • memberdayakan kriteria keluaran guru kompeten & profesional pemerataan akses dan mutu dikdas yang didukung oleh guru kompeten & profesional kriteria program pengembangan murah, mudah, tepat waktu, terdukung sumberdaya penempatan landasan kebijakan manajemen guru dikdas gambar 2 strategi manajemen guru berorientasi pemerataan akses dan peningkatan mutu dikdas di kabupaten kuningan jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 98 v. rekomendasi 1. manajemen guru pendidikan dasar di kabupaten kuningan hendaknya dipahami sebagai upaya peningkatan kualitas komponen sistem dan kualitas kinerja sistem pendidikan dasar. kualitas komponen sistem meliputi masukan, proses, keluaran, dan dampak pendidikannya yang mendasarkan diri kepada landasan filosofis, visi, dan misi kelembagaannya. 2. kualifikasi dan kompetensi guru pendidikan dasar yang harus dikembangkan hendaknya mendukung pengembangan kinerja layanan dikdas. kompetensi yang dimaksud meliputi kompetensi sebagaimana yang dituntut oleh peraturan dan perundang-undangan serta mengakomodasi keragaman konteks lokal, seperti faktor-faktor kondisi geografik ekonomi, sosial budaya, dan faktor teknis yang meliputi: (1) kurangnya daya tampung siswa di beberapa sekolah; (2) mutu sarana prasarana belum memadai; (3) ketidakmerataan sebaran guru sd/mi dan smp/mts; (4) adanya angka drop out; (5) rendahnya partisipasi masyarakat dalam mendukung wajib belajar dikdas; (6) masih ada guru sd/mi dan smp/mts yang kurang layak mengajar; (7) masih terbatasnya anggaran pendidikan. 3. kajian-kajian komprehensif mengenai manajemen guru pendidikan dasar, masih sangat diperlukan. adapun penelitian yang penulis lakukan ini perspektifnya terbatas. konsep strategi manajemen yang diajukan dalam penelitian ini pun, masih perlu divalidasi dalam konteks praksis sehingga dapat dikenali aspek-aspek kekuatan dan kelemahannya. daftar pustaka alma, buchori, 2008, guru profesional menguasasi metode dan terampil mengajar, bandung: alfabeta bafadal, ibrahim, 2006, peningkatan profesionalisme guru sekolah dasar dalam kerangka manajemen peningkatan mutu berbasis sekolah, jakarta: bumi aksara. banghart, frank w & trull, albert, jr, 1973, educational planning, new york: the macmilan company bernadin, h. j. & russel, j. a. 1998. human resources management: an experiential approach. new york: macgraw-hill book company. biro perencanaan. 1993. stakeholder yang berkaitan dengan pembangunan dan pendidikan di propinsi. jakarta: depdikbud. bryson, john m. 2000. 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1 februari 2022, p-issn no. 2252-4738 e-issn : 2580-7692 28 santripreneur: education on empowerment of students through agribusiness activities rahmat fahmi1, asep saepudin2, eko sulistiono3 1 magister pendidikan masyarakat, universitas pendidikan indonesia 2, 3 dosen pendidikan masyarakat, universitas pendidikan indonesia 1 rahmatfahmi@upi.edu, 2aspudin@upi.edu, 3ekosulistiono@upi.edu received: february, 2021; accepted: february, 2022 abstract this research is motivated by efforts to increase the entrepreneurial skills of students through agribusiness activities in the framework of empowerment. pondok pesantren is the oldest non-formal educational institution in indonesia which is engaged in the religious sector. the learning model is packaged flexibly and is not diploma oriented. this boarding school is oriented towards developing the entrepreneurial spirit of the santri with the ultimate goal so that the students can open a business unit and be independent. this study describes the implementation of empowerment of students through agribusiness activities related to the input, process, and impact of empowerment. this research uses qualitative methods with interview, observation, and documentation techniques. the research findings show that: (1) input for empowerment, namely students, natural resources, curriculum, capital / funds, and partnerships; (2) the empowerment process is carried out through several stages, namely (1) business training; (2) capitalization; (3) assistance; and (4) marketing; (3) the impact of empowerment which is carried out, namely the number of santri alumni of islamic boarding schools who are independent and able to explore through the management of idle land into agricultural, livestock and fishery areas in increasing the income assets of the formed business groups. keywords: santripreneur, empowerment, santri, agribusiness abstrak penelitian ini dilatarbelakangi oleh upaya peningkatan kemampuan berwirausaha santri melalui kegiatan agribisnis dalam bingkai pemberdayaan. pondok pesantren merupakan lembaga pendidikan nonformal yang tertua di indonesia yang bergerak di bidang keagamaan. model pembelajaran dikemas dengan fleksibel dan tidak berorientasi pada ijazah. pondok pesantren ini berorientasi pada pengembangan jiwa kewirausahaan santri dengan tujuan akhir supaya santri dapat membuka unit bisnis dan mandiri. penelitian ini mendeskripsikan penyelenggaraan pemberdayaan santri melalui kegiatan agribisnis yang berkaitan dengan input, proses, dan dampak pemberdayaan. penelitian ini menggunakan metode kualitatif dengan teknik wawancara, observasi, dan dokumentasi. temuan penelitian menunjukkan bahwa: (1) input pemberdayaan yakni santri, sumberdaya alam, kurikulum, modal/dana, dan kemitraan; (2) proses pemberdayaan dilakukan melalui beberapa tahapan yaitu tahap (1) pelatihan usaha; (2) pemodalan; (3) pendampingan; dan (4) pemasaran; (3) dampak pemberdayaan`yang diselenggarakan yakni banyaknya para santri alumni pondok pesantren yang mandiri dan mampu berekplorasi melalui pengelolaan lahan tidur menjadi area pertanian, peternakan, dan perikanan dalam meningkatkan asset pendapatan kelompok usaha yang dibentuk. kata kunci: santripreneur, pemberdayaan, santri, agribisnis how to cite: fahmi, r., saepudin, a. & sulistiono, e. (2022). santripreneur: education on empowerment of students through agribusiness activities. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (1), 28-34. fahmi, saepudin & sulistiono. santripreneur: education on empowerment of students through agribusiness activities 29 introduction progress of a nation can be seen from the quality of its human resources. an intelligent nation is a nation that is able to use all the resources owned by that nation. one thing that needs to be considered is to improve education from all its human resources. inevitably, education is one aspect that plays an important role in human life. education and empowerment are closely related to advancing society. empowerment occupies a central position in community-based education efforts (holden, evans, hinnant & messeri, 2005; zimmerman, 2000) and this shows how community organizations can be sustainable in the empowerment process (hughey, et al, 2008). talking about community empowerment will have an impact on improving the community's economy related to community-based education and empowerment. community empowerment can be developed in islamic boarding schools. islamic boarding schools have 3 functions: (1) the center of cadre of religious thoughts (center of excellence); (2) institutions that print human resources (human resources); (3) institutions that have the power to empower the community (agent of development) (halim & suhartini, 2005). in fact, islamic boarding schools apart from being educational institutions to deepen the knowledge of religion also have enormous potential in the development of the santri economy (rudi & haikal, 2014). according to dhofier (2009) today there has been a paradigm shift in pesantren. islamic boarding schools are trying to change the future of the pesantren, not only being able to produce kyai, preachers, hadith experts, and yellow book readers, but more than that, with the medium of education, they are able to produce knowledgeable human resources, master all fields of science and knowledge. in addition, the reason for the research on pesantren as the object of this research is that the pesantren world is very concerned about islamic studies. the rise of the islamic economic system through the growth of entrepreneurs from the world of pesantren. there is an interesting phenomenon from the business activities of the alittifaq islamic boarding school, usually what is more prominent than the islamic boarding school is education and da'wah activities. however, the al-ittifaq islamic boarding school focuses on economic or business activities that are sufficiently advanced and even become a model for an independent pesantren and successfully involve the participation of students and the community around the pesantren. method this study uses a qualitative method that invites researchers to think inductively with a phenomenological approach. researchers describe the data by describing, describing and analyzing the implementation of student empowerment through agribusiness activities developed at the al-ittifaq islamic boarding school located in ciburial village, alam endah village, rancabali district, bandung regency, west java. determination of research subjects or respondents in this study was carried out by purposive sampling technique. researchers determine research subjects based on considerations, namely by taking people who are considered to know the most about the focus of the research. the subjects of this study were 5 people from the al-ittifaq islamic boarding school, namely: fd is the head of the islamic boarding school, ap is the business manager of the islamic boarding school, de is an alumni of the islamic boarding school who is a member of a farmer group, qw is a community member of a farmer group. gh is a student at the al-ittifaq islamic fahmi, saepudin & sulistiono. santripreneur: education on empowerment of students through agribusiness activities 30 boarding school. fd, ap, and de subjects were used as primary data, while qw and gh subjects were used as secondary data. the data collection technique was carried out by observation-participation, open and in-depth interviews. the research data is complemented by the results of interviews to validate the results of the interviews in this study using triagulation techniques. the instruments used in collecting the research data were interview guides, observation sheets, and documents, making interview notes (fieldnotes), observations, and document analysis. interviews and observations were held in july, august, september in order to collect data to explore education and empowerment of students through agribusiness activities. the data analysis procedure carried out in this study started from the stages of data collection, data reduction, data presentation, and drawing conclusions or verification. the following is a frame of mind in order to better understand the concepts in this study: figure 1. thinking frame results and discussion al-ittifaq islamic boarding school in ciburial, alam endah, rancabali, ciwidey, bandung, west java. al-ittifaq it is 84 years old, which has been established since 1934 with a da'wah program in the fields of salafiyah and khalafiyah. this pesantren has a vision that is "sincere in serviceto enforce syia'r islam through da'wah bil haq ". the mission carried out by this pesantren is "to form a person and society with noble morals through the experience of islamic values. developing an integrated, directed, and sustainable service program, forming achievement behavior, thinking strategically and acting effectively, efficiently through the development of comprehensive education for the community ". in an effort to maintain external conformity, the al-ittifaq islamic boarding school has institutional principles, namely: a. reassuring b. raising c. move d. monitor fahmi, saepudin & sulistiono. santripreneur: education on empowerment of students through agribusiness activities 31 e. protect the values contained or which become the philosophy that is the guide for the al-ittifaq boarding school are “muawwanah (mutual help), muqhofarah (mutual forgiveness), muroffaqoh (mutual understanding), warohmah (mutual love), and musyawaroh (mutual opinion). inputs or resources that are owned and utilized by the al-ittifaq islamic boarding school in administering empowerment education through agribusiness activities include students, natural resources, curriculum, capital / funds, and partnerships. there are 1,200 santri coached at this pesantren who are grouped into two groups, namely 437 modok santri (salafiayah santri and some khalafiyah santri) and the rest are kalong santri (returning home. they all come from rancabali sub-district and its surroundings and some come from from districts in west java (bandung, tasik, garut, ciamis, and banjar). santri, congregations and communities around the cottage generally work as farmers. production, efficiency of family businesses and protection and preservation of natural resources available (mardikanto & soebianto, 2017. pg. 131). other potential resources that are utilized are natural resources, namely in the form of land and farms located around the pesantren. for that it is very appropriate if the boarding school conducts agribusiness development activities. the implementation of the development of agribusiness activities is carried out through the management of agricultural business of food crops, plantation crops and horticulture, fisheries and livestock. islamic boarding schools involve the active participation of students so that they are able and involved in managing agribusiness activities. the benefit for the students is that in addition to gaining valuable knowledge about agricultural business for their future provisions, these students are also exempted from education fees and even receive pocket money (hadi purbahatin, 2015). the curriculum applied at the al-ittifaq islamic boarding school is the formal education curriculum as a learning process for students with an orientation towards religious understanding and obtaining a certificate or diploma with the educational institutions madrasah ibdtidaiah, madrasah tsanawiyah, and madrasah aliyah which are known as the khalafiyah model. in the second lesson, it was made with the concept of non-formal education which was able to empower the community in increasing the ability to be entrepreneurial but did not leave islamic studies to be integrated in learning known as the salafiyah model. the source of funds managed by the al-ittifaq islamic boarding school comes from donors from several banking institutions. the assistance provided is in the form of grant funds for village development. the pesantren has also built a cooperative as a driving force for the village economy where people can transact agricultural products. the cooperative also facilitates the marketing of vegetable products produced by santri and the surrounding community. korten (1993) states that empowerment efforts to increase community independence are appropriate the capacity and internal strength of society for both material and non-material human resources through capital redistribution ”. this is also consistent with harry hikmat (2004, p. 14) that community empowerment emphasizes the importance of increasing community capacity in achieving independence and internal strength which is pursued in exercising control over material and non-material resources through the redistribution of capital or ownership. since 1993 the al-itttifaq islamic boarding school has established cooperation and work contracts with partner companies such as giant and lottemart as well as supermarkets in bandung such as yogya, griya and superindo. the daily order of vegetables from al-ittifaq fahmi, saepudin & sulistiono. santripreneur: education on empowerment of students through agribusiness activities 32 islamic boarding school (in june 1998) is not less than 3-4 tons. in general, the forms of partnerships are as follows: (a) communities and farmers around the pesantren in the form of guidance and distribution of community products by the pesantren; (b) related government agencies and bumn, in the form of cooperation in the field of human resource development, capital assistance and development of facilities and infrastructure; (c) educational institutions, in the form of cooperation in developing agricultural technology through research, internships, and others. educational institutions such as ipb, unpad, unsil, itb, ikopin, and others; (d) financial institutions and business institutions and others. a partnership network is a business strategy carried out by two or more parties within a certain period of time to gain mutual benefit with the principle of mutual need and growth. aspects that can be partnered by this cooperative are: (a) program of activities, (b) facilities and infrastructure, (c) funds, (d) manpower, (e) utilization of results, and (f) potential organizational institutions that can be partners (kamil, 2009, p.10). the empowerment of students organized by the al-ittifaq boarding school refers to the use of the environment. this boarding school adopts an experience learning and learning by doing system where the students are accustomed to learning from nature to protect and preserve nature. the agribusiness development of the al-ittifaq islamic boarding school is based on the principles of inpekbi (divine, state, personal, economic, family, passionate, ilmihi) which means that in carrying out agribusiness development, allah swt must be blessed, recognized by the government (country), based on noble personality, economically business must generate profits. this empowerment has multiple effects on students and the community around the boarding school. this is where the creation of sustainable empowerment for santri and society with noble spirits with entrepreneurial skills. agribusiness activities organized by the al-ittifaq islamic boarding school include agriculture, fisheries and animal husbandry. this pesantren has approximately 18 hectares of land which is managed for agribusiness land and the needs of the boarding school. al-ittifaq has good marketing marketing partnering with supermarkets and supermarkets in the city of bandung and bandung regency. al-ittifaq carries out procedures from planting, packaging, labeling and marketing of products with high standards which are learned by students through learning by doing. islamic boarding schools provide an example or role model for the community and students to carry out agribusiness activities first for the success of the boarding school. this allows for the integration of the variation of truth values in a cultural context in organizational resources (helga, 2014; juharyanto, 2012). this empowerment also originated from only being carried out by farmers who live around the boarding school because they are not comfortable with pak kyai but after experiencing better profits than selling agricultural products to tengkulang at a low price, it is better to sell it to the pesantren cooperative because all what petanai needed is available in the cooperative. the islamic boarding school cooperative provides all the farmers' needs, from fertilizers, capital, seeds, agricultural medicine / pests, and even groceries for farmers, provided with a payment cut system after harvest. empowerment is also carried out by conducting routine coaching every 2 weeks for discussions with santri and farmer groups through the dissemination of the latest information related to agribusiness so that it has a higher selling value by trying it out with farmers accompanied by islamic boarding school students so that they do not experience failure in the management process. this routine guidance is included in fahmi, saepudin & sulistiono. santripreneur: education on empowerment of students through agribusiness activities 33 the framework of religious education as a foundation for carrying out community empowerment. the empowerment that is being carried out has an impact on the management of agribusiness activities to run well so that the farmer groups do not experience losses due to crop failures due to the changing or intercropping planting system implemented by the islamic boarding school. this results in maintaining the fertility of the cultivated soil. in addition, the pesantren also applies the concept of utilizing all agricultural products so that animal husbandry and fisheries agribusiness can be used for maximum utilization of agricultural products. this has an impact on all farmer groups having livestock for leftover vegetables that cannot be sold and eaten. another visible impact is that initially farmers only started traditional farming, now they have started to adapt to modern agricultural systems that are environmentally friendly. the community began to send their children to a higher level so that they could return to the village and improve the welfare of the village and serve in the islamic boarding school. apart from being taught the agricultural system, the students and the community were also taught the system of utilizing livestock manure to be processed into biogas for the household needs of each farmer. in addition, farmers are also taught fattening livestock by fermentation of silage in food livestock so that the livestock is more valuable. no less the agricultural and livestock systems taught by the islamic boarding school. fisheries are also taught by using a distilled system from bathroom wastewater for more effective utilization of wastewater. conclusion santri empowerment education through agribusiness activities organized by the al-ittifaq islamic boarding school through a learning by doing system. the implementation of agribusiness activities is based on the principles of inpekbi (divine, state, personal, economic, family, birahi, ilmihi) which means that in carrying out agribusiness development, allah swt must be blessed, recognized by the government (country), based on noble personality, effort economically must generate profits. this empowerment has multiple effects on students and the community around the boarding school. this is where the creation of sustainable empowerment for santri and society with noble souls with entrepreneurial skills. the input for empowerment involved is the students and the community around the boarding school, curriculum, nature, funds / capital, and partnerships. empowerment is carried out through several stages, namely stage (1) business training; (2) capitalization; (3) assistance; and (4) marketing. this stage as a whole applies the islamic economic system without usury. the impact of empowerment on students and the community is that students and the surrounding community are able to increase their family income or economy independently and sustainably. acknowledgments thank you to the boarding school leaders and students al-ittifaq kampung ciburial desa alam endah kecamatan rancabali kabupaten bandung jawa barat. thank you to the lecturers, mr. asep saepudin and mr. eko sulistiono for their guidance and direction fahmi, saepudin & sulistiono. santripreneur: education on empowerment of students through agribusiness activities 34 references holden, d.j. evans, w.d, hinnant, l. w & messeri, p. 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(2017). pemberdayaan masyarakat dalam perspektif kebijakan publik. bandung: alfabeta. korten, david c. dan sjahrir. (1993). pembangunan berdimensi kerakyatan. jakarta: yayasan obor indonesia dan pustaka sinar harapan. hikmat, h. (2004). strategi pemberdayaan masyarakat. bandung: humaniora utama press. hadi, a.p., & si, m. (2015). pemanfaatan kelembagaan pondok pesantren bagi penyuluhan pertanian dan pengembangan agribisnis. yogyakarta: pustaka kencana. kamil, m. (2009). pendidikan nonformal melalui pusat kegiatan belajar masyarakat (pkbm) di indonesia dari komunkan di jepang). bandung: alfabeta. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 1 upaya meningkatkan kreativitas anak melalui alat permainan balok di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat ika kemalawati kha_kemalawati@yahoo.co.id taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat abstrak masalah pokok dalam makalah ini berfokus pada upaya meningkatkan kereativitas anak melalui alat permainan balok di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat. adapun tujuan penelitian ini adalah 1. agar dapat mengetahui langkah-langkah penerapan penerapan balok di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat. 2. agar dapat mengetahui hasil dari penerapan permainan balok di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat. 3. agar dapat mengetahui apa saja faktor pendukung dan penghambat penerapan permainan balok di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandug barat. landasan teoritis yang mendasari penelitian ini adalah konsep kreativitas, konsep anak usia dini, dan konsep permainan balok. penelitian ini di rancang dengan menggunakan metode penelitian kualitatif. penelitian kegiatan bermain balok dalam upaya meningkatkan kreativitas anak dimulai dari tahapan perencanaan kegiatan, serta evaluasi dan hasil kegiatan. teknik pengumpulan data yang digunakan adalah wawancara, observasi, studi dokumentasi, studi literatur, catatan lapangan, dan catatan hasil kegiatan. berdasarkan hasil penelitian menunjukan bahwa kegiatan bermain balok dapat meningkatkan kreativitas anak di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat. adapun faktor penghambat kegiatan bermain balok ada faktor internal dan faktor eksternal dari taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat. sedangkan faktor pendukung kegiatan bermain balok yaitu adanya kreativitas dan inovasi dari tenaga pendidik maupun orangtua murid itu sediri. kata kunci : anak usia dini, kreativitas, permainan balok. a. pendahuluan apabila dilihat dari berbagai aspek kehidupan, pengembangan kreativitas sangatlah penting. banyak permasalahan serta tangtangan hidup menuntut serta kemampuan adaptasi serta kreatif dan kepiawaian dalam mencari pemecahan masalah yang imajinatif. kreatifitas berkembang dengan baik akan melahirkan pola pikir yang solutif yaitu keterampilan dalam mengenali permasalahan yang ada, mailto:kha_kemalawati@yahoo.co.id jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 2 serta kemampuan membuat perencanaan-perencanaan dalam pemechan masalah. anak usia dini adalah sosok individu yang sedang menjalani suatu proses perkembangan dengan pesat dan fundamental bagi kehidupan selanjutnya, anak usia dini berada pada rentang usia 0-8 tahun (naeyc/ nasional association for the education of young children). pada masa ini proses dan pertumbuhan dan perkembangan dalam berbagai aspek sedang mengalami masa yang cepat dalam rentang perkembangan hidup manusia (dalam nurani sujiono : 2013. 6 mengutif dari berk : 1992. 18). setiap proses perkembangan dan pertumbuhan yang diajarkan harus melihat karakteristik dari segala aspek disetiap tahap perkembangan pada anak. balok adalah mainan yang tidak asing lagi, karena saat dulu (1979) sekolah di tk, balok juga sudah ada dimainkan disekolah. balok adalah potongan-potongan kayu yang polos (tanpa dicat). sama tebalnya dan dengan panjang duakali atau empat kali sama besarnya dengan satu unit balok. sedikit berbentuk kurva, silinder dan setengah dari potonganpotongan balok juga disediakan, tetapi semua dengan panjang yang sama yang sesuai dengan ukuran balok-balok dasar (diknas 2003, permainan edukatif untuk kelompok bermain). b. kajian teori pendidikan luar sekolah adalah pendidikan luar sekolah nonformal yang terorganisir dan sistematik berjangka pendek dan berkelanjutan untuk memberikan fasilitas yang memadai terhadap peserta didik dalam rangka mencapai tujuan belajar yang berkesinambungan dengan tujuan pendidikan nasional. landasan pendidikan luar sekolah adalah pancasila, uud 1945, uu ri no.2 tahun 1989, falsafah pendidikan/hakekat kehidupan, peraturan pemerintah no.73 tahun 1991, uu no.2 tahun 1989 pasal 10 ayat (3) dan seameo 1971. setiap upaya pendidikan dalam arti luas yang di dalamnya terdapat komunikasi yang teratur dan terarah, diselenggarakan di luar sekolah, sehingga seseorang atau kelompok memperoleh informasi mengenai pengetahuan, latihan dan bimbingan sesuai dengan tingkatan usia dan kebutuhan hidupnya. fungsi pendidikan luar sekolah dihubungkan dalam pendidikan prasekolah adalah sebagai suplemen, sebagai tambahan, dan sebagai pelengkap. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 3 berdasarkan undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional berkaitan dengan pendidikan anak usia dini tertulis pada pasal 28 ayat 1 yang berbunyi “ pendidikan anak usia dini diselenggarakan bagi anak sejak lahir sampai dengan enam tahun dan bukan merupakan prasyarat untuk mengikuti pendidikan dasar “. selanjutnya pada bab 1 pasal 1 ayat 14 ditegaskan bahwa pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani anak agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut (depdiknas, uspn, 2004 : 4 ). secara teoritis berdasarkan aspek perkembangannya, seorang anak dapat belajar dengan sebaik-baiknya apabila kebutuhan fisiknya dipenuhi dan mereka merasa aman dan nyaman secara psikologis. selain itu, hal lain yang perlu diperhatikan adalah bahwa anak membangun pengetahuannya sendiri, anak belajar melalui interaksi sosial dengan orang dewasa dan anak-anak lainnya, anak belajar melalui bermain serta terdapat variasi individual dalam perkembangan dan belajar. tujuan pendidikan anak usia dini adalah membantu meletakkan dasar ke arah perkembangan sikap pengetahuan, keterampilan dan krativitas daya cipta yang diperlukan oleh anak untuk dapat menyesuaikan diri dengan lingkungannya dan untuk pertumbuhan dan perkembangan pada tahapan selanjutnya. dan fungsi pendidikan anak usia dini mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang martabat dalam dalam rangka mencerdaskan kehidupan bangsa. catron dan allen (1999 : 23-26) menyebutkan bahwa terdapat 6 (enam) aspek perkembangan anak usia dini. kreativitas tidak dipandang sebagai perkembangan tambahan, melainkan sebagai komponen yang integral dari lingkungan bermain yang kreatif. kegiatan pembelajaran pada anak usia dini pada hakikatnya adalah pengembangan kurikulum secara konkret berupa seperangkat rencana yang berisi sejumlah pengalaman belajar melalui bermain yang diberikan pada anak usia dini berdasarkan potensi dan tugas perkembangan yang harus dimiliki oleh anak (sujiono dan sujiono , 2007 : 2006). jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 4 bennet, at.al (1999: 91-100), menjelaskan bahwa pada dasarnya pengembangan program pembelajaran adalah pengembangan sejumlah pengalaman belajar melalui kegiatan bermain yang dapat memperkaya pengalaman anak tentang berbagai hal, seperti cara berfikir tentang diri sendiri, tanggap pada pertanyaan, dapat memberikan argumentasi untuk mencari berbagai alternatif. selain itu, hal ini membantu anakanak dalam mengembangkan kebiasaan dari setiap karakter yang dapat dihargai oleh masyarakat serta mempersiapkan mereka untuk memasuki dunia orang dewasa yang penuh tanggung jawab. tujuan program pembelajaran adalah membantu meletakkan dasar ke arah perkembangan sikap pengetahuan, keterampilan dan kretaivitas yang diperlukan oleh anak untuk dapat menyesuaikan diri dengan lingkungannya dan untuk pertumbuhan serta perkembangan pada tahapan berikutnya. untuk mencapai tujuan program pembelajaran tersebut, maka diperlukan strategi pembelajaran bagi anak usia dini yang berorientasi pada: (1) tujuan yang mengarah pada tugas-tugas perkembangan disetiap rentangan usia anak; (2) materi yang diberikan harus mengacu dan sesuai dengan karakteristik dan kebutuhan yang sesuai dengan taraf perkembangan anak (dap= developmentally approriate practice); (3) metode yang dipilih seharusnya bervariasi sesuai dengan tujuan kegiatan belajar dan mampu melibatkan anak secara aktif dan kreatif serta menyenagkan; (4) media dan lingkungan bermain yang digunakan haruslah aman, nyaman dan menimbulkan ketertarikan bagi anak dan perlu adanya waktu yang cukup untuk bereksplorasi; (5) evaluasi yang terbaik dan dianjurkan untuk dilakukan adalah rangkaian sebuah assesment melalui observasi partisipatif terhadap segala sesuatu yang dilihat, didengar dan diperbuat oleh anak (bredekamp, 1998:30-31). 1) fungsi program pembelajaran program pembelajaran memiliki sejumlah fungsi, diantaranya adalah : (1) untuk mengembangkan seluruh kemampuan yang dimiliki anak sesuai dengan tahap perkembangannya, (2) mengenalkan anak dengan dunia sekitar, (3) mengembangkan sosialisasi anak, (4) mengenalkan peraturan dan menanamkan disiplin pada anak, dan (5) memberikan kesempatan kepada anak untuk menikmati masa bermainnya. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 5 tujuan dari program pembelajaran itu sendiri, berdasarkan paparan diatas yaitu untuk mengoptimalkan perkembangan anak secara menyeluruh berdasarkan berbagai dimensi perkembangan anak usia dini baik perkembangan sikap pengetahuan, keterampilan dan kreativitas yang diperlukan oleh anak untuk dapat menyesuaikan diri dengan lingkungannya serta untuk pertumbuhan dan perkembangan pada tahapan berikutnya. keterkaitan antara pendidikan anak usia dini dan pendidikan luar sekolah keterkaitan pendidikan nonformal (pls) dengan paud tentunya merupakan hal yang sangat berdampak positif bagi dunia pendidikan di indonesia, kenapa dikatakan demikian, hal ini dikarenakan bahwa menurut uu sisdiknas 2008 : 17 pasal 26 ayat 1 : “bahwa pendidikan nonformal diselenggarakan bagi warga masyarakat yang memrlukan layanan pendidikan yang berfungsi sebagi pengganti, penambah, dan atau pelengkap pendidikan formal dalam rangka mendukung pendidikan sepenjang hayat”. berdasarkan uu sisdiknas dia atas jelas bahwa pendidikan nonformal berfungsi sebagai pengganti, penambah, dan atau pelengkap pendidikan formal dalam rangka mendukung pendidikan sepenjang hayat, sepanjang hayat tentunya dimulai dengan pendidikan anak usia dini. menurut anna craft (2000 : 11) kreativitas anak adalah berkaitan dengan imajinasi atau manifestasi kecerdikan dalam pencarian yang bernilai. kreativitas anak disebut kemampuan yang mencerminkan kelancaran, keluwesan, dan orisinalitas dalam berfikir serta kemampuan untuk mengkolaborasikan (mengembangkan, memperkaya) suatu gagasan. menurut nursisto (1999 : 6-7), kemampuan belajar siswa jadi lebih baik jika kemampuan kreativitasnya juga ikut dilibatkan. pada dasarnya semua siswa memiliki kreatif dalam dirinya yang harus dikembangkan agar hidup jadi semangat dan produktif. kesadaran akan kemampuan kreativitas ini harus dilatih untuk memacu keberhasilan siswa demi menyongsong masa depan. 1. tahap-tahap perkembangan kreativitas menurut kurikulum standar kompetensi pendidikan anak usia dini terdapat tahap perkembangan kreativitas yang tertuang dalam indikator dari aspek fisik motorik halus : jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 6 mewarnai bentuk gambar sederhana dengan rapi. a. menggambar orang dengan lengkap dan proporsional. b. membuat gambar dengan teknik mozaik dengan memakai berbagai bentuk. c. membuat bentuk dari media balok, dll. 2. faktor-faktor yang mempengaruhi kreativitas hasil penelitian bebrapa ahli di atas menunjukan bahwa faktor-faktor dalam krativitas, meliputi : daya imajinasi, rasa ingin tahu dan orisinalitas (kemampuan menciptakan sesuatu yang baru dan tidak biasa) dapat mengimbangi kekurangan dalam daya ingat, daya tangkap, penalaran, pemahaman terhadap tugas dan faktor lain intelegensi. 3. ciri-ciri kreativitas sumanto (2005 : 39) anak yang kreatif cirinya yaitu punya kemampuan befikir kritis, ingin tahu, tertarik pada kegiatan / tugas yang dirasakan sebagai tantangan, berani mengambil resiko, tidak mudah putus asa, menghargai keindahan, mampu berbuat atau berkarya, menghargai diri sendiri dan orang lain. 4. metode pengembangan kreativitas sehubungan dengan perkembangkan kreativitas, utami munandar (2004 : 45) menyajikan ada empat aspek kreativitas yang dapat diperhatikan, yaitu pribadi (person); pendorong (press); produk (product); dan proses (process). dimana keempat aspek ini lebih dikenal dengan istilah 4p yang secara ringkas dapat dijelaskan sebagai berikut : 1) pribadi (person) 2) pendorong (press) 3) proses (process) 4) produk (product) 5. fungsi pengembangan kreativitas untuk anak usia dini pertama, fungsi pengembangan kreativitas terhadap perkembangan kognitif anak.melalui pengembangan kreativitas anak memperoleh kesempatan sepenuhnya untuk memenuhi kebutuhan berekspresi menurut caranya sendiri. kedua, fungsi pengembangan kreativitas terhadap kesehatan jiwa. craig mengemukakan dalam nursisto (1999 : 21) bahwa hasil penelitian dr. abraham h. maslow 1972, menunjukan suatu kesimpulan bahwa segala jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 7 sesuatu yang mendukung pembangunan kreativitas seseorang secara positif akan mempengaruhi kesehatan mentalnya. ketiga, fungsi pengembangan kreativitas terhadap perkembangan estetika.disamping kgiatan-kegiatan brekspresi yang sifatnya mencipta, anak dibiasakan dan dilatih untuk menghayati bermacam-macam keindahan seperti keindahan alam, lukisan, tarian, musik dan sebagainya. dengan demikian kreativitas sangatlah penting karena dengan kreativitas orang dapat mewujudkan apresiasi dirinya, dan orang yang kreatif akan memudahkan hidupnya dalam memecahkan suatu masalah sehingga dapat meningkatkan kwalitas hidupnya. dalam sri nurhayati menurut mayke sugianto, t. (1995), mengemukakan bahwa alat permainan edukatif (ape) adalah alat permainan yang sengaja dirancang secara khusus untuk kepentingan pendidikan. dari pengertian tersebut dapat diambil sebuah kesimpulan bahwa pada pengembangan dan pemanfaatannya tidak semua alat permainan yang digunakan anak usia dini itu dirancang secara khusus untuk mengembangkan aspek-aspek perkembangan anak. contohnya permainan balok yang berbagai macam bentuk seperti kubus,kotak,puzzle dsb. 1. fungsi dan tujuan alat permainan edukatif alat-alat permainan yang dapat dikembangkan memiliki berbagai fungsi dan tujuan dalam mendunkung penyelenggaraan proses belajar anak. adapun fungsi dan tujuan tersebut, yaitu : 1) menciptakan situasi bermaian (belajar) yang menyenangkan bagi anak dalam proses pemberian perangsangan indikator kemampuan anak. 2) menumbuhkan rasa percaya diri dan membentuk citra diri anak yang positif. dalam suasana yang menyenangkan, anak akan mencoba melakukan permainan yang menurut mereka dianggap sulit dan seru. dalam diri anak ada permainan yang dengan tingkat kesulitan tertentu misalnya menyusun balok-balok menjadi suatu bentuk bangunan tertentu, pada saat tersebut ada suatu proses yang dilalui anak sehingga anak mengalami suatu kepuasaan setelah melampaui suatu tahap kesulitan tertentu yang terdapat dalam alat permainan tersebut. proses-proses seperti itulah yang dapat mengembangkan rasa percaya diri karena mereka bisa jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 8 membuktikan bahwa tiada suatu kesulitan yang tidak ditemukan penyelesaiannya. 3) memberikan kesempatan anak bersosialisasi, berkomunikasi dengan teman sebaya. alat permainan edukatif berfungsi memfasilitasi anakanak mengembangkan hubungan yang harmonis dan komunikatif dengan lingkungan disekitar misalnya dengan teman-temannya. 2. syarat alat permainan edukatif sebelum membuat alat permainan edukatif guru harus memperhatikan terlebih dahulu beberapa persyaratan pembuatannya : 1) syarat edukasi pembuatan alat permainan edukatif harus disesuaikan dengan program pendidikan yang berlaku sehingga pembuatannya akan sangat membantu pencapaian-pencapaian tujuan-tujuan yang terdapat di dalam program pendidikan yang disusun. adapun maksud dari syarat edukasi : a. ape yang dibuat disesuaikan dengan memperhatikan program kegiatan pendidikan (program pendidikan/ kurikulum yang berlaku). b. ape yang dibuat disesuaikan dengan didaktik metodik artinya dapat membantu keberhasilan kegiatan pendidikan, mendorong aktivitas dan kreativitas anak serta sesuai dengan kemampuan (tahap perkembangan anak). 2) syarat teknis persyaratan teknis yang harus diperhatikan dalam pembuatan alat permainan edukatif berkaitan dengan hal-hal teknis seperti pemilihan bahan,kwalitas bahan, pemilihan warna, dan kekuatan bahan dalam suhu-suhu tertentu. a. ape dirancang sesuai dengan tujuan, fungsi sarana (tidak menimbulkan kesalahan konsep) contoh dalam membuat balok bangunan, ketepatan bentuk dan ukuran yang akurat mutlak dipenuhi karena jika ukurannya tidak tepat akan menimbulkan kesalahan konsep. b. ape hendaknya multiguna walaupun ditujukan untuk maksud tertentu tidak menutup kemungkinan digunakan untuk tujuan pengembangan yang lain. c. ape dibuat dengan menggunakan bahan yang mudah didapat di lingkungan sekitar, murah atau dari bahan bekas/sisa. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 9 3) syarat estetika persyaratan estetika ini menyangkut unsur keindahan alat permainan edukatif yang dibuat. hal-hal yang lebih rinci yang berkaitan dengan syarat estetis ini menyangkut hal-hal sebagai berikut : a. bentuk yang elastis, ringan (mudah dibawa anak); b. keserasian ukuran (tidak terlalu besar atau terlalu kecil); c. warna (kombinasi warna) serasi dan menarik. 3. prosedur pembuatan alat permainan edukatif prosedur pembuatan ape itu sendiri dapat dilakukan dengan mengikuti langkah-langkah sebagai berikut : 1) guru mengkaji dan memahami karakteristik anak yang ada di lembaga paud. jika guru akan membuat ape, guru perlu terlebih dahulu memahami karakteristik anak yang menjadi sasaran pembuatan ape yang dilakukan guru. 2) guru akan menelaah program kegiatan dan tujuan belajar anak. langkah selanjutnya yang harus diperhatikan guru dalam pembuatan alat permainan adalah menelaah program kegiatan dan tujuan belajar anak. program kegiatan dan tujuan belajar anak yang dimaksud adalah kurikulum yang digunakan di lembaga paud. 3) guru memilih isi/tema dan tujuan belajar dari tema tersebut. langkah berikutnya yang dilakukan guru dalam pembuatan ape adalah memilih tema dan yang terdapat di dalam kurikulum paud atau tema yang dirancang sendiri.tema adalah alat yang digunakan untuk mencapai berbagai berbagai aspek perkembangan anak. permainan balok bermain balok menurut b.e.f montolalu (2006 : 22) mengemukakan bahwa : balok mempunyai tempat dihati anak serta menjadi pilihan favorit sepanjang tahun, bahkan sampai ajaran tahun terakhir. ketika bermain balok banyak temuan-temuan terjadi.demikan pula pemecahan masalah terjadi secara ilmiah.bentuk konstruksi mereka dari yang sederhana sampai yang rumit dapat menunjukan adanya peningkatan pengembangan berfikir mereka. ada beberapa manfaat mainan edukatif balok untuk anak yaitu : a. dengan mainan balok maka anak akan belajar menghitung jumlah. b. mainan balok akan mengajarkan kepada anak tentang dasar dan kecil, lebih dan kurang, tinggi, dan pendek. c. permainan balok akan membantu anak mengenal bentuk-bentuk geometri, seperti kubus, persegi panjang, kerucut, silinder. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 10 ada beberapa langkah-langkah untuk melakukan pembelajaran pada anak, yaitu perlunya pendampingan agar permainan terasa manfaatnya, orang tua perlu mendampingi anak tetapi jangan mudah memberikan bantuan. adapun langkah-langkah bermain balok menurut arifin (2009 : 82) dilakukan dengan urutan menata pijakan bermain balok yang terdiri dari : pijakan lingkungan, seperti merencanakan densitas dan intensitas yang memenuhi 3 jenis mainan,menyediakan alas untuk bermain, menyiapkan sejumlah balok unit dari kayu berwarna natural, menyiapkan sejumlah aksesoris. pikakan sebelum main, seperti duduk melingkar, membacakan gambar bangunan, berdialog tentang konsep bangunan “rumah”, “mesjid”, “kantor”, dll. menunjukan detail bangunan, menyebutkan macam bentuk balok, membuat kesepakatan aturan main, memberi nama anak pada msing-masing alas, dan mempersilahkan anak mengambil balok untuk bermain pembangunan. pijakan saat main digunakan oleh guru guna memberi penguatan pada karya anak, dilakukan observasi karya tanpa intervensi, memperkuat dengan pemberian aksesoris, semua kegiatan dan karya anak didokumentasikan, diingatkan batas waktu main, guru/pendidik bersama anak duduk membentuk lingkaran, setiap anak diminta mengingat kembali pengalaman mainnya, memberikan dunkungan dan motivasi, disampaikan harapan bermain yang akan datang akan seperti apa. hubungan antara kreativitas dengan permainan balok mengingat pentingnya pengembangan kreativitas dan kemampuan berhitung permulaan bagi anak untuk meningkatkan kwalitas hidup anak selanjutnya. dengan mengasah kreativitas anak melaui media balok dapat mengembangkan dimensi perkembangan anak yang lain secara optimal seperti perkembangan bahasa anak, perkembangan motorik anak juga perkembangan sosial anak. jelas disini terlihat bahwa antara kreativitas dan permainan anak saling berkaitan karena sama-sama untuk mengembangkan keampuan yang ada dalam diri anak. pendidikan moral agama ontologis, anak sebagai makhluk individu yang mempunyai aspek biologis (adanya perkembangan fisik yang berubah dari waktu ke waktu yang membutuhkan makanan, gizi, dan lain-lain), psikologi (adanya perasaan-perasaan tertentu yang terbentuk karena situasi, seperti : senang, sedih, marah, kecewa, dihargai, dan sebagainya) sosiologis jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 11 (anak membutuhkan teman untuk bermain), antropologis (anak hisup dalam suatu budaya dari mana dia berasal). epistomologis, pembelajaran pada anak usia dini haruslah menggukan konsep belajar sambil bermain (learning by playing), belajar sambil berbuat (learning by doing), dan belajar melalui stimulasi (learning by stimulating). aksiologis, isi kurikulum haruslah benar dan dapat dipertanggungjawabkan dalam rangka optimalisasi seluruh potensi anak (etis) dan berhubungan dengan nilai seni,keindahan dan keselarasan yang mengarah pada kebahagiaan dalam kehidupan anak sesuai dengan akar budaya di mana mereka hidup (estetika) serta nilainilai agama yang dianutnya. konsep hasil belajar pedoman penilaian menurut depdiknas (2010 : 11) pedoman penilaian dengan menggunakan lambang bintang, maksudnya apabila anak dapat memnuhi semua kriteria maka diberi nilai bintang (****) artinya berkembang sangat baik / optimal, bintang (***) artinya berkembang sesuai harapan, sedangkan bintang (**) artinya mulai berkembang, dan bintang (*) artinya anak belum berkembang, dari bebrapa indikator / kriteria yang telah ditetapkan guru. 1. kriteria / indikator hasil belajar munandar (1999 : 71) menunjukan indikator untuk kreativitas, yang meliputi ciri-ciri antara lain memiliki rasa ingin tahu yang mendalam dan sering mengajukan pertanyaan yang baik, memberikan banyak gagsan atau usul terhadap suatu masalah juga bebas dalam menyatakan pendapat kemudian mempunyai rasa keindahan yang dalam dan menonjol dalam bidang seni serta mampu melihat suatu masalah dari berbagai segi atau sudut pandang, mempunyai rasa humor yang luas juga orisinal dalam ungkapan gagasan dan pemecahan masalah. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 12 tabel 2.2 indikator kreativitas no indikator 1 keterampilan membuat bentuk 2 kerapihan membuat bentuk 3 kemampuan untuk menambahkan bentuk lain pada bentuk yang ada peneliti melakukan penilaian pada anak dengan berpedoman pada depdiknas (2010 : 11) pedoman penilaian dengan menggunakan lambang bintang, apabila anak berkembang sanagt baik / optimal guru akan memberi nilai ****, apabila anak berkembang sesuai harapan guru maka nilainya bintang ***, apabila anak baru mulai berkembang maka nilainya bintang ** dan apabila anak belum berkembang pada tiap indikatornya sesuai harapan guru maka diberi nilai bintang *. c. pembahasan menurut anna craft (2000 : 11) kreativitas anak adalah berkaitan dengan imajinasi atau manifestasi kecerdikan dalam pencairan yang bernilai. kreativitas anak disebut kemampuan yang mencerminkan kelancaran, keleuwesan, dan orisinalitas dalam brfikir serta kemampuan untuk mengkolaborasikan (mengembangkan, memperkaya) suatu gagasan. kreatifitas menurut zainal abidin (2010 : 2) didefiniskan secara berbeda-beda oleh pakar berdasarkan sudut pandang maingmasing. menurut nursisto (1999 : 6-7), kemampuan belajar siswa jadi lebih baik jika kemampuan kreativitasnya juga ikut dilibatkan. pada dasarnya semua siswa memiliki kreatif dalam dirinya yang harus dikembangkan agar hidup jadi semangat dan produktif. kesadaran akan kemampuan kreativitas ini dilihat untuk memacu keberhasilan siswa demi menyongsong masa depan. menurut nursisto (1999 : 109) berkembangnya kemampuan siswa untuk menggali kreativitas akan menjadikan anak akan percaya diri, mengurangi rasa takut salah, serta rendah diri. apabila sudah timbul rasa percaya diri dan hilangnya rasa rendah diri maka siswa akan jadi optimis. dengan begitu siswa lebih semangat mengikuti semua pelajaran di sekolah. dengan tujuan an fungsi pengembangan kreativitas sebagaimana yang telah dipaparkan di atas maka ruang lingkup dalam pengembangan kreativitas harus ada pada pendidikan taman kanakkanak. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 13 menurut kurikulum standar kompetensi pendidikan anak usia dini terdapat tahap perkembangan kreativitas yang tertuang dalam indikator dari aspek fisik motorik halus : a. mewarnai bentuk gambar sederhana dengan rapi. b. menggambar orang dengan lengkap dan proporsional. c. membuat gambar dengan teknik mozaik dengan memakai berbagai bentuk. d. membuat bentuk dari media balok, dll. hasil penelitian beberapa ahli di atas menunjukan bahwa faktor-faktor dalam krativitas, meliputi : daya imajinasi, rasa ingin tahu dan orisinalitas (kemampuan menciptakan sesuatu yang baru dan tidak biasa) dapat mengimbangi kekurangan dalam daya ingat, daya tangkap, penalaran, pemahaman terhadap tugas dan faktor lain intelegensi. menurut b.e.f . montolalu, dkk (2009 : 3.8) ada bebrapa faktor lingkungan yang dapat menunjang dan menghambat kreativitas, yang dapat dilihat pada tabel 3.1 faktor lingkungan yang menunjang dan menghambat kreativitas, sebagai berikut : tabel 3.1 lingkungan yang mempengaruhi kreativitas jenis lingkungan yang terlibat lingkungan yang menunjang lingkungan yang menghambat sarana dan prasarana suasana kelas (pengaturan fisik dikelas) bersifat fleksibel suasana kelas kaku orang dewasa (guru, kepala sekolah) sering mengajukan pertanyaan terbuka (mengapa, bagaimana, kirakira, pendapat kamu tentang........) selalu mengajukan pertanyaan tertutup program pembelajaran kegiatan-kegiatan yang disajikan penuh tantangan sesuai dengan usia dan karakteristik anak kegiatan yang disajikan sulit, membuat anak frustasi orang dewasa berperan sebagai model, fasilitator, mediator, inspiratory berperan sebagai instruksi orang dewasa mendorong anak untuk belajar mandiri cenderung membantu dan melayani program anak ikut ambil bagian pada tidak melibatkan jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 14 jenis lingkungan yang terlibat lingkungan yang menunjang lingkungan yang menghambat pembelajaran pembelajaran anak secara aktif program pembelajaran menekankan pada proses belajar lebih mementingkan produk/hasil belajar orang dewasa menghindari memberikan contoh dan mengarahkan pemikiran anak cenderung memberikan contoh dan berada di depan anak untuk mengarahkan orang dewasa sebagai mitra belajar sebagai sumber belajar dan penyampai informasi satusatunya sumanto (2005 : 39) anak yang kreatif cirinya yaitu punya kemampuan befikir kritis, ingin tahu, tertarik pada kegiatan / tugas yang dirasakan sebagai tantangan, berani mengambil resiko, tidak mudah putus asa, menghargai keindahan, mampu berbuat atau berkarya, menghargai diri sendiri dan orang lain. pada dasarnya setiap orang memiliki kecenderungan berbakat dalam kreativitas dan memiliki kemampuan mengungkapkan dirinya secara kreatif, meskipun masing-masing orang tersebut dalam bidang dan kadar berbeda-beda sesuai dengan potensi yang dimilikinya masingmasing. sebagimana dikemukakan oleh devito dalam supriadi (2001 : 16), bahwa kreativitas merupakan suatu kemampuan yang dimiliki oleh setiap orang dengan tingkat yang berbeda-beda, setiap orang lahir dengan potensi kreatif, dan potensi ini dapat dikembangkan dan dipupuk. pada kurikulum berbasis kompetensi (kbk) 2004 pengembangan kreativitas terdapat pada bidang pengembangan seni, akan tetapi sekarang pada kurikulum tingkat satuan pendidikan (ktsp) pengembangan kreativitas terdapat pada bidang pengembangan fisik motorik halus anak usia dini. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 15 menurut b.e.f. montolalu (2009 : 3-5) pelaksanaan pengembangan kreativitas pada anak merupakan salah satu sarana belajar yang menunjang untuk mengembangkan bebrapa aspek perkembangan anak. berdasarkan undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional berkaitan dengan pendidikan anak usia dini tertulis pada pasal 28 ayat 1 yang berbunyi “ pendidikan anak usia dini diselenggarakan bagi anak sejak lahir sampai dengan enam tahun dan bukan merupakan prasyarat untuk mengikuti pendidikan dasar “. selanjutnya pada bab 1 pasal 1 ayat 14 ditegaskan bahwa pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani anak agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut (depdiknas, uspn, 2004 : 4 ). pendidikan bagi anak usia dini adalah pemberian upaya untuk menstimulasi, membimbing, mengasuh dan pemberian kegiatan pembelajaran yang akan menghasilkan kemampuan dan keterampilan anak. pendidikan bagi anak usia dini merupakan sebuah pendidikan yang dilakukan pada anak yang baru lahir sampai dengan delapan tahun. perkembangan merupakan suatu proses yang bersifat kumulatif, artinya perkembangan terdahulu akan menjadi dasar bagi perkembangan selanjutnya (jamris : 2006. 19). oleh sebab itu, apabila terjadi hambatan pada perkembangan terdahulu maka perkembangan selanjutnya cenderung akan mendapat hambatan. anak usia dini berada dalam masa keemasan di sepanjang rentang usia perkembangan manusia menurut hainstock dalam nuraini sujiono (2013 : 10) mengatakan bahwa masa ini merupakan periode sensitif (sensitive periods), selama masa inilah anak secara khusus mudah menerima stimulus-stimulus dari lingkungannya. masa keemasan masa dimana anak mulai peka untuk menerima berbagai stimulus dan terjadi pematangan fungsi-fungsi fisik dan psikis sehingga anak siap merespons dan mewujudkan semua tugas-tugas perkembangan yang diharapkan muncul pada pola perilakunya sehari-hari. balok adalah mainan yang tidak asing lagi, karena saat dulu (1979) sekolah di tk, balok juga sudah ada dimainkan disekolah.balok adalah potonganpotongan kayu yang polos (tanpa dicat). sama tebalnya dan jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 16 dengan panjang dua kali atau empat kali sama besarnya dengan satu unit balok. sedikit berbentuk kurva, silinder dan setengah dari potongan-potongan balok juga disediakan, tetapi semua dengan panjang yang sama yang sesuai dengan ukuran balok-balok dasar (diknas 2003, permainan edukatif untuk kelompok bermain). bermain balok menurut b.e.f montolalu (2006 : 22) mengemukakan bahwa : balok mempunyai tempat dihati anak serta menjadi pilihan favorit sepanjang tahun, bahkan sampai ajaran tahun terakhir. ketika bermain balok banyak temuan-temuan terjadi.demikan pula pemecahan masalah terjadi secara ilmiah.bentuk konstruksi mereka dari yang sederhana sampai yang rumit dapat menunjukan adanya peningkatan pengembangan berfikir mereka. daya penalaran anak-anak akan bekerja aktif. konsep pengetahuan matematika akan mereka temukan sendiri, seperti nama bentuk, ukuran, warna, pengertian sama/tidak sama, seimbang, dll. ada beberapa manfaat mainan edukatif balok untuk anak yaitu : a. dengan mainan balok maka anak akan belajar menghitung jumlah. b. mainan balok akan mengajarkan kepada anak tentang dasar dan kecil, lebih dan kurang, tinggi, dan pendek. c. permainan balok akan membantu anak mengenal bentuk-bentuk geometri, seperti kubus, persegi panjang, kerucut, silinder. d. dengan mainan balok maka akan belajar mengenai pengklasifikasian bentuk sesuai dengan tempatnya. anak tentunya akan belajar menyusun sesuai dengan pasangannya dan anak juga akan belajar menyusun rapi ketika anak sudah selesai bermain balok. e. anak akan belajar menyatukan balok-balok tersebut dalam ukuran yang berbeda-beda sehingga menjadi sebuah bentuk sesuai dengan daya imajinasinya dan daya kreasinya. f. anak akan banyak belajar mengenai pola yang akan mengasah daya kreativitasnya dalam membuat sebuah kreasi bentuk sesuai dengan ukuran balok yang tersedia. (alat permainan edukatif untuk kelompok bermain, diknas : 2003). ada beberapa langkah-langkah untuk melakukan pembelajaran pada anak, yaitu perlunya pendampingan agar permainan terasa manfaatnya, orang tua perlu mendampingi anak tetapi jangan mudah memberikan bantuan. adapun langkah-langkah bermain balok menurut arifin (2009 : 82) dilakukan dengan urutan menata pijakan bermain balok yang terdiri dari : pijakan lingkungan, seperti merencanakan densitas dan intensitas jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 17 yang memenuhi 3 jenis mainan,menyediakan alas untuk bermain, menyiapkan sejumlah balok unit dari kayu berwarna natural, menyiapkan sejumlah aksesoris. pikakan sebelum main, seperti duduk melingkar, membacakan gambar bangunan, berdialog tentang konsep bangunan “rumah”, “mesjid”, “kantor”, dan lain-lain. menunjukan detail bangunan, menyebutkan macam bentuk balok, membuat kesepakatan aturan main, memberi nama anak pada msing-masing alas, dan mempersilahkan anak mengambil balok untuk bermain pembangunan. pijakan saat main digunakan oleh guru guna memberi penguatan pada karya anak, dilakukan observasi karya tanpa intervensi, memperkuat dengan pemberian aksesoris, semua kegiatan dan karya anak didokumentasikan, diingatkan batas waktu main, guru/ pendidik bersama anak duduk membentuk lingkaran, setiap anak diminta mengingat kembali pengalaman mainnya, memberikan dunkungan dan motivasi, disampaikan harapan bermain yang akan datang akan seperti apa. d. kesimpulan kreativitas merupakan suatu kemampuan yang dimiliki oleh seseorang yang dapat dituangkannya , dapat berbeda dari yang lain, bahkan bisa menjandi inovasi baru. anak usia dini merupakan anak dimana dalam usia keemasannya membutuhkan bimbingan dari lingkungan sekitarnya terutama orang tua yang memiliki peranan yang sangat penting dalam mendidik anak dimasa keemasanya tersebut. permainan balok merupakan balok adalah mainan yang tidak asing lagi, karna saat dulu (1979) sekolah di tk, balok juga sudah ada dimainkan disekolah. balok adalah potongan-potongan kayu yang polos (tanpa dicat). sama tebalnya dan dengan panjang dua kali atau empat kali kama besarnya dengan satu unit balok. sedikit berbentuk kurva, silinder dan setengah dari potongan-potongan balok juga disediakan, tetapi semuah dengan panjang yang sama yang sesuai dengan ukuran balok-balok dasar (diknas 2003, permainan edukatif untuk kelompok bermain). e. daftar pustaka asfandiyar, a. 2009. kenapa guru harus kreatif. bandung : media utama mizan. nurhayati, s. 2015. dasar-dasar pembuatan dan pengembangan ape.cimahi : hsb publising house cet.ke-2 sriningsih, n. 2009. pembelajaran matematika terpadu anak usia dini. pustaka sebelas, cet.ke-2,2009. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 18 sujiono, n. 2013. konsep dasar pendidikan anak usia dini. jakarta : pt indeks. yazid, b. 2012. panduan lengkap paud. bandung : citra publising. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 31 strategi pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vokasional skill menjahit di pkbm ash-shoddiq desa pagerwangi kecamatan lembang kabupaten bandung oleh: purnomo,s.pd,m.pd dosen ps-pls stkip siliwangi bandung abstrak masalah pokok berfokus pada bagaimana strategi pembelajaran keaksaraan tingkat lanjutan, melalui vokasional skill menjahit. adapun yang menjadi tujuan dari penelitian ini adalah: 1) untuk mendeskripsikan perencanaan pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit yang dilakukan oleh pkbm ash-shoddiq di desa pagerwangi kecamatan lembang. 2) untuk mendeskripsikan proses pembelajaran pendidikan keaksaraan tingkat lanjutan yang dilakukan pkbm ash-shoddiq di desa pagerwangi kecamatan lembang. 3) untuk mendeskripsikan hasil yang diperoleh setelah dilaksanakan proses pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit oleh pkbm ashshoddiq di desa pagerwangi kecamatan lembang. landasan teoritis yang mendasari penelitian ini adalah peranan pendidikan nonformal dalam pendidikan nasional, strategi pembelajaran pendidikan keaksaraan, dan konsep vokasional skill. populasi dalam penelitian ini adalah seluruh warga belajar keaksaraan pasca tingkat dasar yang berjumlah 8 orang, pengelola program berjumlah 1 orang, tutor berjumlah 1 orang, sehingga populasi berjumlah 10 orang. penelitian ini dirancang dengan menggunakan metode penelitian kualitatif. penelitian strategi pembelajaran dimulai dari tahapan perencanaan pembelajaran, pelaksanaan pembelajaran, serta evaluasi dan hasil pembelajaran. teknik pengumpulan data yang digunakan adalah wawancara, observasi, studi dokumentasi, studi literatur, catatan lapangan dan format penilaian disertai dengan soal-soal evaluasi sumatif keaksaraan tingkat lanjutan melalui vokasional skill menjahit. berdasarkan data dan hasil penelitian diperoleh kesimpulan bahwa strategi pembelajaran keaksaraan tingkat lanjutan (pasca tingkat dasar) melalui vokasional skill menjahit menjadi salah satu pendekatan yang tepat dalam proses pembelajaran keaksaraan. permasalahan dalam belajar yang dirasakan oleh warga belajar, terutama berkaitan dengan psikologisnya seperti rasa jenuh, bosan dan susah mengingat dapat teratasi dengan menggunakan pendekatan vokasional skill menjahit. selain itu warga belajar memiliki dua kemampuan, yakni kemampuan keaksaraan (membaca, menulis, berhitung) dan keterampilan dasar menjahit kata kunci : strategi pembelajaran, pendidikan keaksaraan tingkat lanjutan, vokasional skill jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 32 a. pendahuluan program education for all (efa) yang dicanangkan united nations educational, scientific and cultural organization (unesco) pada 1993 memberikan statment bahwa "indonesia termasuk dalam 30 negara di dunia yang berprospek untuk dapat menghapuskan buta huruf bagi orang dewasa pada tahun 2015," papar director efa nicholas burnett di hotel westin nusa dua bali. dalam rencana pembangunan jangka menengah nasional 2004 – 2009 dan rencana strategis pendidikan nasional 2005 – 2009 serta dalam inpres nomor 5 tahun 2006 ditegaskan bahwa akhir tahun 2009, angka buta huruf usia 15 tahun ke atas tersisa 5% atau 7,7 juta orang. sementara itu, sampai dengan bulan juni 2007, menunjukan bahwa penduduk buta huruf adalah 12,24 juta orang atau setara dengan 7,49 persen populasi (bambang sudibyo, pada situs resmi kementrian koordinator bidang kesejahteraan rakyat). penduduk penderita buta huruf tersebar pada tiap daerah (propinsi, kabupaten/kota) yang memiliki karakteristik sosial, budaya, ekonomi, sumber daya yang berbeda. sampai pada akhir tahun 2007, di jawa barat terdapat 970.333 orang yang buta huruf, yang tersebar diseluruh kota dan kabupaten yang ada di jawa barat (jabarprov.go.id). ada beberapa alasan mengapa mereka buta huruf, antara lain disebabkan : a) tidak sekolah sejak awal (geografis dan ekonomi), b) drop out sekolah dasar (sd kelas 1-3), c) keterbatasan kemampuan pemerintah pusat dan daerah, d) buta huruf kembali. menyimak permasalahan diatas, sesuai dengan uu no 23 tahun 2003 tentang sistem pendidikan nasional pasal 26 ayat 3, maka upaya gerakan pemberantasan buta huruf diupayakan oleh lembaga pendidikan nonformal atau kita kenal dengan pendidikan luar sekolah (pls). program pendidikan luar sekolah dapat diartikan sebagai kegiatan yang disusun secara terencana dan memiliki tujuan, sasaran, isi dan jenis kegiatan, pelaksana kegiatan, proses kegiatan, waktu, fasilitas, alat-alat, biaya dan sumber-sumber pendukung lainnya. (d sudjana, 2004:4). menyimak pengertian tersebut diatas, maka peranan pendidikan luar sekolah telah tersusun secara sistematis dan terencana, sehingga bangkitnya pendidikan luar sekolah akan menjadi solusi dalam penuntasan buta huruf dewasa ini. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 33 berkaitan dengan strategi pembelajaran pendidikan keaksaraan dan berbagai model maupun pendekatan yang diterapkan selama ini, sangatlah berpengaruh besar terhadap akselerasi program. model tersebut antara lain kuliah kerja nyata (kkn) tematik melalui bahasa ibu yang dilakukan mahasiswa, program praktek kerja lapangan (pkl) melalui pendekatan tokoh masyarakat (aparat terkait), pendekatan bahasa dan seni, pendekatan melalui pasantren (membaca iqro-latin) hingga kepada pendekatan melalui life skills. hal ini dipandang penting dan berpengaruh, karena melalui upaya ini akan mencegah buta huruf kembali. secara empiris, mayoritas warga belajar buta huruf tergolong usia dewasa yang produktif, sehingga perlu dilakukan strategi pembelajaran yang mencakup 2 dimensi, yakni pendidikan dan skills (keterampilan). warga belajar buta huruf sebagian besar berusia 30 th keatas, dengan indikator : a) memiliki pendidikan rendah (do kelas 1 s.d kelas 3), b) ekonomi lemah c) tidak memiliki keterampilan khusus, sehingga diperlukan upaya strategi pembelajaran pendidikan keaksaraan di lembaga-lembaga pendidikan nonformal, dalam memenuhi ke tiga indikator tersebut. pusat kegiatan belajar masyarakat (pkbm) adalah tempat pembelajaran dalam bentuk berbagai macam keterampilan dengan memanfaatkan sarana, prasarana, dan segala potensi yang ada di sekitar lingkungan kehidupan masyarakat, agar masyarakat memiliki keterampilan dan pengetahuan yang dapat dimanfaatkan untuk meningkatkan dan memperbaiki taraf hidupnya (bpkb jatim, 2000). pusat kegiatan belajar masyarakat diarahkan untuk dapat mengembangkan potensi-potensi tersebut menjadi bermanfaat bagi kehidupannya. agar mampu mengembangkan potensi-potensi tersebut, maka diupayakan kegiatan pembelajaran yang diselenggarakan di pkbm bervariasi sesuai dengan kebutuhan masyarakat. selain itu, pusat kegiatan belajar masyarakat sebagai basis pendidikan bagi masyarakat perlu dikembangkan secara komprehensif, fleksibel, dan beraneka ragam serta terbuka bagi semua kelompok usia dan anggota masyarakat sesuai dengan peranan, hasrat, kepentingan, dan kebutuhan belajar masyarakat. oleh karena itu, jenis pendidikan yang diselenggarakan dalam pusat kegiatan belajar masyarakat (pkbm) juga beragam sesuai dengan kebutuhan pendidikan dan pembelajaran masyarakat. jika melihat data empiris monografi desa pagerwangi didalam penelitian ini, terdapat warga buta huruf berjumlah 153 orang yang terdiri dari 64 orang lakilaki dan 89 orang perempuan, usia 745 tahun yang tidak pernah sekolah berjumlah 119 orang yang terdiri dari 53 orang laki-laki dan 66 orang perempuan, dan yang do sd berjumlah 51 orang yang terdiri dari 26 orang laki-laki dan 25 orang perempuan (sumber; monografi desa pagerwangi 2007). jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 34 pkbm ash-shoddiq merupakan lembaga nonformal yang dikelola di bawah binaan laboratorium pendidikan luar sekolah fakultas ilmu pendidikan universitas pendidikan indonesia (lab. pls fip upi). dengan programprogram yang telah dan sedang dilaksanakan antara lain paud, kf, life skills, tbm, kbo, pemberdayaan perempuan dan majelis ta'lim. langkah aksi program pkbm ini dilakukan di tingkat kecamatan lembang, namun pada pelaksanaan yang telah dilakukan lebih banyak bergerak di desa pagerwangi. strategi pembelajaran pendidikan keaksaraan yang sedang dilaksanakan di pkbm ash-shoddiq, adalah melalui vocational skills menjahit bagi ibu-ibu keaksaraan tingkat lanjutan atau pasca tingkat dasar keaksaraan. hal ini dilakukan berdasarkan pada need assessment (penelusuran kebutuhan) di masyarakat, dengan fokus identifikasi pada warga buta huruf. sebagian besar warga belajar penyandang pasca keaksaraan tingkat dasar tersebut adalah perempuan (ibu rumah tangga). maka dari itu strategi yang dilakukan oleh pkbm ash-shoddiq, merupakan strategi yang dianggap tepat dilakukan di desa pagerwangi khususnya di sekitar kampung babakan bandung. hal ini ditinjau dari minat/keinginan warga belajar serta aktifitas yang dinamis dilakukan oleh warga, yang membuktikan bahwa kegiatan ini bermanfaat bagi warga belajar pasca keaksaraan tingkat dasar, selain memperoleh pendidikan warga pun memiliki keterampilan dan kemampuan untuk berwirausaha kelak. jika dilihat secara ideal, maka strategi ini merupakan upaya yang tepat dilakukan berdasarkan kebutuhan dan fungsional bagi warga belajar, namun perlu diketahui melalui penelitian tentang kebenaran hal tersebut. dalam hal ini penulis mencoba mengangkat keluar untuk mencari jawaban mengenai strategi pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit di pkbm ash-shoddiq desa pagerwangi kec. lembang. b. tujuan dan manfaat tujuan penelitian ini adalah mendeskripsikan strategi pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit, sebagai bentuk implementasi penyelenggaraan program di desa pagerwangi kec. lembang. adapun secara khusus tujuan penelitian ini adalah: 1. untuk mendeskripsikan perencanaan pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit yang dilakukan oleh pkbm ash-shoddiq di desa pagerwangi kecamatan. lembang. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 35 2. untuk mendeskripsikan proses pembelajaran pendidikan keaksaraan tingkat lanjutan yang dilakukan pkbm ash-shoddiq di desa pagerwangi kecamatan. lembang. 3. untuk mendeskripsikan hasil yang diperoleh setelah dilaksanakan proses pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit oleh pkbm ash-shoddiq di desa pagerwangi kecamatan lembang. dari hasil penelitian ini penulis berharap dapat memberikan manfaat sebagai berikut: 1. sebagai bahan kajian bagi kelembagaan pendidikan nonformal dalam meningkatkan mutu kinerja yang professional dalam konteks pemberdayaan masyarakat dibidang pendidikan luar sekolah; 2. memberikan masukan kepada pengelola pkbm ash-shoddiq, tutor kf dan fasilitator life skills; 3. memberikan solusi permasalahan pendidikan luar sekolah , khususnya pada pendidikan keaksaraan; 4. memberikan arah dan pedoman bagi peneliti lain untuk melakukan penelitian lanjutan. c. metodologi penelitian penggunaan metode dalam sebuah penelitian akan menentukan kualitas hasil penelitian tersebut. oleh karena itu metode yang akan digunakan hendaknya memperhatikan kriteria-kriteria tertentu yang akan mempermudah kita dalam penelitian. menurut sugiyono (2004:61) dijelaskan bahwa pemilihan metode dalam penelitian harus didasarkan pada aspek efektifitas dan efesiensi. efektifitas mengarah pada pemilihan metode yang sesuai dengan data yang akan diperoleh, tujuan, dan masalah yang akan dipecahkan. sedangkan efesiensi mengarah pada pemilihan metode dengan memperhatikan keterbatasan, dana, tenaga, waktu dan kemampuan. karena itu, penggunaan metode penelitian deskriptif lebih tepat dipakai untuk menjawab permasalahan dalam penelitian ini. sebagaimana yang telah dikemukakan oleh moh. ali (1995:120) bahwa : metode penelitian deskriptif dipergunakan untuk berupaya memecahkan atau menjawab permasalahan yang sedang dihadapi pada situasi sekarang. dilakukan dengan menempuh langkah-langkah pengumpulan, klasifikasi dan analisis/ pengolahan data, membuat kesimpulan dan laporan dengan tujuan utama untuk membuat penggambaran tentang suatu keadaan secara objektif dalam suatu deskripsi situasi. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 36 selanjutnya winarno surakhmad (1990 : 140) mengemukakan ciri-ciri metode deskriptif, sebagai berikut : 1. memusatkan diri pada pemecahan masalah yang ada pada masa sekarang, yang sifatnya aktual. 2. data yang aktual dikumpulkan, disusun, dijelaskan dan dianalisis, sehingga metode ini disebut juga metode analitik. dengan demikian dapat disimpulkan bahwa tujuan dari penelitian ini yaitu tidak bermaksud merusak situasi dan kondisi objek penelitian, tetapi mencoba mempelajari suatu keadaan yaitu perilaku individu dalam melaksanakan tugastugas organisasi yang terjadi di masa sekarang, yang kegunaannya tidak saja untuk keperluan pelaku organisasi itu saja, namun lebih banyak lagi bagi perbaikan pola perilaku lembaga/objek penelitian di masa yang akan datang. berdasarkan pertimbangan rumusan masalah penelitian yang ingin diungkap diharapkan dengan menggunakan metode ini. peneliti dapat mendeskripsikan partisipasi dan persepsi masyarakat terhadap rumah belajar di kampung nyingkir rw 01 desa cihideung kecamatan parongpong kabupaten bandung barat. d. pembahasan adapun pengertian strategi pembelajaran, (abdulhak 2000:49), menyatakan bahwa : secara sempit strategi pembelajaran mempunyai kesamaan dengan metode yang berarti cara untuk mencapai tujuan belajar yang telah ditetapkan. secara luas, strategi diartikan dengan cara penetapan keseluruhan aspek yang berkaitan dengan pencapaian tujuan belajar, termasuk dalam penyusunan perencanaan, pelaksanaan kegiatan pembelajaran, dan penilaian proses serta hasil belajar. berdasarkan pengertian diatas, strategi pembelajaran adalah suatu pola rancangan kegiatan yang telah direncanakan dan disusun sedemikian rupa dalam suatu kegiatan untuk mencapai tujuan tertentu. dengan demikian, strategi ini mencakup tujuan kegiatan, siapa yang terlibat dalam kegiatan, isi kegiatan, proses kegiatan, dan sarana penunjang kegiatan, sehingga dapat diperoleh hasil dari strategi pembelajaran tersebut. hasil wawancara pengelola (pw 03) dan wawancara tutor (pw02) menyatakan bahwa: strategi pembelajaran yang dilaksanakan di pkbm ash-shoddiq, merupakan upaya yang dilakukan agar pembelajaran berjalan lebih optimal, jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 37 serta efektif sesuai dengan tujuan yang diharapkan. strategi pembelajaran melalui vokasional skill menjahit ini, tidak hanya dijadikan sebagai ragi belajar, melainkan sebagai pendekatan pada proses pembelajaran yang lebih efektif, fungsional dan kontinu. hal ini dikarenakan pada proses pembelajaran, yaitu 70% praktik dan 30% teori (pw 02) dan (pw 03). tentu dalam hal ini pembelajaran lebih bermakna, dikarenakan melalui kegiatan praktik langsung dan terus menerus serta melalui penugasan-penugasan, warga belajar akan lebih terbiasa. 1. perencanaan pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit yang dilakukan oleh pkbm ash-shoddiq di desa pagerwangi kecamatan lembang. tahap perencanaan pembelajaran keaksaraan yang dilakukan oleh pkbm ash-shoddiq tergolong sesuai dengan prosedur perencanaan, seperti yang dijelaskan depdiknas,dirjen pls (2006:3) berikut ini : perencanaan program pembelajaran keaksaraan, adalah suatu penentuan urutan tindakan, perkiraan kegiatan, serta penggunaan waktu untuk suatu kegiatan pembelajaran keaksaraan yang didasarkan atas data tentang kebutuhan, potensi dan sumberdaya di sekitar warga belajar, dengan memperhatikan prioritas yang wajar dan efisien untuk tercapainya tujuan pembelajaran. seperti pada hasil pengamatan catatan lapangan (cl02) tanggal 03 dan 10 juni 2008, dan hasil wawancara pengelola (pw03) serta hasil wawancara tutor (pw02). bahwa perencanaan program disusun berdasarkan pada berbagai kebutuhan warga belajar, melalui berbagai teknik identifikasi dan penentuan prioritas pelaksanaan kegiatan. adapun hal lain yang mendukung perencanaan adalah minat dan keseriusan warga belajar itu sendiri mengikuti keterampilan menjahit. sehingga menjahit digunakan sebagai media pembelajaran pendidikan keaksaraan, dengan tujuan ketercapaian kompetensi keaksaraan tingkat lanjutan. sebagai bentuk strategis, sesuai dengan hasil pengamatan catatan lapangan (cl02) tanggal 03 dan 10 juni 2008, dan hasil wawancara pengelola (pw03) serta hasil wawancara tutor (pw02). perencanaan pembelajaran yang dilakukan oleh pkbm, memuat : a. tujuan yang jelas, dimana tujuan dari program ini adalah ketercapaian kemampuan keaksaraan bagi tingkat lanjutan dan menjahit digunakan sebagai media pembelajaran. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 38 b. berbagai upaya identifikasi, dimana upaya tersebut bertujuan untuk memperoleh pelaksanaan program yang tepat dan sesuai dengan minat potensi warga belajar. c. pelaksanaan pembelajaran yang dinamis, yaitu penggunaan variasi metode pembelajaran, sehingga warga belajar tidak merasa bosan atau jenuh. serta pelaksanaan pembelajaran yang sesuai dengan kebutuhan warga belajar itu sendiri. d. hasil pembelajaran yang tergolong memuaskan, dapat dilihat dari hasil sumatif, sebagian besar warga belajar lulus pada keaksaraan tingkat lanjutan. dan unsur-unsur penilaian lainnya, baik secara kognitif, afektif dan psikomotor. seperti yang dijelaskan oleh kusnadi (2005: 203) perencanaan strategis program kf sekurang-kurangnya memuat 4 unsur penting : (1) tujuan yang jelas, (2) penggalian dan pemanfaatan sumbersumber yang meliputi survey/penelitian sumber-sumber yang ada termasuk kemungkinan-kemungkinan upaya pemanfaatannya (3) pelaksanaan perencanaan dengan memperhatikan strategi, kaidah-kaidah, dan prinsip – prinsip perencanaan, dan (4) evaluasi serta umpan balik guna perencanaan program berikutnya. tahapan perencanaan yang dilakukan oleh pkbm ash-shodiq dan tutor, pada dasarnya sudah memuat unsur-unsur terpenting diatas. hal ini seperti yang telah dipaparkan, bahwa kegiatan perencanaan yang dilaksanakan pkbm ash-shodiq bersifat bottom up, sesuai dengan kebutuhan masyarakat, sehingga tokoh masyarakat; pemuda; serta warga belajar ikut serta dalam menyusun perencanaan. berdasarkan pada pengamatan pedoman observasi (po 02) dan wawancara pengelola (pw 03) dan tutor (pw 02), menyatakan beberapa pendapat sebagai berikut : pada perencanaan program, yaitu pada tahap identifikasi ditemukan beberapa hambatan, diantaranya : a. banyak warga belajar yang tidak aktif dalam proses pembelajaran (80% kehadiran), dikarenakan pada penetapan rencana pelaksanaan program berada di satu tempat yang bersifat central (di pkbm ash-shoddiq). tentunya dengan keadaan geografis pegunungan dan letak rumah satu ke rumah yang lain berjauhan, menjadikan hambatan pada proses pembelajaran. b. pembagian bahan kain untuk praktik menjahit yang tidak merata, dikarenakan keterbatasan dana sehingga menyebabkan warga belajar kurang aktif dikarenakan media untuk praktik kurang. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 39 2. proses pembelajaran pendidikan keaksaraan tingkat lanjutan yang dilakukan pkbm ash-shoddiq di desa pagerwangi kecamatan lembang langkah-langkah yang jelas pada metode, memudahkan tutor untuk melaksanakan proses pembelajaran, serta membentuk keaktifan warga belajar menjadi lebih berani dan mandiri serta melatih warga belajar dalam berkomunikasi. hal ini dibuktikan dengan kemampuan warga belajar untuk mengeluarkan pendapatnya, serta aktif pada penugasan-penugasan baik yang dilaksanakan secara individu maupun kelompok. metode pembelajaran merupakan langkah oprasional dari strategi pembelajaran yang dilakukan. metode pembelajaran yang dilaksanakan di pkbm ash-shoddiq telah berjalan efektif dan dapat dirasakan hasilnya, baik oleh warga belajar sendiri maupun oleh tutor. dengan memandang prosedur yang sistematis, didasarkan pada susunan perencanaan dan pedoman tutor untuk melaksanakan strategi pembelajaran (pw 02 dan pw03). seperti yang di nyatakan oleh abdulhak (2000:51) sebagai berikut "dalam kegiatan pembelajaran metode pembelajaran dapat diartikan dengan prosedur yang teratur dan sistematis untuk membelajarkan orang dewasa dalam mencapai tujuan belajar yang telah ditetapkan". berdasarkan pengamatan melalui pedoman observasi (po 02); hasil wawancara tutor (pw02); dan hasil wawancara warga belajar (pw 04), melahirkan beberapa pendapat mengenai metode pembelajaran yang digunakan, adalah sebagai berikut : a. tanya jawab b. diskusi kecil / brainstroming c. penugasan d. metode kelompok kerja (workshop) adapun kelemahan dipandang dari proses pembelajaran, yaitu keterbatasan dana untuk menyelenggarakan program dengan kurun waktu yang panjang. sehingga alternatif dari proses pembelajaran adalah (1) memadatkan jam pelajaran dengan penugasan-penugasan baik tertulis maupun lisan serta lebih banyak pada praktik; (2) membuka selebarlebarnya pintu pkbm sebagai tempat belajar dan praktik, dengan sarana dan prasarana yang sudah disediakan oleh pengelola pkbm baik itu meminjam ke rumah atau menggunakannya langsung. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 40 metode pembelajaran keaksaraan yang dipergunakan beraneka ragam dan hadir di masyarakat, sebagai bentuk kemudahan-kemudahan dalam proses pembelajaran. seperti yang disampaikan kusnadi (2005:151) sebagai berikut : "dengan memahami pendekatan andragogi dan kurikulum sebagai dasar proses pembelajaran kf, yang sebagian besar peserta didiknya terdiri atas orang dewasa,...........". adapun pendapat lain menurut kusnadi (2005:152) sebagai berikut : "................... semua strategi dan metode pembelajaran pada hakekatnya adalah baik dan dapat dipergunakan oleh tutor dalam proses pembelajaran, namun yang perlu dipahami bahwa tidak satupun strategi dan metode pembelajaran yang paling baik/efektif, tepat dan sesuai, semuanya memiliki kelebihan dan kelemahan dalam penerapannya". dipandang dari metode pembelajaran keaksaraan pada umumnya, maka beberapa metode yang dipergunakan oleh tutor sesuai pada kriteria metode pembelajaran pendidikan keaksaraan seperti yang dipaparkan oleh kusnadi (2005:152), adalah sebagai berikut : a) participatory rural appraisal (pra) metode pra digunakan sebagai strategi pembelajaran, karena adanya pemunculan ide – ide murni yang berasal dari warga belajar sendiri, mempermudah terjadinya proses diskusi antar warga belajar, juga adanya tindakan/aksi bersama diantara warga belajar. b) reflect warga belajar diberikan kesempatan untuk mengembangkan sendiri materi-materi belajarnya, sehingga tumbuh rasa memiliki terhadap rencana belajar dan rencana kerja/aksi yang berasal dari gagasan mereka, sehingga pada akhirnya mengubah perilaku dan sikapnya. dalam proses belajarnya, baik warga belajar maupun tutor sama-sama belajar, dan sama –sama memiliki kesempatan untuk merefleksikan kembali peran dan posisi masing-masing serta menggali potensi yang ada dalam diri mereka untuk berubah kearah yang lebih positif. c) problem possing problem possing merupakan metode untuk memunculkan masalah baik individu maupun kelompok yang kurang disadari oleh pelakunya. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 41 3. hasil yang diperoleh setelah dilaksanakan proses pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit oleh pkbm ashshoddiq di desa pagerwangi kecamatan lembang tutor selaku peran (actor) pada proses pembelajaran, lebih berperan aktif untuk mendisign pola pembelajaran yang lebih fungsional, mudah dan mampu mencapai tujuan yang diharapkan. seperti yang disampaikan oleh depdiknas, dirjen pls (2006:1) adalah sebagai berikut : evaluasi atau penilaian pembelajaran, bertujuan untuk mengetahui kemajuan warga belajar (wb) selama mengikuti program pendidikan keaksaraan. mengacu pada tujuan program pendidikan keaksaraan yaitu untuk meningkatkan pengetahuan dan keterampilan baca-tulis-hitung dan kemampuan fungsional warga belajar, maka dalam rangka mengetahui sejauh mana kemampuan tersebut perlu dilaksanakan penilaian secara bertahap, berkala, rutin dan teratur. berdasarkan pada hasil wawancara pengelola (pw 03); hasil wawancara tutor (pw 02); pedoman observasi (po 02), maka pada tahapan evaluasi atau penilaian hasil, dilakukan 3 jenis penilaian yaitu penilaian awal, penilaian proses dan penilaian akhir. hal ini dijadikan acuan keberlangsungan program, dengan melihat dokumen-dokumen yang telah dianalisis dari hasil yang telah dicapai. berdasarkan pada hasil wawancara pengelola (pw 03); hasil wawancara warga belajar (pw 04); hasil wawancara tutor (pw02); format pengamatan hasil warga belajar (fph 01) dan catatan lapangan (cl04) memberikan beberapa pernyataan, sebagai berikut: warga belajar mengalami perubahan, setelah dilaksanakannya strategi pembelajaran keaksaraan melalui vokasional skill menjahit . dimana adanya proses perubahan yang asalnya tidak tahu menjadi tahu, yang tidak mengerti menjadi mengerti, dan selalu mencoba untuk bertindak. selain kemampuan keaksaraan kemampuan skill (keterampilan) menjadi bertambah pula, karena program ini bertujuan untuk memberikan kemudahan akses pengetahuan berkaitan dengan pendidikan keaksaraan yang berintegrasi dengan vokasional skill menjahit. seperti yang disampaikan oleh anwar (2006:76) bahwa "program pendidikan keaksaraan memiliki tingkat vokasional skill sangat kuat", digambarkan sebagai berikut: jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 42 tabel keterkaitan antara komponen life skills dalam pembelajaran masyarakat pada satuan dan program pls life skills program pls personal skills sosial skills academic skills vocational skills 1. padu ** ** * 2. keaksaraan fungsional ** ** *** 3. kesetaraan ** * *** ** 4. kursus ** * ** *** 5. magang ** * *** 6.kelompok belajar usaha ** ** *** 7. kupp ** ** *** 8. pendidikan wanita ** ** ** sumber : anwar (2006:76) menurut d.sudjana (2000:34) mengungkapkan bahwa : "dalam pendidikan luar sekolah, perubahan ranah psikomotor atau keterampilan lebih diutamakan disamping tidak mengabaikan perubahan ranah kognitif dan afektif". tujuan program keaksaraan pada dasarnya bukan hanya sekedar memiliki pengetahuan membaca, menulis dan berhitung, akan tetapi memiliki tujuan untuk memberikan keterampilan hidup. untuk mencapai tujuan tersebut hendaknya tutor dituntut untuk bisa mengajak warga belajarnya agar dapat memanfaatkan kemampuan yang diperoleh dari proses pembelajaran untuk difungsikan / dimanfaatkan dalam kehidupan sehari-hari sehingga dapat meningkatkan kulaitas hidupnya. hasil pembelajaran keaksaraan di pkbm ash-shoddiq secara kuantitas dan kualitas sudah cukup baik. secara kuantitas dapat terlihat dari jumlah warga belajar keaksaraan lanjutan yang selalu aktif hadir dan mengikuti program keaksaraan serta intensitasnya dalam mengikuti kegiatan pembelajaran. sedangkan secara kualitas dapat terlihat dari kemampuan warga belajar keaksaraan tingkat lanjutan telah mampu menerapkan pengetahuan keaksaraanya pada keterampilan yang dimilikinya dan telah dimanfaatkan dalam kehidupan sehari-hari, hingga warga belajarpun mampu mentrasformasikan pengetahuannya pada warga belajar lain yang tidak mengikuti pembelajaran dan belum paham atau terampil. keterampilan yang dipelajari warga belajar memiliki pengaruh yang cukup besar bagi kehidupan warga belajar. hal ini sesuai dengan pendapat d. sudjana (2000 : 38) bahwa pengaruh meliputi : jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 43 1) perubahan taraf hidup lulusan yang ditandai dengan perolehan pekerjaan atau berwirausaha, perolehan atau peningkatan pendapatan, kesehatan dan penampilan diri; 2) membelajarkan orang lain terhadap hasil belajar yang telah dimiliki dan dirasakan manfaatnya oleh lulusan; dan 3) peningkatan partisipasinya dalam kegiatan sosial dan pembangunan masyarakat, baik partisipasi buah pikiran, tenaga, harta benda dan dana. berdasarkan hasil penelitian, terdapat beberapa orang warga belajar yang telah memanfaatkan keterampilan menjahitnya dalam kehidupan seharihari, seperti membuat pola baju untuk anaknya, disamping itu warga belajar telah mampu memaknai pembelajaran membaca, menulis dan berhitung pada setiap rutinitas kesehariannya, seperti membuat rincian belanja, mendesign pakaian dengan hitungan dan membaca model-model baju di modul menjahit yang dipergunakan atau majalah-majalah yang disediakan taman bacaan masyarakat (tbm) pkbm ash-shoddiq. adapun beberapa kelemahan dan keunggulan yang secara teknis dapat dirasakan dalam proses pembelajaran, sesuai dengan hasil pengamatan pedoman observasi (po 02), hasil wawancara tutor (pw02) dan hasil wawancara pengelola (pw 03), diantaranya: a. kelemahan secara umum dari proses pembelajaran yang telah berlangsung adalah : 1) kehadiran warga belajar pada umumnya hanya 80%, dikarenakan pelaksanaan program bersifat central (di pkbm ash-shoddiq). tentunya dengan keadaan geografis pegunungan dan letak rumah satu ke rumah yang lain berjauhan, menjadikan hambatan pada proses pembelajaran. 2) pembagian bahan kain untuk praktik menjahit yang tidak merata, dikarenakan keterbatasan dana sehingga menyebabkan warga belajar kurang aktif. 3) penyampaian materi mengalami kesulitan, karena jumlah sarana prasarana dan dana yang terbatas. 4) kegiatan belajar mengajar yang sedikit, diantaranya hanya dilakukan 1 kali dalam 1 minggu, sehingga tugas individu atau kelompok di luar pembelajaran yang selalu dimaksimalkan (monitoring tutor kurang). 5) waktu yang seringkali berubah-ubah dikarenakan kesibukan warga belajar. b. keunggulan secara umum metode pembelajaran yang digunakan adalah : 1) warga belajar merasa tidak bosan, karena berbagai variasi metode pembelajaran yang dipergunakan. 2) warga belajar merasa berkesan dengan adanya praktek menjahit jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 44 3) warga belajar lebih merasakan manfaat belajar keaksaraan, karena terasa melalui kegiatan praktek. 4) warga belajar memiliki dua kemampuan, yakni kemampuan keaksaraan dan kemampuan kecakapan dasar menjahit. e. kesimpulan adapun beberapa kesimpulan yang dapat penulis sampaikan, dari hasil penelitian dilapangan adalah sebagai berikut : 1. perencanaan pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit yang dilakukan oleh pkbm ash-shoddiq di desa pagerwangi kec. lembang. perencanaan dalam pembelajaran keaksaraan sangatlah penting, karena dapat menentukan strategi dan metode yang digunakan; pengelolaan pembelajaran; hingga evaluasi dan pencapaian tujuan yang diharapkan. bahwa perencanaan program disusun berdasarkan pada berbagai kebutuhan warga belajar, melalui berbagai teknik identifikasi dan penentuan prioritas pelaksanaan kegiatan. adapun hal lain yang mendukung perencanaan adalah minat dan keseriusan warga belajar itu sendiri mengikuti keterampilan menjahit. sehingga menjahit digunakan sebagai media pembelajaran pendidikan keaksaraan, dengan tujuan ketercapaian kompetensi keaksaraan tingkat lanjutan. alasannya lainnya, bahwa vokasional skill memiliki hubungan yang erat dengan pendidikan keaksaraan. yang termasuk pada perencanaan pembelajaran ini, diantaranya adalah : a. identifikasi dan rekruitmen warga belajar. b. identifikasi dan rekruitmen tutor c. penyiapan sarana prasarana dan bahan ajar d. orientasi tutor keaksaraan e. identifikasi minat warga belajar f. identifikasi kemampuan awal g. merumuskan pelaksanaan program pembelajaran dan tahap evaluasi serta pelaporan akhir. 2. proses pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit yang dilakukan oleh pkbm ash-shoddiq di desa pagerwangi kec. lembang. metode pembelajaran merupakan langkah operasional dari strategi pembelajaran yang dilakukan. metode pembelajaran yang dilaksanakan di pkbm ash-shoddiq telah berjalan efektif dan dapat dirasakan hasilnya, baik oleh warga belajar sendiri maupun oleh tutor. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 45 semua strategi dan metode pembelajaran pada hakekatnya adalah baik dan dapat dipergunakan oleh tutor dalam proses pembelajaran, namun yang perlu dipahami bahwa tidak satupun strategi dan metode pembelajaran yang paling baik/efektif, tepat dan sesuai, semuanya memiliki kelebihan dan kelemahan dalam penerapannya. sehingga metode pembelajaran pendidikan keaksaraan yang digunakan oleh pkbm ash-shoddiq ini, lebih menggunakan metode pembelajaran yang lebih spesifik, agar ketercapaian hasil dapat lebih diketahui. 3. evaluasi dan hasil yang diperoleh setelah dilaksanakan proses pembelajaran pendidikan keaksaraan tingkat lanjutan melalui vocational skills menjahit oleh pkbm ash-shoddiq di desa pagerwangi kec. lembang. tahap evaluasi merupakan upaya penilaian untuk mengetahui kemampuan warga belajar. pada tahapan ini pkbm ash-shoddiq melakukan tiga langkah evaluasi, diantaranya : a. penilaian awal b. penilaian proses c. penilaian akhir hasil pembelajaran keaksaraan di pkbm ash-shoddiq secara kuantitas dan kualitas sudah cukup baik. secara kuantitas dapat terlihat dari jumlah warga belajar keaksaraan lanjutan yang selalu aktif hadir dan mengikuti program keaksaraan serta intensitasnya dalam mengikuti kegiatan pembelajaran. sedangkan secara kualitas dapat terlihat dari kemampuan warga belajar keaksaraan tingkat lanjutan telah mampu menerapkan pengetahuan keaksaraanya pada keterampilan yang dimilikinya dan telah dimanfaatkan dalam kehidupan sehari-hari, hingga warga belajarpun mampu mentrasformasikan pengetahuannya pada warga belajar lain yang tidak mengikuti pembelajaran dan belum paham atau terampil. daftar pustaka abdulhak,i., (2000), metodologi pembelajaran orang dewasa, bandung : andira. anwar, (2006), pendidikan kecakapan hidup, bandung : alfabeta admuddipura, e dan atmaja,sb. (1986). pendidikan orang dewasa. jakarta : karunika ali, m., (1995), penelitian kependidikan : prosedur dan strategi, bandung: angkasa arikunto, s., (1998), prosedur penelitian suatu pendekatan praktek, jakarta : rineka cipta jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 46 departemen pendidikan nasional (2006), acuan penyelenggaraan program pendidikan keaksaraan: direktorat pendidikan luar sekolah, direktorat pendidikan masyarakat gerungan, (2000), psikologi sosial, bandung:refika aditama herlina, (2006), studi tentang proses pembelajaran program keaksaraan fungsional di kelurahan margasari kecamatan margacinta kota bandung, bandug : jurusan pendidikan luar sekolah fakultas ilmu pendidikan universitas pendidikan indonesia. hidayat, s., (2002), metodologi penelitian, bandung : mandar maju. jalal, fasli., (2005), pendidikan keaksaraan : filosofi, strategi, dan implementasi, jakarta:dirjen pls direktorat pendidikan masyarakat kartaatmaja, r., ______, diktat perencanaan program pls, ________: tanpa penerbit kusnadi, (2005), pendidikan keaksaraan, jakarta : departemen pendidikan nasional dirjen pls. mappa, s., (1994). evaluasi program pendidikan luar sekolah, jakarta:departemen pendidikan dan kebudayaan dirjen pendidikan tinggi. shahab, k., (2007). sosiologi pedesaan, jogjakarta : ar-ruzz media group sirodjuddin, k., (2006). perencanaan pembelajaran. jurusan pendidikan luar sekolah fip upi. sudjana,d., (2004), pendidikan nonformal, bandung : falah production. sudjana, d., (2005), strategi pembelajaran, bandung : falah production sugiyono, (2007), memahami penelitian kualitatif, bandung : alfabeta. suharto, e., (2005), membangun masyarakat memberdayakan rakyat : kajian strategis pembangunan kesejahteraan sosial dan pekerjaan sosial, bandung : pt refika aditama surakhmad, w., (1990), pengantar penelitian ilmiah : dasar, metoda, teknik, bandung : tarsito jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 2 september 2021,p-issn no. 2252-4738 e-issn : 2580-7692 116 the contribution of playgroup managers’ leadership in improving tutor performance iip saripah1, rahmawan c. p.2 1,2 universitas pendidikan indonesia bandung jawa barat indonesia 1iip_saripah@upi.edu, 2rahmawan@student.upi.edu received: march, 2021; accepted: september, 2021 abstract this research departs from the performance of playgroup tutors which can be used to assess the achievement of the tutor's work in planning and implementing the learning process, as well as assessing the learning outcomes in playgroup units. the research was conducted at the as-salam kp. nagrogjaya, pagaden district, subang regency. the objectives of this study were (1) to describe the leadership function of the as-salam playgroup manager in improving tutor performance; (2) describe the tutor's performance achievements in increasing competence. the research method was used descriptive method with a qualitative approach. the number of informants was 8 people. based on the findings and discussion, this study obtained the results (1) the manager of the as-salam playgroup can actualize the functions of educators, managers, administrators, supervisors, leaders, innovators, and motivators as a form of leadership contribution in improving tutor performance; (2) the performance of the tutor is well perceived by the manager of the as-salam playgroup, measured by the quality of work, timeliness of work, work initiative, work ability, and communication at work. keywords: : managerial leadership, tutor performance abstrak penelitian ini berangkat dari kinerja tutor playgroup yang dapat digunakan untuk menilai pencapaian kerja tutor dalam merencanakan dan melaksanakan proses pembelajaran, serta menilai hasil belajar di unit playgroup. penelitian dilakukan di as-salam kp. nagrogjaya, kecamatan pagaden, kabupaten subang. tujuan penelitian ini adalah (1) mendeskripsikan fungsi kepemimpinan pengelola playgroup as-salam dalam meningkatkan kinerja tutor; (2) mendeskripsikan capaian kinerja tutor dalam meningkatkan kompetensi. metode penelitian yang digunakan adalah metode deskriptif dengan pendekatan kualitatif. jumlah informan adalah 8 orang. berdasarkan temuan dan pembahasan, penelitian ini memperoleh hasil (1) pengelola kelompok bermain as-salam dapat mengaktualisasikan fungsi pendidik, pengelola, administrator, supervisor, pemimpin, inovator, dan motivator sebagai bentuk kontribusi kepemimpinan dalam meningkatkan kinerja guru; (2) kinerja tutor dipersepsikan baik oleh pengelola kelompok bermain as-salam, diukur dari kualitas kerja, ketepatan waktu kerja, inisiatif kerja, kemampuan kerja, dan komunikasi dalam bekerja. kata kunci: kepemimpinan manajerial, kinerja tutor how to cite: saripah, i. & c.p., rahmawan. (2021). the contribution of playgroup managers’ leadership in improving tutor performance. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (2), 116-132. introduction one of the effective forces that greatly determines the success of the playgroup unit in achieving its goals is leadership. management leadership is the main determinant of the process of dynamizing the playgroup. the failure and success of the playgroup unit are largely determined by the manager because the manager is the controller and determinant of its direction. managers as leaders are in control of the progress and success of the playgroup service itself. saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 117 leadership is the driving factor for the organization through handling change and its management. the existence of the leader is not only a symbol but also a positive impact on the development of playgroup services. thus, it can be understood that the success of family planning in achieving the goals is very much dependent on the leadership of family planning management, namely whether the leadership can mobilize all its resources effectively and efficiently and is integrated with the management process it does. in the concept of modern education management, the effectiveness of family planning management is largely determined by the ability of managers to make quality decisions by implementing quality measures as well. therefore, the most important demand is the need for professional leaders who can utilize existing potential resources effectively and efficiently to improve tutor performance. leadership is essentially a person's ability to influence the behavior of others in his/her work by using power. in their activities, leaders have the power to mobilize and influence their subordinates concerning the implementation of their duties. leadership is the leader's ability and effort in actualizing its functions to coordinate subordinates to achieve institutional goals. meanwhile, the manager in this unit is the leader of the playgroup unit. in other words, playgroup management leadership is the ability and effort of the manager as a leader in actualizing its functions to manage various institutional resources in the form of carrying out administration, management, development, supervision, technical services, coordinating subordinates to plan and carry out the learning process and assess learning outcomes to support the process of education in playgroup units. the tutors really need a manager. tutors are educators in the scope of non-formal education or other names for teachers who are in charge of planning and implementing the learning process as well as assessing learning outcomes on the non-formal education track. meanwhile, the playgroup is a form of early childhood education unit in the non-formal education pathway. so it can be concluded that the playgroup tutor is an educator or other designation for a teacher in charge of planning, implementing, and assessing the learning process and outcomes in the playgroup unit. the manager's behavior has a close relationship with the tutor's performance. playgroup tutor performance is the work achieved by the tutor in completing work assignments or specifically planning, implementing the learning process, and assessing the learning outcomes according to the position of responsibility given by the playgroup manager. the performance of the tutors will be good if the manager can actualize the leadership function efficiently and effectively and vice versa. in line with the description above, the researcher found a phenomenon that occurred in the as-salam playgroup unit. as-salam playgroup unit addressed at kp. nagrogjaya rt. 05 rw. 01 sukamulya village, pagaden district, subang regency. based on the results of initial identification in the as-salam playgroup, it was found that to create a good playgroup service, the manager implements the value of discipline, by enforcing the rules that tutors must come at 07.30 wib or no later than 30 minutes before learning starts at 08.00 wib. these rules were made by the manager to minimize tardiness for tutors. the manager actively encourages tutors to work together in realizing the goals of the institutions. saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 118 besides, managers can coordinate and motivate tutors well in developing tutors' skills or competencies, as well as to improve the quality of the institution. the manager involves tutors in education activities and training, such as workshops and seminars. some of these activities include education and training for basic level early childhood education, fun child tutor training, 2013 curriculum-based early childhood learning implementation training, national parenting seminar, child psychology seminar, coloring and drawing workshop basic forms, and several other activities. based on the background and identification of research problems above, the problem formulations in this study are as follows: a. how is the leadership function of the as-salam playgroup manager in improving tutor performance? b. how is the performance of tutors in increasing competence in the as-salam playgroup? based on the formulation of the research problem above, the research objectives are obtained. the objectives to be achieved in this study are as follows: a. describe the leadership function of the as-salam playgroup manager in improving tutor performance; b. describe the tutor's performance achievements in increasing competence in the as-salam playgroup; according to copy of appendix to regulation of the minister of national education no. 58 of 2009 (salinan lampiran peraturan menteri pendidikan nasional no. 58 tahun 2009), the education staff for early childhood education consists of supervisors/inspectors, school principals, managers, administrative staff, and cleaners. educational personnel who act as heads or leaders as well as leaders in the non-formal early childhood education pathway are called managers. according to the indonesian dictionary (2018: 1) a manager is a person who manages. according to risnawati (2015 : 35) a manager is someone who is responsible for processing and organizing resources. so it can be concluded that the manager of the playgroup is a head or leader who has the responsibility of managing various institutional resources or specifically has a duty to carry out administration, management, development, supervision, and technical services to support the process education in units playgroup. the general definition of leadership according to hertianti (2016: 10) has the meaning of an ability that a leader must have on how to carry out his leadership so that subordinates can move as desired in achieving previously set goals. according to wirawan (in rahayu, 2015: 19-20) leadership is an action or activity to influence and mobilize subordinates to achieve organizational goals. in the context of this research, leadership is the leader's ability and effort to actualize its functions to coordinate subordinates to achieve institutional goals. meanwhile, the playgroup manager is the leader for the playgroup unit. playgroup manager is a head or leader who has the responsibility of managing various institutional resources or specifically has a duty to carry out administration, management, development, supervision, and technical services to support the process education in playgroup units. so it can be concluded that the leadership of the playgroup manager is the ability and effort of the manager as a leader or head and leader in actualizing its functions to manage various institutional resources or specifically saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 119 coordinating tutors, plan and carry out the learning process, also assess learning outcomes to support the process education in units playgroup. according to saputra (2016: 13) in carrying out effective and efficient leadership tasks, leaders must understand the function of leadership. the leadership function of the playgroup manager in this study refers to the leadership function of the principal according to mulyasa (2011 : 98-122), so that what is meant by the principal here is the manager of the playgroup. playgroup managers and school principals are professions that is included into the category of educational staff. both have the same roles and positions, namely as leaders of institutions in supporting the education delivery process. the difference between the two is that the playgroup manager is a leader in the scope of non-formal education in the playgroup unit, while the principal is a leader in the sphere of formal education in primary and secondary schools. based on the description above, also referring to mulyasa's opinion (2011: 98-122), the playgroup manager must be able to actualize the following leadership functions: a. playgroup manager as educator according to mulyasa (2011: 100) the efforts that can be made by managers in improving their performance as educators, in particular improving the performance of tutors can be described as follows: 1) involving tutors in upgrades, to add insight; 2) managers must encourage the evaluator team to work harder, then the results are announced publicly; 3) using study time effectively in units, by encouraging tutors to start and end learning according to a predetermined schedule, and use it effectively and efficiently for the benefit of learning. b. playgroup manager as manager according to the directorate of early childhood education development (2015: 45), one of the main tasks and functions of the manager is to train playgroup tutors regularly so that they are able to carry out their duties professionally. these functions are included in the category of manager functions. according to mulyasa (2011: 103-104), in order to carry out their roles and functions as managers, managers must have the right strategy to empower tutors through: 1) empowering tutors through cooperation or cooperation means that in increasing the professionalism of the tutors, managers must prioritize cooperation with tutors and other parties involved in carrying out each activity; 2) provide opportunities for tutors to improve their profession, in this case the manager must be democratic and provide opportunities for all tutors to develop their potential optimally, such as through various upgrades and workshops in accordance with their respective fields; 3) encouraging the involvement of all tutors, it means that the manager must try to encourage the involvement of all tutors in every activity in the unit. c. playgroup manager as administrator according to the directorate of early childhood education development (2015: 45), the main tasks and functions of several managers include making annual, semester, monthly and weekly work programs regarding the management of playgroup units; make rapbs saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 120 planning; as well as receiving, managing, and reporting funds obtained by both parents of students and from other parties. these functions are included in the administrator function. according to mulyasa (2011: 107), the head of management as an administrator has a very close relationship with various administrative management activities that are recording, compiling, and documenting all unit programs. specifically, the manager must have the ability to manage the curriculum, student administration, personnel administration, administration of facilities and infrastructure, archive administration, and financial administration. d. playgroup manager as supervisor according to the directorate of early childhood education development (2015: 45), one of the main tasks and functions of the manager is to make reports on the activities of playgroup units and the work of the tutors. this function is included in the supervisor function. according to mulyasa (2011: 112) managers as supervisors must be manifested in the ability to formulate and implement educational supervision programs, as well as take advantage of the results. the ability to formulate educational supervision programs must be realized, one of which is in the preparation of a class supervision program. the ability to implement educational supervision programs must be realized, one of which is the implementation of clinical or non-clinical supervision programs. meanwhile, the ability to take advantage of the results of educational supervision must be realized in the use of the results of supervision to improve tutor performance, and the use of the results of supervision to develop units. e. playgroup manager as leader according to the directorate of early childhood education development (2015: 45), one of the main tasks and functions of the manager is to formulate the vision, mission, and program of playgroup activities. as well as socializing the vision, mission, and program of these activities to the community or parents of students. this function is included in the category of leader function. in line with that, according to mulyasa (2011: 115) the principal (manager) as a leader must be able to provide some of the instructions and supervision, open two-way communication, and delegate tasks. f. playgroup manager as innovator according to mulyasa (2011: 118), in order to carry out their role and function as an innovator, managers must have the right strategy to establish a harmonious relationship with the environment, look for new ideas, integrate every activity, provide an example to all tutors, and develop innovative learning models. in line with this opinion, according to azis wahab (in rahman, 2016: 5), the manager's function as manager and leader is a very strategic position for an innovator. this is based on the fact that an innovator must have the power so that the innovation mission he carries is successful. when carrying out their duties, managers are also required to have a vision of their duties as managers. g. playgroup manager as motivator according to mulyasa (2011: 120) as a motivator, managers must have the right strategy to motivate tutors to carry out various tasks and functions. this motivation can be cultivated through: 1) physical environment settings; 2) working atmosphere settings; 3) discipline; saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 121 4) encouragement; 5) appreciation. according to copy of appendix to regulation of the minister of national education (salinan lampiran peraturan menteri pendidikan nasional) no. 58 of 2009, early childhood educators are professionals who are tasked with planning, implementing the learning process, and assessing learning, as well as guiding, nurturing and protecting students. early childhood education educators in the non-formal education pathway consist of teachers, companion teachers, and carers. in the scope of non-formal education, in general, another name for educators is tutor. according to the indonesian dictionary (2018: 1) a tutor is a person who gives lessons (guides) to someone or a small number of students (at home, not at school). according to rahayu (2014: 1) tutor is another term for people who teach in non-formal education, even though the tutor is a teacher in formal education. tutor is another designation for teachers who are in charge of providing education in the non-formal education pathway. based on the description above, in the context of this study the tutor is an educator in the non-formal education pathway or other names for teachers who are in charge of planning and implementing the learning process, as well as assesing learning outcomes on the non-formal education track. meanwhile, the playgroup is a form of early childhood education units in the non-formal education pathway. so it can be concluded that the playgroup tutor is an educator or other designation for a teacherin charge of planning and carry out the learning process, and assess learning outcomes in the playgroup unit. according to hertianti (2016: 19) etymologically the term performance comes from english, namely performance. in terminology, the meaning of performance is the quality and quantity of work achieved by a person in carrying out his duties in accordance with the position or responsibility given to him. meanwhile, according to cherington (in sari, 2016: 14), performance shows the achievement of work targets related to quality, quantity, and time. based on the descriptions above, it can be concluded that the performance of the playgroup tutor is the work achieved by the tutor in completing work assignments or specifically planning and carry out the learning process, and assess the learning outcomes according to the position or responsibility given by the playgroup manager. in this study, the playgroup tutor performance indicators refer to the performance indicators according to hamzah (in hidayat, 2016: 29). as revealed, the performance aspects of the tutor include: a. quality of work, this aspect has indicators including: 1) mastering teaching materials; 2) manage the learning process; 3) manage classes. b. speed and accuracy, this aspect has indicators including: 1) using media; 2) mastering the foundation of education; 3) planning a teaching program. c. work initiatives, this aspect has indicators including: 1) leading the class; 2) manage classes; saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 122 3) assessing student learning outcomes. d. ability to work, this aspect has indicators including: 1) using various methods in learning; 2) understand and carry out extension guidance functions and services. e. communication, this aspect has indicators including: a) using various school/institutional administrations; b) understand and interpret research results to improve the quality of learning. method in this study, researchers used a qualitative approach and descriptive methods. according to moelong (2007: 6), qualitative research is research that intends to understand the phenomenon of what research subjects experience holistically, and by means of descriptions in the form of words and language, in a special natural context and by utilizing various scientific methods. therefore, the researcher will describe the leadership contribution of the as-salam playgroup manager based on the theory of the manager's leadership function the performance of the tutor as perceived by the manager of the as-salam playgroup, and reveal the inhibiting factors of the as-salam playgroup manager in improving the tutor's performance. the informants in this study were 8 people consisting of 1 manager, 4 tutors, 2 parents of students, and 1 local community leader. the instrument used in this study are: a. observation/field notes observations carried out during 14 working days in this study were in the form of collecting field notes sheet data. providing research permits; introduction of yourself, the purpose and purpose of the visit; environmental observation of the institution; follow up research permits; granting permission from the manager; requesting institutional profile data; taking photos of institutional facilities and infrastructure including parents; observation of classroom learning; observing sarpras inside and outside the classroom; observation of learning evaluation. b. interview interviews in the study were conducted for 3 consecutive days according to the participants' readiness to be interviewed with informants or resource persons to exchange information through question and answer, managers and tutors (mrs. sri and mrs. fitri); tutors (ibu iyus and ibu waginah) and parents of students (ibu yuliawati and ibu ida); head of rt. 05 kp. nagrogjaya kec. pagaden kab. subang. the tool used was an interview guide containing questions related to the leadership contribution of the as-salam playgroup manager in improving tutor performance. c. documentation the documentation study in this research was carried out by collecting data through documents related to the contribution of the management of the as-salam playgroup in improving the performance of tutors, photos of activities, certificates and achievement trophies that have been achieved. data analysis carried out in this study after the data was collected was through: saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 123 a. data reduction the first stage the researcher summarizes and selects the main data points, focuses on the important things, looks for themes and patterns. researchers examined the overall data collected, so that important things could be found related to the leadership contribution of the as-salam playgroup manager in improving tutor performance. b. data presentation (data display) after the data is reduced, the researcher then presents the data with narrative text according to the needs related to the leadership contribution of the as-salam playgroup manager in improving tutor performance. c. conclusion withdrawal and verification the stage after data reduction and data presentation, the researcher draws conclusions and verifies the data to answer the formulation of problems related to the leadership contribution of the as-salam playgroup manager in improving tutor performance. the conclusions put forward are supported by valid and consistent evidence, the results of researchers while in the field in collecting data. results and discussion 1. the leadership function of as-salam playgroup manager in improving tutor performance a. playgroup manager as educator based on the research findings, the educator function which is actualized by the manager of the as-salam playgroup in improving the tutor's performance is to include tutors in several training activities and seminars such as basic level early childhood education and training by himpaudi kab. subang, training for kindergarten/tq/ra teachers at the pagaden district level by kkn persis bandung and the pagaden district government, education seminar with the theme of efforts to improve by the district branch pgri pagaden, national parenting seminar by pkpu, entrepreneurship seminar by dharma wanita persatuan kab. subang, and the coloring and drawing seminar by faber-castell. in addition, the manager coordinates and instructs tutors to carry out learning assessments to children regularly through daily assessments with a checklist format, anecdotal notes, children's work, and through monthly assessments of the results of daily assessments. as well as trying to encourage tutors to discipline in teaching time by providing a rule that tutors must arrive no later than 07.30 in the morning or 30 minutes before learning begins. this is a strategy to minimize tutors' delay in working and teaching. the results of the research findings above are in line with the opinion of mulyasa (2011: 100101) which states that the efforts that can be made by managers in improving their performance as educators, especially in improving tutor performance and student learning achievement can be described as follows: a. engaging tutors in upgrading to add insight to the tutors; b. managers must encourage the evaluator team to work harder, then the results are announced publicly; c. using study time effectively in units, by encouraging the tutor to start and end learning according to the specified time. saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 124 so this research found that the educator function which was actualized by the manager of the as-salam playgroup in improving the tutor's performance had met the determined indicators. like the first manager, it has included tutors in upgrading or training to improve skills, knowledge, or gain insight into early childhood education; second, mobilizing tutors to evaluate student learning outcomes through daily assessments (checklist format, anecdotal notes, work results) and monthly; third, encouraging tutors to use their learning time effectively through the discipline of starting and ending lessons according to a predetermined schedule, by applying the rules of 30 minutes before the lesson the tutor must arrive at the institution. b. playgroup manager as manager based on the findings of the research, the manager's function which is actualized by the manager of the as-salam playgroup in improving the performance of the tutor is working together to involve tutors in every activity of the institution, such as involving learning planning, implementing learning activities, evaluating learning, meetings or other activities, working together, inviting local community leaders to institutional activities such as class promotion events, inviting directly to encourage tutors and parents of students to be involved in institutional activities such as meeting meetings, field trips, competitions, or other activities. the findings of this study are in line with the opinion of mulyasa (2011: 103-104) which states that in order to carry out their roles and functions as managers, managers must have the right strategy, two of which are first, empowering tutors through cooperation or cooperative means that in improving the professionalism of tutors in the unit; second, to encourage the involvement of all tutors, it means that the manager must try to encourage the involvement of all tutors in every activity in the unit in a participatory manner. so this research found that the function of the manager actualized by the manager of the assalam playgroup in improving the tutor's performance had met the determined indicators. managers are able to become effective managers, namely mentoring tutors regularly so that they are able to have high initiative, so that they are able to carry out their duties professionally. like the first manager, empowering tutors through cooperation involves every institutional activity such as planning lessons, implementing learning activities, meetings or other activities, and working with local community leaders on institutional activities such as class promotion events. these efforts were made to improve the professionalism of the tutors; second, encourage the involvement of all tutors and parents of students, invite directly to be involved in other activities of the institution such as field trips, competitions, or other activities. this effort was made to increase the participation of tutors. c. playgroup manager as administrator based on the research findings, the administrator function actualized by the manager of the as-salam playgroup in improving tutor performance is realized through the preparation of a curriculum or syllabus with tutors in the form of semester programs, weekly activity plans (rencana kegiatan mingguan or rkm), and daily activity plans (rencana kegiatan harian or rkh). recap the complete profiles of students and tutors, as well as carry out environmental maintenance and maintenance of the institutional infrastructure that is owned even though they have received an inadequate assessment regarding the procurement of infrastructure. saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 125 the findings of this study are in line with the opinion of mulyasa (2011: 107-108) which states that managers must specifically have the ability to manage curriculum, manage student administration, manage personnel administration, and manage administration of facilities and infrastructure. so this research finds that the administrator function actualized by the manager of the assalam playgroup in improving the tutor's performance has met the specified indicators. managers have made annual, semester, monthly, and weekly work programs regarding unit management; as well as planning rapbs. as the first manager, able to manage the curriculum with tutors through the preparation of curriculum development programs and learning content, semester programs, weekly activity plans (rkm), and daily activity plans (rkh); second, compiling the completeness of student and tutor administration data through the compilation of profiles and complete attendance of students and tutors. furthermore, managing facilities and infrastructure through environmental maintenance, buildings and rooms, and maintenance of existing institutional infrastructure. both efforts are made to support institutional productivity. even though the provision of targeted advice received insufficient assessment from the tutors and parents of students. however, the constraints in the provision of targeted suggestions can be overcome by the ability of the manager to actualize the manager's function effectively, which is to train tutors regularly so that they are able to have high initiative. so that the tutor has the initiative to carry out optimal work completion and learning with the available infrastructure. however, the constraints in the provision of targeted suggestions can be overcome by the ability of the manager to actualize the manager's function effectively, which is to train tutors regularly so that they are able to have high initiative. so that the tutor has the initiative to carry out optimal work completion and learning with the available infrastructure. however, the constraints in the provision of targeted suggestions can be overcome by the ability of the manager to actualize the manager's function effectively, which is to train tutors regularly so that they are able to have high initiative. so that the tutor has the initiative to carry out optimal work completion and learning with the available infrastructure. d. playgroup manager as supervisor based on the research findings, the supervisor's function which is actualized by the manager of the as-salam playgroup in improving the performance of the tutor is realized through the preparation of classroom supervision with indicators of planning and implementing assessment of the lessons carried out by the tutor. carry out tutor work assessments with indicators of assessing the ability to open the court, teaching attitudes, mastery of teaching materials, and the learning process. as well as utilizing the results of supervision as an effort to improve the performance and competence of tutors. the findings of the above research are in line with the opinion of mulyasa (2011: 111-112) which states that the main activity of education in the management unit as a supervisor must be realized in the ability to formulate and implement educational supervision programs, and make use of the results. the ability to compile an educational supervision program must be realized, one of which is in the preparation of a classroom supervision program. the ability to implement educational supervision programs must be realized, one of which is the implementation of clinical or non-clinical supervision programs. meanwhile, the ability to take advantage of the results of educational supervision must be realized in the use of the results of supervision to improve the performance of educational personnel, and the use of the results of supervision to develop units. saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 126 this research finds that the supervisor function actualized by the manager of the as-salam playgroup in improving the tutor's performance has met the specified indicators. like the first manager, he is able to arrange classroom supervision with assessment indicators, namely the planning and implementation of the lessons conducted by the tutor; second, conducting tutor work assessments with assessment indicators, namely the ability to open the court, teaching attitudes, mastery of teaching materials, and the learning process; third, utilize the results of supervision to improve tutor performance, tutor competence, and develop units. these three efforts are made to help tutors learn daily tasks as well as to improve tutor performance and competence. e. playgroup manager as leader based on the research findings, the function of the actualized leader of the as-salam playgroup manager in improving the tutor's performance is to provide direct directions to the tutor so that they can work optimally according to the assigned task. this is realized through the delegation of tutors to meetings with supervisors, pcs, clusters, or outside activities. the findings of this study are in line with the opinion of mulyasa (2011: 115) which states that managers as leaders must be able to provide direction and supervision, open two-way communication, and delegate tasks. in line with this opinion, according to salis and nurdin (in ginting & haryanti, 2012: 16), managers can manage tutors by applying the principles of human resource management, with the hope of improving the quality of education. so this research finds that the function of the actualized leader of the as-salam playgroup manager in improving the tutor's performance has met the determined indicators. like the first manager, able to provide instructions and supervision through direct direction to the tutor so that they can work optimally according to the assigned task; second, opening two-way communication through direct communication with tutors, students, parents of students, and even the local community; third, delegating tasks that are realized through the delegation of tutors to meetings with supervisors, pcs, groups, or activities outside representing the institution and manager. f. playgroup manager as innovator based on the results of research findings, the function of the innovator actualized by the manager of the as-salam playgroup in improving the performance of the tutor is to establish good relationships with parents of students and the surrounding community by working together in educational activities, the manager is actively involved in community activities by contributing ideas or input. as well as being active in the organization as one of the youth leaders. so that it has its own impact on the community, namely helping education services for the local environment and can reduce the number of early childhood absenteeism. new ideas and additional knowledge are obtained by managers through being active in organizations outside the institution. the manager's exemplary attitude to tutors is through discipline in working time. the findings of this study are in line with the opinion of mulyasa (2011: 118-119) which states that in order to carry out their role and function as an innovator, managers must have the right strategy to establish a harmonious relationship with the environment, look for new ideas, integrate every activity, provide role models for all tutors, and develop innovative learning models. saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 127 this research finds that the function of the innovator which is actualized by the manager of the as-salam playgroup in improving the tutor's performance has met the specified indicators. like the first manager, he is able to build a harmonious relationship with the environment by establishing a harmonious relationship with the environment by establishing good relationships with parents of students and the surrounding community by working together in educational activities. so that it has its own impact on the community, namely helping education services for the local environment so that it can reduce the number of early childhood absenteeism; second, looking for new ideas through managers taking an active role in community activities by contributing ideas, energy, or material, and able to be active in the organization as one of the youth leaders. the impact of this, managers gain additional experience and knowledge about human resource management; third, to provide an example for all tutors through discipline of time, attendance, work ethic, and behavior of the manager himself; fourth, developing an innovative learning model through the application of a learning model adapted to the principles of early childhood learning, such as a learning model through singing, storytelling, dancing, or other models. the four efforts are intended to increase the professionalism of the tutors. provide an example for all tutors through discipline of time, attendance, work ethic, and behavior of the manager himself; fourth, developing an innovative learning model through the application of a learning model adapted to the principles of early childhood learning, such as a learning model through singing, storytelling, dancing, or other models. the four efforts are intended to increase the professionalism of the tutors. provide an example for all tutors through discipline of time, attendance, work ethic, and behavior of the manager himself; fourth, developing an innovative learning model through the application of a learning model adapted to the principles of early childhood learning, such as a learning model through singing, storytelling, dancing, or other models. the four efforts are intended to increase the professionalism of the tutors. g. playgroup manager as motivator based on the research findings, the motivator function actualized by the manager of the assalam playgroup in improving the tutor's performance is through the arrangement of the physical environment for the tutor by providing infrastructure in the form of a tutor's workspace in which tables, chairs, document racks, structural boards, activity boards are provided, small wardrobes, and stationery, but the advice on the infrastructure provided was considered inadequate by the tutors and parents of students. in addition, the function of the motivator is actualized by the manager through setting the work atmosphere by providing security and comfort, maintaining a clean environment, instilling the value of discipline through regulations and monitoring the presence of tutors, providing encouragement in the form of motivation through encouragement, advice, or through direct directions. the findings of this study are in line with mulyasa's (2011: 120-122) opinion that as a motivator, managers must have the right strategy to motivate tutors in carrying out various tasks and functions. this motivation can be cultivated through: 1) physical environment settings; 2) working atmosphere settings; 3) discipline; 4) encouragement; 5) appreciation. this research finds that the motivator function actualized by the manager of the as-salam playgroup in improving the tutor's performance has met the specified indicators. as with the first manager, they make arrangements for the physical environment through the provision of saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 128 infrastructure for tutors in the form of workspaces in which tables, chairs, document racks, structure boards, activity boards, small closets, and stationery are provided. this effort was made to motivate tutors to carry out their duties. however, the tutors considered that the infrastructure provided was still inadequate; second, setting the work atmosphere by providing security and comfort, maintaining a clean environment. with a calm and pleasant working atmosphere, this effort is made to raise the performance of the tutors; third, instill the value of discipline through regulation and monitoring of tutor attendance. this effort is made so that tutors can help managers achieve the goals of the institution effectively and efficiently, and to increase the productivity of the institution; fourth, to provide encouragement in the form of motivation through encouragement, advice, or direct direction. this effort was made to be able to move tutors towards work effectiveness; fifth, giving awards to tutors by giving certificates, objects, or materials. this award-giving effort was made to increase the professionalism and productivity of tutors as well as to increase the productivity of the institution; fourth, to provide encouragement in the form of motivation through encouragement, advice, or direct direction. this effort was made to be able to move tutors towards work effectiveness; fifth, giving awards to tutors by giving certificates, objects, or materials. this award-giving effort was made to increase the professionalism and productivity of tutors. as well as to be able to increase the productivity of the institution; fourth, to provide encouragement in the form of motivation through encouragement, advice, or direct direction. this effort was made to be able to move tutors towards work effectiveness; fifth, giving awards to tutors by giving certificates, objects, or materials. this award-giving effort was made to increase the professionalism and productivity of tutors. 2. achievement of tutor performance in improving competences in the as-salam playgroup indicators to measure the performance of the tutors perceived by the managers of the assalam playgroup, namely quality of work, timeliness of work, work initiative, work ability, and communication at work. a) work quality according to hamzah (in hidayat, 2016: 29), the quality aspect of work has indicators including mastering teaching materials, managing the learning process, and managing the class. this opinion is supported by sondang (in hertianti, 2016: 29) who argues that aspects of work quality have indicators including work results, conformity of work results with organizational goals, and benefits of work results. in line with the above opinion, research findings found that the as-salam playgroup tutors were able to understand and understand any subject matter or mastery of the theme based on the results of the tutor's performance assessment by the manager, the tutors could understand the subject matter because they studied the learning guide book provided by the manager which was then adjusted to the reference of the daily activity plan (rkh). in addition, the tutors are able to condition the classroom conditions when the learning atmosphere is not conducive, the way is through singing, telling stories, clapping silence or in other ways. so this study found that the performance of the tutor's work quality was perceived well by the manager of the as-salam playgroup, and had met the determined indicators. as the first tutor was able to master teaching materials through mastering the theme, yangmake learning activities in students easy to implement; second,able to manage the learning process and manage the class through conditioning the child by singing, telling stories, clapping silence, saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 129 or other learning variations that make children controllable and not bored in learning activities. b) on time work according to hamzah (in hidayat, 2016: 29), the aspect of timeliness of work has indicators including attendance and completion of work assignments, using teaching media, and planning teaching programs. this opinion was supported by sondang (in hertianti, 2016: 29) who argued that the timeliness aspect has indicators including structuring activity or work plans, accuracy of activity plans with work results, and timeliness in completing tasks. in line with the above opinion, research findings found that the tutors of the as-salam playgroup were able to be responsible for their presence in work and teaching, because in early 2018 to may 2018 the tutors had never been absent from work as evidenced by attendance data which was directly controlled by the manager. the tutors are able to take advantage of learning media, learning media that the tutors use, including letter and number cards, folding paper, colored pencils, pictures, and art tools. in addition, tutors have been able to plan teaching programs through semseteran programs, weekly activity plans (rkm) and daily activity plans (rkh) as modules or learning references. so this research found that the achievement of the tutor's timeliness was perceived well by the manager of the as-salam playgroup, having met the determined indicators. like the first tutor, he is able to be responsible for attendance and completion of work assignments through maximum attendance which is controlled with presence by the manager.the attendance level is used as a benchmark to show the level of discipline, the spirit and work attitude of the tutor; second,able to use teaching media through the use of learning media including letter and number cards, folding paper, colored pencils, pictures, and art tools; third,able to plan teaching programs through making semester programs, weekly activity plans (rkm) and daily activity plans (rkh) as modules or learning references. karena with lesson planning can provide the core content of learning procedures. c) work initiatives according to hamzah (in hidayat, 2016: 29), the work initiative aspect has indicators including leading the class and assessing the learning outcomes of students. this opinion is supported by opinionsaondi & suherman (2010: 23) who argue that one of the teacher performance indicators (tutors) is the ability to do assessment and evaluation. in line with the above opinion, research findings found that the as-salam playgroup tutors were able to make children active through singing together, dancing together, telling stories, and even giving gifts so that the children would dare to come forward, this was an effort for the tutors to lead the class so that the children could learn productively. in addition, the tutors have carried out learning assessments for children through daily assessments with a checklist format, anecdotal notes, and work results, as well as conducting monthly assessments based on the results of daily assessments for one month. although done manually without the help of it facilities. this research found that the achievement of the tutor's work initiative was perceived well by the manager of the as-salam playgroup, and had met the determined indicators. like the first tutors, they were able to lead the class by inviting children to be active in class by singing and dancing together, telling stories, and even giving gifts so that the children would dare to come forward; second, being able to assess students' learning outcomes through daily assessments saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 130 with a checklist format, anecdotal notes, and work results, as well as conduct manual monthly assessments without the help of it facilities. d) ability to work according to hamzah (in hidayat, 2016: 29), the aspect of work ability has indicators including using various methods in learning as well as understanding and carrying out extension guidance functions and services. this opinion is supported by opinionsaondi & suherman (2010: 23) who argue that one of the tutors' performance indicators is mastery of teaching methods and strategies. in line with the above opinion, the results of the research findings found that the as-salam play group tutors were able to use several learning methods such as the conversation method, the student center method or participation through singing together and playing, the learning method through storytelling, the demonstration method on children's material, create works of art and natural recognition methods through field tours. in addition, the tutors have implemented counseling services to parents of students through a parenting program which is held every twice in a month or during certain activities. e) communication at work according to hamzah (in hidayat, 2016: 29), the communication aspect at work has indicators including complying with institutional administration and cooperation in carrying out work tasks. this opinion is supported by saputra (2016: 28) who suggests that one of the benchmarks in assessing performance is collaboration with other people at work. in line with the above opinion, research findings found that the as-salam playgroup tutors were able to be kind and obedient without violating the institution's rules or administrations. in addition, one form of cooperation between tutors and managers is when the tutors consult with the manager regarding the obstacles they encounter, especially those in teaching. this study found that the tutor's working communication was perceived well by the manager of the as-salam playgroup, and had met the determined indicators. as with the first tutors, obeying the administration of an institution is realized through obeying the regulations and fulfilling all forms of institutional work administration such as fulfilling the administrative requirements of becoming a tutor; second, cooperation in the implementation of work tasks which is realized through cooperation between tutors in completing tasks and exchanging ideas, as well as working with managers to realize the vision and mission of the institution and consulting regarding work constraints or work completion. conclusion playgroup management leadership is the ability and effort of the manager as a leader in actualizing his functions to manage various institutional resources or specifically to coordinate tutors. plan and carry out the learning process, and assess learning outcomes to support the process education in unitsplaygroup. based on the results of the analysis of the researchers' findings, the manager of the as-salam playgroup has been able to actualize the functions of educators, managers, administrators, supervisors, leaders, innovators, and motivators as a form of leadership contribution in improving tutor performance. playgroup tutor performance is the result of the work achieved by the tutor in planning and implementing the learning process, as well as assessing the learning outcomes according to the position or responsibility given by the playgroup manager. the tutor's performance saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 131 achievement is shown by the competence possessed by the tutor in implementing teaching and learning in the as-salam playgroup. those were measured through work quality, timeliness of work, work initiative, work ability, and communication at work. references 1. books and journal articles: ginting, r. & haryanti, t. 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(2016). the influence of school principal instructional leadership on teacher teaching performance in vocational schools in bojongloa kidul district, bandung city. (essay). educational administration, faculty of education, indonesian education university, bandung. rahayu, a. (2015). management leadership in improving tutor performance (study at paud miana v post, sukasari subdistrict, bandung city. (thesis). outside school education, faculty of education, indonesian education university, bandung. risnawati. (2015). leadership and participation of paud managers in improving educator competencies (study at the azizah playgroup, cigugur girang village, parongpong district, west bandung regency. (thesis), outside school education, faculty of education, indonesian education university, bandung. saputra, a. (2016). the influence of principal leadership behavior on teacher performance in state vocational high schools (smk) in cimahi city. (essay). educational administration, faculty of education, indonesian education university, bandung. sari, g. (2016). the influence of principal's transformational leadership on teacher teaching performance in smkn throughout bandung. (essay). educational administration, faculty of education, indonesian education university, bandung. 3. regulations: directorate of early childhood education development. (2015). nspk technical guidelines for playing group implementation. jakarta: directorate of early childhood development. copy of appendix to regulation of the minister of national education no. 58 of 2009 concerning early childhood education standards. saripah & rahmawan, the contribution of playgroup managers’ leadership in improving tutorperformance 132 4. online resources and other forms: indonesia dictionary. (2018). manager. [on line]. accessed from https://kbbi.web.id/k manage. indonesia dictionary. (2018). tutor. [on line]. accessed fromhttps://kbbi.web.id/tutor. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 1 upaya meningkatkan kompetensi guru paud melalui pendidikan dan pelatihan guru di paud bougenville kecamatan sukajadi kota bandung iman rochayadi abstrak yang menjadi masalah dalam penelitian ini adalah guru paud bougenville kurang memilki kompetensi, tujuan penelitian ini adalah : untuk mengungkap data tentang upaya perencanaan, pelaksanaan dan pengembangan tentang upaya meningkatkan kompetensi guru paud.landasan teori dalam penelitian ini, peneliti merujuk kepada beberapa konsep yaitu :kompetensi guru paud, pendidikan dan pelatihan sebagai upaya meningkatkan kompetensi guru paud, model – model upaya dalam meningkatkan kompetensi guru,.pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan menggunakan metoda studi kasus., teknik pengunpulan data yang digunakan adalah observasi, wawancara, studi dokumentasi.hasil penelitian ini adalah bahwa perencanaan yang dilakukan oleh kepala sekolah paud bougenville di bagi menjadi tiga tahapan yaitu perencanaan jangka panjang, jangka menengah dan jangka pendek, pelaksanaanya yitu menikut sertakan para guru dalam program pendidikan dan pelatihan sedangkan pengembangan adalah menyediakan fasilitas penunjang.kesimpulan dari penelitian ini bahwa pendidikan dan pelatihan guru merupakan salah satu alternative dalam meningkatkan komptensi, rekomendasi bahwa yang menjadi masalah yaitu guru kurang memilki kompetensi solusinya adalah pendidikan dan pelatihan guru. kata kunci: pendidikan dan pelatihan, guru, kompetensi a. pendahuluan undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional telah mengamanatkan bahwa perlunya peningkatan kualitas sumber daya manusia (sdm) melalui pendidikan baik pada jalur pendidikan formal, pendidikan nonformal maupun pendidikan informal. menurut unesco pendidikan hendaknya dibangun dengan empat pilar, yaitu learning to know, learning to do, learning to be, dan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 2 learning to live together. pada hakikatnya belajar harus berlangsung sepanjang hayat. untuk menciptakan generasi yang berkualitas, pendidikan harus dilakukan sejak usia dini dalam hal ini melalui pendidikan anak usia dini (paud), yaitu pendidikan yang ditujukan bagi anak sejak lahir hingga usia 6 tahun. pendidikan anak usia dini (paud) dapat diselenggarakan melalui jalur pendidikan formal, nonformal, dan informal. pendidikan anak usia dini pada jalur pendidikan formal berbentuk taman kanak-kanak (tk), raudatul athfal (ra), atau bentuk lain yang sederajat. paud pada jalur pendidikan nonformal berbentuk kelompok bermain (kb), taman penitipan anak (tpa), atau bentuk lain yang sederajat. pendidikan anak usia dini (paud) pada jalur pendidikan informal berbentuk pendidikan keluarga atau pendidikan yang diselenggarakan oleh lingkungan. dalam bidang pendidikan, tuntutan terhadap kemampuan memberikan layanan yang lebih profesional khususnya bagi pendidikan anak usia dini semakin memiliki arti penting, terlebih lagi disadari bahwa perkembangan anak berbeda-beda, baik dalam intelegensi, bakat, minat, kreativitas kematangan emosi, kepribadian, keadaan jasmani dan keadaan sosial. hal ini semua membutuhkan pengetahuan dan keterampilan guru untuk dapat memahami dan membimbing mereka sehingga dapat tumbuh dan berkembang dengan baik. dengan semakin meningkatnya kesadaran masyarakat akan pendidikan maka seiring itu pula banyak penyelenggara lembaga-lembaga pendidikan anak usia dini khususnya jalur non formal, yang berimplikasi pada kebutuhan pendidik yang berkompeten, tetapi kenyataan dilapangan tidak sedikit pendidik / guru pada pendidikan anak usia dini yang kurang bahkan tidak memilki kompetensi pendidik, layanan-layanan paud sebagian besar dilakukan oleh tenaga pendidik dengan kualifikasi pendidikan dengan kemampuan dasar yang bervariasi. di lihat dari latar belakang pendidikan masih banyak tenaga pendidik anak usia dini (paud non formal yang berlatar belakang sma ke bawah), sementara peraturan pemerintah no.19 tahun 2005 mempersyaratkan bahwa “pendidik pada pendidikan anak usia dini memiliki kualifikasi akademik pendidikan minimum diploma empat (div) atau sarjana (s1)”. dengan demikian tenaga pendidik anak usia dini non formal masih perlu ditingkatkan kualifikasinya sampai memenuhi tuntutan yang dipersyaratkan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 3 rendahnya kualitas kemampuan tenaga pendidik anak usia dini ini berimplikasi terhadap rendahnya kualitas pendidikan dan pembelajaran yang diselenggarakan di lembaga-lembaga paud. sebagai contoh hingga saat ini masih terjadi praktik-praktik pendidikan anak usia dini yang dipandang kurang tepat sehingga menimbulkan banyak kritik. misalnya pelaksanaan proses pendidikan dan pembelajaran yang terlalu akademis, terstruktur dan kaku; atau kegiatan pembelajaran yang lebih menekankan pada membaca, menulis, dan berhitung; sementara di sisi lain masih banyak aspek perkembangan anak yang belum mendapatkan perhatian yang seimbang seperti pengembangan kreativitas, kemandirian, pengembangan konsep diri yang positif, pengendalian diri, serta perilaku-perilaku positif lainnya. penyelenggaraan paud pada umumnya telah didukung sebagian besar masyarakat, sebagai perwujudan dari perhatian, kepedulian dan tanggung jawab bersama akan pentingnya paud bagi masyarakat indonesia. dalam hal ini pemerintah juga berperan membina dan memfasilitasi kualitas pendidik paud agar mereka memiliki kompetensi sebagai pendidik menjadi lebih baik. mengingat betapa pentingnya peran guru dalam pendidikan khususnya dalam peningkatan kualiatas sumber daya manusia yang di bina sejak usia dini, maka diperlukan guru yang profesional, bagaimana implementasinya dalam kegiatan belajar mengajar, serta bagaimana upaya-upaya yang dapat dilakukan untuk meningkatkan output yang berkualitas. pengembangan profesi tenaga pendidik paud non formal secara garis besar dapat dilakukan melalui dua macam jalur, yaitu jalur individual, dan jalur kelembagaan, jalur individual adalah usaha pengembangan profesi yang dilakukan oleh setiap orang baik secara langsung maupun tidak langsung melaksanakan pekerjaan dan tugas sebagai pendidik (guru, tutor, atau sebutan lainnya). sedangkan jalur kelembagaan adalah upaya pengembangan profesi pendidik paud yang diselenggarakan melalui lembaga pendidikan formal, non formal, dan organisasi profesi. kompetensi sebagai agen pembelajaran pada jenjang pendidikan dasar dan menengah serta pendidikan anak usia dini meliputi; kompetensi pedagogis, kompetensi kepribadian, kompetensi profesional dan kompetensi sosial. sedangkan kualifikasi akademik juga telah ditentukan untuk setiap jenjang dan satuan pendidikan. guru adalah seorang pemimpin yang harus mengatur, mengawasi dan mengelola seluruh kegiatan proses pembelajaran di sekolah yang menjadi lingkup jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 4 tanggung jawabnya. guru inilah yang akan mewariskan kebudayaan, sebagai komponen yang menentukan tingginya kualitas sumber daya manusia, sebagai agen penggerak untuk meningkatkan taraf hidup masyarakat menuju yang lebih baik. melalui pendidikan yang diberikan kepada generasi muda sejak usia dini dalam hal ini adalah peserta didik, seorang guru akan senantiasa menjadi panutan dalam setiap tindakan anak didiknya. mereka akan menuruti apa yang telah diajarkan oleh gurunya. oleh karena itu guru tersebut harus senantiasa memiliki kemampuan dan keahlian untuk mengatur, membimbing, dan mengarahkan anak didik dengan sebaik-baiknya. guru yang mempunyai kompetensilah yang dikatakan sebagai guru professional tampaknya kehadiran guru hingga saat ini bahkan sampai akhir hayat nanti tidak akan pernah dapat digantikan oleh yang lain, terlebih pada masyarakat indonesia yang multikultural dan multibudaya, kehadiran teknologi tidak dapat menggantikan tugas-tugas guru yang cukup kompleks dan unik. oleh sebab itu diperlukan guru yang memiliki kemampuan yang maksimal untuk mewujudkan tujuan pendidikan nasional dan diharapkan secara berkesinambungan mereka dapat meningkatkan kompetensinya, baik kompetensi pedagogik, kepribadian, sosial, maupun profesional, hal ini perlu ada upaya dalam meningkatkan kompetensi guru melalui pendidikan dn pelatihan guru sebab guru yang memiliki kompetensi akan sangat membantu proses pencapaian visi misi sekolah. mengingat strategisnya peran yang dimiliki oleh seorang guru, usahausaha untuk mengenali dan mengembangkan profesionalisme guru menjadi sangat penting untuk dilakukan. menurut undang-undang ri no. 14 tahun 2005 tentang guru dan dosen, untuk dapat menjadi guru yang profesional seseorang harus memiliki empat kompetensi, yakni kompetensi pedogagik, kompetensi kepibadian, kompetensi profesional, dan kompetensi sosial yang diperoleh melalui pendidikan profesi. berdasarkan apa yang telah diuraian di atas, maka penelitian ini akan difokuskan pada “upaya meningkatkan kompetensi guru paud melalui pendidikan dan pelatihan guru” jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 5 b. kajian teori dan metode kompetensi guru paud setiap organisasi dibentuk untuk mencapai tujuan tertentu, dan apabila tercapai barulah dapat disebut keberhasilan. untuk mencapai keberhasilan, diperlukan landasan yang kuat berupa kompetensi kepemimpinan, komptensi kinerja, dan budaya organisasi yang mampu memperkuat dan memaksimumkan kompetensi. dengan demikian, kompetensi menjadi sangat berguna untuk membantu organisasi menciptakan budaya kinerja tinggi. kompetensi sangat diperlukan dalam setiap proses sumber daya manusia, seleksi karyawan, pendidikan luar sekolah kinerja, perencanaan dan sebagainya. semakin banyak kompetensi dipertimbangkan dalam proses sumber daya manusia, akan semakin meningkatkan budaya organisasi. demikian pula diperlukan untuk mengkomunikasikan nilai dan standar organisasi, menganalisis, dan memperbaiki budaya organisasi, menilai dan mengembangkan tenaga kerja, mengembangankan pemimpin, mengelola proses perencanaan, membangun dasar untuk strategi pelatihan, dan membentuk proses kompetensi. sukmalana (2007: 112) mengemukakan istilah kompetensi dengan istilah kemampuan dan keterampilan. kemampuan ialah sifat yang dibawa lahir atau dipelajari yang memungkinkan seseorang dapat menyelesaikan pekerjaannya, baik secara mental maupun fisik. sedangkan keterampilan adalah kecakapan yang berhubungan dengan tugas yang dimiliki dan dipergunakan seseorang pada waktu yang tepat. kemampuan dan keterampilan memainkan peranan utama dalam perilaku dan kinerja individu. wibowo (2007: 86) menjelaskan bahwa: “kompetensi adalah suatu kemampuan untuk melaksanakan atau melakukan suatu pekerjaan atau tugas yang dilandasi atas keterampilan dan pengetahuan serta didukung oleh sikap kerja yang dituntut oleh pekerjaan tersebut”. pengertian dan definisi guru adalah unsur penting di dalam keseluruhan sistem pendidikan. karena itu peranan dan kedudukan guru demi meningkatkan mutu dan kualitas anak didik harus diperhitungkan dengan sungguh-sungguh. pengertian dan definisi guru bukan hanya sebatas pegawai yang hanya melakukan tugas tanpa ada rasa tanggung jawab terhadap disiplin ilmu yang dipikulnya. menurut undang-undang republik indonesia nomor 14 tahun 2005 tentang guru dan dosen menyatakan bahwa : “ kompetensi adalah jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 6 seperangkat pengetahuan, keterampilan, dan perilaku yang harus dimiliki, dihayati, dan dikuasai oleh guru atau dosen dalam melaksanakan tugas keprofesionalan”. menurut finch & crunkilton, (1992: 220) menyatakan “kompetencies are those taks, skills, attitudes, values, and appreciation thet are deemed critical to successful employment”. pernyataan ini mengandung makna bahwa kompetensi meliputi tugas, keterampilan, sikap, nilai, apresiasi diberikan dalam rangka keberhasilan hidup/penghasilan hidup. hal tersebut dapat diartikan bahwa kompetensi merupakan perpaduan antara pengetahuan, kemampuan, dan penerapan dalam melaksanakan tugas di lapangan kerja. dalam hal ini djohar (2006 : 130) mengungkapakan bahwa: “kompetensi guru terkait dengan kewenangan melaksanakan tugasnya, dalam hal ini dalam menggunakan bidang studi sebagai bahan pembelajaran yang berperan sebagai alat pendidikan, dan kompetensi pedagogis yang berkaitan dengan fungsi guru dalam memperhatikan perilaku peserta didik belajar” dari pengertian di atas penulis dapat menyimpulkan bahwa kompetensi guru adalah hasil dari penggabungan dari kemampuan-kemampuan yang banyak jenisnya, dapat berupa seperangkat pengetahuan, keterampilan, dan perilaku yang harus dimiliki, dihayati, dan dikuasai oleh guru dalam menjalankan tugas keprofesionalannya. menurut suparlan (2008:93) menambahkan bahwa : “standar kompetensi guru dipilah ke dalam tiga komponen yang saling berkaitan, yaitu pengelolaan pembelajaran, pengembangan profesi, dan penguasaan akademik.” menurut peraturan menteri pendidikan nasional republik indonesia nomor 16 tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru : “adapun macam-macam kompetensi yang harus dimiliki oleh tenaga guru antara lain: kompetensi pedagogik, kepribadian, profesional dan sosial yang diperoleh melalui pendidikan profesi. keempat kompetensi tersebut terintegrasi dalam kinerja guru”. pendidikan dan pelatihan sebagai upaya meningkatkan kompetensi guru paud banyak ahli berpendapat tentang arti, tujuan dan manfaat pelatihan. namun dari berbagai pendapat tersebut pada prinsipnya tidak jauh berbeda. sikula dalam sumantri (2000:2) mengartikan pelatihan sebagai: “proses pendidikan jangka pendek yang menggunakan cara dan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 7 prosedur yang sistematis dan terorganisir. para peserta pelatihan akan mempelajari pengetahuan dan keterampilan yang sifatnya praktis untuk tujuan tertentu”. menurut good, 1973 pelatihan adalah “suatu proses membantu orang lain dalam memperoleh skill dan pengetahuan” (m. saleh marzuki, 1992 : 5). sedangkan michael j. jucius dalam moekijat (1991 : 2) menjelaskan istilah latihan “untuk menunjukkan setiap proses untuk mengembangkan bakat, keterampilan dan kemampuan pegawai guna menyelesaikan pekerjaan--pekerjaan tertentu”. definisi pelatihan menurut center for development management and productivity adalah “belajar untuk mengubah tingkah laku orang dalam melaksanakan pekerjaan mereka”. pelatihan pada dasarnya adalah suatu proses memberikan bantuan bagi para karyawan atau pekerja untuk menguasai keterampilan khusus atau membantu untuk memperbaiki kekurangan dalam melaksanakan pekerjaan mereka. perbedaan yang nyata dengan pendidikan, diketahui bahwa pendidikan pada umumnya bersifat filosofis, teoritis, bersifat umum, dan memiliki rentangan waktu belajar yang relatif lama dibandingkan dengan suatu pelatihan. sedangkan yang dimaksudkan dengan pembelajaran, mengandung makna adanya suatu proses belajar yang melekat terhadap diri seseorang. pembelajaran terjadi karena adanya orang yang belajar dan sumber belajar yang tersedia. dalam arti pembelajaran merupakan kondisi seseorang atau kelompok yang melakukan proses belajar. model-model upaya dalam meningkatkan kompetensi guru paud setiap sekolah akan terus berupaya untuk meningkatkan kompetensi guru, dengan inisiatif dari guru, kepala sekolah, komite sekolah, forum guru, pemerintah daerah dan pemerintah pusat serta lembaga swasta. upaya yang dilakukan oleh guru berupa melanjutkn pendidikan, mengikuti berbagai kegiatan pelatihan, penataran, workshop, seminar. kemudian upaya yang dilakukan kepala sekolah dalam membina dan mengembangkan kompetensi guru menurut aan hasanah, m.ed dalam buku pengembangan profesi guru ( 2012 : 49 ) yaitu : a) mengirim guru untuk pelatihan, penataran, lokakarya, workshop dan seminar. b) mengadakan sosialisasi hasil pelatihan dan berbagai kebijakan pemerintah dengan mendatangkan narasumber. c) mendorong guru untuk melanjutkan studi agar sesuai dengan tuntutan pemerintah, d ) mengadakan studi banding ke sekolah lain yang dipandang lebih maju, e jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 8 ) melengkapai sarana dan penunjang kegiatan pembelajaran. pembinaan dan peningkatan kompetensi guru dilakukan melalui kegiatan pelatihan, yang dipandang lebih efektif apabila dilakukan atas prakarsa dan keinginan guru sendiri. kondisi pelatihan semacam ini jarang terjadi karena biasanya atas prakarsa atasan, adapun pelatihan atas prakarsa guru dilandasi kesadaran atas peran dan tanggung jawab serta dorongan untuk meningkatkan kinerja. c. metode penelitian dalam penelitian ini penulis menggunakan penelitian pendekatan kualitatif. menurut poerwandari (1998) menyatakan “bahwa penelitian kualitatif adalah penelitian yang menghasilkan dan mengolah data yang sifatnya deskriptif, seperti transkripsi wawancara , catatan lapangan, gambar, foto rekaman video dan lain-lain”. d. hasil dan pembahasan penelitian kegiatan dalam meningkatkan kompetensi guru, yang utama adalah perencanaan, sebab sebuah perencanaan yang ditata dengan baik akan mentukan masa yang akan datang, menurut responden selaku kepala sekolah, dalam upaya meningkatkan kompetensi guru direncanakan dengan mengadakan rapat atau musyawarah guru, perencanaan adalah salah satu jalan untuk menetukan masa depan untuk mencapai tujuan yang diharapkan, seperti yang di nyatakan oleh terry (1993:17) dalam buku perencanaan pembelajaran bahwa: perencanaan adalah menetapkan pekerjaan yang harus dilaksanakan oleh kelompok untuk mencapai tujuan yang digariskan, perencanaan mencakup kegiatan pengambilan keputusan, untuk itu diperlukan kemampuan untuk mengadakan visualisasi ke depan guna merumuskan suatu pola tindakan untuk masa yang akan datang. perencanaan yang dilakukan oleh kepala sekolah maupun dari para guru bertujuan untuk meningkatan kompetensi menurut rostini salah satu guru paud bougenville menjelaskan bahwa guru harus memilki kompetensi sesuai yang diamanatkan oleh undang-undang ri no. 14 tahun 2005 tentang guru dan dosen, hal ini sejalan dengan pendapat wibowo (2007: 86) menjelaskan bahwa:“kompetensi adalah suatu kemampuan untuk melaksanakan atau melakukan suatu pekerjaan atau tugas yang dilandasi atas keterampilan dan pengetahuan serta didukung oleh sikap kerja yang dituntut oleh pekerjaan tersebut. kepala paud dan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 9 para guru dalam upaya pelaksanaan meningkatkan kompetensi guru melakukan dengan berbagai upaya diantaranya adalah : a) mengikuti pendidikan dan latihan guru (penataran, seminar, workshop), b) studi lanjut, c) penambahan fasilitas sumber bacaan, media, majalah yang berkaitan dengan kompetensi guru, d) membentuk forum guru paud. dari seluruh paparan data diatas ditemukan sejumlah keunikan / gambaran yaitu, upaya meningkatkan kompetensi guru melalui pendidikan dan pelatihan kompetensi guru. selaku kepala paud bougenville mengatakan bahwa pelatihan adalah salah satu upaya yang dilakukan oleh kepala paud maupun guru, dengan tujuan untuk meningkatkan kompetensi, sesuai dengan pernyataan sikula dalam sumantri (2000:2) mengartikan pelatihan sebagai: “proses pendidikan jangka pendek yang menggunakan cara dan prosedur yang sistematis dan terorganisir. para peserta pelatihan akan mempelajari pengetahuan dan keterampilan yang sifatnya praktis untuk tujuan tertentu”. menurut good, 1973 pelatihan adalah “ suatu proses membantu orang lain dalam memperoleh skill dan pengetahuan” (m. saleh marzuki, 1992 : 5). sedangkan michael j. jucius dalam moekijat (1991 : 2) menjelaskan istilah latihan “untuk menunjukkan setiap proses untuk mengembangkan bakat, keterampilan dan kemampuan pegawai guna menyelesaikan pekerjaan-pekerjaan tertentu”. terkait dengan pengembangan kompetensi guru maka paud bougenville secara intensif menguapayakan untuk mengikutsertakan para gurunya dalam kegiatan seminar, pelatihan, workshop dan kegiatan-kegiatan semisal, adapun untuk studi lanjut pada saat ini belum ada, dikarenakan masih menunggu beasiswa baik itu dari pemerintahan ataupun dari swasta. para guru paud sudah merancang upaya pengembangan berupa mengikuti kegiatan lokakarya, seminar, iht, diskusi, terlibat dalam forum guru paud. pengembangan kegiatan menjadi tuntutan mutlak dalam upaya mengembangkan kompetensi karena pada umumnya pendidikan dan pelatihan tidak diselesaikan secara berkelanjutan. e. kesimpulan kepala paud bougenville dan seluruh guru dalam upaya meningkatkan kompetensi melalui pendidikan dan pelatihan guru dibagi menjadi tiga proposisi yaitu: a ) upaya perencanaan dalam meningkatkan kompetensi guru paud melalui pendidikan dan pelatihan, b) upaya pelaksanaan meningkatkan kompetensi guru paud melalui pendidikan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 10 dan pelatihan, c) upaya mengembangkan kompetensi guru paud melalui pendidikan dan pelatihan guru. daftar pustaka hasan, m. i. 2002. pokok-pokok materi metode penelitian dan aplikasinya. jakarta : ghalia indonesia sugiyono, 2011. statistika untuk penelitian. bandung : alfabeta bisri mustofa, 2009. pedoman menulis proposal penelitian skripsi dan tesis. yogyakarta : panji pustaka _____________ upi. 2006. pedoman penulisan karya ilmiah. bandung : upi. djudju sudjana, (2004); pendidikan non formal, bandung : fallah production djudju sudjana, s. 2007, sistem dan manajemen pelatihan. bandung : falah production. abdurrakhman ginting. 2011. esensi praktis manajemen pendidikan dan pelatihan. bandung : humaniora suyono dan hariyanto, 2011. belajar dan pembelajaran teori dan konsep dasar. bandung : pt remaja rosdakarya mudjiono dan dimyati. 2002. belajar dan pembelajaran. jakarta : pt. rineka cipta. abdul majid, 2009. perencanaan pembelajaran. bandung : pt remaja rosdakarya zainal arifin, 2009. evaluasi pendidikan. bandung : pt remaja rosdakarya eka prihatin,2008. guru sebagai fasilitator. bandung : pt karsa mandiri persada eka prihatin,2008. konsep pendidikan. bandung : pt karsa mandiri persada jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 51 pelatihan kecerdasan emosional dalam konteks pembentukan karakter anggota pramuka gugus depan 03073/03074 kecamatan cicendo bandung darius daru wijanarko abstrak penelitian ini membahas tentang upaya pembentukan karakter anggota pramuka di gugus depan 03073/ 03074 kecamatan cicendo, bandung melalui pendekatan pelatihan kecerdasan emosional terdiri dari: kesadaran diri, pengaturan diri, motivasi diri, empati diri dan kecakapan/ ketrampilan sosial. hal ini diharapkan dapat mempertinggi motivasi diri, kreativitas, kemandirian, kerjasama dan sikap toleransi anggota pramuka dalam mengatasi masalah-masalah yang ada di lingkungan gudep 03073/ 03074 dan dilingkungan sosial.penelitian ini bertujuan: 1) untuk mendeskripsikan kondisi obyektif kecerdasanemosional pada pendidikan kepramukaan gudep 03073. 2)untukmengungkapkan proses pelatihan kecerdasan emosional bagi anggota pramukagudep 03073/ 03074, 3) untuk menjelaskan pelatihan kecerdasan emosionaldampaknya terhadap pengembangan karakter angota pramuka. 4) untukmengetahui kesulitan-kesulitan atau hambatan-hambatan apa yang dihadapidalam proses pelatihan karakter.penelitian ini menggunakan pendekatan kualitatif deskriptif dengan rancangan studi kasus. analisis data dilakukan selama dan setelah pengumpulan data dengan model interaktif, yang terdiri atas: 1). reduksi data, 2). penyajian data, dan 3). penarikan kesimpulan.kajian data pada penelitian ini didapat dari hasil pengamatan langsung kegiatan pembina dan anggota pramuka gudep 03073 dan 03074, dan dari hasil wawancara dengan lima (5) responden yang diambil sebagai sampel serta literatur pendukung.dari hasil penelitian didapat kesimpulan bahwa anggota pramuka yang mengikuti pelatihan kecerdasan emosional menunjukkan motivasi, kreatifitas, kerjasama dan toleransi yang lebih dibandingkan sebelum mengikuti pelatihan ini, dengan demikian pelatihan kecakapan emosional (eq) dapat berperan besar dalam membantu membentuk karakter anggota pramuka pada kegiatan ekstra kurikuler yang positif. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 52 kata kunci: pembentukan karakter, pelatihan kecerdasan emosional a. pendahuluan pendidikan adalah suatu proses enkulturasi, berfungsi mewariskan nilai-nilai dalam aspek fisik, moral, sosial, kultur, emosional, intelektual dan prestasi masa lalu ke generasi mendatang. nilai-nilai dan prestasi itu merupakan kebanggaan bangsa dan menjadikan bangsa itu dikenal oleh bangsa-bangsa lain. selain mewariskan pendidikan juga memiliki fungsi untuk mengembangkan nilai-nilai budaya dan prestasi masa lalu menjadi nilai-nilai budaya bangsa yang sesuai dengan kehidupan masa kini dan masa yang akan datang, serta mengembangkan prestasi baru yang menjadi karakter baru bangsa. oleh karena itu, pendidikan budaya dan karakter bangsa merupakan inti dari suatu proses pendidikan seperti yang diamanatkan dalam tujuan pendidikan nasional kita dalam uud 1945. elfindri (2012: 25) menyatakan bahwa munculnya gagasan program pendidikan karakter di indonesia, bisa dimaklumi. sebab, selama ini dirasakan, proses pendidikan dirasakan belum berhasil membangun manusia indonesia yang berkarakter. bahkan, banyak yang menyebut, pendidikan telah gagal, karena banyak lulusan sekolah atau sarjana yang piawai dalam menjawab soal ujian, berotak cerdas, tetapi mental dan moralnya lemah. lebih lanjut, kita terkadang disuguhi beberapa contoh bahwa banyak pakar bidang moral dan agama yang sehari-hari mengajar tentang kebaikan, tetapi perilaku mereka tidak sejalan dengan ilmu yang diajarkannya. uu no. 12 tahun 2010 tentang gerakan pramuka, menyebutkan bahwa pembangunan kepribadian ditujukan untuk mengembangkan potensi diri serta memiliki akhlak mulia, pengendalian diri, dan kecakapan hidup bagi setiap warga negara demi tercapainya kesejahteraan masyarakat; pengembangan potensi diri sebagai hak asasi manusia harus diwujudkan dalam berbagai upaya penyelenggaraan pendidikan, antara lain melalui gerakan pramuka; gerakan pramuka selaku penyelenggara pendidikan kepramukaan mempunyai peran besar dalam pembentukan kepribadian generasi muda sehingga memiliki pengendalian diri dan kecakapan hidup untuk menghadapi tantangan sesuai dengan tuntutan perubahan kehidupan lokal, nasional, dan global, yang dituangkan ke dalam tri satya dan dasa dharma. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 53 kegiatan ekstrakurikuler, dalam hal ini kepramukaan, menjadi wadah yang tepat dalam pembentukan dan pengembangan karakter. meskipun sebenarnya beberapa kurikulum telah mempersiapkan peserta didik untuk memiliki karakter yang dipersyaratkan dalam tujuan pendidikan nasional. pendidikan agama dan pendidikan kewarganegaraan serta pendidikan seni dan olahraga merupakan beberapa kurikulum yang menghendaki peserta didik memiliki kompetensi spiritual, kompetensi personal, kompetensi sosial dan kompetensi emosional secara seimbang. kompetensi-kompetensi tersebut merupakan dimensi pembentukan karakter. walaupun telah difasilitasi dengan peraturan menteri pendidikan dan kebudayaan n0. 81a tahun 2013 tentang kegaiatan kepramukaan sebagai kegiatan ekstra kurikuler wajib di sekolah-sekolah, pada pramuka gugus depan 03073/ 03074 kecamatan cicendo, bandung, hanya ada 46 orang atau 3,65% saja dari jumlah keseluruhan 1260 yang bergabung dengan pramuka. ini dikarenakan banyaknya keluhan dari para orangtua terhadap beban belajar putra-putri mereka yang berakhir sampai dengan jam 16.15 sehingga mereka takut putra-putrinya jatuh sakit jika harus mengikuti kegiatan kepramukaan, selain itu dari hasil observasi didapati bahwa hanya sekitar 14 orang saja yang aktif mengikuti pramuka. persoalan lainnya adalah kesibukan pembina di kwartir kecamatan, sehingga tidak selalu hadir pada jadwal yang telah ditetapkan, namun hal ini masih dapat ditanggulangi oleh pradana sebagai pengganti pembina. tampaknya gerakan kepramukaan harus berbenah diri dalam menjaga eksistensinya agar tetap diminati oleh anak-anak muda. penelitian ini bertujuan sebagai berikut: 1. untuk mendeskripsikan kondisi obyektif kecerdasan emosional pada pendidikan kepramukaan gudep 03073 2. untuk mengungkapkan proses pelatihan kecerdasan emosional bagi anggota pramuka gudep 03073/03074. 3. untuk menjelaskan pelatihan kecerdasan emosional dampaknya terhadap pengembangan karakter angota pramuka. 4. untuk mengetahui kesulitan-kesulitan atau hambatan-hambatan apa yang dihadapi dalam proses pelatihan karakter. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 54 b. kajian teori dan metode menurut lickona (2013: 82) karakter yang baik terdiri dari mengetahui hal yang baik, menginginkan hal yang baik, dan melakukan hal yang baik. komponen karakter yang baik terdiri dari pengetahuan moral, perasaan moral, dan tindakan moral. karakter berarti sifat-sifat kejiwaan, akhlak atau budi pekerti yang membedakan seseorang dengan orang lain. sehingga dapat dikemukakan bahwa karakter anak yang diharapkan adalah kualitas mental atau kekuatan moral, akhlak atau budi pekerti yang merupakan kepribadian khusus yang harus melekat kepada anak-anak bangsa ini termasuk anggota pramuka. kementrian pendidikan dan kebudayaan (2011) menetaprkan 18 (delapan belas) nilai-nilai yang dikembangkan dalam pendidikan budaya dan karakter bangsa (pbkb) yang dikelompokan dalam 3 (tiga) kategori, yaitu: 1) nilai keagamaan: religius, toleransi, peduli sosial, dan cinta damai; 2) nilai kebangsaan: demokratis, semangat kebangsaan, cinta tanah air, bersahabat, dan peduli lingkungan; 3) nilai professional: disiplin, kerja keras, kreatif, mandiri, rasa ingin tahu, gemar membaca, tanggung jawab dan menghargai prestasi. menurut goleman (2002: 63) kecerdasan emosional memiliki lima ciri, yaitu: 1) kesadaran diri, 2) pengarturan diri, 3) motivasi diri, 4) empati dan 5) ketrampilan sosial. lebih lanjut goleman mengemukakan bahwa kecerdasan emosional adalah kemampuan lebih yang dimiliki seseorang dalam memotivasi diri, ketahanan dalam menghadapi kegagalan, mengendalikan emosi dan menunda kepuasan, serta mengatur keadaan jiwa. faktor-faktor yang mempengaruhi kecerdasan emosi menurut goleman (2002:95) adalah: faktor internal faktor internal adalah apa yang ada dalam diri individu yang mempengaruhi kecerdasan emosinya. faktor internal ini memiliki dua sumber yaitu segi jasmani dan segi psikologis. segi jasmani adalah faktor fisik dan kesehatan individu, sedangkan segi psikologis mencakup didalamnya pengalaman, perasaan, kemampuan berfikir dan motivasi. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 55 faktor eksternal faktor ekstemal adalah stimulus dan lingkungan dimana kecerdasan emosi berlangsung. metode penelitian kualitatif digunakan untuk mengetahui apakah karakter anggota pramuka melalui pelatihan kecerdasan emosional sesuai dengan rumusan masalah, tujuan dan manfaat penelitian. populasi parmuka yang tercatat di gudep 03073/ 03074 sebanyak 46 anggota dengan rincian pramuka putra 27 orang, dan pramuka putrid 19 orang. sedangkan jumlah sampel adalah 5 orang anggota pramuka yang khusus dijadikan bahan observasi dan studi kasus. terdiri dari 3 orang laki-laki dan 2 orang putri. instrumen penelitian yang digunakan adalah lembar observasi dan lembar wawancara, sedangkan prosedur pengolahan data terdiri dari 1) perencanaan, 2) pelaksanaan pengumpulan data, 3) pengolahan data. analisis data berdasarkan pengamatan, dan wawancara yang terdiri dari: (1) data collecting, yaitu observasi, wawancara dan studi literatur, (2) data reduction, yaitu mengelompokkan, memilah dan menyusun data, (3) data display, yaitu membuat narasi, bagan atau flowchart dan (4) conclusion drawing/verification, yaitu: menetapkan data observasi, pengamatan dan triangulasi. penelitian ini dilakukan dari tanggal 1 agustus sampai dengan tanggal 15 oktober 2013. jadi kurang lebih 2,5 bulan c. hasil dan pembahasan dari hasil pengamatan dapat diketahui bahwa tingkat kemampuan pembina putra terbilang baik, dalam menyampaikan tujuan pelatihan, mendemonstrasikan ketrampilan dan pengetahuan mereka, membimbing pelatihan, memberikan umpan balik, dan memberikan kesempatan pelatihan lanjuta, sedangkan pembina putri yang juga guru, walaupun cukup baik, masih harus mendalami kemampuannya. respon 32 anggota pramuka pada tahap pelatihan ini adalah baik. pelatihan yang diberikan kepada seluruh sampel meliputi dimensi motivasi, kreativitas, kerjasama dan toleransi dalam bentuk presentasi, role-play, public speaking, dan membuat kreasi dari bahan yang tidak jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 56 terpakai. seluruh sampel menunjukkan hasil yang baik. apa yang melatar belakanginya? pada sesi wawancara setiap anggota sampel diminta tanggapan, dan pendapat mereka tentang berbagai hal yang berkenaan dengan motivasi, kreativitas, kerjasama, kemandirian dan toleransi, dan semua responden memberikan jawaban dengan perbedaan yang tidak terlalu berbeda. wawancara ini dilakukan untuk mengetahi lebih dalam tentang motivasi, kemandirian, sikap toleransi dan kreativitas anggota sampel. umpan balik yang ditunjukkan oleh sampel pada hasil pelatihan sejalan dengan abraham maslow, yang menyatakan bahwa teori motivasi dibagi dalam dua kategori, yaitu teori kandungan (content) yang berfokus pada kebutuhan dan sasaran tujuan, dan teori proses yang banyak berkaitan dengan bagaimana orang berperilaku dan mengapa mereka berperilaku dengan cara tertentu. tidak jauh berbeda dengan maslow adalah mc.clelland’s achievment motivation theory atau teori motivasi prestasi didorong oleh kekuatan motif dan kebutuhan dasar yang terlibat, harapan keberhasilannya, dan nilai insentif yang terlekat pada tujuan. mc. clelland mengelompokan 3 kebutuhan manusia yang dapat memotivasi gairah bekerja seseorang, yaitu: 1) kebutuhan akan prestasi (need for achievment), 2) kebutuhan akan afiliasi (need for affiliation), dan 3) kebutuhan akan kekuasaan (need for power) d. kesimpulan kesimpulan penelitian diuraikan secara 1) umum dan 2) khusus, dengan memperhatikan butir-butir pertanyaan penelitian. umum merujuk kepada peraturan menteri pendidikan dan kebudayaan no. 81a tahun 2013 tentang kegiatan kepramukaan sebagai kegiatan ekstrakurikuler wajib di sekolah-sekolah dan merupakan bagian integral dari keseluruhan kurikulum. sehubungan dengan itu hasil penelitian menunjukkan bahwa pendidikan kepramukaan di gudep 03073/03074 bisa dikatakan berjalan dengan lancar dan telah membawa dampak yang bermakna terhadap kecerdasan emosional anggota pramuka. khusus 1. dari observasi pada kondisi awal, didapatkan bahwa kegiatan kepramukaan di gudep 03073/03074 tetap dilaksanakakan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 57 walaupun hanya diikuti oleh 14 anggita yang aktif dari 46 jumlah anggota seluruhnya. ketidakhadiran pembina dapat diatasi oleh pradana. konsistensi pradana putra dan putri dan perhatian dari pihak wakil kepala sekolah, membuat kegiatan ini diikuti oleh lebih banyak anggota pramuka dari kelas x. berdasarkan data yang direkam bahwa pelatihan kecerdasan emosional bagi anak pramuka termasuk kegiatan yang bermakna dan berlangsung sesuai dengan rencana program yang telah ditata dan diikuti secara seksama oleh seluruh anggota pramukan dengan jadwal setiap hari selasa dan sabtu sore. 2. proses pelaksanaan kecerdasan emosional yang terintegrasi dengan kepramukaan sesuai dengan program pelatihan yang ditetapkan dan menunjukkan indikasi yang efektif, baik dari sisi proses maupun hasil (by process and by product). 3. dampak pelatihan kecerdasan emosional melalui kepramukaan dalam batas-batas tertentu dipandang mampu menumbahkembangkan kecerdasan emosional, yaitu motivasi, kreativitas, kemandirian, kerjasama, dan toleransi, pada anak pramuka walaupun kondisinya variatif. tetapi yang paling menonjol adalah motivasi dan kreativitas yang berkembang. 4. kesulitan yang dihadapi, tersaji pada bab iv, dalam pelaksanaan pelatihan kecerdasan emosional yang bersifat internal terutama ketahanan fisik sementara anak pramuka tidak prima untuk sekian jam per hari keegiatan. sedangkan yang bersifat eksternal yang datang dari pihak pembina adalah konsistensi kehadiran mereka. di sisi lain daya dukung fasilitas dirasa masih kurang. rekomendasi 1. masalah yang ditemukan secara eksternal terutama masalah keterbatasan waktu datang dari pihak pembina untuk melakukan pelatihan secara konsisiten. potensi untuk mengatasi masalah tersebut terdapat sejumlah pramuka yang dianggap lebih terampil (pradana), maka disarankan lebih ditumbuhkembangkan model pembelajaran peer teaching/ tutor sebaya dan merekrut guru sebagai pembina agar kegiatan pramuka dapat berjalan sesuai dengan jadwal. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 58 2. masalah persepsi orangtua terhadap kepramukaan masih rendah. potensi untuk mengatasi masalah tersebut melibatkan komite sekolah lebih intens, maka disarankan untuk mengadakan open house seluruh kegiatan ektrakurikuler termasuk pramuka dan lomba-lomba, agar para orangtua datang untuk melihat. 3. dari hasil penelitian terungkap adanya masalah internal pada diri anak pramuka terutama menyangkut aspek keoptimalan fisik untuk mengikuti pelatihan kecerdasdan emosional yang akan menggangu proses pembelajaran. potensi untuk mengatasi masalah tersebut adanya kadar motivasi dan kreativitas anak yang relatif tinggi. oleh karena itu disarankan program pelatihan harus menyangkut juga ketahanan fisik. daftar pustaka aqib, zainal. pendidikan karakter. 2011. bandung: yrama widya elfindri, et. al. pendidikan karakter. 2012. jakarta: baduose media firdaus, iqra’al. kunci-kunci kontrol emosi dengan otak kanan dan otak kiri.2012. jogjakarta: diva press gardner, howard. multiple intelligences. 1993.___ gintings, abdorrakhman. esensi praktis manajemen pendidikan dan pelatihan. 2011. bandung: humaniora goleman, daniel. kecerdasan emosional. 2002. jakarta: gramedia hariwijaya,m.menjadi diri sendiri.2011. yogyakarta:oryza kamil,mustofa.model pendidikan dan pelatihan.2010. bandung: alfabeta lickhona, thomas. mendidik untuk membentuk karakter.2012. jakarta: bumi aksara maddux. team building. 2001. ___ mulyasa,he.manajemen pendidikan karakter.2013. jakarta:bumi aksara munandar, utami. kreativitas & keberbakatan. 2002. jakarta:gramedia jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 59 musfiqon,hm. metodologi penelitian pendidikan. 2012.jakarta:prestasi pustaka p4tk. diklat pendidikan budaya dan karakter bangsa.2011.bandung sanusi, achmad dan sutikno, sobary. kepemimpinan sekarang dan masa depan.2009. bandung: prospect sashkin, marshall dan sashkin, molly. prinsip-prinsip kepemimpinan.2011. jakarta:erlangga sudarmanto, kinerja dan pengembangan kompetensi sdm.2009.yogyakarta: pustaka pelajar sudjana, hd. pendidikan nonformal. 2010. bandung: falah sudjana, hd. sistem & manajemen pelatihan.2007. bandung: falah sudjana,djuju. evaluasi program pls.2008. bandung:rosda. sudriamunawar,haryono. kepemimpinan, peran serta dan produktivitas.2006. bandung:mandar maju sugiono. memahami penelitian kualitatif.2013.bandung: alfabeta terry, george. prinsip-prinsip manajemen. 2009. jakarta: bumi aksara tilaar, har, et.al. pedagogik kritis.2011.jakarta: rineka cipta tuckman, w bruce. educational psychology. 1965.___ unesco-apnieve (asia pacific network for international education & values education). belajar untuk hidup bersama dalam damai dan harmoni. kantor prinsipal. 2000. unesco untuk kawasan asia pasifik, bangkok & universitas pendidikan indonesia uno,hamzah. teori motivasi & pengukuran.2012. jakarta:bumi aksara zaman, saeful, et.al. games kreatif pilihan untuk meningkatkan potensi diri dan kelompok.2010. jakarta:gagas media jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 25 pembinaan pola asuh anak dalam meningkatkan kemandirian melalui pelatihan wirausaha (studi kasus di panti asuhan al-ihsan muhammadiyah sarijadi) purnomo abstrak fokus penelitian ini adalah untuk mendeskripsikan secara sistematis dan menyeluruh tentang penyelenggaraan pembinaan pola asuh anak dalam meningkatkan kemandirian melalui pelatihan wirausaha studi kasus di panti asuhan alihsan sarijadi kota bandung. pendekatan penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. teknik pengumpulan data yang dilakukan dalam penelitian ini adalah observasi atau pengamatan, wawancara dan studi dokumentasi. sampel penelitian diambil secara purposif, yaitu anak asuh panti asuhan al-ihsan sarijadi sebagai peserta sebanyak 10 orang, pengurus panti asuhan sebanyak 2 orang, tutor sebanyak 2 orang, warga masyarakat sekitar panti sebanyak 2 orang. hasil penelitian didapatkan adanya pembinaan pola asuh anak yang dilakukan oleh pengurus panti asuhan al-ihsan sarijadi dalam upaya meningkatkan kemandirian anak asuh melalui pelatihan wirausaha yaitu dengan melakukan perencanaan dan penyamaan persepsi antara pengurus panti asuhan tentang pembinaan pola asuh melalui pelatihan wirausaha, pengorganisasian, penerapan pelatihan, dan efektifitas penggunaan metoda pelatihan wirausaha kepada anak asuh. kata kunci : pelatihan, wirausaha a. pendahuluan pada hakekatnya dalam pembinaan dan pengembangan generasi muda tercakup didalamnya adalah pendidikan baik formal maupun informal. pendidikan adalah sebuah proses penyempurnaan semua individu sebagai peserta didik, baik potensi intelektual atau kognitif, mental, rasa, karsa maupun kesadaran martabat kemanusiaannya. artinya, pendidikan selalu bertujuan untuk membina kepribadian manusia menjadi lebih ‘manusiawi’ dan mengembangkan serta mengutuhkan potensi kemanusiaannya yang masih terpendam dengan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 26 mengedepankan suasana yang penuh cinta-kasih, kedamaian dan keadilan serta mengesampingkan perilaku yang menindas serta diskriminatif. (murtiningsih, 2004:6-7) negara menjamin dan harus memenuhi hak-hak anak sesuai dengan konvensi pbb tentang hak anak tahun 1989. negara dan pemerintah indonesia telah meratifikasi konvensi pbb tentang hak anak tahun 1989 dan hal ini telah diimplementasikan dalam undang-undang nomor 23 tahun 2002 tentang perlindungan anak pemenuhan hakhak anak agar mereka dapat hidup, tumbuh, berkembang, dan berpartisipasi secara optimal sesuai dengan harkat dan martabat kemanusiaan, serta mendapat perlindungan dari kekerasan dan diskriminasi, demi terwujudnya anak indonesia yang berkualitas, berakhlak mulia, dan sejahtera. kondisi semacam tersebut di atas menjadi idaman/dambaan suatu bangsa yang ingin maju dan dinamis. tetapi kenyataan yang ada di masyarakat tidak semua anak dapat terpenuhi kebutuhannya. ada diantara mereka yang mengalami hambatan sehingga ia menjadi terlantar. hal ini terjadi seperti pada keluarga yang mengalami perpecahan, keluarga miskin yang hidupnya serba kekurangan sehingga melalaikan kewajibannya atau tiadanya salah satu atau kedua orang tua (tidak punya orang tua). ataupun sebab lain yang dapat mengakibatkan mereka menjadi, terlantar. akibatnya mereka menjadi tidak terpenuhi kebutuhan akan makan, pakaian, perumahan, pendidikan, pengobatan, perlindungan, kasih sayang dan pergaulan diantara mereka. anak-anak terlantar merupakan masalah nasional yang perlu segera mendapat perhatian dengan pembinaan mental dan pengetahuannya agar nantinya potensi yang ada dalam dirinya dapat tergali dan termanfaatkan oleh proses pembangunan bangsa. pembinaan dan bimbingan terhadap anak-anak terlantar mutlak diperlukan agar terbentuk pribadi-pribadi yang utuh untuk terciptanya kualitas sumber daya manusia seutuhnya, sehingga dapat berperan dalam pembangunan. pembinaan terhadap anak terlantar telah dilaksanakan oleh lembaga pemerintah maupun swasta sebagain bentuk pertanggungjawaban moral terhadap kelangsungan bangsa. sesuai dengan tujuan panti asuhan sebagai lembaga kesejahteraan sosial, bahwa panti sosial tidak hanya bertujuan memberikan pelayanan, pemenuhan kebutuhan fisik semata namun juga berfungsi jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 27 sebagai tempat kelangsungan hidup dan tumbuh kembang anak-anak terlantar yang diharapkan nantinya mereka dapat hidup secara mandiri dan mampu bersaing dengan anak-anak lain yang notabene masih mempunyai orang tua serta berkecukupan. dengan demikian pelayanan bagi anak terlantar dalam panti sosial asuhan merupakan suatu sistem, karena di dalam prakteknya terdapat keterikatan-keterikatan berbagai unsure pelayanan yang tidak dapat di pisahkan antara satu dengan yang lain. unsur-unsur pelayanan yang ada dalam panti dalam pelaksanaan asuhan merupakan satu kesatuan yang utuh, sehingga tidak adanya satu unsur saja dapat mempengaruhi proses pelayanan. dari uraian diatas dapat diketahui bahwa sistem pelayanan yang dilaksanakan dalam panti asuhan sangat kompleks. seiring dengan perkembangan masyarakat dan tekhnologi yang ada memunculkan suatu permasalahan bagaimana membina dan mengembangkan potensi pribadi anak-anak terlantar sehingga nantinya diharapkan mereka mampu bersaing dan bertahan di dalam masyarakat. mengingat potensi atau kemampuan yang ada dalam pribadi anak-anak tersebut sangat besar untuk dapat dijadikan sebagai modal dalam pelaksanaan pembangunan bangsa. untuk memberikan pembinaan kepada anak asuh tentu kita tidak dapat melepaskan diri dari aspek-aspek perkembangan dan kemampuan anak, anak diupayakan harus diberikan bekal pendidikan dan pelatihan tentang keterampilan dan kewirausahaan, sehingga selepas dari pengasuhan dipanti asuhan, anak dapat hidup dan mengembangkan dirinya untuk kelangsungan hidup dan masa depannya pendidikan dan pelatihan ini merupakan pendidikan yang secara praktis dapat membekali seseorang dalam mengatasi berbagai macam persoalan hidup dan kehidupan. yang menyangkut aspek pengetahuan, sikap yang di dalamnya termasuk fisik dan mental, serta kecakapan kejuruan yang berkaitan dengan pengembangan potensi yang dimiliki oleh manusia sehingga mampu menghadapi tuntutan dan tantangan hidup dalam kehidupan. pendidikan dan pelatihan kewirausahaan merupakan jalan yang akan memecahkan persolan hidup, sebab dengan bekal keilmuan wirausaha manusia bisa mengembangkan dan memanfaatkan potensi yang dimiliki sebelumnya, rasionalisasinya adalah jika seseorang memiliki jiwa kewirausahaan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 28 fokus penelitian ini dilakukan di panti asuhan al-ihsan sarijadi yang beralamat di jalan sarimanis blok 18 no. 35 a kecamatan sukasari kota bandung. penentuan subyek penelitian ini dengan mempertimbangkan kelayakannya sesuai kaidah dan kriteria penelitian kualitatif yaitu: (a) subjek sudah cukup lama dan intensif menyatu dalam kegiatan atau bidang kajian penelitian (b) peran serta anak asuh, pengurus, dan tutor pelatihan sangat besar dalam keberhasilan pembinaan pola asuh anak dalam pelatihan wirausaha (c) subjek masih aktif atau terlibat penuh dengan aspek yang diteliti berkaitan dengan kegiatan pelatihan tersebut, (d) dan subjek memiliki waktu yang cukup untuk diwawancara dan dimintai keterangan. berdasarkan hal tersebut penulis tertarik untuk mengadakan penelitian dengan judul “pembinaan pola asuh anak dalam meningkatkan kemandirian melalui pelatihan wirausaha”. tujuan umum penelitian adalah ingin memperoleh gambaran tentang bagaimana pengelolaan pelatihan wirausaha baik dari sisi perencanaan, proses, strategi, metode, efektuifitas penerapan pembinaan pola asuh anak dalam meningkatkan kemandirian melalui pelatihan wirausaha di panti asuhan al-ihsan sarijadi kota bandung. asumsi penelitian ini adalah bahwa pelatihan pada dasarnya adalah proses memberikan bantuan bagi para peserta untuk menguasai keterampilan khusus atau membantu untuk memperbaiki kekurangannya dalam melaksanakan pekerjaan. fokus kegiatannya adalah untuk meningkatkan kemampuan kerja dalam memenuhi kebutuhan tuntutan cara bekerja yang paling efektif pada masa sekarang. pendekatan kualitatif digunakan dalam penelitian ini sebagai human instrument yang berfungsi untuk menetapkan fokus penelitian, memilih informan sebagai sumber data, menafsirkan data dan mebuat kesimpulan atas temuannya. dalam penelitian kualitatif segala sesuatu yang akan dicari dari obyek penelitian belum jelas dan pasti masalahnya, sumber datanya, hasil yang diharapkan semuanya belum jelas. rancanga penelitian bersifat sementara dan akan berkembang setelah peneliti memasuki obyek penelitian. pengumpulan data dilakukan melalui wawancara, observasi, dan studi dokumentasi. wawancara adalah sebuah dialog yang dilakukan oleh pewawancara untuk memperoleh informasi dari terwawancara, dalam kaitannya dengan penelitian ini wawancara dilakukan untuk mendapat jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 29 informasi tentang pengelolaan majelis taklimpada lokasi penelitian dan hasil dari kegiatan tersebut. wawancara dilakukan dengan cara mencatat, meresume, mengamati secara langsung, serta penelaahan dan penyalinan keterangan-keterangan dari informan penelitian, dalam hal ini adalah: anak asuh (peseta) pengurus panti asuhan, tutor, dan masyarakat sekitar yang berada dalam lokasi panti asuhan al-ihsan sarijadi b. kajian teori dan metode pembinaan pola asuh anak pembinaan menunjuk pada kemampuan orang atau kelompok masyarakat, khususnya kelompok rentan dan lemah sehingga mereka memiliki kekuatan atau kemampuan dalam memenuhi kebutuhan dasarnya sehingga mereka memiliki kebebasan (freedom), dalam arti bukan saja bebas mengemukakan pendapat melainkan bebas dari kelaparan, bebas dari kesakitan. menurut sumodiningrat, pembinaan tidak selamanya, melainkan dilepas untuk mandiri, meski dari jauh dijaga agar tidak jatuh lagi. dilihat dari pendapat tersebut berarti pembinaan melalui suatu masa proses belajar, hingga mencapai status mandiri. diana baumrid (1971) dalam santrok (2007, h.167) mengemukakan empat gaya pengasuhan keluarga terhadap anak adalah a) pengasuhan otoritarian, yaitu suatu gaya pengasuhan yang memaksakan anak untuk mengikuti arahan orangtua, b) pengasuhan otoritatif, yaitu pola pengasuhan yang menerapkan batas dan kendali pada tindakan mereka, orangtrua bersifat hangat dan penyayang terhadap anak. c) pengasuhan yang mengabaikan, adalah gaya pengasuhan orangtua yang bersifat mengabaikan, d) pengasuhan yang menuruti, yaitu gaya pengasuhan dimana orangtua terlibat dengan anak namun tidak mengointrol mereka. pendidikan dan pelatihan wirausaha sikula dalam sumantri (2000:2) mengartikan pelatihan sebagai: "proses pendidikan jangka pendek yang menggunakan cara dan prosedur yang sistematis dan terorganisir. para peserta pelatihan akan mempelajari pengetahuan dan keterampilan yang sifatnya praktis untuk tujuan tertentu". jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 30 pada kajian penelitian ini kita akan memfokuskan makna pelatihan. pelatihan mengandung makna yang lebih khusus (spesifik), dan berhubungan dengan pekerjaan/tugas yang dilakukan seseorang. sedangkan yang dimaksudkan praktis adalah, bahwa responden yang sudah dilatihkan dapat diaplikasikan dengan segera sehingga harus bersifat praktis, (fandi tjiptono, dick, 1996). pelatihan dalam hal ini adalah proses pendidikan yang di dalamnya ada proses pembelajaran dilaksanakan dalam jangka pendek, bertujuan untuk meningkatkan pengetahuan, sikap dan keterampilan, sehingga mampu meningkatkan kompetensi individu untuk menghadapi pekerjaan di dalam organisasi sehingga tujuan organisasi dapat tercapai. dengan demikian dapat simpulkan bahwa "pelatihan sebagai suatu kegiatan untuk meningkatkan kinerja saat ini dan kinerja mendatang" (veithzal rifai: 2004:226). kemudian untuk keberhasilan pelatihan, metode pelatihan dan prinsipprinsip pembelajaran yang digunakan harus sesuai dengan jenis mated pelatihan yang diberikan. meskipun tidak ada metode yang paling sempurna, namun dapat dicarikan beberapa altematif metode yang sesuai dengan karakteristik peserta pelatihan. dalam hal ini ada persyaratan minimal yang perlu diperhatikan pelatih dalam memilih metode pelatihan yaitu (1) sesuai dengan keadaan dan jumlah sasaran; (2) cukup dalam jumlah dan mutu materi; (3) tepat menuju tujuan pada waktunya; (4) amanat hendaknya mudah diterima, dipahami dan diterapkan; dan (5) biaya ringan (depdikbud, 1983 : 97). dalam pengembangan program pelatihan, agar pelatihan dapat bermanfaat dan mendatangkan keuntungan diperlukan tahapan atau langkah-langkah yang sistematik. secara umum ada tiga tahap pada pelatihan yaitu tahap penilaian kebutuhan, tahap pelaksanaan pelatihan dan tahap evaluasi. atau dengan istilah lain ada fase perencanaan pelatihan, fase pelaksanaan pelatihan dan fase pasca pelatihan. dari tiga tahap atau fase tersebut, mengandung langkah-langkah pengembangan program pelatihan. langkah-langkah yang umum digunakan dalam pengembangan program pelatihan, seperti dikemukakan oleh william b. werther (1989 : 287) yang pada prinsipnya meliputi (l) need assessment; (2) training and development objective; (3) program content; (4) learning principles; (5) actual program-, (b) skill knowledge ability of works; dan (7) evaluation. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 31 pendapat ini sesuai dengan yang dikemukakan simamora (}997 : 3b0) yang menyebutkan delapan langkah pelatihan yaitu : (1). tahap penilaian kebutuhan dan sumber daya untuk pelatihan; (2) mengidentifikasi sasaran-sasaran pelatihan; (3) menyusun kriteria; (4) pre tes terhadap pemagang (5) memilih teknik pelatihan dan prinsipprinsip proses belajar; (b) melaksanakan pelatihan; (7) memantau pelatihan; dan (8) membandingkan hasil-hasil pelatihan terhadap kriteria-kriteria yang digunakan. penilaian kebutuhan (need assessment) pelatihan merupakan langkah yang paling penting dalam pengembangan program pelatihan. langkah penilaian kebutuhan ini merupakan landasan yang sangat menentukan pada langkah-langkah berikutnya. kekurangakuratan atau kesalahan dalam penilaian kebutuhan dapat berakibat fatal pada pelaksanaan pelatihan. dalam penilaian kebutuhan dapat digunakan tiga tingkat analisis yaitu analisis pada tingkat organisasi, analitis pada tingkat program atau operasi dan analisis pada tingkat individu. sedangkan teknik penilaian kebutuhan dapat digunakan analisis kinerja, analisis kemampuan, analisis tugas maupun survey kebutuhan (need survey). perumusan tujuan pelatihan dan pengembangan (training and development objective) hendaknya berdasarkan kebutuhan pelatihan yang telah ditentukan. perumusan tujuan dalam bentuk uraian tingkah laku yang diharapkan dan pada kondisi tertentu. pernyataan tujuan ini akan menjadi standar kinerja yang harus diwujudkan serta merupakan alat untuk mengukur tingkat keberhasilan program pelatihan. efektivitas dipandang tiga perspektif, menurut gibson (1988:28), sebagai berikut: (1) efektivitas dari perspektif individu; (2) efektivitas dari perspektif kelompok; dan (3) efektivitas dari perspektif organisasi. hal ini mengandung arti bahwa efektivitas memiliki tiga tingkatan yang merupakan satu kesatuan yang saling melengkapi. dimana efektivitas perspektif individu berada pada tingkat awal untuk menuju efektif kelompok maupun efektif organisasi. sesuai dengan makna efektivitas tersebut di atas maka pelatihan yang efektif merupakan pelatihan yang berorientasi proses, dimana organisasi tersebut dapat melaksanakan program-program yang sistematis untuk mencapai tujuan dan hasil yang dicita-citakan. sehingga pelatihan efektif apabila pelatihan tersebut dapat jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 32 menghasilkan sumber daya manusia yang meningkat kemampuannya, keterampilan dan perubahan sikap yang lebih mandiri. keefektifan pelatihan akan mempengaruhi kualitas kinerja sumber daya manusia (sdm) yang dihasilkannya. sehingga efektif tidaknya pelatihan dilihat dari dampak pelatihan bagi organisasi untuk mencapai tujuannya. hal ini selaras dengan henry simamora (1987: 320) yang mengukur keefektifan diklat dapat dilihat dari : 1) reaksi-reaksi bagaimana perasaan partisipan terhadap program; 2) belajar pengetahuan., keahlian, dan sikap-sikap yang diperoleh sebagai hasil dari pelatihan; 3) perilaku perubahan-perubahan yang terjadi pada pekerjaan sebagai akibat dari pekerjaan: dan 4) hasil-hasil dampak pelatihan pada keseluruhan yaitu efektivitas organisasi atau pencapaian pada tujuan-tujuan organisasional. sondang.p siagian (1994:192) menegaskan tepat tidaknya teknik pelatihan yang digunakan sangat tergantung dari berbagai pertimbangan yang ingin ditonjolkan seperti kehematan dalam pembiayaan, materi program, tersedianya fasilitas tertentu, preferensi dan kemampuan peserta, preferensi kemampuan pelatih dan prinsipprinsip belajar yang hendak diterapkan.walaupun demikian, pengelola pelatihan hendaknya mengenal dan memahami semua metode dan teknik pelatihan, sehingga dapat memilih dan menentukan metode dan teknik mana yang paling tepat digunakan sesuai dengan kebutuhan, situasi dan kondisi yang ada. konsep kewirausahaan wirausaha (entrepreneur) adalah mereka yang mendirikan, mengelola, mengembangkan, dan melembagakan perusahaan miliknya sendiri. wirausaha adalah mereka yang bisa menciptakankerja bagi orang lain dengan berswadaya. definisi ini mengandung asumsi bahwa setiap orang yang mempunyai kemampuan normal, bisa menjadi wirausaha asal mau dan mempunyai kesempatan untuk belajar dan berusaha. berwirausaha melibatkan dua unsur pokok (1) peluang dan, (2) kemampuan menanggapi peluang, berdasarkan hal tersebut maka definisi kewirausahaan adalah "tanggapan terhadap peluang usaha yang terungkap dalam seperangkat tindakan serta membuahkan hasil berupa organisasi usaha yang melembaga, produktif dan inovatif. "(pekerti, 1997). semangat, perilaku dan kemampuan wirausaha tentunya jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 33 bervariasi satu sama lain dan atas dasar itu wirausaha dikelompokkan menjadi tiga tingkatan yaitu: wirausaha andal, wirausaha tangguh, wirausaha unggul. wirausaha yang perilaku dan kemampuannya lebih menonjol dalam memobilisasi sumber daya dan dana, serta mentransformasikannya menjadi output dan memasarkannya secara efisien lazim disebut administrative entrepreneur. sebaliknya, wirausaha yang perilaku dan kemampuannya menonjol dalam kreativitas, inovasi serta mengantisipasi dan menghadapi resiko lazim disebut innovative entrepreneur. sementara itu dalam suatu penelitian tentang standarisasi tes potensi kewirausahaan pemuda versi indonesia; munawir yusuf (1999) menemukan adanya 11 ciri atau indikator kewirausahaan, yaitu: a)motivasi berprestasi, b) kemandirian, c) kreativitas, d) pengambilan resiko (sedang), e) keuletan, f) orientasi masa depan, g) komunikatif dan reflektif, h) kepemimpinan, i) perilaku instrumental, j) penghargaan seorang wirausahawan penting mempunyai visi dan misi di lini usahanya. hal ini merupakan kekuatan atau daya ampuh baik dalam perencanaan, pengorganisasian, penggerakan, pengawasan, personality, pengarahan, pelaporan, efesiensi (dana). berarti ada suatu sinergi dalam usaha karakteristik kewirausahaan, yaitu a)cita-cita untuk maju, b) percaya diri, c) kuat dan tahan mental, d) naluri dan intuisi yang tajam wirausahawan adalah figur, inovator bukan plagiator, figure pemimpin bukan pengekor. ketajaman naluri dan intuisi selalu berproses sebagai latihan dan pengalaman sehingga selalu terbuka peluang bisnis. c. pembahasan hasil penelitian panti asuhan al-ihsan sarijadi merupakan salah satu panti asuhan yang berada di wilayah kelurahan sarijadi kecamatan sukasari kota bandung. panti asuhan ini berlokasi di jalan sarimanis ii blok 18 no. 35 a bandung, didirikan pada tahun 2007 oleh pimpinan cabang muhammadiyah sukasari dan berada langsung di bawah pembinaan majelis pelayanan sosial dengan tujuan untuk membantu memberikan pelayanan kepada anak yatim, piatu, terlantar dan dhuafa. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 34 pembiaan pola asuh anak yang dilakukan dip anti asuhan ini meliputi bidang keagamaan, kesehatan, kesejahteraan social, pendidikan dan keterampilan dengan tujuan agar anak asuh dapat menjadi pribadi yang mandiri dan berakhlaqul kharimah. dalam proses pembianaan anak asuh, pengurus panti membagi anak asuh menjadi 2 kelompok pengasuhan yaitu a) sistim asrama, hyaitu suatu sistim yang dilakukan dengan menempatkan anak asuh dalam asrama panti asuhan. b) sistim pengasuhan keluarga (santunan non panti) yaitu dengan cara pihak panti memberikan bantuan kepada anakanak yang masih berada langsung dalam pembinaan dan bimbingan orangtuanya. berdasarkan hasil penelitian dalam upaya untuk meningkatkan kemandirian anak panti asuhan ini, pengurus panti asuhan senantiasa secara terprogram mengadakan kegiatan pelatihan wirausaha. hal ini dimaksudkan untuk memberikan bekal pengetahuan dan keterampilan kepada anak asuh agar dapat hidup mandiri manakala mereka telah selesai masa pengasuhannya di panti asuhan. salah satu bekal keterampilan yang diberikan kepada anak asuh adalah pembinaan melalui pelatihan wirausaha. adanya keterbatasan kemampuan yang dimiliki oleh pengurus panti asuhan tidak mengahalangi bagi pihak panti untuk melakukan pembinaan dalam pelatihan wirausaha, upaya yang dilakukan adalah dengan menghadirkan tutor yang menguasai dan menjadi praktisi untuk memberikan materi pelatihan kepada mereka. paling tidak ada tiga aspek yang ingin kami dapatkan dari pelatihan wirausaha ini yaitu penerapan metoda nya bagaimana, strategi pembinaan yang dilakukan dan efektifitas penerapan metoda pelatihan wirausaha untuk meningkatkan kemandirian anak. dalam melaksanakan pelatihan wirausaha ini, agar memudahkan dalam pemahaman oleh peserta, tutor melakukan penerapan dengan berbagai macam metode seperti ceramah, diskusi dan tanya jawab serta melaksanakan simulasi atau praktek. dengan adanya praktek langsung yang dilakukan dalam pelatihan wirausaha maka hal itu akan berdampak positif terhadap kemampuan dan pemahaman langsung oleh peserta, mereka menjadi punya gambaran tentang bidang wirausaha yang akan mereka kembangkan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 35 dalam penerapan strategi yang dilakukan, tutor biasanya memberikan motivasi kepada semua peserta tentang bagaimana berwirausaha, memberikan pemahaman tentang bagaimana berwirausaha dan menyajikan profil wirausahaan sukses yang meniti karir dari kecil (modal terbatas) yang akhirnya dapat berkembang pesat yang kesemuanya dilakukan dengan penuh semangat dan pantang menyerah. banyak contoh-contoh wirausahaan yang sekarang ini telah menjadi sukses. dalam efektifitas penerapan metoda masalah pendanaan dan ketersediaan sarana dan prasarana menjadi hal yang pokok, untuk itu dalam mensiasitinya biasanya dipergunakan barang-barang atau perlengakapan praktek yang disesuiakan dengan ketersediaan dana. dana dapat diperoleh dari bantuan pemerintah, bantuan lembaga swasta, donator dan induk persyarikatan. d. kesimpulan dari hasil penelitian yang telah dilakukan maka dapat diambil kesimpulan bahwa dalam upaya meningkatkan kemandirian anak terutama anak yang tinggal dip anti asuhan, ada beberapa pembinaan pola asuh anak yang dapat dilaksanakan dan dikembangkan, salahnya adalah bahwa setiap anak sebenarnya mempunyai potensi yang dapat dikembangkan, dibina dan dilatih, salah satunya adalah membangkitkan dan mengembangkan jiwa wirausaha kepada setiapa anak asuh di panti asuhan. pembinaannya dapat dilakukan dengan cara mengadaka pelatihan wirausaha dengan menghadirkan tutor yang berpengalaman dan tahu bidang yang digelutinya. dengan kata lain seorang tutor disini adalah seorang praktisi wirausaha, sehingga hal itu dapat memberikan motovasi kepada peserta. seorang tutor juga harus paham betul tentang penerapan metoda pelatihan, strategi yang dapat dikembangkan dalam pelatihan dan efektifitas pelatihan wirausaha, sehingga dengan cara tersebut dapat menarik minat dan perhatian dari peserta pelatihan, sehingga pada akhirnya hal itu akan snagat mudah untuk diterapkan dan tidak mengalami kesulitan. untuk menumbuhkan sikap percaya diri dan berakhlaqul kharimah diantara peserta dalam pelatihan itu dapat juga disusupi dengan materi keagamaan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 36 daftar pustaka abduorrakhman ginting. 2011. esensi praktis manajemen pendidikan dan pelatihan. bandung : humaniora achmadi, a. dan nurboko, c. 2003. metodologi penelitian. jakarta : bumi aksara. bisri mustofa, 2009. pedoman menulis proposal penelitian skripsi dan tesis. yogyakarta panji pustaka ____________ upi. 2006. pedoman penulisan karya ilmiah. bandung : upi. d. sudjana, s. 2007, sistem dan manajemen pelatihan. bandung : falah production. ____________kemensos ri. 2012, standar nasional pengasuhan anak : kemensos ri daeng arifin, 2010. manajemen pembelajaran efektif. bandung : pustaka alkasyaf ihsan, muhammad,et.al, 2008, direktori panti sosial muhammadiyahaisyiyah, pimpinan pusat muhammadiyah lamsari sitompul, mm. dra., dasar-dasar manajemen dan standar pelayanan panti, http://lamsarisitompul.blogspot.com/2011/01/ dasar-dasar manajemen-dan standar.html mkkm pp muhammadiyah, 2005, pedoman penyelenggaraan amal usaha kesejahteraan sosial muhammadiyah/aisyiyah, pimpinan pusat muhammadiyah sutaryat tirtamansyah, 2012. teori dan implementasi program pls. bandung: stkip siliwangi tidak dipublikasikan syaiful bahri djamarah. 2006, strategi belajar mengajar. jakarta : rineka cipta jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 12, nomor 1 februari 2023p-issn no. 2252-4738 e-issn : 2580-7692 1 implementation of package c group discussion learning methods in pkbm development of citizens, pangkalan district, karawang regency diah rodiah1*, tika santika2, ratna sari dewi3 1,2,3 pendidikan luar sekolah, universitas singaperbangsa karawang, jawa barat, indonesia 1 1710631040012@student.unsika.ac.id, 2 tikasantika0570@gmail.com*, 3 ratnanoela88@gmail.com received: august, 2022; accepted: february, 2023 abstract the aims of this study are to (1) describe the implementation process of the package c pursuit discussion learning method in pkbm bina warga, pangkalan district, karawang regency; (2) describe the supporting and inhibiting factors of the implementation of the package c pursuit discussion learning method at pkbm bina warga, pangkalan district, karawang regency. in this study, the author uses a qualitative approach with a case study method. this research was conducted at pkbm bina warga, pangkalan district, karawang regency. the subjects of this study consisted of: (1) the source of information consisted of three respondents, namely one manager of pkbm bina warga, and two tutors, (2) the source of the informant consisted of two learning residents. determination of the subject using purposive sampling technique. research data obtained through data collection techniques by observation, interviews and documentation studies. the research stages use the orientation stage, the exploration stage, and the member check stage. data analysis was carried out using data reduction techniques, data presentation, and conclusion drawing. the results of the interviews obtained show that in the process of implementing group discussions there are steps that must be carried out, namely (1) determining the teaching materials to be discussed, (2) determining discussion groups and the number of participants in group discussions, (3) determining the time of discussion activities. groups, (4) reflection of each group from the results of the discussion, (5) conclude and explain the results of the discussion. factors that can affect the learning process of group discussions are divided into 2, namely internal and external factors. internal factors include interests, talents, awareness, interest and attention. then external factors include tutors, the environment as well as the facilities and infrastructure available during the learning process. keywords: learning method, group discussion, community learning centre abstrak tujuan dari penelitian ini adalah untuk (1) mendeskripsikan proses implementasi metode pembelajaran diskusi kejar paket c di pkbm bina warga kecamatan pangkalan kabupaten karawang; (2) mendeskripsikan faktor pendukung dan penghambat dari implementasi metode pembelajaran diskusi kejar paket c di pkbm bina warga kecamatan pangkalan kabupaten karawang. dalam penelitian ini penulis menggunakan pendekatan kualitatif dengan metode studi kasus. penelitian ini dilakukan di pkbm bina warga kecamatan pangkalan kabupaten karawang. adapun subjek penelitian ini terdiri dari : (1) sumber informasi terdiri dari tiga responden yaitu satu orang pengelola pkbm bina warga, dan dua orang tutor, (2) sumber informan terdiri dua orang warga belajar. penentuan subjek menggunakan teknik purposive sampling. data penelitian diperoleh melalui teknik pengambilan data secara observasi, wawancara dan studi dokumentasi. tahap-tahap penelitian menggunakan tahap orientasi, tahap explorasi, dan tahap member check. analisis data yang dilakukan menggunakan teknik reduksi data, penyajian data, penarikan kesimpulan. hasil wawancara yang diperoleh menunjukan hasil bahwa dalam proses implemetasi diskusi kelompok terdapat langkah-langkah yang harus dilaksanakan yaitu (1) menentukan materi ajar yang akan di diskusikan, (2) menentukan kelompok diskusi dan jumlah peserta diskusi perkelompok, (3) menentukan waktu kegiatan diskusi kelompok, (4) reflekasi setiap kelompok dari hasil diskusi, (5) menyimpulkan dan menerangkan hasil diskusi. faktor-faktor yang rodiah, santika & dewi. implementation of the discussion learning method for the pursuit of package c in pkbm community development, pangkalan district, karawang regency 2 dapat mempengaruhi proses pembelajaran diskusi kelompok dibagi memnjadi 2, yaitu faktor internal dan eksternal. faktor internal meliputi minat, bakat, kesadara, ketertarikan dan perhatian. kemudian faktor eksternal meliputi tutor, lingkungan serta sarana dan prasaran yang tersedia saat pembelajaran berlangsung. kata kunci: metode pembelajaran, diskusi kelompok, pkbm how to cite: rodiah, d., santika, t. & dewi, r.s. (2023). implementation of the discussion learning method for the pursuit of package c in pkbm community development, pangkalan district, karawang regency. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 12 (1), 1-xx. introduction education is a process carried out by a person systematically to improve the quality and potential in a person. according to law no. 20 of 2003 chapter 1 article 1 paragraph 1 concerning the national education system states that education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character, as well as the skills needed by himself, society, nation and state. that is, humans throughout their lives will always need education wherever their environment is. and it is not only the results that become the benchmark for educational success, but the process of how to obtain results or the learning process that occurs in students. so that in the learning process, the potential contained in children will be seen, so that they are able to develop and become individuals who can be used as role models in their own environment. education as a process of growing and developing students who are entrenched, socialized, in the order of life with local, national, and global dimensions. to develop self-quality in children is not only taken in formal education, but can also be done through non-formal education and informal education. tilaar (latif, 2009:10). non-formal education is one of the educational pathways in the national education system that aims to meet the learning needs of the community that cannot be reached and fulfilled by formal education. non-formal education provides various educational services for every citizen to obtain lifelong education in accordance with the developments and demands of the times. (depdiknas, 2006: 1). pkbm has several programs, namely functional literacy education (kf), early childhood education (paud), education/skills courses and equality programs: package a (equivalent to elementary school), package b (equivalent to junior high school), package c (high school equivalent). the term package c from the book publication of the directorate of equivalence program package c is "a secondary education program on the non-formal pathway equivalent to sma/ma for anyone who is constrained to formal education or is interested and chooses equivalence education for secondary education completeness". learning in package c usually tends to use various methods, one method that we often encounter in learning programs is the discussion method. the discussion method is a method that confronts students with problems so that students are expected to be able to solve them, answer and understand the problems given. pkbm bina warga, pangkalan district, karawang regency is one of the non-formal educational institutions that has implemented the discussion method as a method in learning package c, with the aim of training learning residents to be able to solve, and answer questions or problems that have been given by tutors with the expected results. the discussion learning rodiah, santika & dewi. implementation of the discussion learning method for the pursuit of package c in pkbm community development, pangkalan district, karawang regency 3 method in learning package c is expected to be able to improve student learning outcomes and instill an attitude of confidence in discussion activities when solving a problem that requires to be solved together. so using the discussion method is the right method in the adult learning process, namely package c learning to achieve optimal results. in law number 20 of 2003 concerning the national education system, it is stated that learning is a process of interaction of students with education and learning resources that takes place in a learning environment. learning is seen nationally as an interaction process that involves the main components, namely students, educators, and learning resources that take place in a learning environment. thus, the learning process is a system, namely a unified component that is interrelated and interacts with each other to achieve an optimally expected result in accordance with the goals set. then there are also those who state that the learning method is defined as the method used by the teacher and carries out its function and is a tool to achieve learning objectives. (uno and mohamad, 2012:7). jamaludin (2015: 161) also suggests that the learning method is a method taken by a teacher to achieve learning objectives and can be interpreted as a way of presenting material to students to achieve learning objectives. so it can be concluded that the learning method is a tool or method used by educators in learning, namely to carry out its function as a predetermined learning goal. there are various types of learning methods that we usually encounter, namely the out door method, the talking stick method, the simulation method, the discovery learning method, the brainstorming method, the discussion method and the learning method outside the classroom. that's the learning method that we often encounter, there must be many other learning methods. of all the methods above, the method that we often encounter is the group discussion method. the group discussion method in education is a way of presenting or delivering lesson material, where educators provide opportunities for students or groups of students to hold scientific talks in order to gather opinions, make conclusions or develop various alternative solutions to a problem. (abdul majid, 2013:198). but there are also those who state that group discussion is a meeting of two or more people, which is intended to exchange experiences and opinions, and usually produce a joint decision (dewa ketut sukardi, 2008: 220). then tohirin (2007:291) states that group discussion is a way where students get the opportunity to solve problems together. so it can be concluded that group discussion is an activity to think critically on the problems given by the teacher so that they can solve problems together with different opinions. the types of discussions according to sanjaya (2006:157) are class discussions, small group discussions, symposia and panel discussions. the learning process using group discussions is very diverse. therefore, the steps using the group discussion method according to sanjaya (2006:158) are the first preparation, which needs to be considered is formulating the goals to be achieved, both general goals and specific goals. the objectives to be achieved must be understood by each student as a participant in the discussion. clear goals can be used as controls in implementation. determining the type of discussion that can be carried out in accordance with the objectives achieved. for example, if the goal to be achieved is to increase students' insight into an issue, panel discussions can be used; whereas if the priority is to develop students' ability to develop ideas, then the symposium is considered the right type of discussion. define the problem to be discussed. problems can be determined from the content of learning materials or problems that actually occur in the community that are associated with student material according to the field of study being taught. prepare everything related to the technical implementation of the discussion, such as classrooms with all the facilities, discussion officers such as moderators, note-takers, and the drafting team, when needed. rodiah, santika & dewi. implementation of the discussion learning method for the pursuit of package c in pkbm community development, pangkalan district, karawang regency 4 second, in the implementation of the discussion, the thing that needs to be considered is checking all preparations that are considered to be able to affect the smoothness of the discussion. provide direction prior to the discussion, for example presenting the objectives to be achieved and the discussion rules according to the type of discussion to be carried out. carry out the discussion according to the rules of the game that have been set. in carrying out the discussion, one should pay attention to a pleasant learning atmosphere or climate, for example, not being tense, not cornering each other, and so on. provide equal opportunities for each discussion participant to express their ideas and control the conversation to the main issue being discussed. this is very important, because without control, usually the direction of the discussion becomes wide and unfocused. the third is closing the discussion, which is the end of the learning process using discussion. what needs to be done is to make the main points of discussion as a collection according to the results of the discussion. reviewing the discussion by asking for opinions from all participants as feedback for further improvements. each method used must have advantages and strengths. the advantages of the first discussion method, the discussion method can stimulate students to be more creative, especially in providing ideas and ideas. second, it can train to get used to exchanging ideas in overcoming every problem. third, it can train students to be able to express opinions or ideas verbally. in addition, discussions can also train students to respect the opinions of others. the weakness of the discussion method, first is that often the conversation in the discussion is controlled by 2 or 3 students who have speaking skills. second, sometimes the discussion in the discussion expands, so that the conclusions become blurred. third, it takes quite a long time which is sometimes not as planned. fourth, in discussions there are often uncontrolled emotional differences of opinion. as a result, sometimes there are parties who feel offended, so that it can disrupt the learning climate. (sanjaya, 2018:156) in the learning process, of course, it will not be separated from the learning method used by the tutor in learning. the learning method is a tool or method that is used systematically in the learning process in order to achieve the learning objectives that have been set. apart from that, in the learning process, learning citizens are able to solve problems together through learning methods, namely the discussion method. therefore, this is what will be studied how the implementation of the package c group discussion learning method at pkbm bina warga pangkalan district. raw input: this raw input includes residents learning package c at pkbm bina warga with various characteristics for each resident learning internally and externally. input facilities (instrumental input): is the entirety of the sources and facilities that support learning activities consisting of tutors, materials, methods, media, facilities and infrastructure as well as evaluation. process: is the ongoing process of the learning process, guiding and training the potential and talents of every learning citizen. environmental input (environmental input): includes environmental elements that directly encourage learning activities. this environmental input includes parental support, tutor support and support from administrators. results (output): is the goal obtained from the learning process that has been implemented. the results include cognitive, affective and psychomotor. below is an overview of the components in the package c program : rodiah, santika & dewi. implementation of the discussion learning method for the pursuit of package c in pkbm community development, pangkalan district, karawang regency 5 figure 1. learning activity in guided discovery learning method this study uses qualitative research methods with the aim of being able to examine and describe the implementation of the package c pursuit group discussion learning method at pkbm bina warga pangkalan and the researchers also have a goal to examine what are the supporting and inhibiting factors of the implementation of the package c pursuit group discussion learning method in pkbm community development base. the subjects to be studied in this study are five people consisting of two tutors and one pkmb manager and two learning residents. meanwhile, the object of this research is the implementation of the package c discussion method in pkmb. this research was conducted from march 2021 to june 2021. the instruments in this study were using observation techniques, interview guidelines, and documentation studies. data collection techniques used are observation, interviews and documentation. the stages of data analysis in this research are data reduction, data presentation and conclusion drawing. data reduction means summarizing, choosing the main things, focusing on the important things, looking for themes and patterns. thus the data that has been reduced will provide a clearer picture, and make it easier for researchers to collect and present further data. the presentation of the data aims to make it easier for researchers to understand the research results that have been obtained. the data is compared and linked with others, so it is easy to draw conclusions as an answer to any existing problems. results and discussion results based on the results of research that has been carried out using observation, interviews, and documentation studies to the pkbm manager (r1), package c tutor (r2), pkbm tutor (r3), and two learning residents (r4 and r5), it was found that the background in using the group discussion method at pkbm bina warga pangkalan, it aims to make it easier for tutors to environtmental input 1. dukungan orangtua 2. dukungan tutor 3. dukungan pengelola instrumental input 1. tutor 2. materi 3. metode 4. media 5. sarana an prasarana 6. evaluasi output penigkatan hasil pembeljaran 1. kognitif 2. affektive 3. psikomotorik proses pembelajaran metode diskusi kelompok raw input warga belajar paket c rodiah, santika & dewi. implementation of the discussion learning method for the pursuit of package c in pkbm community development, pangkalan district, karawang regency 6 deliver learning materials effectively to learning residents. by using the group discussion method, the learning community is expected to be more active in the learning process activities, so this group discussion method is very suitable to be applied in the learning process in order to further increase the knowledge, insight, and thinking power of the learning community in terms of answering questions or problems given by the tutor. this is of course recognized by r1, r2, and r3. the steps in using the group discussion method are; (1) determine the teaching material to be discussed, (2) determine the discussion group and the number of participants in the group discussion, (3) determine the time of group discussion activities, (4) reflect on each group from the results of the discussion, (5) conclude and explain the results of the discussion , the presentation was delivered by the pkbm manager (r1). the next indicator in the research is in group discussions the approach used is an approach in the form of question and answer and literacy, while the media used are subject modules, focus, question bank and stationery. the last indicator in the research regarding the process of implementing the group discussion learning method, namely the evaluation in implementing the group discussion method is divided into three parts, namely; (1) written evaluation, (2) verbal evaluation, (3) practice evaluation. the information obtained regarding the factors that support and inhibit the implementation of the group discussion learning method is divided into two groups, namely internal factors and external factors. internal factors consist of interests, talents or expertise, awareness, interest, attention. external factors consist of tutors, environment, facilities and infrastructure. based on the results of research carried out by means of observation, interviews, and documentation studies to pkbm managers (r1), package c tutors (r2), pkbm tutors (r3), and two learning residents (r4 and r5), the results obtained from these factors. become one of the supporting and inhibiting factors in the learning process. the supporting factors in the implementation of the group discussion learning method consist of interests, talents or expertise, competence of the tutor while the inhibiting factors in the implementation of the group discussion learning method consist of awareness and attention, this is recognized by r1, r2, r3, r4 and r5 as respondents in this study. . the next indicator in this study, namely the weakness in using the group discussion method is that during the learning process there are still learning residents who are less focused in the discussion, and do not pay close attention when their classmates explain the results of group discussions, while the advantages in using this group discussion method namely the delivery of material can be more effective so that the material being taught is more conveyed to the learning community. discussion based on observations, interviews and documentation studies in the field that have been carried out by researchers. the results obtained were how the process of implementing the learning method for community group discussion learning package c at pkbm bina warga pangkalan was obtained, namely first, the tutor chose what topics would be used in the group discussion learning process. second, residents learn to make groups, each group consists of 5 people or more. third, the tutor gives a sheet of discussion questions, then the tutor provides guidance to each group. fourth, the learning community held discussions with their respective groups and also explored the problems given by the tutor to the learning community in the classroom. fifth, when the discussion process is complete, it is hoped that the results of the discussion will be recorded so that they can be summarized properly. fifth, group representatives can present the results of their group discussions in front of the class and then open a question session for learning residents. sixth, the tutor can conclude the results of the group discussion and the learning community also records the conclusions from the tutor. the approach used in this rodiah, santika & dewi. implementation of the discussion learning method for the pursuit of package c in pkbm community development, pangkalan district, karawang regency 7 group discussion method is problem solving where students are directed to think about finding a way out of a problem and brainstorming, according to which is designed to encourage groups to describe various ideas and procrastinate critically. everyone offers ideas that are recorded, then combined with various other ideas. in the end the group agreed with the final result. this is in line with sutriani's opinion in aqib and murtadlo (2016:65) : “brainstorming is a discussion in which group members are free to contribute new ideas to a particular problem, under the leadership of a leader and carried out quickly. all ideas that have been entered are recorded, then classified according to a certain order. one day, some of these new ideas might be interesting to develop”. the factors that can affect the implementation of learning using the group discussion method at pkbm bina warga pangkalan. according to wina sanjaya (2010: 197), "there are several factors that can affect the process of learning activities including teacher factors, student factors, facilities and infrastructure, available media tools and environmental factors". based on the theory above, the authors group these factors into two parts, namely internal and external factors. internal factors, namely interest, interest in learning citizens is very important to carry out the learning process, it's just that at pkbm bina warga pangkalan not all have interest in learning group discussion methods, only about of the total number of learning residents in class. both talents and skills, not all learning residents have the expertise to discuss and argue during the learning process and only some have expertise in using group discussion methods. third, awareness, learning citizens who follow the learning process have full awareness during the implementation of group discussion learning which contains about how to solve a problem by discussing with other learning residents. fourth, namely interest, during the learning process, citizens are quite interested in learning using the group discussion method because by using group discussions, students can work together, exchange ideas and freely express opinions. fifth is attention, not all learning residents have full attention during the learning process using group discussions, only some have full attention. while the external factor, the first is the competence of the tutor, this requires the expertise of the tutor in controlling the course of learning, namely so that it is not too broad and out of the material being discussed. second, class organization, this is very influential in the implementation of learning using the group discussion method properly. the third is facilities and infrastructure, in learning facilities and infrastructure should be available to support the ongoing group discussion learning process which in this method is needed adequate facilities and infrastructure. conclusion based on the results of the research that has been carried out, the researchers conclude that the process of implementing the package c group discussion learning method at pkbm bina warga pangkalan, namely first, the tutor chooses what topics will be used in the group discussion learning process. second, residents learn to make groups, each group consists of 5 people or more. third, the tutor gives a sheet of discussion questions, then the tutor provides guidance to each group. fourth, the learning community held discussions with their respective groups and also explored the problems given by the tutor to the learning community in the classroom. fifth, when the discussion process is complete, it is hoped that the results of the discussion will be recorded so that they can be summarized properly. fifth, group representatives can present the results of their group discussions in front of the class and then rodiah, santika & dewi. implementation of the discussion learning method for the pursuit of package c in pkbm community development, pangkalan district, karawang regency 8 open a question session for learning residents. sixth, the tutor can conclude the results of the group discussion and the learning community also records the conclusions from the tutor. factors that can affect the learning process of group discussions are divided into 2, namely internal and external factors. internal factors include interests, talents, awareness, interest and attention. then external factors include tutors, the environment as well as the facilities and infrastructure available during the learning process. acknowledgments i am very grateful to the dosing adviser who has provided direction and support up to this article. and i thank the manager of the empowerment journal for giving me the opportunity to be able to write this article so that it can be shared. i would also like to thank those who i cannot mention one by one. references abdul majid. 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(2007). bimbingan konseling di sekolah dan madrasah jakarta: pt. raja grafindo persada jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 19 meningkatkan kemampuan membaca anak usia dini melalui kegiatan permainan kartu kata di tk al-fauzan desa ciharashas kecamatan cilaku kabupaten cianjur nining hadini nining.hadini@yahoo.com tk al-fauzan cianjur abstrak merujuk pada permasalahan yang ada yaitu masih kurangnya kemampuan membaca anak usia dini di tk al-fauzan peneliti mencoba mencari solusi atau jalan kelurnya yaitu melalui kegiatan permainan kartu kata untuk meningkatkan kemampuan membaca anak usia dini. penelitian ini bertujuan 1) mendeskripsikan perencanaan meningkatkan kemampuan membaca anak usia dini melalui kegiatan permainan kartu kata di tk alfauzan desa ciharashas kecamatan cilaku kabupaten cianjur. 2) mendeskripsikan proses meningkatkan kemampuan membaca anak usia dini melalui kegiatan permainan kartu kata di tk al-fauzan desa ciharashas kecamatan cilaku kabupaten cianjur. 3) mendeskripsikan hasil meningkatkan kemampuan membaca anak usia dini melalui kegiatan permainan kartu katadi tk al-fauzan desa ciharashas kecamatan cilaku kabupaten cianjur. dalam penelitian ini akan menggunakan beberapa metode untuk mendapatkan data yang lebih akurat sebagai dasar dalam pengambilan keputusan untuk mendapatkan solusi yang tepat dalam pemecahan masalah meningkatkan kemampuan membaca anak usia dini melalui kegiata kartu kata. adapun pendekatan penelitiannya menggunakan pendekatan kualitatif. pendekatan kualitatif ini digunakan untuk mendeskripsikan peristiwa, perilaku orang, atau keadaan pada tempat tertentu secara rinci dan mendalam dalam bentuk narasi. teknik penelitian yang digunakan oleh penulis dalam penelitian ini adalah: observasi, wawancara, dokumentsi dan studi literatur. yang menjadi subyek dalam penelitian ini adalah anak usia dini taman kanak-kanak al-fauzan desa ciharashas kecamatan cilaku kabupaten cianjur dan yang menjadi sample penelitian adalah 1orang pengelola, 1 orang tutor dan 5 orang peserta didik. hasil penelitian ini merujuk bahwa tingkat kemampuan membaca anak tk kelas b sebelum dilaksakan kegiatan membaca melalui permainan kartu kata tingkat membaca nya rendah, tetapi sesuadah diadakannya pembelajaran dengan permaina kertu kata sudah mulai terlihat ada peningkatan. hasil penelitian ini sudah mencapai indicator yang diharapkan, dengan menggunakan permaianan kartu kata dapat mneingkatkan kemampuan membaca anak usia dini. kata kunci : kartu kata, membaca, anak uisa dini mailto:nining.hadini@yahoo.com jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 20 a. pendahuluan kemampuan membaca adalah salah satu fungsi kemanusiaan yang tertinggi dan menjadi pembeda manusia dengan makhluk lain. di dunia modern saat ini, kemampuan membaca dapat menentukan kualias seorang manusia. banyak membaca dapat menjadikan seseorang memiliki ilmu pengetahuan luas, bijaksana, dan memilik nilai-nilai lebih dibandingkan orang yang tidak membaca sama sekali, sedikit membaca atau hanya membaca bacaan tidak berkualitas. baca atau membaca dapat dirtikan sebagai kegiatan menelusuri, memahami, hingga mengeksplorasi berbagai simbol. simbol dapat berupa rangkaian hurufhuruf, dalam suatu tulisan atau bacaan, bahkan gambar. walaupun membaca diartikan demikian, tetapi secara khusus membaca diartikan mengerti tulisan (sekarang bagaimana menjadikan anak mampu membaca dengan baik?). untuk menjadikan anak mampu membaca yang terpenting dilakukan orangtua dan guru adalah memilih media atau sarana yang dapat membantu mengasah kemampuannya dengan cara yang menyenangkan. wilson dan peters (resmini, novi dan hartati, tatat, 2006: 107) mendefinisikan bahwa , “membaca dan permainan kartu kata merupakan suatu proses menyusun makna melalui interaksi dinamis diantara pengetahuan pembaca yang telah ada, informasi yang dinyatakan oleh bahasa tulis dan konteks situasi pembaca.” membaca merupakan suatu kegiatan untuk mendapatkan pengetahuan dan informasi.kepandaian membaca pada umumnya diperoleh dari sekolah. kepandaian membaca ini merupakan suatu keterampilan yang sangat unik serta berperan penting bagi perkembangan ilmu pengetahuan dan untuk alat komunikasi bagi kehidupan setiap manusia. seseorang akan memperoleh informasi dan ilmu pengetahuan yang baru dengan membaca. kegiatan mebaca sangat diperlukan oleh siapapun yang meninginkan kemajuan dan peningkatan diri, karena membaca dapat meningkatkan daya pikiran dan mempertajam pandangan, serta menambah wawasan. pentingnya media pembelajaran, saat kita membicarakan tentang pembelajaran yang berlangsung, yang akan menjadi hambatan utama bagi berjalannya kegiatan pembelajaran yang baik di negara ini. salah satunya adalah mengenai keterbatasan media pembelajaran yang dapat digunakan serta ketidakmampuan dalam menggunakan media pembelajaran tersebut secara baik. dengan hal tersebut maka jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 21 diperlukan sebuah pembahasan khusus mengenai media pembelajaran ini. sebelum menggunakan media permainan kartu kata, yang pertama digunakan di taman kanak-kanak al-fauzan adalah dengan metode permainan peran, tetapi tidak efektif dan tidak semua anak berminat untuk mempelajari permainan peran yang diterapkan oleh guru, sehingga guru mengganti media supaya semua anak bisa mengikuti pembelajaran, yaitu guru mengsiasatinya dengan permainan kartu kata. b. kajian teori dan metode salah satu program pendidikan luar sekolah salah satunya adalah pendidikan anak usia dini (paud) sangat penting untuk membangun karakter anak sejak dini. definisi pendidikan usia dini (paud) menurut uu no. 20 tahun 2003 tentang sistem pendidikan nasional bab 1, pasal 1, butir 14 dinyatakan bahwa : pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan ruhani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. pendidikan anak usia dini merupakan salah satu bentuk penyelenggaraan pendidikan yang menitikberatkan pada peletakan dasar ke arah pertumbuhan dan perkembangan fisik (koordinasi motorik halus dan kasar), kecerdasan (daya pikir, daya cipta, kecerdasan emosi, kecerdasan spiritual), sosio emosional (sikap dan perilaku serta agama) bahasa dan komunikasi, sesuai dengan keunikan dan tahap-tahap perkembangan yang dilalui oleh anak usia dini (adalilla s, 2010). membaca merupakan suatu kegiatan untuk mendapatkan pengetahuan dan informasi. kepandaian membaca pada biasanya diperoleh dari sekolah. kepandaian membaca ini merupakan suatu keterampilan yang sangat unik serta berperan penting bagi perkembangan ilmu pengetahuan dan untuk alat komunikasi bagi kehidupan setiap manusia. seseorang akan memperoleh informasi dan ilmu pengetahuan yang baru dengan membaca. setelah membaca, anda akan mendapat peningkatan daya pikiran dan mempertajam pandangan, serta menambah wawasan. sehingga kegiatan membaca sangat diperlukan oleh siapapun yang http://koffieenco.blogspot.com/2014/06/hakikat-media-pembelajaran.html jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 22 menginginkan kemajuan dan peningkatan diri. dalam hal ini, guru akan mengajarkan cara dan mendefinisikan pengertian membaca menurut kurikulum dan para ahli. para guru biasanya memberikan referensi beberapa definisi membaca menurut para ahli. buku definisi membaca menurut para ahli ini bisa anda dapatkan di toko-toko buku atau perpustakaan. menurut lado (1976 : 132), definisi membaca yaitu memahami dari pola-pola atau tata bahasa dari subuah gambaran yang tertulisnya. sedangkan pengertian paud menurut direktorat paud (2002:30) yaitu: “pendidikan anak usia dini adalah suatu upaya bimbingan yang ditujukan kepada anak usia dini yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan dasar dan kehidupan tahap berikutnya. berkaitan dengan standar paud ,dituangkan dalam peraturan menteri pendidikan nasional republik indonesia no. 58 tahun 2009 tentang standar pendidikan anak usia dini, yang mencakup standar tingkat pencapaian perkembangan,standar pendidik dan standar tenaga kependidikan, standar isi,proses dan penilaian,standar sarana dan prasarana, pengelolaan dan pembiayaan, sedangkan untuk non formal, pemerintah telah mengeluarkan kebijakan tentang “menu pembelajaran generik paud”. kebijakan-kebijakan tersebut dapat dilaksankan dengan baik apabila disosialisasikan kepada berbagai pihak secara propesional, serta adanya hubungan dan kerja sama yang harmonis antara pemerintah pusat dan pemerintah daerah.dalam hal ini,pemerintah daerah juga telah mengeluarkan kebijakan dalam pengaturan penerimaan peserta didik dan penyelenggaraan pendidkan.kebijakan tersebut dikenal dengan peraturan daerah (perda), yang terbentuk keputusan gunernur,keputusan bupati atau walikota. secara lebih umum dalam term psikologi, joan freeman dan utami munandar (1996) mendefinisikan bermain sebagai suatu aktivitas yang membantu anak mencapai perkembangan yang utuh, baik fisik, intelektual, sosial, moral dan emosional. tujuan utama penelitian ini bukan hanya sekedar untuk mendeskripsikan objek yang diteliti, akan tetapi mencakup proses pengekplorasian fakta dan data objek di lapangan sebagaimana adanya. pelaksanaan meningkatkan kemampuan membaca anak usia dini melalui kegiatan permaian kartu kata, dalam rangka pemerolehan jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 23 bahasa indonesia pada prinsipnya bukan hanya sekedar realitas sosial yang bersifat kontekstual, maka tafsiran-tafsiran kualitatif perlu dilakukan untuk memberi keyakinan dan gambaran secara integratif. dengan demikian, pendekatan penelitian yang dianggap relevan untuk penelitian ini ialah pendekatan penelitian kualitatif. seperti yang dikemukakan nasution (1988: 5) bahwa “penelitian kualitatif pada hakekatnya ialah mengamati orang dalam lingkungan hidupnya, berinteraksi dengan mereka, berusaha memahami bahasa dan tafsiran mereka tentang dunia sekitarnya”. dengan kata lain pendekatan kualitatif berdasarkan pada filsafat fenomenologis yang mengutamakan penghayatan (verstehen). pendekatan kualitatif berusaha memahami dan menafsirkan makna suatu peristiwa interaksi tingkah laku manusia dalam situasi tertentu menurut perspektif peneliti sendiri. sumber data dalam penelitian ini, disebut informan. mereka merupakan komponen utama yang memiliki kedudukan penting dalam peneltian ini, karena dari mereka terdapat aspek-aspek yang menjadi kajian untuk diteliti. dalam penelitian ini, informan yang diteliti terdiri atas dua bagian. pertama, sebagai sumber informasi/ data utama yaitu 1 orang pengelola, 1 orang tutor/ pendidik dan 25 orang peserta didik/warga belajar. namun dari 25 orang warga belajar tersebut, yang menjadi fokus deskripsi dan analis dalam penelitian ini adalah lima (5) orang, dibatasi pada yang berlatar belakang kurang dalam membaca dan memiliki capaian keberhasilan pembelajaran yang baik, sehingga menunjukkan dampak yang positif dalam meningkatkan keberdayaan mereka. c. hasil dan pembahasan penelitian deskriptif kualitatif meningkatkan kemampuan membaca anak usia dini melalui kegiatan permainan kartu kata (penelitian dilaksanakan di tk al-fauzan desa ciharahas kecamatan cilaku kabupaten cianjur dilaksanakan dalam tiga tahap, yaitu tahap perencanaan, proses dan hasil, setelah dilaksanakan penelitian denagan dilaksanakannya pembelajaran melalui permaianan kartu kata dapat diketahui peningkatan kemampuan membaca anak sangat sangat meningkat berdasarkan analisis yang dilaksanakan oleh peneliti dan guru sebagai kolabolator dapat diketahui bahwa penggunaan metode permaina kartu kata dapat meningkaykan kemampuan membaca permulaan yang meliputi menganal huruf, menyebutkan symbol huruf, menyebutkan kelompok suku kata, yang memiliki huruf awal yang sama jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 24 dan memahami hubungan antara bunyi dengan bnetuk huruf. ditinjau dari hasil wawancara dalam mengikuti kegiatan kalau di presentasikan dari awaalnya 60% setelah dilasanakannya metode permainan kartu kata sekarang meningkat menjadi 90%. , ditinjau dari aktifitas guru sudah berjalan dengan baik dam berhasil dengan presentase 85%. d. kesimpulan berdasarkan hasil penelitian dan pembahasan yang telah diuraokan di dalam bab sebelumnya, maka dapat diambil kesimpulan sebagai berikut; penggunaan media pembelajaran yang tepat akan menumbuhkan kesenangan dan keingintahuan anak terhadap suatu konsep atau pengertian serta dapat mengembangkan motivasi belajar anak. peningkatan perkembangan kemampuan membaca anak dapat dilakukan oleh guru melalui permainan kartu kata, membaca mendorong anak mendengarkan, berbicara, sehingga anak dapat belajar tata cara membaca, mempraktekan cara membaca dengan permainan kartu kata serta merangsang anak untuk melakukan dan menirinya. agar kemampuan membaca anak dapat tercapai secara optimal diperlukan strategi dan pendekatan yang sesaui dengan karakteristikpembelajaran di tk, yaitu menggukan metode yang menyenangkan dengan media kartu kata untuk perkembangan kemampuan membaca anak serta melibatkan anak secara langsung dalam kegiatan membaca. pelasanaan membaca menggunakan permainan kartu kata dapat meningkatkan membaca anak kelas b tk al-fauzan kabupaten cianjur terlihat dalam kemampuan membaca anak secara individu atau punkelompok dnegan keberanian anak tampil didepan kelas. e. daftar pustaka adalilla, s, (2010). pendidikan anak usia dini. rineka cipta. jakarta mr.lado.( 1976). membaca anak usia dini. lubuk agung. jakarta uu no. 20 tahun 2003 tentang sistem pendidikan nasional bab 1, pasal 1, butir 14 paud menurut direktorat paud (2002) wilson dan peters (resmini, novi dan hartati, tatat, 2006). membaca anak usia dini. rineka cipta. jakarta jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 50 pelatihan peningkatan kompetensi berbahasa inggris guru dalam pembelajaran bilingual di sdit bilingual fithrah insani kabupaten bandung barat santi nurhasanah kakaricardohasannh07@gmail.com sdit bilingual fithrah insani abstrak peningkatan kualitas pendidikan tidak akan berarti tanpa didukung guru yang professional dan berkualitas. peningkataan kompetensi guru merupakan kebijakan strategis dalam rangka membenahi persoalan guru secara mendasar. pengembangan kapasistas guru ini dsusun dalam rangka peningkatan mutu pendidikan yang menjadi salah satu pilar pembangunan pendidikan nasional. persaingan dan perubahan yang cepat dalam teknologi menyebabkan meningkatkan kehausan keterampilan/ kemampuan, maka dari itu suatu sekolah atau lembaga pendidikan perlu melanjutkan pelatihan bagi sumber daya manusianya agar tetap kompetitif, misalnya dengan diadakannya program pelatihan bahasa inggris. penelitian yang berjudul pelatihan peningkatan kompetensi berbahasa inggris guru dalam pembelajaran bilingual di sdit bilingual fithrah insani kbb (adalah untuk mengetahui dampak pelatihan dalam peningkatan kompetensi berbahasa inggris guru dalam pembelajaran bilingual di sdit bilingual fithrah insani kbb. penulis menggunakan studi kualitatif. dari hasil penelitian, penulis memahami bahwa dengan penyampaian materi pada program pelatihan dapat berjalan dengan baik bila didukung dengan adanya modul yang berisi satuan bahasa tertentu yang disusun secara sistemati, operasional, dan terarah untuk digunakan memungkinkan peserta pelatihan memperoleh kompetensi yan belum dikuasai, mengevaluasi kompetensinya untuk mengukur keberhasilan belajar, juga mengundang penutur asli bahasa inggris sebagai instruktur. pembelajaran dalam pelatihan ini merupakan salah satu tahapan penting dalam urutan pelaksanaan program pelatihan bahasa inggris, karena hampir seluruh materi ya dilatihan, maka selalu diakhiri dengan praktek dalam proses pem,belajarannya. kata kunci : kompetensi berbahasa inggris, pelatihan, pembelajaran bilingual. a. pendahuluan guru mempunyai peran yang sangat strategis dalam mewujudkan tujuan pembangunan nasional sehingga guru perlu dikembangkan sebagai tenaga profesi yang bermartabat dan professional. dengan jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 51 demikian, upaya peningkatan kualitas pendidikan tdak akan berarti tanpa didukung guru yang professional dan berkualitas. peningkataan kompetensi guru merupakan kebijakan strategis dalam rangka membenahi persoalan guru secara mendasar. pengembangan kapasistas guru ini dsusun dalam rangka peningkatan mutu pendidikan yang menjadi salah satu pilar pembangunan pendidikan nasional. persaingan dan perubahan yang cepat dalam teknologi menyebabkan meningkatkan kehausan keterampilan/kemampuan, maka dari itu suatu sekolah atau lembaga pendidikan perlu melanjutkan pelatihan bagi sumber daya manusianya agar tetap kompetitif, misalnya dengan diadakannya program pelatihan bahasa inggris. fungsi pelatihan yaitu diperlukan untuk mendapatkan pengetahuan dan keterampilan pembelajaran sehingga mereka dapat menggunakannya dalam pekerjaan agar performa atau kinerja mereka meningkat. (wibowo: 2007). untuk meningkatkan kompetensi berbahasa inggris bagi guru, maka penulis ingin melakukan penelitian mengenai pelatihan peningkatan kompetensi berbahasa inggris guru dalam pembelajaran bilingual di sdit bilingual fithrah insani kbb. b. kajian teori 1. kompetensi guru kompetensi menurut gonczi (2002) adalah “complex combination of knowlwdge, attitudes, skills, and values displayed in the context of task performance”. hal ini mengandung makna bahwa kompetensi bersifat kompleks dan merupkan kesatuan yang utuh yang menggambarkan potensi, pengetahuan, keterampilan, sikap dan nilai yang dimiliki seseorang terkait dengan profesi tertentu dan berkenaan dengan bagian-bagian yang dapat diaktualisasikan dalam bentuk tindakan atau kinerja untuk menjalankan profesi tersebut. selanjutnya, dalam undang-undang no. 14 tahun 2005 tentang guru dan dosen mensyaratkan guru sebagai pendidik profesional harus memiliki empat kompetensi dasar, yaitu kompetensi profesionalkompetensi jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 52 pedagogik, kompetensi kepribadian, dan kompetensi sosial (penjelasan pasal 10 ayat 1). 2. konsep pelatihan pelatihan merupakan salah satu upaya untuk pengembangan sumber daya manusia (psdm). pelatihan diarahkan kepada peningkatan keterampilan, pengetahuan serta perubahan sikap atau tingkah laku pegawai. melalui tingkah laku yang berkaitan dengan peningkatan tujuan perusahaan atau organisasi”, nedler (1984) juga mengemukakan bahwa pelatihan merupakan proses pembelajaran untuk meningkatkan kinerjaseseorang dalam menyelesaikan pekerjaan. 3. model sistem pelatihan model pelatihan secara umum terdiri atas tiga tahapan, yaitu tahapan perencanaan, tahapan pelaksanaan pelatihan dan tahapan evaluasi. otto dan glaser (1970) mengembangkan model pelatihan 5 langkah, parker (1976) mengembangkan model pelatihan tujuh langkah, sedangkan d sudjana mengembangkan model sepuluh langkah atau dikenal pula dengan nama model pelatihan partisipati. 4. inhouse training (iht) in-house training adalah pelatihan adalah pelatihan ang terjadi atas permintaan suatu komunitas tertentu, baik lembaga profit maupun nonprofit. istilah in-housing training sama pengertiannya dengan inservis training merupakan usaha untuk meningkatkan pengetahuan dan keterampilan guru dalam bidang tertentu sesuai dengan tugasnya agar dapat meningkatkan efisiensi dan produktivitas dalam bidang tersebut. lebih lanjut dikemukakan bahwa program in-servis training. hadari nawawi (1983:113) menyatakan in-servis training ini diperlukan karena banyak guru muda yang belum mendapat pengalaman dan bekal yang cukup dalam menghadapi pekerjaannya. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 53 5. pelatihan sebagai satuan pendidikan luar sekolah (pls) pelatihan dalam penelitian ini merupakan pendidikan non formal yang diselenggarakan diluar sistem persekolahan, dikelolasecara terorganisir, sistematis dan dalam lingkungan pekerjaan, hal ini sejalan dengan apa yang dikemukakan oleh p. coombs, bahwa: pendidikan non formal adalah setiap kegiatan terorganisasi yang sistematis diluar sistem persekolahan yang mapan, dilakukan secara mandiri atau merupakan bagian penting dari kegiatan yang lebih luas, yang sengaja dilakukan untuk melayani peserta didik tertentu, didalam mencapai tujuan belajar (h. d sudjana, 1996:20) senada dengan pengertian diatas, soelaiman joesoef dan slamet santoso (1979:19) memberikan batasan tentang pls, yang isisnya disinggung tentang latihan: pendidikan luar sekolah adalah setiap keempatan dimana terdapat komunikasi yang teratur dan terarah diluar sekolah dan seseorang memperoleh informasi pengetahuan, latihan atau bimbingan sesuai dengan usia dan kebutuhan kehidupan dengan tujuan yang memungkinkan bginya menjadi peserta yang efisien dan efektif dalam lingkungan keluarga, pekerjaan bahkan lingkungan masyarakat dan negara. sedangkan departemen pendidikan dan kebudayaan memberikan batasan bahwa “pls adalah meliputi pendidikan keluarga, kelompok belajar, kursus, dan satuan pendidikan sejenis, dan kegiatan pls yang tidak berjenjang dan tidak berkesinambungan” (depdikbud 1989: 7-8). pengertian ini memberikan gambaran bahwa pelatihan merupakan salah satu garapan pls yang sangat luas yang diselenggarakan diluar sistem sekolah. pelatihan merupakan salah satu dari satuan pls, hal ini tercantum dalam bab vii pasal 19, yaitu ‘selain kursus dan kelompok belajar, pls dapat diselenggarakan dalam bentuk kelompok bermain, penitipan anak, dan satuan pendidikan sejenis yang ditetapkan oleh menteri’ (d. jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 54 sudjana, 2000:352), karena pelatihan dalam penelitian ini merupakan satuan pendidikan sejenis. sedangkan jenisnya, pelatihan dalam penelitian ini termasuk jenis pendidikan kedinasan, hal ini ditegaskan dalam pp ri no 73 thn 1991, bab iii pasal 3 no 5 bahwa: “pendidikan kedinasan merupakan pendidikan yang berusaha meningkatkan kemampuan dalam pelaksanaan tugas kednasan untuk pegawai atau calo pegawai suatu departemen atau lembaga pemerintah non departemen” (d. sudjana, 2000:348). program pelatihan bahasa inggris dalam tesis ini diselenggarakan oleh yayasan fithrah insani yang bertujuan untuk meningkatkan kompetensi berbahasa inggris guru, agar dapat melaksanakan tugasnya sesuai dengan standar sekolah, hingga mereka dapat mengajar dan berbahasa inggrislebih baik, yang diharapkan akan memberikan dampak terhadap peningkatan kualitas kompetensi berbahasa inggris maupun mengajar guru di sdit bilingual fithrah insani. c. pembahasan untuk memperoleh data tentang prosedur implementasi program pelatihan bahasa inggris ini dilakukan observasi, wawancara dan stndi dokumentasi. wawancara terhadap 5 orang responden dari hasiltahap pralapangan, akhirnya dapat diidentifikasi dan digolongkan subjek pnelitian yang terdiri dari berbagai latar belakang responden sebagai sumber informasi yang diharapkan akan mewakili dalam memberikan data tentang gambaran program pelatihan dan berbagai sudut pandang sesuai dengan latar belakangnya. 1. perencanaan pelatihan berdasarkan hasil wawancara peneliti dengan hrd, proses ini dilakukan oleh divisi hrd dengan melibatkan wakasek dan instruktur. proses perencanaan ini difokuskan pada proses identifikasi kebutuhan pelatihan, proses rekrutmen peserta pelatihan, sumber belajar, penjabaran bahan belajar, pengadaan sarana belajar, pemilihan metode dan teknik pelatihan, proses penyusunan alat evaluasi, dan apabila jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 55 proses perencanaan selesai maka akan dihasilkan desain pelatihan yang akan disetujui dan disahkan oleh pimpinan yayasan untuk dilaksanakan. dari hasi penelitian, penulisan dapat melihat bahwa program peatihan ini memberikan pembelajaran yang berpusat kepada kompetensibahasa inggris, terutama dalam aspek berbiara dan gramatikal guru sdit bilingual fithrah insani. pelatihan ini juga bertujuan untuk memperoleh skor toefl dengan nilai minimal 450. 2. pelaksanaan pelatihan pelaksanaan kegiatan pelatihan dilaksanakaan dimulai dengan pengkondisian iklim belajar dan pre test. penyampaian materi serta penerapan metode dan teknik pelatihan, diakhiri dengan praktek berbicara atau speaking. jadwal diatur sedemikian rupa berdasarkan urutan materi dengan tingkat kesulitan yang berbeda, dihadiri peserta yang telah menentukan jadwal pe;atihannya dengan persetujuan yayasan fithrah insani dan instrukur.pada program pelatiham ini, pengkondisian iklim belajar sudah dilaksanakan, yaitu dengan adanya perkenalan antara instruktur dan peserta pelatihan, juga dengan pemberian informais tentang tata cara dan aturan pelatihan. selain itu diadakan pretest yang diantaranya tujuannya yaitu menyiapkan para peserta kedalam suasana pembelajaran. kedua penciptaan lingkungan belajar ini akan memotivasi peserta untuk lebih aktif berpartisipasi dalam program pelatihan, dan apabila situasi yang nyaman dan menyenangkan tercipta maka diharapkan hasil pelatihan akan lebih mengenai sasaran. dari hasil penelitian, penulis memahami bahwa dengan penyampaian materi pada program pelatihan dapat berjaln dengan baik bila didukung dengan adanya modul yang berisi satuan bahasa tertentu yang disusun secara sistemati, operasional, dan terarah untuk digunakan memungkinkan peserta pelatihan memperoleh kompetensi yan belum dikuasai, mengevaluasi kompetensinya untuk mengukur keberhasilan belajar. pembelajaran dalam pelatihan ini merupakan salah satu tahapan penting dalam urutan pelaksanaan program pelatihan bahasa inggris, jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 56 karena hampir seluruh materi ya dilatihan, maka selalu diakhiri dengan praktek dalam proses pem,belajarannya. 3. evaluasi pelatihan test dilakukan pada akhir pelatihan pada akhir pelatihan, dengan test tulis dan praktek berbicara (speaking) yang sudah dipelajari sebelumnya. d. kesimpulan peningkatan mutu pegawai melalui program pelatihan diharapkan akan memberikan manfaat bagi sekolah, yaitu dapat dimanfaatkannya potensi sdm guru secara lebih efektif secara lebih efektif dan pada akhirnya akan meningkatkan kompetensi berbahasa inggris baik dalam proses pembelajaran dan sehari-hari. sdit fithrah insani menyadari hal ini, dan mereka telah melaksanakan berbagai program pelatihan. namun kepala yayasan dan kepala sekolah sdit fithrah insani sebagai kepala yang bertanggung jawab dalam pengembangan guru sdit bilingual fithrah insani baik kualitas maupun kuantitas, merasakan perlu diadakannya pelatihan lanjutan sebagai peningkatan kompetensi berbahasa inggris untuk bersaing terhadap perkembangan dunia, jasa pelayanan untuk menyelenggrakan pelatihan bahasa inggris berbentuk iht atau in-house training. pelatihan isinya lebih menekankan pada proses pencapaian kompetensi bahasa inggris dan grammar (tata bahasa) yang sesuai dengan kebutuhan dan latihan toefl, karena syarat guru bilingual yaitu memiliki standar score toefl minimal 450. maka dari itu penulis makalah penelitian tentang pelatihan peningkatan kompetensi berbahasa inggris guru dalam pembelajaran bilingual di sdit bilingual fithrah insani kbb. dari hasil penelitian, penulis memahami bahwa dengan penyampaian materi pada program pelatihan dapat berjalan dengan baik bila didukung dengan adanya modul yang berisi satuan bahasa tertentu yang disusun secara sistemati, operasional, dan terarah untuk digunakan memungkinkan peserta pelatihan memperoleh kompetensi yan belum dikuasai, mengevaluasi kompetensinya untuk mengukur keberhasilan jurnal empowerment volume 6, nomor 1 februari 2017, issn no. 2252-4738 57 belajar, juga mengundang penutrur asli bahasa inggris sebagai instruktur. pembelajaran dalam pelatihan ini merupakan salah satu tahapan penting dalam urutan pelaksanaan program pelatihan bahasa inggris, karena hampir seluruh materi ya dilatihan, maka selalu diakhiri dengan praktek dalam proses pem,belajarannya. daftar pustaka sudjana, d. (1993). metode dan teknik pembelajaran partisipatif. bandung: nusantara press. sikula, a.f. (1996). personal administration and human resource manageent. canada: wiley trans. lynton&pareek, u. (1980). training for development. harford connecticut kumarian pers.: moekidjat. (1991). latihan dan pengembangan sumer daya manusia. bandung: mandar maju wibowo. 2007. manajemen kinerja. rajagrafindo persada: depok. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 92 pengelolaan pembelajaran pelatihan komputer aplikasi microsoft excel 2010 dalam rangka pencapaian hasil belajar bagi warga belajar di pkbm bina mekar cimahi selatan nuki widiastuti abstrak pusat kegiatan belajar masyarakat yang selanjutnya disingkat pkbm, secara konseptual pada dasarnya merupakan tempat di mana orang-orang dapat mengikuti program belajar. unesco (zainudin arif: 2003), merumuskan pkbm (community learning centre) sebagai an organized place where a people may learn. pengertian ini dianut pula oleh jajaran direktorat pendidikan luar sekolah dan pemuda yang rumusannya “pkbm merupakan tempat belajar yang dibentuk dari, oleh, dan untuk masyarakat dalam rangka usaha untuk meningkatkan pengetahuan, keterampilan, sikap, hobi, dan bakat warga masyarakat” (sihombing, 1999). penelitian ini bertujuan mengungkap data perencanaan dalam rangka pencapaian hasil belajar bagi warga belajar di pkbm bina mekar cimahi selatan. mengungkap data pelaksanaan dalam rangka pencapaian hasil belajar bagi warga belajar di pkbm bina mekar cimahi selatan. mengungkap data hasil dalam rangka pencapaian hasil belajar bagi warga belajar di pkbm bina mekar cimahi selatan. mengungkap faktor pendukung dan penghambat pembelajaran pelatihan dalam rangka pencapaian hasil belajar bagi warga belajar yang diselenggarakan di pkbm bina mekar cimahi selatan. mengacu undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional dan peraturan pemerintah no. 73 tahun 1991 tentang pendidikan luar sekolah, maka sejak 1998 direktorat pendidikan masyarakat merintis pembentukan wadah pendidikan nonformal yang diharapkan mampu mengatasi permasalahan di atas. lembaga pendidikan non formal tersebut diberi nama pusat kegiatan belajar masyarakat (pkbm). penelitian ini termasuk penelitian studi kasus dengan pendekatan kualitatif. teknik pengumpulan data menggunakan pedoman wawancara, observasi dan dokumentasi. berdasarkan pembahasan hasil penelitian maka kesimpulan penelitian 1) perencanaan yang dilakukan oleh penyelenggara pelatihan pada pelatihan komputer bagi warga belajar di pusat kegiatan belajar jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 93 masyarakat (pkbm) bina mekar kecamatan cimahi selatan telah dilakukan dengan cukup baik. 2) pelaksanaan pembelajaran dalam kegiatan pelatihan komputer bagi warga belajar telah dilaksanakan dengan cukup baik. 3) kegiatan evaluasi yang dilaksanakan penyelenggaraan pelatihan komputer bagi warga belajar meliputi evaluasi hasil dan evaluasi pelaksanaan program. evaluasi hasil dilakukan untuk mengetahui hasil pembelajaran yang telah dicapai oleh warga belajar. 4) faktorfaktor pendukung dan penghambat dalam pelatihan komputer bagi warga belajar yang diselenggarakan oleh pusat kegiatan belajar masyarakat (pkbm) bina mekar kecamatan cimahi selatan, adalah tingginya minat masyarakat untuk mengikuti pelatihan komputer dan tidak ada tenaga tekhnisi sehingga apabila ada kerusakan pada komputer sulit untuk mengatasinya.rekomendasi mengacu pada hasil temuan penelitian, peneliti dapat mengemukakan menjadi beberapa rekomendasi yang diharapkan dapat dijadikan masukan bagi pihak-pihak yang terkait dengan pendidikan. kata kunci: pusat kegiatan belajar masyarakat a. pendahuluan pada hakekatnya pkbm dibentuk dengan tujuan untuk memperluas kesempatan bagi warga masyarakat khususnya yang tidak mampu meningkatkan pengetahuan, keterampilan dan sikap mental yang diperlukan untuk mengembangkan diri dan bekerja mencari nafkah. mutu pengelolaan pkbm secara umum perkembangannya belum menggembirakan sesuai dengan harapan. mutu proses berkaitan dengan keharmonisan dan sinergi input-input sehingga mampu menciptakan situasi belajar yang menyenangkan, memotivasi warga belajar, warga belajar tidak hanya sekedar tahu dan terampil, tetapi mampu menerapkan pengetahuan dan keterampilannya dalam kehidupan sehari-hari. mutu ouput berkaitan dengan hasil belajar akademik yang tinggi dan hasil belajar non akademik seperti kejujuran, disiplin, ketekunan, mandiri, peningkatan pendapatan, kesehatan, dan lain-lain. pengelola atau pemimpin, sebagai salah satu komponen instrumental input dalam sistem manajemen pkbm memiliki pengaruh besar untuk memberikan konstribusi pada proses pengelolaan menjadi bermutu ataupun tidak. jadi di sini seorang pemimpin ataupun pengelola adalah jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 94 kumpulan (agregasi) kualitas-kualitas intelektual, pengertian tentang ekologi kemanusiaan serta ciri-ciri moral yang memungkinkan seseorang untuk membangkitkan motivasi lain guna melaksanakan tugas yang ditetapkan. pengelola pkbm, dengan demikian dituntut untuk memiliki pandangan stratejik (strategic vision) yang jauh ke depan dan kekuatan tekad (strength of will) yang besar, sekaligus ia dapat menerjemahkan visinya sehingga di mengerti oleh peserta belajarnya. visi saja tidak cukup, ia dituntut untuk memiliki task commitment yang kuat, memiliki motivasi kerja yang kokoh dalam mewujudkan prestasi yang diharapkan. need for achievement tersebut merupakan nafsu untuk bekerja keras, belajar lebih cepat, ulet, dan disiplin. namun juga tidak semata-mata untuk kepuasan ekonomi, melainkan juga untuk memuaskan secara sosial dan batin dari dalam. oleh karena itu pula dikembangkan need for power (n’power) dan need for affiliation (n’affiliation). kemudian aspek lain yang tidak kalah pentingnya dalam upaya meningkatkan mutu pelayanan pkbm, adalah aspek persepsi pengelola terhadap program pemberdayaan. pemberdayaan (empowering) pengelola pkbm secara sederhana mencakup pengembangan konsepkonsep “mandiri”, “partisipasi”, “jaringan kerja”, dan “keadilan” dalam pembangunan masyarakat ataupun community building (craig dan mayo: 1995). tentu saja substansi pemberdayaan itu sendiri, sangat beragam tergantung dari sisi mana kita memandangnya, yang dapat dilihat dari aspek persiapan, proses, dan evaluasi. namun dalam realitasnya upaya untuk meningkatkan mutu pelayanan pkbm itu tidaklah mudah. berdasarkan hasil kajian pendahuluan (preliminary study) terdapat beberapa kelemahan baik dalam persiapan (identifikasi masalah), proses (pendekatan, strategi, substansi, media), dan evaluasi (rendahnya konsistensi supervisi dan monitoring, tidak ada follow up pasca kegiatan). b. kajian teori rujukan serta kaitan pkbm dengan pls pendidikan bertujuan memajukan dan mencerdaskan bangsa. melalui pendidikan manusia bisa membedakan yang baik dan buruk. pendidikan juga merupakan suatu proses yang meliputi aspek material dan non jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 95 material. aspek material berupa sesuatu yang berhubungan dengan kepentingan keduniaan dan aspek non material berupa segala sesuatu yang berhubungan dengan aspek moral dan agama. pendidikan diharapkan menjadi tumpuan harapan bangsa. karena melalui pendidikan diharapkan dapat menciptakan manusia yang berilmu pengetahuan dan berakhlak mulia serta dapat mengejar ketertinggalan dalam berbagai bidang di era yang serba modern ini. dalam kerangka pembangunan pendidikan setidaknya ada dua isu pokok. pertama, rendahnya pencapaian angka indeks pendidikan yang merupakan komponen indeks pembangunan manusia (ipm). kedua, belum tuntasnya program wajib belajar pendidikan dasar sembilan tahun. kedua isu tersebut merupakan bagian yang tak terpisahkan dari konsep education for all. seperti kita ketahui salah satu penyebab rendahnya kualitas sumber daya manusia kita tidak terlepas dari rendahnya tingkat pendidikan masyarakat, terutama pada usia sekolah.rendahnya kualitas sdm tersebut disebabkan oleh banyak faktor, di antaranya ketidakmampuan anak usia sekolah untuk melanjutkan pendidikan ke jenjang yang lebih tinggi. selain hal di atas, batasan usia pendidikan dan biaya pendidikan terlalu tinggi yang diterapkan pada sekolah formal (sd/mi, smp/mts dan sma/smk/ma) juga salah satu penyebab rendahnya tingkat pendidikan masyarakat usia sekolah. oleh karena itulah, mengacu undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional dan peraturan pemerintah no 73 tahun 1991 tentang pendidikan luar sekolah, maka sejak 1998 direktorat pendidikan masyarakat merintis pembentukan wadah pendidikan nonformal yang diharapkan mampu mengatasi permasalahan di atas. lembaga pendidikan non formal tersebut diberi nama pusat kegiatan belajar masyarakat (pkbm). dalam kaitannya dengan upaya peningkatan kualitas dan relevansi pendidikan, maka program pendidikan non formal lebih diorientasikan pada kebutuhan pasar, tanpa mengesampingkan aspek akademis. program pendidikan nonformal diharapkan mampu meningkatkan pengetahuan, keterampilan, profesionalitas, produktivitas dan daya saing dalam merebut peluang pasar dan peluang usaha. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 96 sebagai upaya meningkatkan kualitas dan pemberdayaan pkbm di era otonomi daerah yang berlangsung sejak tahun 2001, maka dirasa perlu adanya antisipasi terhadap kebutuhan belajar yang semakin kompleks. untuk itu mendesak untuk melakukan pengembangan program yang beraneka ragam. berdasarkan uraian di atas, keterlibatan pendidik mungkin terjadi pada seluruh langkah kegiatan atau pada beberapa langkah kegiatan yang ditempuh dalam penyelenggaraan program pembelajaran pada pendidikan luar sekolah. sejarah berdirinya pkbm pusat kegiatan belajar masyarakat (pkbm) hadir di indonesia di tengahtengah kondisi krisis sosial ekonomi nasional pada tahun 1998. kehadiran pkbm sebenarnya memiliki latar belakang yang cukup panjang. fakta menunjukkan bahwa pendidikan formal dan sistem persekolahan ternyata tidak cukup untuk menjawab berbagai permasalahan yang dihadapi oleh masyarakat. hal ini dapat dilihat dari masih rendahnya tingkat pendidikan masyarakat, tingginya tingkat buta aksara bagi orang dewasa, tingginya tingkat pengangguran, tingginya tingkat kemiskinan dan sebagainya. di pihak lain, kebijakan pemerintah dalam pembangunan pendidikan sangat menitikberatkan pada pendidikan formal dan sistem persekolahan. adapun perhatian pada pendidikan non formal masih sangat terbatas. hal ini dapat dilihat dari alokasi anggaran dan fasilitas maupun berbagai sumberdaya lainnya yang jauh lebih besar dicurahkan bagi pendidikan formal dan sistem persekolahan. sesungguhnya pendidikan non formal telah dikenal dalam peradaban manusia jauh sebelum adanya pendidikan formal dan sistem persekolahan. namun pembinaan pendidikan nasional selama ini masih didominasi oleh pendidikan formal. pembinaan pendidikan non formal dilakukan oleh pemerintah hanya melalui berbagai pendekatan proyek yang bersifat sementara dan kadangkala tidak berkelanjutan. cakupannyapun masih sangat terbatas pada beberapa jenis kebutuhan pendidikan yang bersifat nasional. sementara pendidikan non formal yang diselenggarakan oleh masyarakat masih bertumpu pada jenis-jenis pendidikan yang memiliki nilai komersial sehingga dapat ditarik jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 97 pembayaran dari masyarakat untuk membiayai kegiatan pendidikan tersebut. untuk meningkatkan efektivitas keberhasilan pendidikan non formal telah dilakukan berbagai evaluasi terhadap kiprah pendidikan non formal selama ini. negara-negara yang tergabung dalam unesco menyimpulkan bahwa pembangunan pendidikan non formal haruslah semaksimal mungkin bersifat partisipatif, dilaksanakan oleh masyarakat itu sendiri dan peran pemerintah sebaiknya diposisikan lebih sebagai fasilitator. hal ini terlihat dari berbagai naskah deklarasi antara lain deklarasi jomtien, dakar, dan sebagainya. salah satu upaya konkrit untuk mengimplementasikan gagasan tersebut adalah dengan mendorong dan memotivasi terwujudnya pusat kegiatan belajar masyarakat (pkbm) atau community learning centre. pkbm bukanlah sepenuhnya merupakan suatu konsep yang baru sama sekali. sebagai contoh di jepang pkbm dikenal sejak tahun 1949 dengan nama kominkan. kominkan telah turut memberikan kontribusi yang sangat berarti bagi pembangunan kemajuan masyarakat jepang. sampai dengan tahun 2004 diperkirakan ada sekitar 18.000 kominkan terdapat di seluruh jepang. untuk menggerakkan masyarakat agar terwujud pkbm di indonesia, pemerintah melalui departemen pendidikan nasional merumuskan berbagai kebijakan dan program untuk mengidentifikasi dan memotivasi agar masyarakat dengan kesadarannya sendiri membentuk dan mengelola berbagai kegiatan pembelajaran bagi masyarakat sesuai kebutuhan dan potensi masing-masing. gagasan ini mendapatkan sambutan cukup baik oleh masyarakat sehingga pada awal tahun 1998 mulai dikukuhkan keberadaan berbagai pkbm di berbagai wilayah di seluruh indonesia. pentingnya konsep pkbm sebagai suatu institusi baru yang bergerak dalam berbagai kegiatan pendidikan non formal di tingkat akar rumput, pkbm berkembang secara dinamis dan belum didukung oleh berbagai pijakan kerangka teoritik dan akademik yang memadai. pengembangan pkbm sepenuhnya didasarkan atas pengalaman di lapangan yang situasi kondisinya sangat beragam. dengan sendirinya konsep pkbm yang berkembangpun sangat bervariasi dari suatu pkbm ke pkbm lainnya. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 98 konsep pkbm yang berkembang sangat umum dan kurang tajam mengungkap secara menyeluruh eksistensi dan karakteristik pkbm itu sendiri. longgarnya konsep tentang pkbm ini di satu sisi memberikan fleksibilitas yang tinggi bagi inovasi pengembangan pkbm pada tahap awal pengembangannya namun konsep yang terlalu umum ini tidak memadai untuk menjadi pijakan bagi pengembangan pkbm lebih lanjut. di samping itu, ketidakjelasan konsep tentang pkbm dapat menimbulkan adanya kesimpang siuran pemahaman tentang pkbm yang dapat mengakibatkan kontra produktif bagi pengembangan pkbm selanjutnya. adapun konsep tentang pkbm yang tertulis masih sangat terbatas, dan itupun masih sangat kental dipengaruhi perspektif birokratik belum menggambarkan konsep yang lebih utuh. dengan diakuinya secara eksplisit pkbm sebagai salah satu satuan pendidikan non formal dalam undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional, menjadi tanggungjawab semua pihak baik pemerintah pusat, pemerintah propinsi, pemerintah kabupaten/kota dan masyarakat luas untuk mengembangkan pkbm dalam rangka mensukseskan tujuan pendidikan nasional. dengan demikian keberadaan konsep pkbm yang lebih jelas dan lebih memadai bagi pengembangan pkbm lebih lanjut sangat dibutuhkan. tanpa adanya konsep pkbm yang jelas dan memadai akan sulit dibangun rencana strategis yang baik dalam pengembangan pkbm selanjutnya baik di tingkat institusi, di tingkat lokal, regional, maupun nasional. hal ini tentunya akan mengakibatkan tidak adanya sinergi, rendahnya efektivitas dan inefisiensi dalam pengembangan pkbm lebih lanjut. pengembangan konsep pkbm mengingat pkbm merupakan suatu institusi baru, maka pengembangan konsep pkbm sementara ini lebih didasarkan atas hasil observasi yang bersifat umum terhadap berbagai pengalaman pkbm selama ini. konsep pkbm inipun sedang terus berkembang seiring dengan berbagai inovasi yang muncul dalam pengalaman pengembangan pkbm di lapangan. di kemudian hari tentunya juga diharapkan pengembangan konsep pkbm ini juga didasarkan atas berbagai hasil kajian dan penelitian akademik yang lebih mendalam, sehingga dihasilkan konsep pkbm yang lebih solid, lebih tajam dan lebih menyeluruh. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 99 pengembangan konsep pkbm haruslah memperhatikan dua faktor secara bersamaan yaitu faktor kemampuan konsep dalam menjelaskan secara lengkap dan utuh seluruh eksistensi dan karakteristik pkbm itu sendiri dan faktor kemampuan konsep dalam mengakomodasikan berbagai perkembangan dan keragaman pkbm baik yang telah ada maupun yang akan datang. atas dasar pertimbangan tersebut maka konsep pkbm yang diuraikan dalam kesempatan ini lebih merupakan konsep yang bersifat generik. artinya konsep pkbm yang diungkapkan ini adalah konsep yang dapat dikembangkan lebih lanjut ke dalam berbagai model-model pkbm yang bervariasi. pendekatan yang digunakan dalam mengembangkan konsep pkbm yang akan diuraikan lebih lanjut didasarkan atas pendekatan yang bersifat induktif. formulasi konsep pkbm ini didasarkan atas pergumulan dan pengalaman praktis dalam membentuk, membangun dan mengembangkan pkbm sehari-hari. di samping itu, juga melalui pengalaman dalam memperhatikan berbagai inovasi, keberhasilan dan permasalahan yang dihadapi berbagai pkbm yang terungkap dalam berbagai diskusi di pertemuan tingkat nasional tentang pkbm baik dalam kerangka forum komunikasi pkbm indonesia maupun dalam kerangka perumusan dan perbaikan berbagai program dan kebijakan yang bekaitan dengan pkbm oleh direktorat jenderal pendidikan luar sekolah depdiknas. konsep pkbm yang diuraikan ini telah melalui pembahasan oleh konsep pkbm menjelaskan secara utuh jati diri pkbm, siapa atau apakah pkbm itu, bagaimana pkbm itu berkiprah dan ke arah mana pkbm itu berjalan/ berkembang. c. metode penelitian pendekatan yang digunakan dalam penelitian ini adalah pendekatan penelitian kualitatif. penggunaan pendekatan kualitatif ini didasarkan pada pertimbangan bahwa penelitian ini tidak bertujuan untuk menguji hipotesis berdasarkan atas teori tertentu, melainkan untuk menemukan pola-pola yang mungkin dapat dikembangkan menjadi teori. d. pembahasan evaluasi hasil mencakup kualitas peserta didik setelah mengikuti proses pelatihan yang dinilai dari perubahan tingkah laku peserta dari ranah jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 100 afeksi, kognisis dan psikomotor. ranah afeksi mecakup sikap, aspirasi, perasaan, dorongan, nilai, dan lain sebagainya. ranah kognisi mencakup pengetahuan, penguasan dan pemahaman. ranah psikomotor meliputi skill yang berkenaan dengan ketrampilan produktif, teknik, fisik, sosial, manajerial, dan/atau intelek. ketiga ranah tersebut berkaitan dengan materi/bahan belajar yang telah dipelajari dan kebermaknaannya dalam kehidupan peserta didik. perubahan tingkah laku yang dicapai setelah mengikuti pelatihan komputer, sejalan dengan manfat secara umum suatu pelatihan yaitu : 1. dari segi individu, pelatihan apapun bentuknya mempunyai manfaat: a. menambah wawasan, pengetahuan tentang perkembangan organisasi baik secara internal ataupun eksternal, b. menambah wawasan tentang perkembangan lingkungan yang sangat mempengaruhi kehidupan organisasi, c. menambah pengetahuan di bidang tugasnya, d. menambah keterampilan dalam meningkatkan pelaksanaan tugasnya, e. meningkatkan kemampuan berkomunikasi antara sesama. f. meningkatkan kemampuan menangani emosi, dan g. meningkatkan pengalaman hidup. 2. dari segi organisasi, manfaat pelatihan lebih terbatas dibandingkan dengan manfaat pelatihan bagi individu yaitu : a. menyiapkan petugas untuk menduduki jabatan yang lebih tinggi, dari jabatan yang sekarang, b. penyesuaian terhadap perubahan yang terjadi di lingkungannya, c. merupakan landasan untuk pengembangan selanjutnya, d. meningkatkan kemampuan berproduksi, dan e. meningkatkan kemampuan organisasi untuk menciptakan kolaborasi dan jaringan kerja. hasil wawancara dengan penyelenggara pelatihan komputer yang dilaksanakan di pusat kegiatan belajar masyarakat (pkbm) cimahi selatan menyimpulkan bahwa hasil yang dicapai dari pelatihan selama ini berjalan dengan cukup memuaskan karena program pelatihan telah memberikan kebermaknaan pada kehidupan peserta didik. kebermaknaan ini dirasakan pada manfaat yang didapat warga belajar selama dan setelah mengikuti pelatihan diantaranya ada yang dapat membuka usaha rental, membantu menyelesaikan pekerjaan baik di kantor, di tempat kerja, mempermudah pekerjaan sehari-hari seperti membuat surat undangan dan pekerjaan dari sekolah. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 101 dari wawancara terhadap warga belajar yang telah bekerja, manfaat yang dirasakan oleh warga belajar selama dan setelah mengikuti pelatihan komputer menggambarkan bahwa penguasaan ilmu komputer memberikan banyak keuntungan pada mereka dalam menyelesaikan tugas-tugas sehari-hari. manfaat yang dirasakan dari penggunaan komputer diantaranya: 1) kecepatan dalam pelaksanaan tugas, 2) memberikan ketelitian terhadap angka-angka, 3) penghematan karena adanya pengawasan manajemen yang lebih baik, 4) informasi yang terdapat dalam komputer dapat diolah secara otomatis, 5) penghematan dalam tenaga kerja, dan 6) fleksibilitas yang tinggi, karena dapat digunakan untuk banyak tujuan dalam suatu organisasi. manfaat yang dihasilkan selama mengikuti pelatihan, juga sejalan dengan salah satu prinsip dalam pelaksanaan program pendidikan luar sekolah yaitu prinsip relevansi. asas relevansi merupakan salah satu asas yang digunakan dalam pendidikan luar sekolah. asas relevansi mengandung dua makna yaitu: 1) kehadiran pendidikan luar sekolah didasarkan pada kebutuhan masyarakat dan muncul karena tuntutan pembangunan masyarakat, dan 2) program-program pendidikan luar sekolah berfungsi menggarap pengembangan sumber daya manusia yang menjadi pelaku utama dalam pembangunan masyarakat dan sekaligus penerima pengaruh dari pembangunan masyarakat itu. di samping itu, pengelola pusat kegiatan belajar masyarakat (pkbm) cimahi selatan yang menyelenggarakan pelatihan komputer harus memahami peran atau fungsi dalam proses pelatihan. keberhasilan dalam suatu pelatihan tidak terlepas dari peran-peran atau fungsi-fungsi dalam proses pelatihan tersebut. peranan penting dalam proses pelatihan mencakup : 1. manajer pelatihan dengan tugas yang diembannya. 2. pengembang kegiatan pelatihan dengan tugas yang diembannya. 3. teknologi pembelajaran dengan komponen-komponennya. 4. instruktur/fasilitator dengan tugas dan perannya. pkbm cimahi selatan memberikan pelayanan program pendidikan luar sekolah kepada masyarakat khususnya kelompok masyarakat yang miskin, menganggur dan atau tidak belajar pada jalur sekolah untuk mendapatkan pengetahuan dan keterampilan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 102 e. kesimpulan berdasarkan pembahasan hasil penelitian maka kesimpulan penelitian dari studi pembelajran pelatihan komputer aplikasi microsoft excel 2010, dan pengaruhnya terhadap pencapaian hasil warga belajar pada pusat kegiatan belajar masyarakat (pkbm) bina mekar kecamatan cimahi selatan tersebut sebagai berikut : 1. perencanaan yang dilakukan oleh penyelenggara pelatihan pada pelatihan komputer aplikasi microsoft excel 2010 dalam rangka pencapaian hasil belajar bagi warga belajar di pusat kegiatan belajar masyarakat (pkbm) bina mekar kecamatan cimahi selatan telah dilakukan dengan cukup baik. namun, masih ditemukan beberapa kekurangan dalam kegiatan perencanaan, diantaranya masih kurang melibatkan partisipasi semua pihak dalam penyusunan rencana pelatihan. di samping itu, penyelenggara pelatihan juga belum merencanakan evaluasi program yang tepat untuk pengembangan lanjutan program. 2. pelaksanaan pembelajaran dalam kegiatan pelatihan komputer aplikasi microsoft excel 2010 dalam rangka pencapaian hasil belajar bagi warga belajar telah dilaksanakan dengan cukup baik. namun, dalam pelaksanaan pelatihan masih ditemukan beberapa kekurangan yang menjadi bahan perbaikan untuk penyelenggaraan berikutnya, diantaranya instruktur menyusun tujuan belajar khusus pada setiap materinya yang akan mempermudah instruktur menetapkan kriteria penilaian dan instruktur perlu meningkatkan kegiatan memotivasi pada warga belajar. 3. kegiatan evaluasi atau data hasil yang dilaksanakan penyelenggaraan pelatihan komputer aplikasi microsoft excel 2010 dalam rangka pencapaian hasil belajar warga belajar meliputi evaluasi hasil dan evaluasi pelaksanaan program. evaluasi hasil dilakukan untuk mengetahui hasil pembelajaran yang telah dicapai oleh warga belajar evaluasi hasil mencakup ranah afektif, kognitif dan psikomotor. produk yang telah dicapai adalah perubahan perilaku dan manfaat yang dirasakan warga belajar setelah mengikuti pelatihan. evaluasi hasil dilakukan untuk mengetahui dampak dari penyelenggaraan pelatihan dalam rangka pencapaian hasil belajar bagi warga belajar. hasil yang dicapai dari pelatihan dalam rangka pencapaian hasil belajar bagi warga belajar cukup memuaskan karena program pelatihan sesuai dengan kebutuhan dan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 103 keinginan warga belajar alat evaluasi yang digunakan dalam evaluasi pelaksanaan pembelajaran adalah tes tertulis dan tes praktek. hasil evaluasi terhadap pelaksanaan pelatihan menunjukkan bahwa pelatihan komputer telah memberikan hasil yang memuaskan walaupun tanpa menyusun tujuan pembelajaran khusus. oleh karena itu, dengan pengggunaan tujuan pembelajaran khusus hasil pelatihan akan lebih baik. penilaian dalam evaluasi proses pembelajaran dapat berfungsi dengan akurat dengan menggunakan penilaian teori dan penilaian praktek. namun dalam pelaksanaan evaluasi masih perlu dilengkapi dengan pelaksanaan evaluasi program secara akurat yang meliputi seluruh aspek dan komponen dalam warga belajaran luar sekolah. 4. faktor-faktor pendukung dalam pelatihan komputer aplikasi microsoft excel 2010 dalam rangka pencapaian hasil belajar bagi warga belajar yang diselenggarakan oleh pusat kegiatan belajar masyarakat (pkbm) bina mekar kecamatan cimahi selatan, meliputi: 1) tingginya minat masyarakat untuk mengikuti pelatihan komputer, 2) sarana dan prasarana yang cukup mendukung, dan 3) manajemen penyelenggaraan yang melibatkan berbagai peran yang terlibat dalam proses pelatihan. faktor-faktor penghambat yang ditemukan dalam penyelenggaraan pelatihan komputer aplikasi microsoft excel 2010 di pusat kegiatan belajar masyarakat (pkbm) bina mekar kecamatan cimahi selatan meliputi: 1) tidak ada tenaga tehnisi sehingga apabila ada kerusakan pada komputer sulit untuk mengatasinya. 2) keterbatasan dana untuk meningkatkan kegiatan pada tahap lanjutan. 3) pencapaian perencanaan dengan pelaksanaan terkadang mengalami kendala karena ada warga belajar yang kurang termotivasi untuk hadir. 4) warga belajar ada yang kurang termotivasi belajar. adanya hambatan atau kendala yang dialami pihak penyelenggara pelatihan komputer ini, kiranya tidak membuat penyelenggara menjadi patah semangat, melainkan justru menjadikannya sebagai tantangan yang harus dipecahkan bersama. rekomendasi secara praktis berdasarkan hasil penelitian maka peneliti mengemukakan beberapa rekomendasi kepada berbagai pihak yang berkepentingan dengan upaya pengelola dalam meningkatkan kompetensi warga belajar, dan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 104 pengaruhnya terhadap proses pembelajaran pada pusat kegiatan belajar masyarakat (pkbm) bina mekar kecamatan cimahi selatan 1. bagi pengelola pembelajaran ini bukan satu-satunya yang terbaik di terapkan pada pusat kegiatan belajar masyarakat (pkbm) bina mekar kecamatan cimahi selatan, adapun untuk warga belajar hendaknya mengembangkan ilmu pengetahuan yang lebih banyak lagi mengenai pembelajaran dalam rangka pencapaian hasil belajar bagi warga belajar ini, agar menjadi pedoman bagi warga belajar untuk memberikan mutu warga belajaran lebih baikr, bisa memanfaatkan sumber daya, sumber alam yang tersedia, fasilitas, sarana prasarana yang di miliki pusat kegiatan belajar masyarakat (pkbm) bina mekar kecamatan cimahi selatan. 2. warga belajar hendaknya menjadikan warga belajarnya lebih kreatif dalam memberikan pembelajaran seperti adanya komputer dengan membuat perencanaan pembelajaran tahunan, semesteran, mingguan dan harian yang formatnya sudah tersedia di sekolah warga belajar perlu mengembangkan dan mempraktekkan dalam pembelajaran yang berjalan, sulitnya mendapatkan referensi tentang pembelajaran ini ada baiknya yayasan memberikan fasilitas pada warga belajar untuk mengikut sertakan warga belajar dalam pelatihan dan pembinaan yang diadakan diknas kota maupun propinsi. secara teoritis 1. bagi pengembang ilmu hasil penelitian ini memberikan kontribusi secara teoritis, yaitu memberikan pengembangan pada teori yang sudah ada, yaitu mengembangkan aspek-aspek yang dimiliki anak, seperti aspek kognitif, bahasa, psikomotorik, fisik, sosial emosional, kreativitas, moral dan nilai agama, serta kecakapan hidup. sehingga hasil penelitian ini dapat mengembangkan tingkat keberhasilan anak didik bersama-sama dengan disiplin ilmu psikologi. 2. bagi peneliti yang akan datang, agar di teliti lebih lanjut mengenai metode pembelajaran lain yang dapat diukur pengaruhnya pada peserta didik, dan bukan saja kompetensi warga belajar, namun kepeminpinan kepala sekolah juga perlu di teliti jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 105 keberhasilannya dalam meningkatkan mutu pusat kegiatan belajar masyarakat (pkbm), demikian juga bagi peneliti yang akan datang bidang psikologi, dapat melanjutkan penelitian ini melalui perilaku peserta didik dalam mengembangkan aspek kognitif, bahasa, psikomotorik, sosial emosional, kreativitas seni dan nilai moral agama anak didik, serta kecakapan hidup. daftar pustaka arief, z. (1987). supervisi, evaluasi, monitoring dan pelaporan pls. jakarta: universitas terbuka arikunto, s. (2002). prosedur penelitian suatu pendekatan praktek. jakarta: rineka cipta harjanto. (2005). perencanaan pengajaran. jakarta: rineka cipta. nazir, m. (1999). metode penelitian. jakarta: ghalia indonesia sudjana, d. (2000). pendidikan luar sekolah wawasan, sejarah perkembangan, falsafah dan teori pendukung azas. bandung: falah production. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 11, nomor 2 september 2022p-issn no. 2252-4738 e-issn : 2580-7692 82 mentoring children to learn at home in distance learning during the covid-19 pandemic in tasikmalaya city lilis karwati1, ahmad hamdan2 1,2,3 pendidikan masyarakat, fkip universitas siliwangi, tasikmalaya, jawa barat, indonesia 1liliskarwati@unsil.ac.id, 2 ahmad.hamdan@unsil.ac.id received: maret, 2022; accepted: september, 2022 abstract learning activities during the pandemic are carried out online at home, of course it is the responsibility of the family, especially parents, to accompany the child during home study. parents should be prepared to accompany and guide their children learning from home. people play a role in accompanying and guiding children during online learning, parents must also understand the applications used during online learning. this research is qualitative phenomenology research, it aims to analyze children's learning assistance during distance learning during the covid-19 pandemic in tasikmalaya city. the data collection techniques used in this study are interviews, observations and documentation. the subjects of this study were parents of children who did online learning. the results showed that during the pandemic almost the entire primary school (sd) in tasikmalaya city learning was conducted online. learning carried out online has several problems, namely the limitations of teachers in delivering materials that make the child do not understand the material in its entirety, parents should increase the cost of spending on internet costs during online learning. learning at home accompanied by parents makes the child closer to the parents, the child feels safe and comfortable being close to the parents so that the child becomes more confident. keywords: learning assistance, distance learning, covid-19 pandemic abstrak proses belajar mengajar selama masa pandemic dilaksanakan secara daring, artinya siswa belajar dari rumah dan orang tua mendampingi anak selama belajar dari rumah. orang berperan mendampingi dan membimbing anak selama pembelajaran daring, orang tua juga harus memahami aplikasi yang digunakan selama pembelajaran daring. penelitian ini merupakan penelitian kualitatif fenomenologi, hal ini bertujuan untuk menganalisis pendampingan belajar anak selama pembelajaran jarak jauh selama masa pandemi covid-19 di kota tasikmalaya. teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, observasi dan dokumentasi. subyek penelitian ini adalah orang tua anak yang melakukan pembelajaran secara daring. hasil penelitian menunjukan bahwa selama masa pandemic pembelajaran di sekolah dasar (sd) di kota tasikmalaya dilakukan secara daring. pembelajaran yang dilaksanakan secara daring terdapat beberapa permasalahan, yaitu keterbatasan guru dalam menyampaikan materi yang membuat anak tidak memahami materi secara utuh, orang tua harus menambah biaya pengeluaran untuk biaya internet selama pembelajaran daring. pembelajaran di rumah dengan didampingi oleh orang tua menjadikan anak lebih dekat dengan orang tua, anak merasa aman dan nyaman berada dekat dengan orang tua sehingga anak menjadi lebih percaya diri. kata kunci: pendampingan belajar, pembelajaran jarak jauh, pandemi covid-19 how to cite: karwati, l. & hamdan, a. (2022). mentoring children to learn at home in distance learning during the covid-19 pandemic in tasikmalaya city. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (2), 82-88. introduction the covid-19 pandemic led to the issuance of learning from home rules for school children and work from home (wfh) for teachers (anawaty, 2020). distance learning or commonly called karwati & hamdan. mentoring children to learn at home in distance learning during the covid-19 pandemic in tasikmalaya city 83 online learning is one form of innovation developed and applied by almost all educational institutions. a circular on school policy during the covid-19 pandemic launched by the minister of education and culture provides provisions, namely the learning process implemented from home to provide meaningful learning through online learning or distance learning (kemendikbud, 2020). in accordance with permendikbud no 24 year 2012 article 1 mentioned that distance learning is an education whose students are separated from educators and learning using various sources of learning media through information technology, communication and other media (kemendikbud, 2020). the family according to effendy (clara, 2015) is the smallest unit of society consisting of the head of the family and several people who gather and live together somewhere, and one roof in a state of interdependence with each other. child mentoring when studying distance needs to be done by the family, especially the role of father and mother as parents, this is because the role of the family serves as the first and foremost place of education of the child in shaping character, religious values, and ethics, parents during the pandemic also have an additional role as teachers during online learning. according to saputri (2017) in karwati (2020) said that parents should be able to provide guidance and direction on each of their children's activities, one of which can meet the needs of children in the field of education and others. parents should also be facilitators who can support the child's learning progress expected by the family by avoiding bad habits that occur in the child, so that the child becomes the focus and pride of the parents. learning from home accompanied by parents can help the child during the activity and can also build intense communication with the child. learning activities held online at home become an additional responsibility for parents, in addition to regular learning at night children do school tasks at the time before the pandemic covid-19. parents take on additional duties as teachers when children study at home because learning is done remotely, munir (2009) distance education is a form of education that gives learners the opportunity to learn separately from teachers. the readiness of learning from home can be seen from how parents accompany and guide children during distance learning. the use of this online learning application certainly causes many problems among the community, especially teachers and parents, both in terms of learning delivery, or from the readiness of parents in accompanying children's learning. parents who were not initially involved in learning, are now actively involved in children's learning activities. the involvement of parents is due to learning done from their homes so of course parents who have to be a companion of children in distance learning. this certainly has a big impact for family members, especially parents, where parents must create and provide a comfortable atmosphere in the learning process at home. helmawati (2014) explained that parents have a full responsibility role in educating children, but now it is bestowed on educators (teachers). this is because parents have to work for a living to meet the needs of the family. pandemic covid-19 raises some new problems in accompanying children when learning at home, parents feel restless and worried in accompanying children to learn, because parents do not fully understand the material delivered by the teacher and foster an interest in learning in children. difficulty of parents in operating gadgets, parents do not have enough time, parents can not wait to accompany the child, there are other problems that result in parents not focusing on karwati & hamdan. mentoring children to learn at home in distance learning during the covid-19 pandemic in tasikmalaya city 84 accompanying the child, parents do not have full readiness in the mentoring of children learning on the other hand there are still many parents who feel objections to the rules of the school, not a few parents who end up letting the child learn alone because of the many burdens that parents bear, so that the learning assistance to children is not optimal. parents feel unable to divide their time to accompany them, plus they feel pressured by the many demands of life needs that must be met, including learning assignments, household costs, school fees and so on. lack of parental insight in providing education and parenting, knowledge of low childcare strategies, problems in the household economy, and the habit of imposing corporal punishment in daily social interactions in an effort to have control over the child's behavior. method this study uses qualitative research with phenomenological approach. this approach relates to the understanding of the daily life and intersubjective world (world of life) of participants. phenomenology is performed in natural situations, so there are no limitations in interpreting or understanding the phenomena studied and researchers are free to analyze data (creswell 2014). restrictions on qualitative research are based more on the level of importance or urgency of the problems at hand. data collection using interview guidelines, observation and document analysis. interview guidelines are conducted to get information directly from the role of family /parents in accompanying children to study at home during distance learning during the covid-19 pandemic. observations were made from the beginning of the study until the end of data collection on the assistance of children learning at home during distance learning during the covid-19 pandemic. analysis of documents to complete the data obtained from observations and interviews, data collection using documentation from theoretical studies obtained from books and journals. the informant in this study was the parents of 6 elementary school students in kahuripan subdistrict tawang tasikmalaya. results and discussion coronavirus is a virus that causes diseases ranging from mild to severe symptoms characterized by fever symptoms, acute respiratory disorders, coughing and shortness of breath. the rapid spread of the virus that almost some people around the earth are infected by the danger of coronavirus makes who designate covid-19 as a pandemic on march 11, 2020 (yurianto, 2020). pandemic covid-19 is very influential to all elements of human life, including the educational element. educational activities have changed drastically, because all activities must be done online. learning at all levels of education is done online to reduce the movement of every human being so as not to contract coronavirus. online learning during the pandemic requires the role of parents to accompany children when studying as a substitute for the role of teachers in schools. karwati (2021) revealed that the condition of the covid-19 pandemic makes people's lifestyles change, because every community is required to improve discipline in maintaining health in order to prevent the spread of coronavirus. people's daily activities are limited so that not many people leave the house, if anyone wants to leave the house must comply with health protocols in accordance with government rules during the pandemic covid-19, as well as activities in educational institutions. siahaan (2020) explained that the indonesian ministry of education has issued a policy that is to disburse all schools and change the process of teaching and learning activities in schools into online learning or distance learning. karwati & hamdan. mentoring children to learn at home in distance learning during the covid-19 pandemic in tasikmalaya city 85 the implementation of the online learning process encountered various problems faced by students and teachers, such as learning materials that were not completed delivered by the teacher, then the teacher replaced them by providing additional tasks. this is a complaint for students because the assignment given by the teacher is too much, not to mention there are students who do not understand the material or assignments given by the teacher. another problem is that with the implementation of online learning, sometimes there are students who are left behind information due to inadequate internet signals and there are also some students who do not have a capable gadget to use in online learning. as a result they were late in collecting the assignments that had been given by the teacher. on the other hand, because of the application of online learning, this makes a new challenge in the world of education where, educators or teachers must also think again about the models and methods of learning to be used. kemendikbud (2020) said that online learning aims to encourage collaboration of parents, teachers and students to be empowered to learn in the face of emergency situations due to the covid-19 outbreak. distance learning is a learning activity that provides opportunities for students to conduct learning activities separately from their educators (munir, 2009). distance learning is a method to teach science, skills, and attitudes by applying and utilizing technology that supports mass quality learning materials so that, it can be used simultaneously by learners whose residences are scattered everywhere. wijayanti and fauziah (2021) explained that the learning conducted online aims to assuage parents' concerns about the achievement of children's education, but has risks to the child's mental and physical health, because the child does not have outdoor activities and interactions with friends. therefore, it takes the role of parents as teachers at home in accompanying children during the distance learning process. munir (2009) explained that there are several principles of distance learning programs, including: 1. aiming to improve the quality of the ability of the learners in accordance with the field of ability and interests and talents in order to better improve themselves; 2. expanding learning opportunities and improving the level of education of learners; 3. improve efficiency in delivery system through modular media and with the help of electronic media such as computers, educational radio, film, video and so on; 4. based on appropriate field conditions and environmental conditions; 5. based on the learner's awareness and desire and emphasis on self-learning based on selfactualization, confidence by relying on one's own ability to succeed in learning. there are several forms of online distance learning (munir, 2009): 1. independent education programs; 2. face-to-face programs are held in several places with a predetermined time. educational information is still conveyed, with or without interaction from educators and students; 3. the program implemented is not tied to the schedule of meetings, in one place. distance learning is based on the premision that educators are central to the learning process, responsible for the learning they have done; 4. distance learning with e-learning, which is online learning based on information technology via the internet. this learning system can be supported and equipped with complementary modules or books. karwati & hamdan. mentoring children to learn at home in distance learning during the covid-19 pandemic in tasikmalaya city 86 during online learning, parents are required to be more intense in paying attention to children learning at home. fathers and mothers understand each other's role in accompanying children to learn. puspitawati (2020) gender partnership between husband and wife is a collaboration in the division of roles as a whole team in accordance with the agreement when married to educate children to be better children. the implementation of learning activities from home is expected to be the same result when children learn in school, namely a change in behavior, according to slameto (haling, 2007) learning is a process that is done by individuals in order to occur new behavior changes as a whole, as a result of their own experience in interacting with their environment. distance learning conducted during the covid-19 pandemic shocked many parents and teachers, because parents, teachers and students are not used to using technology for learning activities. teachers and elementary school students should be accustomed to using technology for teaching and learning activities, while parents should be accustomed to accompanying children when doing online learning activities. munir (2012) said distance learning emphasizes the learning process at the event of students studying independently. the following is illustrated the chart of the implementation of online learning in elementary schools where research activities are conducted: figure. 1 children to study at home in distance learning during the covid-19 pandemic in tasikmalaya city parents accompany the child during the learning process as an effort by parents to provide assistance to the child when experiencing problems during distance learning. the distance learning process positions parents as teachers, mentors, guides, and good examples for children so that the child can receive the learning materials well. schohib (2010) explained that parents and children need effective communication in order to establish a good and harmonious relationship: 1. the ability of parents to deliver statements to their children will make them understand and realize what parents feel and want so that it is easy to follow; karwati & hamdan. mentoring children to learn at home in distance learning during the covid-19 pandemic in tasikmalaya city 87 2. the ability of parents to listen to the child reflectively will help them read, understand, and realize what is being done so that they are aware to change wrong deeds and consciously to optimize good and correct behavior; 3. the ability of parents to accept the child's feelings means that they have been able to understand the child's world; 4. the ability of parents to communicate with humor, especially when the child is restless and the parents are able to return the child to normal condition and ready to receive messages of value for parents. the form of child assistance is required for good communication, harmony so that parents are able to accompany their children so that harmony is established in the family while according to saputri (2017) explains that parental assistance is an effort made by the family or family members themselves, especially parents who accompany the child to meet the needs and problem solving of the child in order to support the optimization of child development. in fact, the mentoring done by parents to children aims to help optimize the development of the child, accompany, guide, provide a motivation and good understanding and guidance when the child is experiencing difficulties. provide facilities for all the needs of the child. conclusion the assistance provided by parents makes the child feel safe and comfortable so that it can generate confidence in the child. when children take distance learning, children feel cared for, protected and given love by their parents. the spirit given can be in the form of positive words and motivation in the child. parents as a medium for encouragement, and more self-confidence. parents can facilitate children's needs for learning activities at home according to what has been obtained from school, so that there is continuity between what children get at school and at home. children will be more open if their parents give them free time to discuss. knowing yourself as a means to make it easier for us to understand others. children build their identity with those closest to them in shaping their personality. parents must and are able to be responsible for discovering the talents and interests of children, so that children are cared for and educated, either directly by parents or through the help of others. for example, teachers are in accordance with the talents and interests of the children themselves, so that children can learn more optimally. references creswell, john w. (2014). research design pendekatan kualitatif, kuantitatif, dan mixed. yogyakarta: pustaka pelajar. clara evy. (2020). sosiologi keluarga. jakarta: unj press. kemendikbud. (2020). dampak covid19 bagi pendidikan. jakarta: kemendikbud gunarsa, singgih. (2008). dasar dan teori perkembangan anak. jakarta: libri. haling abdul. (2007). belajar dan pembelajaran. makassar: badan penerbit unm. helmawati. (2014). pendidikan keluarga. bandung: remaja rosdakarya herien puspitawati. (2019). pembelajaran pendidikan keluarga responsif gender. bogor: ipb press. anawaty, i. (2020) peran orang tua dalam mendampingi anak di rumah selama pandemi covid-19. jce (journal of childhood education). 4 (2), 71–81. https://doi.org/10.30736/jce.v4i2.256 karwati & hamdan. mentoring children to learn at home in distance learning during the covid-19 pandemic in tasikmalaya city 88 karwati, kurniawan dan anggraeni. (2020). pendampingan orang tua pada anak pengguna gawai di satuan pendidikan anak usia dini. jurnal ilmiah ptk pnf. vol 15, 1 pissn: 1907-9176 e-issn: 2620-5254. karwati,l dkk (2021) meningkatkan kedisiplinan dan pembiasaan masyarakat dalam menghadapi new normal untuk mencegah penyebaran covid19, abdimas siliwangi p-issn 2614-7629 vol 04 (01) januari, 2021, 138-146 e-issn 2614-6339 doi: http://dx.doi.org/10.22460/as.v4i1p%25p.6530 munir. (2009). pembelajaran jarak jauh berbasis teknologi informasi dan komunikasi. bandung: alfabet. shochib, m. (2010). pola asuh orang tua (dalam membantu anak mengembangkan disiplin diri sebagai pribadi yang berkarakter). jakarta: rineka cipta. siahaan.m. (2020). dampak pandemi covid-19 terhadap dunia pendidikan. jurnal kajian ilmiah. 5(3), 73-74. https://doi.org/10.31599/jki.v1i1.265. saputri, apriliana ega, (2017). pendampingan anak dalam keluarga di tk pertiwi kebasen kabupaten banyumas. (skripsi). fakultas ilmu pendidikan universitas negeri yogyakarta. permendikbud no 24 tahun 2012 tentang penyelenggaraan pendidikan jarak jauh pada pendidikan tinggi. wijayanti, r.m., fauziah, p.y. (2020). perspektif dan peran orang tua dalam program pjj masa pandemi covid-19 di paud. jurnal pendidikan anak usia dini. 5(2), 13041312. doi: 10.31004/obsesi.v5i2.768. yurianto, (2020). pedoman pencegahan dan pengendalian coronavirus disease (covid-19). kemenkes ri. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 11, nomor 1 februari 2022,p-issn no. 2252-4738 e-issn : 2580-7692 18 implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course djoni max saroinsong1, wilson takaendengan2 1 program studi pendidikan luar sekolah, universitas negeri manado 2 program studi pendidikan guru sekolah dasar, universitas negeri manado 1 djonisaroinsong@unima.ac.id received: november, 2021; accepted: february, 2022 abstract this study aims to improve the competence and cognitive learning outcomes of pls students in the anthropological sociology course through the implementation of blended learning. this research is a class action research (classroom action research) model by kemmis & mctaggart, which took place in two cycles. each cycle consists of four stages, namely planning, implementation, observation, and reflection. the subjects of this study were ten students of the non-formal education study program at the state university of manado. data collection techniques are questionnaire techniques and test techniques. the research data were obtained using communication competency assessment instruments, collaboration competency assessment instruments, and pretest-posttest questions. the data analysis technique used descriptive qualitative data analysis techniques. the results of data analysis showed (1) the communication competence of students in the first cycle was in the less competent category, while in the second cycle they were very competent, (2) the collaboration competence of students in the first cycle was in the less competent category, while in the second cycle they were very competent, (3) students' cognitive learning outcomes showed achievement of 60% in the first cycle, then increased by 40% so that it became 100% in the second cycle. based on the results of data analysis, we can conclude that the implementation of blended learning can improve the competence and cognitive learning outcomes of pls students in the sociology of education anthropology course. keywords: blended learning, competence, sociology anthropology abstrak penelitian ini bertujuan untuk meningkatkan kompetensi dan hasil belajar kognitif mahasiswa pls pada mata kuliah sosiologi antropologi melalui implementasi pembelajaran blended learning. penelitian ini merupakan penelitian tindakan kelas (classroom action research) model kemmis & mctaggart yang berlansung dalam dua siklus. setiap siklus terdiri dari empat tahap, yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. subjek penelitian ini adalah mahasiswa semester v program studi pendidikan luar sekolah di universitas negeri manado yang berjumlah 10 orang. teknik pengumpulan data adalah teknik angket dan teknik tes. data penelitian diperoleh menggunakan instrumen penilaian kompetensi komunikasi, instrumen penilaian kompetensi kolaborasi, dan soal pretest posttest. teknik analisis data menggunakan teknik analisis data deskriptif kualitatif. hasil analisis data menunjukkan (1) kompetensi komunikasi mahasiswa pada siklus i termasuk kategori kurang kompeten, sedangkan pada siklus ii sudah sangat kompeten, (2) kompetensi kolaborasi mahasiswa pada siklus i termasuk kategori kurang kompeten, sedangkan pada siklus ii sudah sangat kompeten, (3) hasil belajar kognitif mahasiswa menunjukkan ketercapaian sebesar 60% pada siklus i, kemudian mengalami peningkatan sebesar 40% sehingga menjadi 100% pada siklus ii. berdasarkan hasil analisis data, dapat disimpulkan bahwa implementasi pembelajaran blended learning dapat meningkatkan kompetensi dan hasil belajar kognitif mahasiswa pls pada mata kuliah sosiologi antropologi pendidikan. kata kunci: pembelajaran campuran, kompetensi, sosiologi antropologi saroinsong & takaendengan. implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course 19 how to cite: saroinsong, d.m. and takaendengan, w. (2022). implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (1), 18-27. introduction the more advanced technology information and communication give a significant role in the world of education. learning activity based on technology provides facilities for students so you can dig up more information easily. rosenberg (2001) suggests that the development of information technology and communication lead to three changes in learning activities that are, (a) the classroom becomes where anytime and anywhere, (b) from paper assignments become online, (c) from facilities in the form of physical infrastructure into a network facility. teaching and learning activities become an attraction for students because the process is different from face-to-face in general. through the use of media learning by technology information and communication can spur students to learn independently by using various learning resources, and educators only act as facilitators. the teaching and learning process in higher education requires students to study independently. the learning process is face-to-face and is accompanied by learning outside the classroom, namely e-learning. e-learning is learning online. the learning process can be done with distance learning techniques. muthoharoh (2017) explains that distance learning is learning that involves long-distance interaction between instructors (lecturers or teachers) and students and allows reactions between instructors and students. interaction occurs without having to meet face to face, so that teaching activities still occur separately. various models can be implemented using the principles of e-learning and the sophistication of information technology, one of which is the blended learning model. blended learning is a learning model that combines a face-to-face learning system with e-learning that can be used by anyone (everyone), anywhere (everywhere), and anytime (anytime) (sudarman, 2018). face-to-face activities in learning should not be abandoned so that learning that combines faceto-face with e-learning makes learning effective and meaningful. learning relies not only on technological sophistication but is essentially a process of interaction between educators and students. garrison & based on the principles that continue to be held in the learning system, blended learning is one of the profitable learning models for students. learning activities in universities that have problems meeting the number of face-to-face meetings once a week cause learning to be ineffective. in addition, learning through the blended learning model face-to-face meetings can be done using online learning. blended learning is done to complete group assignments, discussions, and other class projects that cannot be done in class. the advantages of the blended learning model include effective and efficient learning, time-saving and cost-effectiveness, discussions between lecturers and students can be carried out outside the classroom and can increase the attractiveness of learning (waty et al., 2018). applying the blended learning model requires the appropriate media. blended learning is easily accessed by connecting online through google classroom. each student is required to have an e-mail then can log in using e-mail. after logging in, students can carry out learning activities together with other members in writing. to carry out lecture activities properly, lecturers can post learning materials, assignments, share videos, information links, or announce saroinsong & takaendengan. implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course 20 test scores. students can play a role in providing comments, answering the lecturer's assignments to discuss with classmates. based on the composition in learning activities, based on the above background, it is necessary to conduct research that aims to improve the competence and learning outcomes of cognitive non-formal education undergraduate students in the sociology anthropology course through blended learning. method this research is classroom action research (classroom action research). classroom action research design refers to the model of kemmis & mctaggart (1988), which consists of four components, namely planning, action implementation, observation, and reflection. the research location is in the non-formal education study program, faculty of education, manado state university in tomohon, held in the even semester of the 2020/2021 academic year. the population in this study were all students of the non-formal education study program fip unima, while the samples in this study were ten fifth-semester students with details of four boys and six girls. the data collection technique in this study used a questionnaire technique and a test technique. the research instrument used is communication competency assessment instruments and collaborative competency assessment instruments to assess student competencies and pretest and post-test test sheets to measure cognitive learning outcomes. the e-learning learning media used are google classroom, google forms, whatsapp group, and zoom cloud meetings. the data analysis technique used descriptive qualitative data analysis techniques. the qualitative descriptive analysis technique refers to the analysis model of miles and huberman in sugiyono (2013), which is carried out in three components, namely data reduction, data presentation, and conclusion drawing and verification. results and discussion results learning cycle i activities carried out at the planning stage are making learning scenarios in the form of semester learning plans (rps) as guidelines for implementing learning on anthropological analysis of the education system. in addition, researchers also prepared communication and collaboration competency assessment instruments to assess student competence and compile pretest and post-test questions along with their answer keys to measure cognitive learning outcomes. e-learning learning media in the form of google classroom, google forms, whatsapp group, and zoom cloud meetings are also programmed to be used in lectures. researchers also set up teaching resources in subject modules to be distributed to students uploaded to google classroom. implementation is an implementation activity of a previously designed learning plan. lectures at the first meeting were face-to-face on may 11, 2021, while lectures at the second meeting were held online on may 18, 2021. the observations were made during the blended learning-based lecture process. the student competencies assessed in this study are communication competence and collaboration competence. research data on student communication competencies can be seen in table 1, while student collaboration competencies can be seen in table 2. saroinsong & takaendengan. implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course 21 table 1. student communication competence in cycle i no communication competency indicator average competency category 1 listen and respect the opinions of others. 2.00 competent 2 demonstrate confidence in communicating. 1.60 competent 3 able to express ideas or ideas that are owned in public. 1.10 less competent 4 be honest and responsible for the ideas or ideas that have been put forward. 1.10 less competent 5 able to communicate using a logical and structured flow of thought. 0.90 less competent 6 able to ask questions to groups of presenters. 1.90 competent 7 able to provide criticism and suggestions if there is a material that is considered lacking or wrong. 1.50 less competent 8 able to provide rebuttal opinions that strengthen the group's answers to other students' questions. 1.20 less competent 9 dare to ask questions and give opinions on the lecturer's additional explanations 0.90 less competent 10 use good and correct indonesian, and be polite when communicating. 1.40 competent average score 1.36 less competent (source: primary data) table 2. student collaboration competencies in cycle i no collaboration competency indicators average competency category 1 demonstrate a cooperative attitude with other members of the group. 1.80 competent 2 able to coordinate group members. 0.80 less competent 3 carry out their duties actively and responsibly. 1.10 less competent 4 have a sense of empathy for fellow group members. 1.50 less competent 5 appreciate and respect the different perspectives shown by group members 1.10 less competent 6 able to compromise with other members to achieve group goals to be achieved. 0.90 less competent 7 able to apply the principles of cooperation in group activities. 1.50 less competent 8 appreciate the contributions and work of group members. 2.10 competent average score 1.35 less competent (source: primary data) the learning outcomes students' cognitive abilities were obtained from working on post-test questions at the end of the cycle and the results of working on pretest questions at the beginning of each cycle as an assessment. the pretest and post-test questions cover the material learned in each cycle. the criteria for complete learning for all students are if at least 70% of the total students achieve a minimum of 2.75 (b). the pretest and post-test questions in cycle i each consisted of 5 different essay questions. the following are the results of students' cognitive learning in cycle i, as shown in table 3. saroinsong & takaendengan. implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course 22 table 3. list of pretest and posttest values cycle i student code pretest score posttest score m01 2.48 2.72 m02 2.24 2.96 m03 2.88 3.12 m04 2.56 3.04 m05 2.24 2.48 m06 2.56 2.96 m07 2.32 3.04 m08 2.24 2.96 m09 1.76 2.32 m10 1.84 2.48 average 2.31 2.81 complete 10% 60% not complete 90% 40% (source: primary data) the results of observations in the form of assessments during lectures in cycle i showed that students were still less competent in terms of communication and collaboration. the assessment results show only three competent students in communication competence, while seven other students are still less competent. m02 is the student with the highest score of 2.30, while m10 has the lowest of 0.60. in collaboration competence, the assessment results show that as many as five students are competent, four are less competent, and one is incompetent. m03 is the student with the highest score of 2.13, while m10 is the lowest score of 0.50. in addition, the assessment of cognitive learning outcomes shows the average value of students' overall cognitive learning outcomes, which is 2.81, including the complete category. nevertheless, only 60% of students have completed so that they do not meet the criteria for learning completeness of at least 70% of the total students. the observations in this cycle indicate that corrective actions are still needed and possible in the next cycle. learning cycle ii learning activities in cycle ii are improvements from actions in cycle i. reflections in cycle i provide information that students are still less competent in communication competence and collaboration competence. in addition, cognitive learning outcomes overall students also have not reached 70%. this then became the basis for the implementation of cycle ii. the implementation of the second cycle is not much different from the first cycle, which is still based on blended learning, namely the first face-to-face meeting and the second online meeting using e-learning. lectures at the first meeting will be held on may 25, 2021, face-to-face, while lectures at the second meeting will be held on june 1, 2021, online. based on observations made in cycle ii, data on student communication competencies were obtained in table 4, and table 5 showed data on student collaboration competencies in table 5. tabel 4. student communication competence in cycle ii no communication competency indicator average competency category 1 listen and respect the opinions of others. 2.80 very competent 2 demonstrate confidence in communicating. 2.60 very competent 3 able to express ideas or ideas that are owned in public. 2.20 competent saroinsong & takaendengan. implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course 23 no communication competency indicator average competency category 4 be honest and responsible for the ideas or ideas that have been put forward. 2.30 competent 5 able to communicate using a logical and structured flow of thought. 2.20 competent 6 able to ask questions to groups of presenters. 2.80 very competent 7 able to provide criticism and suggestions if there is a material that is considered lacking or wrong. 2.30 competent 8 able to provide rebuttal opinions that strengthen the group's answers to other students' questions. 2.40 competent 9 dare to ask questions and give opinions on the lecturer's additional explanations 2.00 competent 10 use good and correct indonesian, and be polite when communicating. 2.40 competent average score 2.40 competent (source: primary data) tabel 5. student collaboration competence in cycle ii no collaboration competency indicators average competency category 1 demonstrate a cooperative attitude with other members of the group. 2.90 very competent 2 able to coordinate group members. 2.00 competent 3 carry out their duties actively and responsibly. 2.70 very competent 4 have a sense of empathy for fellow group members. 2.60 very competent 5 appreciate and respect the different perspectives shown by group members 2.30 competent 6 able to compromise with other members to achieve group goals to be achieved. 2.60 very competent 7 able to apply the principles of cooperation in group activities. 2.50 competent 8 appreciate the contributions and work of group members. 2.70 very competent average score 2.54 very competent (source: primary data) learning outcomes students' cognitive abilities were obtained from working on post-test questions at the end of the cycle and working on pretest questions at the beginning of each cycle as an assessment. the pretest and post-test questions in cycle ii include material about science from a socio-anthropological perspective that is studied. the criteria for complete learning for all students are if at least 70% of the total students achieve a minimum of 2.75 (b). the pretest and post-test questions in cycle ii each consist of 5 different essay questions. the following are students' cognitive learning outcomes in cycle ii as shown in table 6. tabel 6. list of pretest and posttest values cycle ii student code pretest score posttest score m01 2.64 3.60 m02 2.80 3.92 m03 2.88 3.76 saroinsong & takaendengan. implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course 24 student code pretest score posttest score m04 2.24 3.60 m05 2.32 3.68 m06 2.56 3.76 m07 2.32 3.60 m08 2.56 3.68 m09 2.32 3.52 m10 2.08 3.44 average 2.47 3.66 complete 20% 100% not complete 80% 0 (source: primary data) the results of observations in the form of assessments during lectures in cycle ii showed an increase in students' competence communication and collaboration competence and student cognitive learning outcomes from cycle i to cycle ii. communication competence in the first cycle is categorized as less competent, while in the second cycle there is an increase so that it is included in the competent category. there was a rapid increase in collaboration competence from the less competent category in the first cycle to the very competent category in the second cycle. students' cognitive learning outcomes also increased scores from 2.81 with a 60% completeness percentage in the first cycle, to 3.66 with a 100% completeness percentage in the second cycle. thus, the average value indicates that the student's cognitive learning outcomes have met the criteria for learning completeness of at least 70% of the total students. discussion the research that has been carried out aims to improve the competence and cognitive learning outcomes of non-formal education undergraduate students in the sociology anthropology course through blended learning. graham (2004) states that blended learning is a combination of face-to-face learning with a computer approach. this research that has been done combines classroom learning with online learning assisted by e-learning. in face-to-face learning in the classroom, the researcher uses a learning model with an appropriate scientific approach. meanwhile, in online learning, researchers use e-learning in google classroom, google forms, whatsapp group, and zoom cloud meetings. the type of blended learning used in this study is face-to-face-online, where the introduction and some of the learning materials are delivered first in a face-to-face session. students are asked to elaborate on the learning materials, discuss, make presentations, and work on questions online, assisted by e-mail. -learning. the data in this study were obtained through the communication competency assessment instrument. the collaboration competency assessment instrument was adapted from purnawirawan (2019) and then modified by the researcher to be adapted to the research objectives. in addition, pretest and post-test questions were also used to measure students' cognitive learning outcomes. the application of blended learning-based learning increases student communication competence from cycle i to cycle ii. in the first cycle, there were no very competent students. in contrast, in the second cycle, two students (20%) were very competent, likewise in the competent category where in the first cycle there was an increase in the second cycle, namely eight students (80%). on the other hand, as many as seven students (70%) were categorized as saroinsong & takaendengan. implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course 25 less competent in the first cycle, while in the second cycle, there were no more students (0%) who were less competent. furthermore, the average score of student communication competence in the first cycle, 1.36, has increased to 2.40 in the second cycle. this shows that students' communication competence has increased by 34.67%. based on the research results obtained, it is clear that blended learning-based learning in the sociology anthropology course can improve the communication competence of pls students. this is in line with the results of similar research but on a different topic by rizqi (2016), who revealed that problem-solving-based blended learning could develop students' mathematical communication skills. in addition, the results of research by setiawan et al. (2020) also revealed that communication skills, especially the orientation and syntax aspects of experimental group students, were higher than control group students through the application of problem-based learning with the blended learning method. the application of blended learning-based learning also increases student collaboration competencies from cycle i to cycle ii. in the first cycle, there were no students (0%) who were very competent, while in the second cycle, there were five students (50%) who were very competent. on the other hand, there were five students in the competent category in both cycle i and cycle ii each (50%). in contrast to the less competent category in the first cycle, namely four students (40%), there were no more students (0%) who were less competent in the second cycle. likewise, with the incompetent category in cycle i, there was one student (10%), while in the second cycle, there were no more incompetent students (0%). furthermore, the average score of student collaboration competence in the first cycle, which is 1.35, has increased to 2.54 in the second cycle. based on the research results obtained, it is clear that blended learning-based learning in the sociology anthropology course can improve the collaboration competence of pls students. this is in line with the results of a similar study but on a different topic by kholifah (2019), which revealed that the average score of the collaboration ability of student groups taught using blended learning was higher than the average score of groups of students who were not taught using blended learning. this study also succeeded in improving student cognitive learning outcomes in the anthropological sociology course. the results of data analysis showed an increase in student cognitive learning outcomes from each cycle. at the beginning of the first cycle, students' cognitive learning outcomes taken from the pretest showed as many as nine students (90%) got a score of 2.75, 1 student (10%) got a score of 2.75, and an average score of 2.31. this shows that the pretest in the first cycle is still low because less than 70% of the total students who scored according to the criteria for completeness were 2.75. in the second cycle, the pretest score increased considerably compared to the first cycle, where the average value increased to 2.47, and two students (20%) scored 2.75. other than that, posttest is also given at the end of each cycle as a reference to see student cognitive learning outcomes. in the post-test results of cycle i, six students (60%) got a score of 2.75. then it increased in the second cycle as many as ten students (100%) who got a score of 2.75. this shows that students' cognitive learning outcomes have increased by 40% in the second cycle. therefore, it can be said that the students' cognitive learning outcomes have been completed. based on the research results obtained, it is clear that blended learning-based learning in the sociology anthropology course can improve cognitive learning outcomes of pls students. similar research but on a different topic by setyoko & indriaty (2018) revealed that students' saroinsong & takaendengan. implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course 26 cognitive learning outcomes increased significantly through the application of blended learning-based problem-based learning. in addition, rachman et al. (2019) also revealed that applying the blended learning model can improve student learning outcomes. conclusion based on the research results obtained, we can conclude that blended learning can improve competence and cognitive learning outcomes of non-formal undergraduate students in the sociology anthropology course. based on the discussion and conclusions above, the suggestions that researchers can put forward include: (1) research on blended learning should be carried out further by further researchers on different topics and situations in terms of improving student competence and learning outcomes, (2) considering the learning process during a pandemic like this, then it is necessary to integrate a more innovative learning model based on blended learning in supporting the lecture process in the classroom so that the expected learning competencies are following 21st century learning achievements. references garrison, d. r., & vaughan, n. d. (2008). blended learning in higher education: framework, principles, and guidelines. san francisco: jossey-bass. graham, c. r. (2006). blended learning systems: definition, current trends, and future directions. in c. bonk & c. graham (eds.), the handbook of blended learning:global perspectives, local designs (vol. san francisco, ca, pp. 3-21). kemmis, s., & mctaggart, r. (1988). the action research planner (3rd ed.). geelong: deakin university. kholifah, u. (2019). kajian penerapan blended project based learning dalam meningkatkan kemampuan komunikasi dan kolaborasi pada matakuliah komunikasi data dan jaringan komputer. jupiter (jurnal pendidikan teknik elektro), 4(2): 3542. diunduh dari: http://e-journal.unipma.ac.id/index.php/jupiter/article/view/5166/ 2365 muthoharoh n b. (2017). pengaruh penggunaan teknologi pembelajaran blended learning terhadap hasil belajar menulis teks fungsional pendek bahasa inggris. jurnal deiksis, 9(3): 360-373. purnawirawan, o. (2019). pengembangan instrumen penilaian 4c (creativity, critical thinking, dan collaboration) sistem pembelajaran abad dua satu dalam pengajaran bidang produktif sekolah menengah kejuruan. (tesis). diunduh dari: http://lib.unnes.ac.id/40184/1/upload%20tesis%20 okta%20p.pdf rachman, a., sukrawan, y., & rohendi, d. (2019). penerapan model blended learning dalam meningkatkan hasil belajar menggambar objek 2 dimensi. journal of mechanical engineering education, 6(2): 145-152. doi: https://doi.org/10.17509/jmee.v6i2.21784 rizqi, a.a. (2016). kemampuan komunikasi matematis siswa melalui blended learning berbasis pemecahan masalah. prisma: prosiding seminar nasional matematika, 191202. diunduh dari: https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21457 rosenberg, m.j. (2001). e-learning: strategies for delievering knowledge in the digital age. new york: mcgraw-hill professional. setiawan, d., irawati, m.h., indriwati, s.e., saptasari, m., fachrunnisa, r., & mardiyati, l. (2020). pengaruh model pembelajaran berbasis masalah dengan metode hybrid learning terhadap keterampilan komunikasi mahasiswa pada mata kuliah saroinsong & takaendengan. implementation of blended learning to increase the competence of non-formal education undergraduate students in the sociology anthropology course 27 pengembangan profesi guru. jurnal pendidikan biologi, 11(2): 77-82. diunduh dari: http://journal2.um.ac.id/index.php/jpb/article/view/10699 setyoko & indriaty. (2018). penerapan pembelajaran problem based learning berbasis blended learning terhadap hasil belajar kognitif dan motivasi mahasiswa. jurnal pndidikan biologi, 7(3): 157-166. doi: https://doi.org/10.24114/jpb.v7i3.10433 sudarman. (2018). pengaruh strategi pembelajaran blended learning terhadap perolehan belajar konsep dan prosedur pada mahasiswa yang memiliki selfregulated learning berbeda. jurnal pendidikan dan pembelajaran, 21(1): 107-117. sugiyono. (2013). metodologi penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. waty, n.l., sumarmi, & susilo, s. (2018). peningkatan kreativitas belajar peserta didik pada mata pelajaran geografi melalui model blended learning di sekolah menengah atas. jurnal pendidikan, 3(1): 9-14. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 11, nomor 1 februari 2022,p-issn no. 2252-4738 e-issn : 2580-7692 8 improving rural household income through microcredit scheme focused on women in northern cross river pius unim angioha1, omang achoda thomas2, mary u ojong-ejoh3, butum eyong bassey4 1graduate student, university of calabarr, p.m.b.1115 calabar, cross river state, nigeria 2,3,4 department of sociology, university of calabarr, p.m.b.1115 calabar, cross river state, nigeria 1angiohapius@unical.edu.ng, 2omangta@gmail.com, 3uyiejoh@gmail.com, 4basseybutum@gmail.com received: april, 2021; accepted: february, 2022 abstract the study objective is to analyze the effect microcredit scheme on household income in northern cross river state. the convenient sampling technique was used in collecting data from three local government area that make up northern cross river state. the survey monkey sample determinant technique was used to arrive at a sample size of 1515, selected using a stratified and convenience sampling technique from northern cross river state, nigeria. a self-developed semi-structured questionnaire was used as the instrument of data collection. data collected was analyzed using descriptive statistics and linear regression. out of the 1515 instrument distributed, 1306 was returned and used for analysis. the result revealed that all the participants were beneficiaries of microcredit scheme. 95.02 per cent reported that since benefitting from microcredit scheme, their businesses have improved, and 96.78 per cent reporting that their family's living condition has improved since benefitting from microcredit scheme. the results from the descriptive analysis were subjected to parametric statistics using simple linear regression. the results review that woman involving in microcredit scheme has significantly improved household income in the northern cross river. this is because the result indicated an r-value of .245a. the regression anova revealed that the f (1, 1307) = 83.345; p < .05, is significant. based on this result, the study recommends a need for various enlightenment programmes to educate rural people on the benefit of obtaining microcredit for businesses and economic activities that will help move them out of poverty. keywords: microcredit scheme, household income, women, northern cross river abstrak tujuan penelitian adalah untuk menganalisis pengaruh skema kredit mikro terhadap pendapatan rumah tangga di northern cross river state. teknik pengambilan sampel yang mudah digunakan dalam mengumpulkan data dari tiga wilayah pemerintah daerah yang membentuk negara bagian northern cross river. teknik penentuan sampel monyet survei digunakan untuk mencapai ukuran sampel 1515, dipilih menggunakan teknik pengambilan sampel bertingkat dan mudah dari northern cross river state, nigeria. kuesioner semi terstruktur yang dikembangkan sendiri digunakan sebagai instrumen pengumpulan data. data yang terkumpul dianalisis menggunakan statistik deskriptif dan regresi linier. dari 1515 instrumen yang didistribusikan, 1306 dikembalikan dan digunakan untuk analisis. hasil penelitian menunjukkan bahwa seluruh peserta merupakan penerima manfaat dari program kredit mikro. 95,02 persen melaporkan bahwa sejak mendapat manfaat dari skema kredit mikro, bisnis mereka telah meningkat, dan 96,78 persen melaporkan bahwa kondisi kehidupan keluarga mereka telah membaik sejak mendapat manfaat dari skema kredit mikro. hasil dari analisis deskriptif dilakukan statistik parametrik menggunakan regresi linier sederhana. hasil tinjauan bahwa perempuan yang terlibat dalam skema kredit mikro telah secara signifikan meningkatkan pendapatan rumah tangga di northern cross river. hal ini karena hasil menunjukkan nilai r sebesar .245a. regresi anova mengungkapkan bahwa f (1, 1307) = 83,345; p < .05, signifikan. berdasarkan hasil ini, penelitian ini merekomendasikan perlunya berbagai program pencerahan untuk mendidik masyarakat pedesaan angioha, thomas, ojong–ejoh, bassey. improving rural household income through microcredit schemefocused on women in northern cross river 9 tentang manfaat memperoleh kredit mikro untuk bisnis dan kegiatan ekonomi yang akan membantu mereka keluar dari kemiskinan. kata kunci: skema kredit mikro, pendapatan rumah tangga, perempuan, northern cross river how to cite: angioha, p.u., thomas, o.t., ojong-ejoh, m.u. & bassey, b.e.. (2022). improving rural household income through microcredit scheme focused on women in northern cross river. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (1), 8-17. introduction poverty remains a problem in nigeria. the national bureau of statistics argued that more than 40 per cent of the country's population live below the poverty line of 38175 united states dollars a year (nbs, 2020). according to iheonu and urana (2019), nigeria has the highest number of living in extreme poverty, with more than 86.9 million, approximately four out of every ten nigerian has a per capital expenditure of 352 dollars per annum (world bank,2020). the country is rich in natural resources and a top oil exporter in the world. a failure to diversify the country's economy has created wealth for a few. rapid population growth stands at 2 per cent, outstrips economic development (mohamed,2019; world bank, 2020). the united nation (2020) argued that the nation's population would exceed 400 million by 2050. rural nigeria is home to most of the country's poor, with 52 per cent of people living in this area impoverished (world bank, 2020). women make up a large number of rural poor (dapel, 2018: jung, barros, pattussi, pauli & nentzling,2016) and makeup 79 per cent of the rural labour force, but are primarily found in casual employment, low skilled and low paying jobs (oxfam, 2020) caused by a myriad of discriminatory socio-economic practices that puts them at an advantage. while the nation's government have made attempts to lunch various attempts to alleviate the poverty issues, its attempts have not been good enough. this programme, as a result, corruption, inequalities and bad governance have failed -to lower the poverty rates, with nigeria now seen as the poverty capital of the world (world bank, 2020; united nation, 2020). globally, microcredit schemes have been acknowledged as an effective means of combatting poverty. as a result of government failures to address the poverty issue, various international or private body has produced various micro-credit schemes to mitigate against the growth of poverty, especially for women in rural areas. the rapid growth of microcredit scheme is because removing constraints to access to microcredit for the poor, especially women, will improve the wellbeing, as well as improve the income of their household. various studies have documented the success of microcredit scheme in rural areas. busigye and kazooba (2018) study on microcredit and women empowerment in households in uganda found that microcredit for women enables them to start projects, leading income generation, training and development, and improve household welfare. choudhary, das and ralman (2017) study the effectiveness of microcredit scheme on household income, expenditure and savings in bangladesh. result revealed a significant impact of asa microcredit on household income, expenditure and savings. khan (2014) assessed the effect of microfinance on household income and consumption in danyore found that microcredit significantly improved household income and consumption level. ajayi (2016) study focused on the impact of microcredit scheme on households' livelihood in oyo state. the study was focused on rural women. findings revealed that microcredit has a significant effect on women household income and welfare. angioha, thomas, ojong–ejoh, bassey. improving rural household income through microcredit schemefocused on women in northern cross river 10 in northern cross river state, despite microcredit scheme permeating rural areas, relatively little evidence exists on the impact of these microcredit schemes on families in these areas. also, most of the microcredit scheme studies do not focus on women or their household income effect. this study assesses the impact of women microcredit scheme on household income. method study setting northern cross river state is found in the northern part of cross river state and use to be part of the defunct ogoja province. the area currently comprises five local government areas, including ogoja, yala, obudu, bekwarra and obanliku, under which are several tribes and languages. the area epitomizes ethnic and cultural pluralities, with several distinct linguistic and cultural practices. the area is agrarian, with most of its inhabitants engaging in agriculture. the major ethnic group in the area is mbube, ishiboni, bette, yache, alege, bekwara, obanlikwu and afuke. the people of northern cross river are amiable, highly accommodating, and caring. they have an attachment to family ties. study method the study adopts the survey research method in the process of data collection. this method allows the researcher to use a standardized survey instrument to gather data about a population and their preference, thoughts, and behaviours about a phenomenon in a systematic manner. the method allows a researcher to adopt various approaches to recruit participants, gather data, and utilize instrumentation. in adopting the technique, a semi-structured self-developed questionnaire was used to collect data from the population under study. sample the study population are women in northern cross river state who have benefited from microcredits offered by various micro institutions situated in the study area. one thousand five hundred fifteen (1515) samples were selected for the study from three of the five local government area that makes up the northern cross river. northern cross river was divided into five strata, according to the five local government area that makes up cross river state north, from this strata, four local government were conveniently selected. the selected local governments are ogoja, obudu, bekwara and obanliku. from the selected local government area, three wards were also selected. the wards were chosen because they were in areas where the micro finance banks under study were situated, and the banks, the snowball sampling technique was used to select 126 respondents from 9 wards area and 127 from 3 wards. table 1: showing the sample selection process. s/n local government area wards sample size 1. bekwara abuochiche. gakem afrike ochagbe 126 127 126 2. obanliku bebi bendi i busi 126 126 126 3. obudu obudu urban i ipong obudu urban ii 127 126 126 4. ogoja ogoja urban 1 126 angioha, thomas, ojong–ejoh, bassey. improving rural household income through microcredit schemefocused on women in northern cross river 11 s/n local government area wards sample size mbube west i ogoja urban ii 126 127 total 1515 . data analysis process a letter of approval was obtained from the management of the local government councils where the study was carried out. the researcher also, attached a letter of approval to the instruments given to the research paticipants. the researchers also verbally obtained the approval of the researchers, while also assuring their anonymity. data collection was a twomonth process with the reserachers employing the assistance of two research assistants. data collected was coded and then subjected to the statistical package for soial sciences (spss) version. analysis was carried out using descriptive and parametric statistics at 0.05 confidence level. results and discussion results out of the 1515 research instrument distributed by the researcher, only 1306 was return, representing 86.2 per cent of the total number of the instruments distributed. this figure was used for analysis. the questions in the instrument were based on the aim of the study. data collected was subjected to descriptive statistics such frequency distribution, simple per centage and graphical illustration. table 1. showing participants response on type of micros scheme s/n item category frequency per centage 1 which of the microcredit scheme did you profit from lapo 312 23.89 unical microcredit scheme 176 13.48 obudu microfinance bank 376 28.79 fce microfinance bank 313 23.97 commercial banks 87 6.66 others 42 3.22 total 1306 100 source: field survey 2021 angioha, thomas, ojong–ejoh, bassey. improving rural household income through microcredit schemefocused on women in northern cross river 12 figure 1. graph showing response on participants response on type of micros scheme. source: field survey 2021 table 2. showing participants on rural household income through microcredit scheme s/n questions comfortable struggling very poor 2 before receiving the micro credit how was your family situation 367 (28.10) 515 (39.43) 424 (32.47) source: field survey 2021 figure 2. graph showing response on participants response on family situation before the scheme source: field survey 2021 312 176 376 313 87 42 0 50 100 150 200 250 300 350 400 lapo unical microcredit scheme obudu microfinance bank fce microfinance bank commercial banks others axis title ax is t itl e which of the microcredit scheme did you profit from 0 100 200 300 400 500 600 comfortable struggling very poor 367 515 424 before receiving the micro credit how was your family situation angioha, thomas, ojong–ejoh, bassey. improving rural household income through microcredit schemefocused on women in northern cross river 13 table 3. showing participants response on rural household income through microcredit scheme s/n questions depended on spouse’s income in business employed depended on family members 3 before profiting from the microcredit scheme, you were 631 (48.32) 398 (30.47) 43 (3.29) 234 (17.92) source: field survey 2021 figure 3. graph showing response on participants response on family situation before the scheme source: field survey 2021 table 4. showing participants response on rural household income through microcredit scheme s/n questions yes no not sure 4 the money from the credit scheme was used to start or improve my business 1306 (100.00) 0 (0.00) 0 (0.00) 5 the profit from my business has improve since benefitting from the credit scheme 1241 (95.02) 44 (3.37) 21 (1.61) 6 the living condition of my family has improved since improving my business from the credit scheme 1264 (96.78) 12 (0.92) 30 (2.30) 7 i now support my spouse from my business 1189 (91.04) 24 (1.84) 93 (7.12) source: field survey 2021 0 100 200 300 400 500 600 700 depended on spouse’s income in business employed depended on family members 631 398 43 234 ax is t itl e axis title before profiting from the microcredit scheme, you were angioha, thomas, ojong–ejoh, bassey. improving rural household income through microcredit schemefocused on women in northern cross river 14 figure 4. graph showing response on participants response on family situation before the scheme source: field survey 2021 descriptive analysis was used to analyses data gathered from the field. results were presented in tables, charts, frequency distribution and per centages. on which of the microcredit scheme did you profit from; 312 (23.89 &) participants reported lift above poverty, 176 (13.48%) reported unical microfinance bank, 376 (28.79%) reported obudu microfinance bank, 313 (23.97%) reported federal college of education microfinance bank, 87 (6.66%) participants reported commercial banks and 42 (3.22%) participants reported others. on before receiving the micro credit how was your family situation; 267 (28.10%) participants reported comfortable, 515 (39.43%) reported struggling, and 424 (32.47%) reported very poor. on before profiting from the microcredit scheme, you were; 631 (48.32%) participants reported depended on spouse’s income, 398 (30.47) participants reported in business, 43 (3.29%) participants reported employed and 234 (17.92%) reported depended on family members. on the money from the credit scheme was used to start or improve my business; all the participants 1306 (100.00%) participants reported yes. on the profit from my business has improve since benefitting from the credit scheme; 1241 (95.02%) participant reported yes, 44 (3.37%) participants reported no and 21 (1.61%) participants reported not sure. on the living condition of my family has improved since improving my business from the credit scheme; 1264 (96.78%) participants reported yes, 12 (0.92) per cent reported no and 30 (2.30%) reported not sure. on i now support my spouse from my business; 1189 (91.04%) participants reported yes, 24 (1.84%), 24 (1.84%) reported no and 93 (7.12%) reported not sure. 0 200 400 600 800 1000 1200 1400 the money from the credit scheme was used to start or improve my business the profit from my business has improve since benefitting from the credit scheme the living condition of my family has improved since improving my business… i now support my spouse from my business participants response on rural household income through microcredit not sure no yes angioha, thomas, ojong–ejoh, bassey. improving rural household income through microcredit schemefocused on women in northern cross river 15 table 5. summary simple linear regression analysis of women microcredit scheme and improved household income the result of data analysis as presented in table 5, indicates an r-value of .245a. the correlation coefficient is a standardized measure of an observed degree of relationship between variables, it is a commonly used measure of the size of an effect, and that values of ±.1 represent a small effect, ±.3 is a medium effect and ±.5 is a large effect. also, the r2 –value of .060 implies that 60% of total variance explained is accounted for by predictor variable (fhi 360 reproductive health services). furthermore, the regression anova revealed that the f (1, 1307) = 83.345; p < .05, is significant. this implies, women micro credit scheme has significantly improved household income in northern cross river state, nigeria. the adjusted r2 (.059) shows some shrinkage of the unadjusted value (.060) indicating that the model could be generalized on the population. based on the results, it was concluded that women microcredit scheme significantly contributes to improved household income. discussion the data analyzed using descriptive statistics results revealed that all the participants were involved in one form of microcredit scheme. 28.79% of the respondents were involved in obudu microfinance bank credit scheme, 23.97% of the participants were involved in fce microfinance bank credit scheme, 23.89% we are involved in lapo micro-credit scheme, 13.48 we are involved in the unical micro-credit scheme, and 6.6 6% of the participants were involved in microcredit schemes of order commercial banks. most of the participants, 71.90 per cent of the participant, were either very poor or struggling to survive, with many women (48.32%) depending on their spouse for income or depending on family members for survival (17.92%) before benefitting from microcredit scheme. after benefitting from the microcredit scheme, all the participants used the money to improve their existing business. 95.02 per cent reported that since benefitting from microcredit scheme, their businesses have improved, and 96.78 per cent reporting that their family's living condition has improved since benefitting from microcredit scheme. angioha, thomas, ojong–ejoh, bassey. improving rural household income through microcredit schemefocused on women in northern cross river 16 the results from the descriptive analysis subjected two parametric statistics using simple linear regression. the results review that woman involving in microcredit scheme has significantly improved household income in the northern cross river. this is because the result indicated an r-value of .245a.. the regression anova revealed that the f (1, 1307) = 83.345; p < .05, is significant. this implies, women micro-credit scheme has significantly improved household income in northern cross river state, nigeria. the adjusted r2 (.059) shows some shrinkage of the unadjusted value (.060), indicating that the model could be generalized on the population. based on the results, it was concluded that women microcredit scheme significantly contributes to improved household income. other studies have corroborated this finding. busigye and kazooba (2018), in their study on microcredit and women empowerment in households in uganda, found that microcredit for women enables them to start projects, leading income generation, training and development, and improve household welfare. choudhary, das and ralman (2017) study also revealed a significant impact of microcredit on household income, expenditure, and savings. khan (2014) found that microcredit significantly improved household income and consumption level. ajayi (2016) also found that microcredit has a significant impact on women household income and welfare. conclusion the study's finding has revealed the positive impact that microcredit scheme has had on the rural house. as the result has shown, various microcredit scheme in northern cross river state has improved women's living condition and allowed them to contribute to household income in northern cross river state. hence, there is a need for various enlightenment programmes aimed at educating rural people on the benefit of obtaining microcredit for businesses and economic activities that will help move them out of poverty. also, there is a need for banks and other institutions offering microcredit to offer rural people microcredit at minimal interest rate and with little or no collateral. references ajayi c.o. 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(2018). micro-credit and women empowerment: a case of female-headed households in uganda. international journal of sciences: basic and applied research (ijsbar), 37(3), pp 58-69 choudhury, a. h., das, a., & rahman, a. (2017). the effectiveness of micro-credit programmes focusing on household income, expenditure and savings: evidence from bangladesh. journal of competitiveness, 9(2), 34–44. https://doi.org/10.7441/joc.2017.02.03 iji, m. e., ebong, e. a., omang, t. a., & ojong-ejoh, m. u. (2021). women and small angioha, thomas, ojong–ejoh, bassey. improving rural household income through microcredit schemefocused on women in northern cross river 17 business: contributing to household income and family wellbeing. quantitative economics and management studies, 2(5), 307-317. https://doi.org/10.35877/454ri.qems309 iji, m. e., ojong, f. & angioha, p. u. (2018). microfinance credit programmes: implications on poverty reduction in southern senatorial district of cross river state, nigeria. iosr journal of humanities and social science (iosr-jhss) volume 23, issue 6, ver. 6 (june. 2018) p.p. 38-45. khan, n.a. (2014). “the impact of micro finance on the household income and consumption level in danyore, gilgit-baltistan pakistan,” international journal of academic research in economics and management sciences vol. 3, no. 1, 180-195 muhammad, s. a. (2019). three things nigeria must do to end extreme poverty. https://www.weforum.org/agenda/2019/03/90-million-nigerians-live-in-extremepoverty-here-are-3-ways-to-bring-them-out/ national bureau of statistics (nbs) (2020). nigerian living standards survey, 2018-2019. https://www.worldbank.org/en/programs/lsms/brief/nigeria-releases-new-report-onpoverty-and-inequality-in-country national bureau of statistics (nbs). 2019 poverty and inequality in nigeria: executive summary. 2020;(may):1–27. ndem, m. a., angioha, p. u. & dike, e. (2020). improving the socio-economic wellbeing of rural people: analysis of the impact of the community and social development project (csdp) in odukpanilocal government area of cross river state, nigeria. asian journal of applied sciences.8 (2), 88-94 ofem, n. o. & omang, t. a. (2018). empirical analysis of poverty and wellbeing of rural dwellers in yakurr local government area of cross river state, nigeria. european journal of social sciences studies. 3 (2), 126-137. omang, t. a., liu, y., eneji, m. a. & eneji, c. v. o. (2012). cash cropping as an effective strategy for rural poverty reduction in nigeria: the case of cocoa farming in etung, cross river state. journal of agriculture, biotechnology and ecology.5 (3) pp.83-93. united nations development programme (undp) nigeria. (2020). nigeria voluntary national review 2020, decade of action: our commitment to achieve sdgs. available from: https://www. ng.undp.org/content/nigeria/en/home/ sustainable-developmentgoals.html world bank (2020). nigeria releases new report on poverty and inequality in the country. https://www.worldbank.org/en/programs/lsms/brief/nigeria-releases-new-report-onpoverty-and-inequality-in-country jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 11, nomor 2 september 2022p-issn no. 2252-4738 e-issn : 2580-7692 75 the role of partner institutions in improving the quality standards of pkbm bina cipta ujungberung through the triple helix partnership program holva lovana siregar1, jajat s. ardiwinata2, asep saepudin3 1,2,3 universitas pendidikan indonesia, bandung, jawa barat, indonesia 1holvalovanasiregar@gmail.com, 2jsardipls@upi.edu, 3aspudin@upi.edu received: april, 2022; accepted: september, 2022 abstract this research examines the role of partner institutions, namely government agencies, academic institutions and industrial institutions in improving the quality standards of pkbm units through the triple helix partnership program. this research uses a qualitative approach with descriptive methods. the data collection technique used is interviewing. the subjects of this study numbered 5 people consisting of 2 pkbm managers, 1 person from government institutions, 1 person from academic institutions and 1 more person from industrial institutions. the results showed that government institutions play a role in increasing human resources capacity, providing facilities, infrastructure and capital assistance and increasing and providing partnership network assistance. academic institutions play a role in increasing hr capacity and improving partnership networks. while industrial institutions only play a role in providing capital assistance. the findings of this study show that pkbm bina cipta ujungberung partner institutions have a role in improving the quality of pkbm units by increasing human resources capacity, providing facilities, infrastructure and capital assistance and improving and providing partnership network assistance. keywords: role of partner institutions, triple helix partnership, pkbm unit quality standards abstrak penelitian ini mengkaji peran lembaga mitra yaitu lembaga pemerintahan, lembaga akademisi dan lembaga industri dalam meningkatkan standar mutu satuan pkbm melalui program kemitraan triple helix. penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. teknik pengumpulan data yang digunakan yaitu wawancara. subjek penelitian ini berjumlah 5 orang yang terdiri dari 2 orang pengelola pkbm, 1 orang dari lembaga pemerintahan, 1 orang dari lembaga akademisi dan 1 orang lagi dari lembaga industri. hasil penelitian menunjukan bahwa lembaga pemerintahan berperan dalam meningkatkan kapasitas sdm, memberikan bantuan sarana, prasarana dan modal serta meningkatkan dan memberikan pendampingan jaringan kemitraan. lembaga akademisi berperan dalam meningkatkan kapasitas sdm dan meningkatkan jaringan kemitraan. sedangkan lembaga industri hanya berperan dalam memberikan bantuan modal. temuan penelitian ini menunjukan bahwa lembaga mitra pkbm bina cipta ujungberung memiliki peran dalam meningkatkan mutu satuan pkbm dengan cara meningkatkan kapasitas sdm, memberikan bantuan sarana, prasarana dan modal serta meningkatkan dan memberikan pendampingan jaringan kemitraan. kata kunci: peran lembaga mitra, kemitraan triple helix, standar mutu satuan pkbm how to cite: siregar, h.l., ardiwinata, j.s. & saepudin, a. (2022). the role of partner institutions in improving the quality standards of pkbm bina cipta ujungberung through the triple helix partnership program. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (2), 75-81. siregar, ardiwinata & saepudin. the role of partner institutions in improving the quality standards of pkbm bina cipta ujungberung through the triple helix partnership program 76 introduction pkbm as an educational unit is a learning institution that functions to add, replace, and complement the role of formal education through non-formal and informal education services. pkbm is intended for people who need knowledge, skills, attitude development, and continuing education to a higher level. therefore, efforts to improve the quality standards of pkbm units in providing educational services to the community must refer to the mandate of law no. 20 of 2003 article 26 paragraph 4, namely pkbm serves the community with various educational programs, productive business programs, and various social community programs needed by the surrounding community. pkbm was established to improve the quality of life of the community independently and not depend on other parties. therefore, as the government's commitment in organizing quality education as mandated by the 1945 law, as well as the national education system law no.20 of 2003, efforts to improve the quality of national education through non-formal education, especially in pkbm, continue to be improved continuously by meeting 8 (eight) national standards of education as stated in government regulation no.19 of 2005. the eight aspects are: (1) content standards, (2) process standards, (3) graduate standards, (4) educational standards, (5) infrastructure standards, (6) management standards, (7) assessment standards and (8) financing standards. (pedoman evaluasi dikmas, 2014 : 3) based on pkbm accreditation data in west java in 2019 accessed at (https://akreditasi.banpaudpnf.or.id/laporan) explained that ban paud and pnf have accredited pkbm in west java as many as 293 pkbm units spread across 27 regencies / cities with the results of zero a accredited units, 108 b accredited units, 182 c accredited units, and 3 non-accredited units. the achievement of pkbm unit accreditation standards in west java is 70.3% has met standard 1 (content standard), 39.31% has met standard 2 (process standard), 56.84% has met standard 3 (graduate standard), 30.28% has met standard 4 (education standard), 62.61% has met standard 5 (infrastructure standard), 32.5% has met standard 6 (management standard), 48.13% has met standard 7 (assessment standard), and 8.53% have met standard 8 (financing standard). looking at the data of pkbm accreditation results in west java, it can be concluded that the average pkbm has not fully implemented education according to national education standards. this is because pkbm has not fully qualified in the field of administration, management of implementation, and physical feasibility of the institution as an educational organizer. responding to this, pkbm as a community-owned institution should ideally be able to develop strategic partnerships with various institutions in order to coordinate mutually while synchronizing so that the programs organized can be facilitated adequately. the dynamics of pkbm that continue to grow are not enough to rely only on internal forces, but the external dimension must be able to be translated carefully and adaptively, because the power from external sources is basically able to strengthen the existence of pkbm through programs that are sustainable and oriented towards long-term fulfillment. therefore, there needs to be synergy between institutions in efforts to empower the community through improving the quality standards of pkbm units. this form of synergy is designed in the form of triple helix partnership based on the principle of mutual need, mutual strengthening, and mutual benefit. the triple helix partnership according to the document partnering for sustainable development (2018), is a useful activity because partnerships and cooperation between institutions can overcome various technical constraints and limitations related to resources, management, representation, and reputation. therefore, the triple helix partnership is one of the strategies in an effort to improve operational performance by improving policy patterns, improving the siregar, ardiwinata & saepudin. the role of partner institutions in improving the quality standards of pkbm bina cipta ujungberung through the triple helix partnership program 77 quality of human resources, strengthening institutions, and so on. through this triple helix partnership, it is expected to improve the quality standards of pkbm units in a sustainable manner and can overcome social and environmental problems around pkbm which are now considered increasingly complex and complicated. based on findings in the field in general pkbm bina cipta ujungberung has conducted various partnerships, especially with government agencies, because pkbm bina cipta ujungberung is one of the non-formal education units that must establish at least partnerships with the relevant dinas and uptd. at least, in the process of establishing a partnership pkbm bina cipta ujungberung divides based on groups / elements that have often partnered, namely 1) government agencies (regional government through the education, cooperative and labor office, bkkbn, social service, etc.), 2) business and industrial institutions, 3) academics (college) and 4) the community. this group that partners with pkbm bina cipta ujungberung has tasks and functions that fill and complement each other without ruling out the different characteristics of each institution. in general, partnerships carried out by pkbm have been established and can cover various shortcomings and limitations in the implementation of educational programs in pkbm, but economic partnerships are still rare, this is some obstacles encountered, such as some institution products do not have market standards, are not available continuously, and there is no clear memorandum of understanding (mou) with business partner institutions. this needs to be an afterthought for various practitioners, academics, industry institutions and the government how to further optimize the pkbm program so that it can be absorbed and built by business institutions so that pkbm becomes more independent in all aspects and can be able to meet the achievements of pkbm unit quality standards properly. method this research intends to understand and reveal in depth the role of partner institutions in improving the quality standards of pkbm bina cipta ujungberung through triple helix partnership activities. therefore, to achieve this goal, this research uses a qualitative research approach. the method used in this study is a descriptive method. the use of descriptive methods is intended to produce an in-depth description of important processes and events under natural conditions. the research subjects in this study were divided into four groups, namely: two managers of pkbm bina cipta ujungberung, one representative of government institutions, one representative of educational institutions and one representative of industrial institutions. data from this informant is expected to provide information related to the subject matter. data source retrieval in this study using purposive sampling techniques. data collection techniques used in this study are observation (observation) and interview (interview). results and discussion pkbm bina cipta ujungberung as an institution that facilitates the needs of the community, especially to field of education as an effort to improve more knowledgeable and skilled human resources, of course, needs to improve its institutional aspects. according to iip saripah 2019 research, there are factors that affect institutional strengthening in providing educational services, namely: educators, students, infrastructure, funding and product marketing (programs organized). siregar, ardiwinata & saepudin. the role of partner institutions in improving the quality standards of pkbm bina cipta ujungberung through the triple helix partnership program 78 triple helix partnership can be a solution in guiding pkbm to improve these institutional aspects. through the triple helix partnership pkbm can take advantage of the role and ability of each partner institution, namely government institutions, academic institutions, and industrial institutions. a good partnership relationship with the three partner institutions will encourage pkbm's ability to improve institutional aspects to meet the needs of educational services. according to sri herlina's (2014) research in partnership triple helix government agencies, academic institutions and industrial institutions have a role in helping and supporting activities carried out by small businesses, these roles are: increasing insights, facilitating the provision of facilities and infrastructure, increasing knowledge about technology, and facilitating product marketing. findings in the field regarding the role of each partner institution in improving the quality standards of the pkbm bina cipta ujungberung unit, namely government agencies and academic institutions, organize educational and training activities as an effort to increase human resources capacity, in addition, the two institutions provide recommendations for partners and partnership assistance as an effort to improve and assist partnerships. government agencies also provide capital or funding as assistance in fulfilling facilities and infrastructure and capital. unlike academic institutions and industrial institutions, academic institutions do not provide facilities and infrastructure assistance or capital or funding, as well as industrial institutions, but industrial institutions provide capital or funding in the form of scholarships for students at pkbm bina cipta ujungberung. here is a chart and explanation of the role of each pkbm bina cipta ujungberung partner institution to improve the quality standards of pkbm units in providing educational services (available in figure 1). hr capacity building the role performed by government agencies in increasing human resources capacity is to provide technical guidance programs (bimtek). the technical guidance certainly contains competency improvement activities, financial management management and pkbm management management. the education and training program is certainly organized as an effort to meet eight national standards of education. the role performed by the university of education indonesia in increasing human resources capacity is to provide institutional management education and training, increase the competence of equality tutors, ict education and training to eradicate illiteracy within 21 days. these programs are organized as an effort to improve the quality of educational services in pkbm. these educational and training activities are based on the tri dharma of college. according to okke rosmaladewi 2018 p.82 in the implementation of education, universities have the obligation of the tri dharma of college, namely to organize education, research and community service. through this program, academic institutions can practice and develop science and can get closer to the community. the human resource capacity building activities are carried out by partner institutions such as the education office and the indonesian university of education. as for industrial institutions so far, it has not reached an increase in human resource capacity. siregar, ardiwinata & saepudin. the role of partner institutions in improving the quality standards of pkbm bina cipta ujungberung through the triple helix partnership program 79 hr capacity building figure 1. the role of pkbm bina cipta ujungberung partner institution ujungberung the role performed by government agencies in increasing human resources capacity is to provide technical guidance programs (bimtek). the technical guidance certainly contains competency improvement activities, financial management management and pkbm management management. the education and training program is certainly organized as an effort to meet eight national standards of education. the role performed by the university of education indonesia in increasing human resources capacity is to provide institutional management education and training, increase the competence of equality tutors, ict education and training to eradicate illiteracy within 21 days. these programs are organized as an effort to improve the quality of educational services in pkbm. these educational and training activities are based on the tri dharma of college. according to okke rosmaladewi 2018 p.82 in the implementation of education, universities have the obligation of the tri dharma of college, namely to organize education, research and community service. through this program, academic institutions can practice and develop science and can get closer to the community. the human resource capacity building activities are carried out by partner institutions such as the education office and the indonesian university of education. as for industrial institutions so far, it has not reached an increase in human resource capacity. government agencies academic institutions industrial institutions pkbm bina cipta ujungberung partnership enhancement and mentoring assistance of facilities and infrastructure and development capital increased hr capacity siregar, ardiwinata & saepudin. the role of partner institutions in improving the quality standards of pkbm bina cipta ujungberung through the triple helix partnership program 80 facilities and infrastructure assistance and capital the role of each partner institution in providing facilities and infrastructure assistance and development capital as an effort to improve the quality of pkbm units based on findings in the field, it can be known that most partner institutions do not provide facilities and infrastructure assistance and development capital both in the form of gifts and loans. institutions that do not provide facilities and infrastructure and capital assistance are academic institutions, but different things are done by government agencies and industrial institutions. the role of government institutions in this case is to provide capital or funding, one of which is such as funding for operational costs of implementation (bop). although the form is in the form of capital or funding it can be utilized by pkbm bina cipta ujungberung to complete the needs of facilities and infrastructure but must go through the submission of proposals and in accordance with the regulations given in the use of capital or funds obtained. while the role of industrial institutions in this case is to provide development capital to pkbm bina cipta ujungberung through mass media in the form of scholarship funds for outstanding students in pkbm bina cipta ujungberung. the funding is based on csr programs. according to carrol (in dwi kartini 2013 p.5 csr is a form of corporate concern for the surrounding community, covering several aspects, namely economic aspects, legal aspects, ethical aspects and contributions to social issues. looking at the role of industrial institutions in pkbm bina cipta ujungberung, it can be said that industrial institutions have performed their role in terms of community development. this is in line with senen machfud's 2015 research, namely the implementation of csr should cover seven main issues of guidance standard on social responsibility, namely: community development, consumers, healthy institutional activities practices, environment, employment, human rights and organizational governance. partnership improvement and mentoring the role of each partner institution in improving and assisting partnerships as an effort to improve the quality of pkbm units based on findings in the field is known if most partner institutions improve partnership networks, such as government institutions and academic institutions. the improvement of the partnership network carried out by the two partner institutions is carried out by providing advice in the form of recommendations of suitable institutions or can be used as partners by pkbm bina cipta ujungberung, of course, the recommended institutions are working partners from government institutions and academic institutions. unlike the industrial institutions that do not play a role in improving the pkbm bina cipta ujungberung partnership network, this is because industry institutions only make scholarship funds for students in pkbm as an aspect that is committed. while the role of partner institutions in the assistance of the pkbm bina cipta ujungberung partnership network is only carried out by government agencies, it is carried out from the stage of strengthening partners to the implementation of partnerships. the assistance is carried out as a form of responsibility because it has provided recommendations from partners. unlike the case with academic institutions, in this case academic institutions do not conduct coaching, but only to provide an overview of the institutions recommended to become partners of pkbm bina cipta ujungberung. siregar, ardiwinata & saepudin. the role of partner institutions in improving the quality standards of pkbm bina cipta ujungberung through the triple helix partnership program 81 while industry institutions do not assist at all, this is because there are no aspects that are shared between pkbm bina cipta ujungberung and industrial institutions in the form of increasing and assisting partnership networks. conclusion in the triple helix partnership activities carried out by pkbm bina cipta ujungberung, there is a role from each partner institution such as government institutions, academic institutions and industrial institutions to improve pkbm quality standards in providing educational services. the roles of each of these partner institutions are: 1. government institutions have a role in increasing human resources capacity by providing education, training and apprenticeship. in addition, government agencies also have a role in completing the needs of facilities and infrastructure and development capital by providing financial assistance that can be used for the fulfillment of facilities and infrastructure and financing development capital. government agencies also play a role in improving and assisting partnerships by providing recommendations for institutions to be used as partners by pkbm and assisting in partnership activities. 2. academic institutions play a role in increasing human resources capacity by providing education, training and apprenticeship. in addition, academic institutions also play a role in improving and assisting partnership networks by providing recommendations in the form of institutions that can be used as partners by pkbm. but this role is only to the improvement of the partnership network, not to the assistance of the partnership. 3. industrial institutions have a role in the assistance of facilities and infrastructure and development capital, but the role is only to capital assistance that can only be used for the scholarship costs of outstanding learners, not to be used for fulfillment of facilities and infrastructure and other development capital. based on the role of these partner institutions, the triple helix partnership program can improve the quality standards of pkbm bina cipta ujungberung units in providing educational services for the surrounding community. acknowledgments department of community education, faculty of educational sciences, universitas pendidikan indonesia, community learning center bina cipta ujungebrung, bandung city. references kartini, d. 2013. corporate social responsibility transformasi konsep sustainability management dan implementasi di indonesia. bandung: pt refika aditama. saripah, i. dkk. 2019. determinan factors of participative partnership model in improving quality of community learning services (pkbm) in west java. international e-journal of advances in education. machmud, s. 2015. kajian pemanfaatan dana corporate social responsibility sebagai alternatif sumber pembiayaan pembangunan daerah. jurnal ekonomi, bisnis dan enterpreneurship. herlina, s. 2014. regional cluster for small and medium enterprices (sme): a triple helix concept. procedia-sosial and behavioral sciences. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 50 keterampilan berwirausaha bagi perempuan dalam upaya peningkatan kesejahteraan keluarga arifah a. riyanto stkip siliwangi bandung abstrak keterampilan berwirausaha bagi perempuan dapat dipilih yang sesuai dengan keterampilan yang biasa dilakukan seperti yang terkait dengan bidang boga, bidang busana, ataupun bidang kerajinan tangan. keterampilan yang dimiliki seseorang, khususnya para perempuan yang bekerja di rumah dapat dijadikan kegiatan wirausaha. dengan memiliki berbagai keterampilan dapat melakukan kegiatan berwirausaha, yang penting punya minat, semangat, dan jiwa wirausaha, serta mengimplmentasi kegiatan usahanya. ada lima (5) keterampilan yang harus dimiliki calon wirausaha, yaitu keterampilan mengatur skala prioritas; keterampilan manajemen waktu; pengetahuan, dan keterampilan selalu di uprade; keterampilan multitasking; dan keterampilan dalam berkomunikasi. hasil keterampilan berwirausaha yang dilakukan perempuan ini dapat dijadikan untuk menambah penghasilan keluarga terutama bagi mereka yang masih membutuhkan. dengan pemenuhan kebutuhan yang optimal dapat menjadi salah satu cara untuk meningkatkan kesejahteraan keluarga. kata kunci : keterampilan berwirausaha, perempuan, peningkatan kesejahteraan keluarga. a. pendahuluan keterampilan berwirausaha bagi perempuan dapat dijadikan masukan tambahan untuk penghasilan keluarga. keterampilan berwirausaha bagi perempuan banyak jenisnya, baik di bidang boga, busana, ataupun bidang kerajinan tangan. perempuan sebagai salah satu kelompok masyarakat indonesia yang jumlahnya hampir sama dengan kaum lakilaki, yaitu menurut badan pusat statistik provinsi jawa barat tahun 2011 jumlah laki-laki 23.004.158 dan jumlah perempuan 22.336.641 jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 51 jiwa. jadi, perempuan pun memiliki peluang usaha untuk berwirausaha yang hasilnya digunakan perbaikan ekonomi keluarga khususnya. berbagai upaya perhatian pada perempuan telah dilakukan seperti dari badan pemberdayaan perempuan dan perlindungan anak, khususnya dalam pemberdayaan perempuan lewat ekonomi produktif (swadaya mandiri). dalam harian umum pelita 19 januari 2006 dikemukakan pada halaman muka bahwa : prioritas perbaikan ekonomi, pendidikan dan kesehatan menjadi kebutuhan bersama. kantor menteri negara pemberdayaan perempuan berusaha merancang strategi pemberdayaan perempuan melalui penguatan ekonomi. … . menteri negara pemberdayaan perempuan sri rejeki sumaryoto,sh. mengemukakan ketika berlangsung rapat kerja nasional di jakarta yang dibuka menko kesra drs. h. yusuf kalla dengan pemaparan di bidang ekonomi seperti usaha kecil dan menengah, industri dan perdagangan serta sejumlah nara sumber … . kaum perempuan memiliki sejumlah potensi, kalau dikelola secara baik potensi itu akan memberi manfaat besar … . padahal jumlah kaum perempuan jauh lebih besar, namun partisipasi dan peran aktifnya masih sangat subordinat. apabila dilihat dari sensus 2000 bahwa komposisi penduduk di indonesia berjumlah 203,4 juta atau sebanyak 50,3 % kaum perempuan. potensi perempuan yang ada perlu dimotivasi untuk didayagunakan berarti perlu mendorong perempuan untuk dapat memiliki pengetahuan, sikap, dan keterampilan, sehingga dapat mengatasi permasalahan antara lain memantapkan ekonomi keluarga. salah satu upaya agar kehidupan keluarga secara ekonomi kebutuhannya terpenuhi, yaitu dengan memanfaatkan potensi dari perempuan. bagi perempuan yang kreatif, potensi yang ada dapat didayagunakan agar dapat memiliki keterampilan berwirausaha dengan mengikuti pelatihan-pelatihan yang diadakan atau apabila telah memiliki keterampilan sesuatu dapat dimanfaatkan untuk memulai berwirausaha. dari hasil berwirausaha dapat sebagai salah satu upaya pemenuhan ekonomi keluarga. kondisi ekonomi keluarga yang terpenuhi secara optimal sebagai salah satu upaya untuk mencapai jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 52 kehidupan keluarga yang sejahtera yang menjadi idaman setiap keluarga. b. pendidikan nonformal sebagai wahana pembelajaran berwirausaha bagi perempuan pemberdayaan perempuan menjadi seorang wirausahawan dapat dilakukan melalui pendidikan nonformal. dalam pendidikan nonformal dapat dijadikan wadah untuk melakukan pemberian kekuatan, kemampuan atau daya yang diperlukan untuk menolong dirinya atau keluarga. kelompok masyarakat perempuan dapat berpartisipasi untuk memecahkan masalah yang ada, antara lain dalam meningkatkan ekonomi keluarga. berperannya pendidikan nonformal di masyarakat, khususnya kelompok masyarakat perempuan menjadi suatu wadah untuk melaksanakan pembelajaran, di antaranya pembelajaran keterampilan berwirausaha. pembelajaran berwirausaha bisa bersifat pelatihan, bimbingan, motivasi diharapkan akan dapat memperbaiki kualitas hidup dari kehidupan keluarganya, yang akhirnya menjadi kualitas hidup dan kehidupan masyarakat. sesuai dengan yang dikemukakan d. sudjana (1996) bahwa ”pengembangan masyarakat mempunyai tujuan untuk terjadinya : (a) peningkatan kualitas hidup dan kehidupan masyarakat …”. kelompok masyarakat perempuan yang sosial ekonomi keluarga menengah ke bawah pada umumnya mengalami masalah dalam memecahkan masalah ekonomi keluarga. salah satu pemecahannya dengan jalan berwirausaha, untuk mendapatkan keuntungan yang memadai. program-program pendidikan nonformal ada yang dapat dilkelompokkan pada program pembangunan ekonomi, seperti yang dikemukakan oleh husen dan postlethivaite ”… bahwa pendidikan luar sekolah …, berkaitan erat dengan program-program pembangunan ekonomi seperti pertanian dan industri, gerakan ekonomi masyarakat, kewirausahaan, …”. (d.sudjana, 1996). pendidikan nonformal dapat mewadahi program pembelajaran keterampilan berwirausaha bagi perempuan di desa maupun di kota yang tentu harus disesuaikan dengan kebutuhan berwirausaha yang dapat dilakukan di kota atau di desa. dalam pembuatan program pembelajaran keterampilan berwirausaha perlu partisipasi dari kelompok masyarakat perempuan yang akan ikut pembelajaran dari jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 53 mulai perencanaan sampai dengan evaluasi. pembelajaran keterampilan berwirausaha dapat dilakukan secara klasikal atau dalam kelompokkelompok belajar berwirausaha yang disesuaikan dengan jenis minat masing-masing. kelompok-kelompok selama pelatihan akan diimplementasikan secara bertahap sehingga dapat berinisiatif, semangat, bertanggung jawab melakukan pekerjaan yang harus diselesaikan. dalam kelompokkelompok tersebut ada yang menjadi fasilitator, motivator, sebagai pembimbing, dan sebagai sumber. sebagai fasilitator hendaknya dapat bertanggung jawab untuk pencapaian tujuan berwirausaha dan berperan sebagai motivator dalam melakukan pemikiran dalam kelompok masing-masing. integritas dari refleksi dan pelaksanaan pembelajaran perlu dialami sendiri oleh orang atau setiap kelompok. dalam pembelajaran keterampilan berwirausaha diperlukan metode dan teknik pembelajaran yang dapat membangun keterampilan berwirausaha seperti dalam kelompok tersebut ada diskusi, di dalamnya ada pimpinan kelompok, fasilitator untuk mendorong para perempuan, belajar bertanggung jawab, membangun kepercayaan diri, mengembangkan sosial dan ekonomi. uraian tersebut sesuai dengan yang dikemukakan suzanne kindervatter (1979) sebagai berikut : 1) small group structure. … . 2) transfer of responsibility. … . 3) participant leadership. … . 4) agent as facilitator. … . 5) democratize and non hierarchical relationships and processes. … . 6) integration of reflection and action. … . 7) methods which encourage self-reliance. … . 8) improvement of social, economic, … model pembelajaran yang dikemukakan tersebut dapat diterapkan pada model pembelajaran keterampilan berwirausaha bagi kaum perempuan untuk peningkatan kesejahteraan keluarga. jadi, pembelajaran keterampilan berwirausaha yang dilakukan dapat berupa pembelajaran klasikal ataupun kelompok. apabila pembelajaran dilakukan secara kelompok akan disesuaikan dengan jumlah peserta, sehingga besarnya kelompok dapat disesuaikan, misalnya dalam kelompok kecil. dalam kelompok kecil dapat memberi peluang secara lebih banyak kepada semua orang untuk melakukan kegiatan yang dapat meningkatkan potensi setiap orang atau perempuan secara bertahap. dalam kelompok ini pun akan dapat dijadikan peluang untuk belajar bertanggung jawab bagi peserta didik, karena mereka, setiap orang akan merasa program yang diikutinya sebagai programnya sendiri, selain itu jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 54 dalam kelompok tersebut akan dapat menjadi berpartisipasi dalam kepemimpinan, dapat bertukar pengalaman, dan sumber belajar hanya sebagai fasilitator saja. para peserta didik dapat mengemukakan secara demokratis, dapat mengemukakan masalah-masalah yang aktual yang dirasakannya, dan yang perlu dipecahkannya. antara sumber belajar dan peserta didik tidak ada jarak hubungan yang akan menghalanginya, karena dari awal peserta didik sudah dilibatkan, sehingga program pembelajaran sesuai dengan kebutuhan peserta didik, yang dalam hal ini kelompok masyarakat perempuan. c. keterampilan berwirausaha bagi perempuan perempuan relatif mempunyai potensi yang besar, apabila para perempuan berminat, berkeinginan untuk mengembangkannya. potensi tersebut dapat diaktualisasikan apabila ada dorongan dari faktor intern dan faktor ekstern. faktor intern adalah faktor yang akan lebih mendorong diri seseorang secara kuat untuk melakukan sesuatu, misalnya melakukan berwirausaha. apapun yang akan terjadi biasanya faktor intern ini lebih kuat mendorong seseorang untuk melakukan sesuatu, misalnya berwirausaha, dibanding dari faktor ekstern. faktor ekstern akan berlangsung apabila ada orang lain yang memotivasinya, misalnya untuk berwirausaha akan bertanggung jawab jika ada yang selalu memotivasinya, misalnya melakukan wirausaha karena dorongan keluarga yang disebabkan ekonomi keluarga sangat terbatas. keterampilan berwirausaha yaitu perlu difahami mulai dari pengertian wirausaha. istilah wirausaha ada yang menyamakan dengan istilah bahasa asing entrepreneur disepadankan ke dalam bahasa indonesia dengan wiraswasta dan sekarang disepadankan dengan wirausaha. istilah entrepreneur pada awalnya berasal dari bahasa perancis kemudian diadopsi ke dalam bahasa inggris dengan menggunakan istilah entrepreneur (entrepreneurship, entrepreneurial) dari pada istilah asalnya mendekati makna entrepreneur, yaitu projector (arifah, 2006). istilah ”wiraswasta” berasal dari bahasa sansekerta yang terdiri atas tiga suku kata : ”wira”, ”swa”, dan ”sta”. wira berarti mampu unggul, teladan, tangguh, berbudi luhur, berjiwa besar, berani, pahlawan, pionir, pendekar/pejuang kemajuan, memiliki keagungan watak. swa artinya sendiri, dan sta berarti berdiri (suku kata sta ini sama dengan bahasa belanda yang juga berarti berdiri). (astim riyanto dan arifah, 2013). selanjutnya, dalam kamus besar bahasa indonesia (1994) dilihat dari istilah wiraswasta atau wirausaha tersebut berasal dari istilah yang jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 55 sama, yaitu ”entrepreneur”. istilah ”wirausaha” ini terdiri dari dua suku kata, yaitu wira diartikan sebagai manusia unggul, teladan, tangguh, berbudi luhur, berjiwa besar, berani, pahlawan, pionir, pendekar/pejuang kemajuan, memiliki keagungan watak. usaha berarti kegiatan dengan mengerahkan tenaga, pikiran, atau badan (institusi) untuk mencapai suatu maksud, pekerjaan (perbuatan, prakarsa, ikhtiar, daya guna) untuk mencapai suatu maksud, kegiatan di bidang perdagangan (dengan maksud mencari untung), perdagangan, perusahaan. dengan demikian berwirausaha dapat diartikan melakukan kegiatan dengan mempergunakan kekuatan atau kemampuan sendiri, yang berarti mempergunakan potensi akal, pikiran, sikap dan keterampilan produktif yang nantinya akan mendapatkan keuntungan atau pendapatan untuk menambah penghasilan keluarga. dari penghasilan tersebut selain sebagai keuntungan dapat meningkatkat kesejahteraan keluarga. keterampilan berwirausaha bagi perempuan banyak jenisnya, seperti keterampilan berwirausaha bidang boga, bidang busana, dan bidang kerajinan tangan atau yang lainnya. keterampilan dalam bidang boga termasuk di dalamnya keterampilan pembuatan berbagai masakan untuk pelayanan katering, keterampilan pembuatan berbagai kue basah, dan kering. keterampilan dalam bidang busana, yaitu keterampilan pembuatan busana secara perorangan (konstruksi), pembuatan busana konfeksi busana bayi, keterampilan pembuatan konfeksi busana anak, dan dewasa. bidang kerajinan tangan, yaitu keterampilan pembuatan berbagai aksesoris busana, keterampilan pembuatan milineris (pelngkap busana secara fungsioanl seperi sandal dari kain, dari tikar, loket, bandu, syal, kerudung, dan lain-lain). keterampilan kerajinan tangan seperti pembuatan boneka, bros, bunga, dan lain-lain. keterampilan pembuatan boga dapat membuka katering, penyiapan kue-kue basah dan kering baik berupa pesanan, atau toko-toko kue. jenis usaha dari keterampilan pembuatan busana bisa membuka usaha modiste, atelier, tailor, dan konfeksi busana anak/bayi dan dewasa. dari keterampilan pembuatan kerajinan dapat berusaha menjual hasil kerajinan tangan atau pesanan membuat kerajinan seperti usaha penjualan berbagai model bros, bandu, lenan rumah tangga, dapat membuka kios, toko atau ditawarkan door to door. sebagai wirausaha perlu memiliki kemampuan melihat peluang untuk berusaha atau berbisnis seperti dikemukakan oleh geoffresy g.meredith jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 56 dalam buku yang diterjemahkan andre aspasayogi (1996) sebagai berikut : para wirausaha adalah orang-orang yang mempunyai kemampuan melihat dan menilai kesempatan-kesempatan bisnis; mengumpulan sumber-sumber daya yang dibutuhkan guna mengambil keuntungan dari padanya dan mengambil tindakan yang tepat guna memastikan sukses. ungkapan tersebut dapat diartikan bahwa wirausaha, yaitu individuindividu yang lebih berorientasi pada tindakan, bermotivasi tinggi dengan berani mengambil risiko untuk mencapai tujuan atau keuntungan yang diharapkan yang menurut g. meredit dalam buku yang diterjemahkan andre asparsayogi (1996) yang pada intinya sifat-sifat yang memberikan sebuah profil wirausaha, yaitu : 1) percaya diri orang yang percaya diri akan dapat bersikap tenang, melakukan sesuatu tanpa tergantung pada orang lain, cenderung membuat keputusan yang tepat. juga ia akan optimis ke masa depan, apa yang akan dilakukan percaya akan berhasil. 2) berorientasi tugas dan hasil sehubungan dengan berorientasi tugas dan hasil, maka seseorang akan berusaha, bekerja dengan sebaik mungkin, semangat atau motivasi tinggi, inisiatif tinggi, bekerja dengan cepat, tepat, sehingga menghasilkan produk yang berkualitas. 3) pengambil risiko seseorang yang berani mengambil risiko biasanya senang pada tantangan, karena dengan tantangan yang ada seseorang pengambil risiko akan segera berpikir untuk memecahkan masalah yang dihadapi dengan hati yang tabah. 4) mempunyai sifat kepemimpinan sifat kepemimpinan dimiliki oleh seorang wirausaha, gerak tingkahnya menggambarkan sebagai pemimpin. ia berwibawa, tindakan sesuai dengan apa yang dikatakan, bawahan atau staf merasakan kenyataman untuk bekerja. 5) keorisinilan memunculkan sesuatu yang inovatif menjadi ciri keorisinalan, sehingga ia menunjukkan sifat fleksibel, kreatif, banyak sumber yang jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 57 bisa dia dapatkan dan akhirnya selalu mempunyai keinginan mendapatkan hasil yang baru dan baik. 6) berorientasi masa depan masa depan selalu menjadi perhatian seorang wirausaha, yaitu untuk kemajuan di masa depan. dengan demikian kelompok masyarakat perempuan yang menginginkan keterampilan berwirausaha perlu memperkuat jiwa kewirausahannya seperti yang dikemukakan di atas, selain para perempuan tersebut memiliki bidang-bidang keterampilan yang dimilikinya baik bidang boga, busana, kerajinan tangan dan yang lainnya, dan itu sebagai prasyarat yang harus dimiliki seorang wirausaha dalam menjalankan bidang usahanya. di samping itu ada lagi keterampilan yang akan melandasai dalam berwirausaha. menurut d.sudjana (2000) bahwa secara umum ada enam komponen keterampilan yang secara umum yang satu dan yang lainnya saling berkaitan, yaitu keterampilan produksi (productive skill), keterampilan teknis (technical skill), keterampilan fisik (physical skill), keterampilan sosial (social skill), keterampilan pengelolaam (managerial skill), dan keterampilan intelektual (intellectual skill). keterampilan produktif termasuk di dalamnya keterampilan tentang keterampilan memproduksi, dapat memproduksi yang terkait dengan bidang busana, bidang boga, dan kerajinan tangan. keterampilan produktif menghasilkan barang jadi, misalnya busana, masakan, kuekue, boneka, lenan rumah tangga (taplak meja, sarung bantal, seperai, tempat tissue, penutup galon, dan lain-alin). keterampilan produktif ini dapat barang jadi atau setengah jadi. barang setengah jadi seperti kain bordir untuk pembuatan busana, ranginang/kripik mentah, dan yang barang jadi berarti yang siap dipakai seperti busana ready to wear, sedang pada makanan siap untuk dimakan langsung. keterampilan teknis, yaitu dimulai dari keterampilan mengenal bahan baku sampai pada teknik pemasaran. dalam mengenal bahan baku berarti produsen harus betul-betul bisa memilih bahan baku yang dibutuhkan atau menjadi keinginan konsumen atau selera konsumen atau yang menjadi harapan di segmen pasarnya. keterampilan teknis inipun termasuk di dalamnya teknik atau cara pembuatannya yang berarti ketepatan dan kerapihan teknik pembuatannya, sehingga menghasilkan barang yang berkualitas dan kemasan yang menarik. berkaitan dengan keterampilan fisik, yaitu berkaitan dnegan pekerjaan dari tenaga tenis, seperti kesehatan dan kebersihan. dalam jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 58 berwirausaha tidak dapat dilupakan dari keterampilan sosial, seperti dalam pemasaran harus memiliki sikap yang menarik, sehingga orang tertarik untuk beli. selain itu juga harus menjalin hubungan baik dengan lingkungan, sesama pekerja, kalau sebagai pimpinan harus berwibawa, teladan, bersikap yang sopan, ramah, melindungi bawahan/ staf, sehingga para pekerja dapat bekerja secara nyaman dan aman. keterampilan sosial ini pun menjadi modal untuk menjalin mitra perusahaan, seperti pemasok bahan baku, agen penyalur, dan para konsumen, serta masyarakat sekitar. keterampilan sosial penting ada pada setiap wirausaha, sehingga dapat menjaga kestabilan emosi, menghargai orang lain atau pendapat orang lain, dapat memberi pelayanan prima kepada para konsumen sehingga dapat memuaskan para konsumen. keterampilan sosial ini sangat dibutuhkan oleh orang yang bertugas di bagian pemasaran, karena mereka yang bersikap baik, menghargai orang lain, bersikap sopan murah senyum akan disenangi oleh para konsumen. keterampilan pengelolaan sangat dipentingkan dalam berbagai aspek dari mulai penyediaan bahan baku sampai dengan barang itu siap dipasarkan. ketika menyiapkan bahan baku bagaimana mengelola bahan baku dari pemesanan, penyimpanan, dan pengeluaran bahan baku perlu mendapat pengelolaan yang baik. selanjutnya, bagaimana pengelolaan yang tepat dalam memproduksi barang, sehingga efisien efektif dalam pemakaian bahan baku dan produksi barang dari bahan baku sampai hasil jadi. setelah itu mengelola pengemasan, penyimpanan, sampai dengan pemasaran. juga termasuk pengelolaan keuangan agar perusahaan atau penyelenggaraan berwirausaha tersebut mendapat keuntungan yang memadai. keterampilan intelektual sangat diperlukan dalam berwirausaha walaupun wirausaha kecil-kecilan, karena daya pikir yang sehat, terkontrol, akan dapat membantu dalam mengelola dan mengembangkan usaha. daya pikir seseorang, khususnya yang berwirausaha akan dapat membantu mengelola usaha yang dilakukannya. keterampilan produktif akan sangat dibantu oleh keterampilan intelektual, karena dapat memikirkan peluang usaha ke masa depan atau dapat memprediksi kemungkinan celah-celah atau kiat-kiat berwirausaha sehingga wirausaha itu tidak putus di tengah jalan, bisa tetap berjalan walaupun di suatu saat kondisi perdagangan sedang melemah. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 59 d. berwirausaha dalam meningkatkan kesejahteraan keluarga saat ini telah banyak para perempuan yang berkiprah dalam berwirausaha, baik untuk menambah penghasilan keluarga atau untuk meningkatan ekonomi keluarga, maupun untuk menyalurkan bakat yang ada. memasuki kehidupan keluarga dalam arti melakukan perkawinan yang sah, maka setiap pasangan menginginkan mencapai kehidupan keluarga yang sejahtera. adapun pengertian keluarga sejahtera yang ada dalam program bkkbn, 1994 dikemukakan : keluarga sejahtera adalah dibentuk berdasarkan perkawinan yang sah mempu memenuhi kebutuhan hidup spiritual dan material yang layak, bertakwa kepada tuhan yang maha esa, memiliki hubungan yang sama, selaras, seimbang antara anggota keluarga dengan masyarakat lingkungannya. dikemukakan selanjutnya dalam undang-undang no. 10 tahun 1992 pasal 3 ayat (2) bahwa pembangunan keluarga sejahtera diarahkan pada pembangunan kualitas keluarga yang bercirikan kemandirian, ketahanan keluarga agar mampu mendukung kegiatan pembangunan. untuk mencapai kehidupan keluarga yang sejahtera para pasangan dalam kehidupan perkawinan perlu berupaya. keluarga dapat dipandang sejahtera apabila kebutuhan keluarga dapat terpenuhi secara seimbang baik kebutuhan fisik, mental dan sosial psikologis dengan tidak melebih-lebihkan atau mengurangkan kebutuhan yang satu dan yang lainnya baik disengaja atau tidak disengaja. kesejahteraan dalam keluarga harus dirasakan oleh orang-orang yang ada di dalamnya dalam arti dirasakan oleh suami isteri atau ayah, ibu, dan anak-anak. kesejahteraan dalam kehidupan keluarga adanya kemajuan dari waktu ke waktu, adanya kebahagiaan, keberuntungan, menjadi lebih baik, lebih maju, sukses dalam hidup. hal ini sesuai dengan yang diungkapkan dalam webster’s new international dictionary (1986) : ”welfare the state of faring or doing well; thinking or successful progress in life; a statecharachterized especialu by good fortune, happiness, wel being or prosperity”. dikemukakan pula oleh badan koordinasi keluarga berencana nasional (bkkbn) tahun 2004 ada lima pengelompokan tahapan keluarga. 1. keluarga pra sejahtera keluarga ini belum dapat memenuhi kebutuhan dasarnya secara mendasar, tetapi belum dapat memenuhi kebutuhan yang lebih tinggi. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 60 2. keluarga sejahtera i kondisi keluarga ini dapat memenuhi kebutuhan yang sangat mendasar, tetapi belum dapat memenuhi kebutuhan yang lebih tinggi. 3. keluarga sejahtera ii keluarga ini selain dapat memenuhi kebutuhan dasar minimum dapat juga memenuhi kebutuhan sosial psikologis, tetapi belum dapat memenuhi kebutuhan pengembangannya. 4. keluarga sejahtera iii keluarga sejahtera iii dapat memenuhi kebutuhan dasar minimum dan kebutuhan sosial psikologisnya serta dapat memenuhi kebutuhan pengembangannya, tetapi belum aktif dalam usaha kemasyarakatan di lingkungan desa atau wilayahnya. 5. keluarga sejahtera iii plus keluarga ini selain telah dapat memenuhi kebutuhan dasar minimum, kebutuhan sosial psikolois, dapat memenuhi kebutuhan pengembangan, antara lain dapat memberi sumbangan bagi kegiatan sosial masyarakat, membantu untuk menyumbang warga miskin, serta dapat aktif menjadi pengurus organisasi masyarakat atau institusi masyarakat lainnya. untuk mencapai kehidupan keluarga sejahtera tersebut secara bertahap antara lain diperlukan meningkatnya ekonomi keluarga. para keluarga yang masih pada tahap keluarga pra sejahtera sampai dengan minimal keluarga pra sejahtera ii perlu dimotivasi, diberdayakan agar ibu-ibu, para isteri terutama yang tidak mempunyai penghasilan untuk dapat berwirausaha agar penghasilan keluarganya dapat bertambah untuk memenuhi kebutuhan keluarganya. pemberdayaan perempuan tersebut dapat melalui pelatihan-pelatihan yang dapat memotivasi untuk berwirausaha, distimulasi untuk tetap semangat mengarungi kehidupan keluarga. semangat, jiwa wirausaha, mental kuat untuk berusaha mencari tambahan penghasilan sehingga dapat terpenuhi kebutuhan secara fisik, di samping terus dimotivasi mendorong pemenuhan kebutuhan lainnya. adanya saling membantu dalam kehidupan keluarga diperlukan, adanya keakraban antar suami isteri, saling pengertian akan dapat membantu memecahkan masalah antara lain masalah ekonomi keluarga. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 61 dalam pelatihan yang diadakan sesuaikan dengan kebutuhan para perempuan yang bersangkutan, misalnya ada yang belum memiliki keterampilan apapun, maka diberi kesempatan pembuatan sesuatu seperti pembuatan busana, pembuatan berbagai masakah atau kue-kue ataupun jenis kerajinan tangan. selanjutnya, bagi mereka yang sudah memiliki keterampilan sesuatu, bagaimana memotivasi dia agar muncul semangat dengan langsung praktek mengelola usaha kecil-kecil terlebih dahulu, yang secara bertahap dibina, dibimbing untuk dapat mengembangkan usahanya. daftar pustaka arifah a.riyanto. 2006. model pembelajaran keterampilan berwirausaha bagi perempuan untuk peningkatan kesejahteraan keluarga. disertasi. bandung : program pascasarjana upi. astim riyanto dan arifah. 2013. dasar-dasar kewiraswastaan. bandung : yapemdo. ……., 2013. kapita selekta kewirausahaan. bandung : yapemdo. badan pusat statistik nasional, 2000. statistik kependudukan tahun 2000. jakarta. badan pusat statistik provinsi jawa barat. 2011. statistik kependudukan tahun 2011. bandung. badan kependudukan dan keluarga berencana nasional tahun 1994. badan kependudukan dan keluarga berencana nasional tahun 2004. bkkbn, pedoman keluarga sejahtera (http ://gloriabetsy blogspot.com/2012/.2/konsep keluarga sejahtera) brandt, steven c., 1986, entrepreneurship sepuluh tahapan menjadi wiraswastawan tangguh (entrepreneuring the ten commandments for building a growth company), disadur oleh penerbit dahara prize, semarang : dahara prize. buchari alma. 2000. kewirausahaan. bandung : alfabeta. drucker, peter, f, 1994, inovasi dan kewiraswastaan, praktek dan dasar-dasar (innovation and entrepreneurship practice and principles), alih bahasa rusjdi naib, jakarta : erlangga. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 62 gibson, rowan, (editor), dengan pengantar heidi dan alvin toffler, 1998, rethinking the future (mendirikan kembali bisnis, prinsip, persaingan, kontrol dan kompleksitas, kepemimpinan, pasar, dan dunia), jakarta : pt. gramedia pustaka utama. harian umum pelita, 19 januari 2006. kao, john j., 1989, entrepreneurship, creativity, & organization, text, cases,& readings, englewood cliffs, new york : prentice hall. kindervatter, s. (1979). non formal education as empowering process. maschusetts center for international education university of massachusetts. meredith, geoffresy. g et all. [t.t.], the practice of entreprenurship. genewa : international labour organization. (kewirausahaan : teori dan praktek). alih bahasa andre asparsayogi. 1996 (cetakan kelima). jakarta : pt. pustaka binama pressindo. suharyadi, nugroho arisantyanto, purwanto sk, faturohman, maman. 2007. kewirausahaan : membangun usaha sukses sejak usia muda. jakarta : salemba empat. sudjana, d.h. (2000). manajemen program pendidikan untuk pendidikan luar sekolah dan pengembangan sumber daya manusia. bandung : falah production. ……. (2001). metode dan teknik pembelajaran partisipatif. cetakan keempat (cetakan pertama, 1996). bandung : falah production. undang-undang ri nomor 10 tahun 1992 tanggal 16 april 1992 tentang perkembangan kependudukan dan pembangunan keluarga sejahtera. webster's new international dictionary and seven language dictionary : three volumes hardcover – 1986. publisher: encyclopedia britannica, inc. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 63 luka liku kehidupan waria di kota tasikmalaya wiwin herwina universitas siliwangi tasikmalaya abstrak penelitian ini dilatar belakangi oleh manusia yang selalu hidup bersama dengan sesamanya.untuk memiliki kebutuhan hidup, dengan berbagai cara sesuai keadaan atau tarap umur, pendidikan, lingkungan,bakat dan sikap seseorang. dalam kenyataannya di mayarakat ada sekelompok manusia yang mempunyai perilaku menyimpang yang sering di cemoohkan oleh warga masyarakat yaitu kaum waria. tujuan nya mengungkapkan gambaran luka-liku kehidupan waria dalam mempertahankan hidup walaupun mereka dianggap sebagai sampah masyarakat yang dapat mencemari lingkungan (pencemaran sosial). permasalahan adanya faktor –faktor yang melatar belakangi terjadinya waria. penelitian ini menggunakan metode kualitatif yaiyu metode pengumpulan data exploratif terutama dengan menggunakan pemahaman langsung dan tidak langsung. sumber data yaitu orang–orang yang di minta memberikan info. dalam penelitian ini variabel yang di teliti yaitu luka liku kehidupan waria, adapun tekhnik yang di gunakan dalam penelitian ini adalah wawancara, observasi, study kasus dan teknik purposive sampling, kesimpulan dari penelitian ini waria perlu dapatkan pembinaan untuk berperan serta di dalam pembangunan dengan usaha meningkatkan kualitas sumber daya manusia bagi mereka sendiri dan sesamanya. kata kunci: luka liku kehidupan waria pendahuluan i. latar belakang masalah manusia sejak lahir berhubungan dengan manusia lain. tidak mungkin manusia itu hidup normal tanpa hidup bersama orang lain. seperti di kemukakan oleh soejono (1985:39). bahwa manusia adalah makhluk jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 64 yang selalu hidup bersama dengan sesamanya.untuk memiliki kebutuhan hidup, manusia menempuh berbagai cara sesuai keadaan atau tarap umur, pendidikan, lingkungan,bakat dan sikap seseorang. kesemuanya ini menimbulkan kelompok – kelompok sosial di dalam kehidupan manusia: kelompok kecil yang sederhana biasanya terbentuk atas dasar kekerabatan,usia,seks, dan juga perbedaan pekerjaan dan kedudukan.dalam masyarakat para individu menjadi anggota dari kelompok sosial tertentu: dalam tiap kelompok itu mereka saling pengaruh mempengaruhi dan ada kesadaran untuk tolong menolong. setiap orang harus menghormati hak hidup dan keseimbangan yang selaras dalam hubungan sesama manusia. namun demikian dalam kenyataannya dalam mayarakat ada sekelompok manusia yang mempunyai perilaku menyimpang yang sering di cemoohkan oleh warga masyarakat yaitu kaum waria. waria sebagai istilah baku dalam tata bahasa indonesia sebenarnya masih kurang populer di kalangan mayarakat awam. masyarakat lebih akrab dengan istilah bencong,atau banci yang merupakan bagian dari bahasa indonesia informal (dede ,2003) yang digunakan untuk sebutan kepada orang (laki laki atau perempuan) yang berpakaian atau berbicara sebaliknya tidak sesuai dengan kelamin nya. masyarakat juga masih sering mengalami ketidak pahaman akan perbedaan antara waria dengan istilahistilah atau sebutan yang di gunakan untuk sebutan kaum minoritas lainnya, misalnya homo seksual, interseks dan transvetis,perbedaan persepsi ini perlu di luruskan agar adanya satu pemahaman yang sama.masyarakat sering dan bahkan menyamakan antara homo dan waria. atmojo (dalam anwar, 2006) menjelaskan bahwa homo dan waria itu berbeda. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 65 waria adalah kelompok sosial, biasanya tidak jelas karakteristikanya apakah sebagai laki laki atau sebagai perempuan, perilaku mereka dapat dianggap menyimpang karena melanggar norma,yaitu fisik mereka yang laki laki berdandan sebagai wanita secara berlebihan dan sering kali melakukan hubungan seks dengan sesama jenis,berkeliaran di tempat – tempat tertentu yang dapat menggangu ketertiban, keindahan serta keamanan lingkungan, karena itu di samping statusnya tidak jelas mereka dianggap pula sebagai kelompok yang menentang kodrat manusia, berdosa, menjijikan dan dianggap sebagai pencemaran sosial bagi masyarakat setempat (di lingkungan tersebut). berdasarkan ketetapan mpr nomor 11 /mpr/1993. sasaran umum pembangunan jangka panjang. kedua adalah terciptanya kualitas manusia dan kualitas masyarakat indonesia yang maju dan mandiri dalam suasana tentram dan sejahtera lahir batin dalam tata kehidupan masyarakat bangsa dan negara yang berdasarkan pancasila dalam suasana ; 1. pola dasar pembangunan bidang kesejahteraan sosial (sk mensos r.i.no 07/huk/kep/11/1989 ) “ kehidupan bangsa indonesia yang serta berkesinambungan dan selaras dalam hubungan antar sesama manusia, manusia dengan masyarakat, manusia dengan alam, dan lingkungan manusia dengan tuhan yang maha esa”. 2. menjadi waria adalah suatu proses antara waria dengan ruang sosial dimana ia hidup dan dibesarkan, proses ini dilakukan dengan berbagai tekanan –tekanan sosial untuk kemudian di respon, sehingga pada akhirnya akan membentuk satu makna kehidupan dalam menjalani luka-liku kehidupannya. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 66 3. harapan yang mereka inginkan inilah yang akan mengantarkan mereka menuju makna hidup dalam menempuh luka-liku kehidupannya, dengan adanya harapan yang mereka miliki. mereka akan mencari cara dan celah untuk menunjukan keinginan dan eksistensi dari harapan tersebut (bastaman 2007) 4. berdasarkan paparan diatas mengenai kehidupan dan perjuangan yang di lakukan oleh kaum waria dalam menjalani dan mencapai tujuan mereka di dalam kehidupan ,maka peneliti bermaksud untuk melakukan penelitian yang berjudul lukaliku kehidupan waria di kota tasikmalaya, ( study tentang pencemaran lingkungan sosial di kota tasikmalaya ) 2. masalah penelitian permasalahan penelitian ini adalah : 1) bagaimanakah gambaran luka-liku kehidupan waria dalam mempertahankan hidup walaupun mereka sudah di cap sebagai sampah masyarakat (pencemaran sosial )?; 2) faktor –faktor apakah yang melatar belakangi terjadinya waria?; 3) sejauh manakah dinas sosial telah melaksanakan pembinaan terhadap kaum waria? kajian teoritis a. pengertian waria keadaan seseorang yang berkepribadian wanita maupun pria. sebelum istilah waria di gunakan, masyarakat sudah mengenal atau menggunakan beberapa istilah, banci, bencong dan wadam. untuk membuat batasan mengenai waria tidak lah mudah, karena terkadang tidak dapat menggambarkan keadaan sesungguhnya secara keseluruhan para ahli di bidang kelainan seks (dalam moerthiko 1987 :7 ) jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 67 mengemukakan bahwa individu – individu yang tidak jelas karakteristiknya sebagai laki-laki atau perempuan itu di sebut” waria” a. jenis – jenis waria kemala atmojo ( nadia, 2005 :40 ) menyebutkan jenis –jenis waria sebagai berikut: transsexual yang aseksual, yaitu seorang transsexual yang tidak berhasrat atau tidak mempunyai gairah seksual yang kuat. a. transsexual homoseksual, yaitu seorang transeksual yang memiliki kecenderungan tertarik pada jenis kelamin yang sama sebelum ia sampai ke tahap transsexual murni. b. transsexual yang heteroseksual, yaitu seorang transsexual yang pernah menjalani kehidupan heteroseksual sebelumnya misalnya pernah menikah. b. ciri –ciri waria menurut muslim (2003 ;111) ,ciri ciri transsexual adalah : 1. identitas transsexual harus sudah menetap selama minimal dua tahun, dan harus bukan merupakan gejala dari gangguan jiwa lain seperti skizofrenia, atau berkaitan dengan kelainan interseks, genetik atau kromosom 2. adanya hasrat untuk hidup dan di terima sebagai anggota dari kelompok lawan jenisnya, biasanya disertai perasaan risih atau tidak serasi dengan anatomi seksualnya. 3. adanya keinginan untuk mendapatkan terapi hormonal dan pembedahan untuk membuat tubuhnya semirip mungkin dengan jenis kelamin yang diinginkan. c. faktor pendukung terjadinya waria puspitosari (2005;12) mengatakan bahwa faktor –faktor terjadinya transsexual adalah disebabkan oleh faktor biologis yang di pengaruhi jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 68 oleh hormon seksual dan genetik seseorang. hermaya (nadia, 2005 ;29) berpendapat bahwa peta kelainan seksual dari lensa biologi dapat di bagi kedalam dua golongan besar yaitu ; 1) kelainan seksual akibat kromosom. 2) kelainan seksual bukan karena kromosom menurut moerthiko nadia, 2005 ;31) mengatakan bahwa dalam tinjauan medis, secara garis besar kelainan perkembangan sexual telah di mulai sejak di kandungan ibu, kelompok ini di bagi menjadi empat jenis: a.pseudomale atau disebut juga pria tersamar, b.pseudofemale atau disebut juga wanita tersamar. c.female pseudohermaprodite, d.male pseudohermaprodite, : 1) faktor internal,. b) faktor eksternal e. pengerian masalah sosial lesli (1974) dalam abu ahmadi (1988:12) menyatakan masalah sosial adalah sesuatu kondisi yang mempunyai pengaruh terhadap kehidupan sebagian besar warga masyarakat sebagai sesuatu yang tidak diinginkan atau tidak di sukai dan yang karenanya di rasakan perlunya untuk diatasi atau di perbaiki pengertian secara umum masalah sosial ini peengertian nya terutama di tekankan pada adanya kondisi atau sesuatu keadaan tertentu tak terpenuhi karena keadaan dalam kehidupan sosial warga masyarakat yang bersangkutan . 2.3 keterkaitan waria dengan pencemaran lingkungan sosial klien waria bisa di jumpai di berbagai sosio ekonomi, tetapi mempunyai ciri – ciri yang berbeda. banyak remaja pria memakai pekerja seks waria dikarenakan: a. karena larangan agama untuk melakukan hubungan seksual di luar pernikahan membuat waria menarik bagi mereka yang tidak mau menggunakan industri seks. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 69 b. karena klien pendapatan yang rendah hanya berminat pada harga yang murah, dan waria sering memberikan pelayanan secara cuma – cuma terhadap klien yang dianggap menarik. c. untuk klien yang heteroseksual, waria menyediakan pelayanan sek oral/anal sambil berprilaku seperti wanita kepada pasangan nya, serta untuk mendapatkannya murah karena tidak perlu mengeluarkan uang ekstra untuk menyewa penginapan. melihat uraian diatas sudah jelas sekali apa yang di lakukan waria sangat mencemari lingkungan sosial, karena mereka bisa merubah perilaku lawan jenisnya, -lama lama mereka ketagihan, dan akhirnya lawan jenis bisa tertular menjadi waria. 2.3.1 dinas sosil dan perannya dalam pembinaan waria. peranan dinas sosial dalam pembinaan terhadap waria sangat menunjang sekali ,karena waria dapat mempunyai keterampilan yang nantinya dapat merubah hidupnya, menambah percaya diri dan dapat mandiri tanpa ada ejekan dari masyarakat yang selalu melecehkan karena kehidupannya yang menyimpang dari masyarakat . selain pembinaan pelatihan keterampilan dinas sosial juga melakukan pembinaan mental, dan bantuan usaha ekonomi produktif. walaupun hasilnya masih belum memuaskan karena kendala-kendala tertentu. objek dan metode penelitian 3.2 metode penelitian penelitian yang di lakukan ini bersifat kualitatif dengan metode pengumpulan data exploratif terutama dengan menggunakan pemahaman langsung dan tidak langsung. sumber data yaitu orang – jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 70 orang yang di minta memberikan informasi, di sebut informan. tempat dan waktu penelitian di tempat mangkal nya para waria (dadaha), belakang kantor pos,salon kecantikan dan tempat sekertariat organisasi” hiwatas” kota tasikmalaya. teknik penelitian yang di gunakan dalam penelitian ini adalah: pengumpulan data, observasi partisifasi terbatas, wawancara, analisa data pembahasan a. pembahasan dan temuan hasil penelitian 1.waria di kota tasikmalaya keadaan kaum waria pada tahun 1990 an sebenarnya tidak begitu berbeda keadaannya dengan sekarang di lihat dari kegiatannya yang agak berbeda sekarang dilihat dari jumlahnya yang semakin meningkat dan dilihat dari pekerjaannya sudah banyak waria-waria yang berpendidikan baik itu hasil dari binaan dinas sosial maupun kursuskursus yang didanai pemerintahan terutama bidang tata kecantikan sehingga mereka memiliki keakhlian dan keterampilan, sehingga kehidupan waria sekarang hidupnya lebih meningkat terutama dalam pekerjaan, lebih mandiri,. awal menjadi waria merasa ada kelainan sebagai waria, perasaan ini timbul banyak faktor yang menyebabkan timbulnya perasaan sebagai waria. perasaan itu ada yang muncul dari usia dini ada juga yang muncul sesudah menginjak dewasa. dia belum berani mengeluarkan karakteristiknya, di usia itu dia masih berusaha menutupi jati dirinya sebisa mungkin, tapi karena sifatnya sudah bawaan alami (natural), walaupun dia berusaha menutupi dia itu tetap akan kelihatan dari tingkah laku dan gayanya jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 71 yang lebih feminim dari jati dirinya sebagai laki-laki. masyarakat akan menyetujui bahwa dia sudah memiliki tanda-tanda kewanitaanya dari bahasa dan perilaku dia lebih halus dari wanita, perasaan waria kadang muncul juga bagi kaum lelaki normal karena akibat pergaulan. lelaki normal yang sering bergaul dan berhubungan dengan waria akan mempunyai rasa dan ketagihan untuk mengulang dan mengulang lagi hubungan biologis itu karena mungkin yang awalnya di latar belakangi dengan kebutuhan hidupnya terutama untuk mencari uang atau nafkah dan akhirnya dari sering bergaul itu lama kelamaan akan merubah tingkah laku (perilaku) laki-laki tersebut sehingga dia secara perlahan, perilaku itu bisa berubah , tapi tidak ketularan sebagai waria . jadi kalau kita amati perasaan waria akan muncul akibat: 1) pergaulan 2) broken home 3) trauma orangtua 4) faktor ekonomi 5) sudah mempunyai bawaan sejak lahir. 4.1.6. upaya untuk menjamin kelangsungan hidup dalam mempertahankan hidupnya waria membentuk suatu komunitas yang dapat mengakomodir kaum waria, dimana di dalam komunitas tersebut diperlukan suatu kekompakan, kedisiplinan, solidaritas yang tinggi untuk memelihara dan menjaga nama baik kaum waria. adapun kalau ada masyarakat yang menyakiti salah satu kaum waria, mereka kompak dan membelanya, selain itu komunitas ini memperjuangkan nasib kaum nya untuk bisa merubah kehidupan nya. ketua mereka mengajukan permohonan permohanan dana baik dari dinas sosial atau jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 72 pun lembaga lain nya untuk diikut sertakan dalam pelatihan-pelatihan yang berbasis kompetensi keahlian, dimana dari hasil pelatihan tersebut di harapkan dapat merubah nasib mereka, untuk bisa memenuhi kebutuhan hidupnya. baik itu yang bersifat materi maupun yang bersifat seks yang berhubungan dengan materi otomatis berhubungan dengan kebutuhan hidup untuk makan, minum, pendidikan, kesehatan dan lain-lain. 4.1.7 hubungan biologis sebagai waria kebutuhan kaum waria akan hubungan biologis dengan laki-laki merupakan tuntutan yang di anggap mutlak harus terpenuhi. bagaimanakah kaum waria menyalurkan kebutuhan biologis di uraikan lebih lanjut di bawah ini. dalam menyalurkan hubungan biologisnya waria berhubungan dengan sesama jenis, dia akan merasa puas dan akan lebih agresif apabila dalam melakukan hubungan tersebut berekpresi sebagai wanita dan itu akan terasa oleh waria yang termasuk dalam kelompok waria transeksual murni, adapun untuk waria interseksual dalam melakukan hubungan biologisnya dia bisa sebagai wanita dan dia juga bisa sebagai laki-laki sempurna bahkan dalam berhubungan dengan wanita asli dia bisa mempunyai anak/keturunan. kebutuhan waria yang ingin terpenuhi : 1. 1.menyalurkan hubungan seks dengan laki-laki tanpa ada sanksi dari masyarakat. 2. di beri kesempatan yang sama dalam pekerjaan tanpa menganggap aneh jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 73 3. kemudahan operasi kelamin dengan prosedur dan biaya yang murah 4. menampilkan diri sebagai mana adanya tanpa di pandang rendah 5. kemudahan dalam berkosultasi mengenai segala kesulitan yang di 4.1.8 komunitas waria dalam melakukan aktualisasinya dan solidaritas terhadap sesama kaum waria. kelompok waria dalam masyarakat merupakan kelompok yang ekslusif karena mereka memiliki komunitas tersendiri dengan pola pola kehidupan yang agak berbeda dengan mayarakat pada umumnya, interaksi sosial dengan mayarakat pada umumnya bersifat negatif, terutama pandangan masyarakat terhadap mereka. bentuk interaksi sosial yang negatif dari masyarakat bisa berupa cemoohan, cibiran, bahan tertawaan dan kadang menjadi ejekan ketika berpenampilan sebagai perempuan. sikap ini berawal dari keluarga, dan lingkungan tempat tinggalnya lalu menyebar kemasyarakat pada umumnya. akibatnya mereka membentuk suatu solidaritas yang merasa senasib dimana solidaritas senasib ini merupakan kegiatan mempertahankan eksistensi mereka dalam berinteraksi sosial dengan lingkungan masyarakat yang mereka hadapi. solidaritas mereka muncul berawal dari keinginan kaum waria untuk berkumpul dan bergabung dengan sesamanya. hal ini dilakukan karena ada ke samaan kepentingan dan tujuan.sejauh mana sosial itu terwujud dalam kelompok waria di kota tasikmalaya, dapat di lihat dari jawaban mereka tehadap pertanyaan-pertanyaan yang di ajukan oleh peneliti.adapun jawaban mereka dapat di lihat pada pembahasan hasil penelitian berikut. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 74 hasil dari penelitian pada umumnya terjadi proses melalui tahapan tahapan, di mana waria dalam mencari jati diri, mencari teman, mencari dukungan, dan belajar dari teman , tidak lah muncul di usia yang sama . itu tergantung kepada proses dimana rasa sifat warianya muncul ada yang muncul di usia dini , ada yang muncul di usia remaja ada pula sifat waria nya itu muncul di usia senja. 4.1.8.1 usaha waria dalam menjalin hubungan dengan sesama waria dalam meningkatkan jati dirinya waria membentuk suatu organisasi dimana dalam organisasi tersebut ,terdapat beberapa macam kegiatan yang dapat meningkatkan solidaritas bagi para waria , hampir sebagian besar para waria mengikuti organisasi tersebut yang berada di kota tasikmalaya dengan nama hiwatas (himpunan waria kota tasikmalaya) organisasi hiwatas lebih di kenal dengan nama srikandi prasasti yang di ketuai oleh junjun (mami juniar). untuk menjalin persahabatan dan supaya lebih menambah erat persaudaraan ketua waria dalam pertiga bulan mengadakan rapat dengan maksud silaturahmi, biasanya di saat itu para waria saling bertukar pendapat dan mencurahkan rasa, baik suka maupun duka dalam menghadapi berbagai permasalahan dari sebagian masyarakat yang fanatik yang selalu mengejek ataupun melecehkan mereka. dengan mendatangi tempat-tempat yang biasa dipakai berkumpul oleh ketua waria sedikitnya beban mereka dapat di bantu dengan di berikan pengarahan pengarahan yang dapat menenangkan hati mereka, sehingga mereka dalam bertindak dan berbuat selalu diarahkan untuk jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 75 perbuatan yang lebih positif yang tidak mengganggu ketentraman masyarakat. 4.1.8.2 tolong menolong yang dilakukan oleh waria dalam kehidupan bermasyarakat sifat tolong menolong harus di tingkatkan dan di amalkan , karena itu merupakan bagian dari pancasila no 3. persatuan indonesia.bentuk tolong menolong banyak bermacam ragam , ada yang sifatnya individu, ini merupakan suatu amalan yang berhubungan dengan ilahi dimana disebutkan jika kita beramal tangan kanan memberi tangan kiri tidak boleh tahu , jadi suatu amalan yang menolong seseorang tanpa di ketahui orang lain, adapun tolong menolong yang lainnya ada yang bersifat gotong royong atau biasa juga kita kenal dengan bakti sosial , ini merupakan sifat tolong menolong yang cenderung pingin di puji orang dan di ketahui orang banyak , ini lebih cenderung ke ujub karena perbuatan kita ingin mendapat pujian. begitupun dalam komunitas waria tolong menolong juga dilakukan. adapun bentuk tolong menolong yang di lakukan oleh waria adalah 1) mengajari cara berdandan perempuan, 2) membantu dalam hal keuangan, 3) memberikan tumpangan rumah bagi waria yang tidak mempunyai tempat tinggal, 4) meminjami / bertukar pakaian perempuan/ make-up / aksesories, 5) membantu mencarikan pekerjaan, 6) membantu dalam setiap kesulitan yang di alami teman waria, 7) membantu mencarikan pasangan / langganan. 4.1.9 keinginan hidup berkeluarga sebagai manusia yang bermasyarakat tentu saja ada keinginan keinginan yang sama dengan masyarakat dilingkungan sekitarnya. mereka mempunyai keinginan untuk berumah tangga, namun di sisi lain jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 76 mereka meragukan kemampuannya apakah mereka dapat mencintai pasangan lawan jenisnya atau hanya sekedar pelarian saja untuk menutupi kekurangan dirinya atau bisa juga hanya untuk membahagiakan orang tuanya yang merasa malu kalau mempunyai anak laki laki yang berpsikis wanita. kadang dari mereka juga memikirkan keturunan untuk melanjutkan kehidupan nya di masa tua, adapun kalau mereka menikah mereka hanya untuk menutupi kekurangan dirinya (kamuflase) dan mungkin juga hanya untuk membahagiakan orang tuanya. karena mereka juga merasa terbebani dengan kehidupannya yang berbeda dengan masyarakat pada umumnya. walaupun mereka berkeluarga hanya kedok saja karena tetap di dalam diri mereka untuk melepaskan libidonya itu mereka lebih puas dengan berhubungan biologis dengan sesama jenis, maka mereka pandai menutupi keinginannya itu. untuk menyalurkan keinginannya itu mereka kadang mengadakan pertemuan dengan teman sejenisnya tanpa di ketahui oleh istrinya. di dalam lubuk hatinya mereka menyadari dan mereka juga selalu berusaha untuk sembuh dengan cara mendekatkan diri pada allah, menjauh dari pergaulan sesama jenis, karena kalau selalu bergabung terus penyakit nya tidak akan sembuh. kadang ada salah satu yang menjadi benar sembuh itu karena atas bimbingan dari istrinya dan mereka lebih banyak dzikir dan bertaubat pada yang maha kuasa, walaupun tidak sembuh seratus persen minimal mereka bisa menyembunyikan kewariaan nya itu. bahkan ada yang tetap menjadi pasangannya walau pun waria itu mempunyai istri dan anak. mereka lebih rapi menutupi tingkah lakunya, karena itu mereka lebih jaim dan di dalam penampilan dirinya mereka lebih tampak laki jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 77 laki tulen, didalam berpakaian pun mereka tidak mau memperlihatkan penampilan perempuan nya tetapi psikis mereka tetap ada sebagian psikis wanita . penjelasan ini di perkuat dengan adanya penuturan dari merlyn, putri waria indonesia 2006 ( sopyan,2006) yang menuturkan : “saya adalah perempuan, perempuan dalam jiwa. raga saya adalah laki laki. dan saya tetap merasa perempuan. tak ada yang salah cuma orang tidak melihatku lebih dalam, mereka melihat raga saya. mereka hanya melihat yang terlihat, mereka tak mau tahu lebih jauh. saya adalah perempuan, perempuan tanpa vagina.” 4.2 faktor – faktor yang melatar belakangi terjadinya waria 4.2.1 kebutuhan hidup untuk memenuhi kebutuhan hidup makan, minum, dan memperkuat ekonomi kaum waria juga mencari nafkah sesuai dengan kemampuan nya. waria yang berpendidikan adalah waria yang telah mempunyai keahlian atau keterampilan baik itu hasil dari binaan pemerintah maupun hasil dari otodidak tetapi mereka mempunyai potensi dan inovasi yang tinggi. kebanyakan pekerjaan mereka lebih banyak bekerja di salon kecantikan yang sesuai dengan kepribadian mereka, dari pekerjaan itu kadang pria normal biasa kalau sering bergaul dengan waria apalagi kalau sudah mulai berhubungan seksual, semakin lama perilakunya bisa berubah menjadi waria. biasanya perilaku ini sering terjadi pada laki laki remaja yang menjadi pasangan waria. karena terdesak oleh kebutuhan ekonomi jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 78 mereka rela untuk menjadi pasangan kaum waria. oleh mereka kebutuhan hidup nya sudah terjamin bahkan mereka sampai di biayai sekolah nya, demi terpenuhinya kebutuhan hidup itulah mereka rela menjadi pasangan hidup waria, yang pada akhirnya perilaku mereka juga berubah menjadi waria. 4.2.2 faktor keluarga (broken home) kekerasan dalam rumah tangga akan mempengaruhi perkembangan pisiologi anak, terutama pada anak yang masih berusia antara 12 tahun ke atas, kekerasan rumah tangga bisa di sebab kan dari beberapa masalah , itu bisa saja permasalahan akan timbul karena adanya faktor perceraian sehingga anak yang jadi di korbankan , setiap anak akan mendambakan suatu keluarga yang utuh, dimana dalam satu keluarga yang utuh tidak akan ada perbedaan dalam mendidik anak untuk mengantarkan ke jenjang yang lebih dewasa, rata rata anak yang mempunyai masalah perceraian orang tuanya mereka akan broken home dan kehidupan dalam keseharian nya lebih banyak merasa diasingkan ,karena mereka merasa rendah diri dan kadang merasa malu kadang perilaku waria juga akan terbentuk apabila pola asuh orang tua yang otoriter dan tidak adanya seorang ayah di saat anak usia 1-5 tahun menjadi salahsatu faktor yang melatar belakangi terjadinya waria. pesantren juga dapat menumbuhkan sifat waria, karena sering nya bergaul dan satu lingkungan dengan teman teman yang sejenis , ini akan membentuk karakter baru mereka , apalagi yang dari awal nya sudah mempunyai pembawaan waria dia akan mudah terbentuk dan akan lebih cepat mengeksploir rasa kewanitaan nya karena lingkungan sangat mendukung. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 79 faktor pergaulan kurniawati (2003), menyatakan bahwa saat individu mulai menginjak masa remaja, peranan keluarga semakin berkurang , individu sudah mulai lebih banyak berhubungan dengan lingkungan di luar keluarga. penguatanpenguatan tidak lagi di dapat dari keluarga tetapi dari lingkungan di luar keluarga.seperti teman sebaya,kelompok – kelompok sosial tertentu dll. saat mulai menginjak remaja, individu laki-laki yang berubah menjadi waria mencari identitas diri dan mulai berteman dengan sesama waria, dengan berteman dan berkumpul bersama komunitasnya waria yang lain membuat individu tersebut merasa mendapat penglakuan yang pasti. akhirnya semakin memantapkan pilihan dirinya untuk menjadi waria. 4.2.4 faktor pembawaan dari lahir kehadiran seorang waria menjadi bagian dari kehidupan sosial rasanya tidak mungkin dihindari. waria bukan menjadi hal yang aneh lagi bagi masyarakat indonesia, khususnya masyarakat tasikmalaya. di tasikmalaya, kita tidak menjumpai waria ditempat ”cebongan” (tempat pelacuran) di jalan dadaha, di kawasan kota lama. di lingkungan ”cebongan” (tempat pelacuran) kehadiran seorang waria dapat diterima secara utuh, sebagai media sosialisasi, tempat membangun solidaritas sosial antar waria dan untuk membangun konsep diri. peran keluarga, masyarakat dan teman sangat penting bagi perkembangan konsep diri seorang waria. konsep diri merupakan faktor yang dibawa sejak lahir, tetapi merupakan faktor yang dipelajari dan terbentuk dari pengalaman individu dalam hubungannya dengan orang lain. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 80 nadia (2005 ;31) mengatakan bahwa dalam tinjauan medis, secara garis besar kelainan perkembangan sexual telah di mulai sejak di kandungan ibu. 4.3 pembinaan waria oleh dinas sosial kaum waria dianggap merupakan salah satu masalah sosial pemerintah telah berusaha melakukan pembinaan antara lain : (1) mengadakan operasi penertiban di jalanan ; (2) memberikan pembinaan melalui kegiatan program atau proyek rehabilitasi keterampilan pribadi ; dan (3) memberikan bantuan uep (usaha ekonomi produktif) yaitu usaha salon kecantikan. usaha yang dilakukan oleh dinas sosial kota tasikmalaya adalah memberikan penyuluhan mental, sosial, agama untuk bekal bermasyarakat atau menyesuaikan diri. kesulitan yang di alami dinas sosial dalam melakukan rehabilitasi sosial ialah : (1) kelainan mental yang lebih komplek ; (2) keterbatasan kegiatan proyek yang di berikan oleh program pusat ; (3) belum di temukan metoda khusus memberikan bimbingan atau penyaluran yang lebih mendekati dunia waria ; (4) belum terjalin dengan baik dan konsisten dalam komunikasi antara organisasi waria dan dinas sosial kota tasikmalaya, karena keberadaan waria yg berubah ; (5) dimanfaatkannya secara intensif para waria yang telah berhasil dalam usaha mereka.pembinaan yang tekah dilakukan oleh dinas sosial kepada kaum waria yang berada di kota tasikmalaya berupa penyuluhan dan pembinaan mental, sosial, keagamaan, bermasyarakat di mana mereka berdomisili dan latihan keterampilan. peserta kursus yang berjumlah 20 orang waria,di berikan oleh dinas sosial pada tahun 2009. kursus jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 81 keterampilan itu berupa merangkai bunga dan tata rias pengantin dan lembaga kursus dan pelatihan (lkp) kecantikan. agar mereka langsung mempraktekan di lapangan, di beri bekal secara cuma-cuma.pembinaan mental di prioritaskan terutama pada kaum waria yang tercatat mempunyai masalah sosial. menghidupkan keadaan di sekitarnya, dengan pembawaannya yang supel dan humoris waria lebih disenangi. pemerintah berharap jiwa kewirausahaan dari pelatihan tata kecantikan tersebut dapat timbul dan bisa membangun usaha mandiri. sesuai dengan program pemerintah dalam menuntaskan pengangguran. 4.3.1 pendapat waria tentang peran pemerintah dalam membina kaum kaum waria merupakan salah satu penyandang masalah kesejahteraan sosial di indonesia, baik ditinjau dari segi psikologis, sosial. norma maupun secara fisik. kehidupan mereka cenderung hidup gelamor dan eksklusif/ membatasi diri pada komunitasnya saja. mereka sering terjerumus pada dunia pelacuran dan hal-hal lain yang menurut agama, aturan dan nilai masayarakat menyimpang. secara fisik memang menggambarkan mereka adalah laki tetapi sifat dan perilaku menggambarkan wanita. dengan kondisi dan situasi yang dihadapi oleh kaum waria tersebut membuat mereka cenderung terjerumus pada hal-hal yang menyimpang seperti jadi pelacur, pengemis, pengangguran dan lainnya. akibat dari perilakunya tersebut berdampak pada masalah kesehatan/ penyakit fisik, dan kehidupan sosial, seperti penyakit kelamin, kulit, hiv/aids, narkoba dan penyakit menular lainnya. sedangkan secara sosial mereka jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 82 terkucilkan/ didiskriminasi dari masyarakat maupun keluarganya sendiri, mengganggu ketertiban umum, pemalas dan lain-lainnya. kalau kondisi tersebut tidak mendapatkan perhatian yang serius dari pemerintah bersama masyarakat maka dampak akibatnya akan semakin besar dan berbahaya bagi kelangsungan hidup bangsa kita baik untuk kaum 4.5 harapan waria kota tasikmalaya harapan utama kaum waria adalah bersatu dan saling tolong-menolong, mereka sadar bahwa waria adalah kelompok minoritas dalam masyarakat perkotaan. sebagai kelompok minoritas membutuhkan persatuan guna mewujudkan solidaritas mereka. harapan waria terhadap sesama adalah berprilaku yang tidak mengundang masalah. adapun kemampuan untuk menyesuaikan diri dengan tempat dan lingkungan ini berada dan tidak bertindak kriminal merupakan harapan waria terhadap sesamanya. dengan demikian harapan agar kaum waria yang berada di mana saja kiranya dapat di akui dan di hormati oleh warga masyarakat lainnya. penataran etika di anggap penting untuk meningkatkan moral mereka. kaum waria juga warga negara yang perlu mendapat perlindungan dan perhatian serta kesejahteraan di masa tua , sedangkan mereka tidak mempunyai istri dan anak. oleh karena itu mereka memerlukan rumah jompo yang kiranya dana tersebut bersumber dari pemerintah dan kaum waria sendiri. 2. faktor –faktor yang melatar belakangi terjadinya waria 1) kebutuhan hidup, 2) faktor keluarga /broken home, 3) faktor pergaulan 4). faktor jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 83 pembawaan dari lahir. adapun yang dapat membedakan waria dapat di lihat dari 3 macam yaitu fisik ,hormon, dan jiwa. 3. dinas sosial telah berusaha melakukan pembinaan mental, pelatihan keterampilan dan bantuan usaha ekonomi produktif. hasilnya masih belum memuaskan karena kendala-kendala tertentu. dan yang sangat disayangkan dari nasib kaum waria saat ini untuk pembinaannya pun di tolak oleh kementrian disnakertransos, tidak seperti tahun-tahun kebelakang yang di respon oleh kementrian tenaga kerja kesimpulan 1. waria ( wanita pria ) adalah seorang yang mempunyai fisik pria, psikis wanita, tertarik pada jenis kelamin laki – laki, dan mempunyai hasrat tinggi dalam hubungan seks dengan laki-laki serta ada keinginan ganti kelamin, keabnormalan itu diperoleh sejak lahir, dengan catatan ada yang berat ada juga yang ringan untuk menyalurkan hasrat seks nya yang tinggi tersebut. mereka melakukan transaksi seks dengan “turun jalan” melakukan hubungan seks dengan laki –laki yang di inginkan dengan member imbalan dan hubungan seks dengan pasangan. 2. kaum waria dianggap oleh masyarakat sebagai kelompok sosial yang berprilaku menyimpang, yang tampak dari dandanan sebagai wanita yang berlebihan, secara sosiologis mereka dianggap menyimpang karena melanggar norma norma yang berlaku di masyarakat,sedangkan secara biologis mereka tidak mempunyai identitas kelamin yang sempurna dan psikis mereka mempunyai kelainan yang mengakibatkan adanya kelainan seksual. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 84 3. dari hasil penelitian menunjukan bahwa dalam kelompok waria terdapat solidaritas yang tinggi, yaitu dengan adanya 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(1988). sosiologi penyimpangan di terjemahkan oleh soerjonosoekanto. rajawali pers, jakarta. didi atmadilaga. (1989). panduan skripsi, tesis, disertasi penerapan filsafat, ilmu dan metode ilmiah filsafat dan etika penelitian ilmiah. struktur penulisan karya ilmiah evaluasi, karya ilmiah. bandung departemen sosial r.i. (1989). pola dasar pembangunan bidang kesejahteraansosial mengenai pembinaan waria dep.sos 157–162. djamhoer, marthhaadisoebrata. (1993). ketua tim penyesuaian kelamin rumah sakit hasan sadikin, bandung jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 85 faisal (1986) penelitian kualitatif dasar – dasar dan aflikasi ikip bandung. greenwood, judy. (1991). seks dan permasalahannya alih bahasa, yuwono. arcan, jakarta. go piet. (1985). sexualitas dan perkawinan stft. widya sasono, malang. garna yudistira. k.(1993) .teori perubahan sosial program pascasarjana unpad bandung1990. pendekatan kualitatif dalam penelitian kuliah perdana program pascasarjana. universitas padjajaran bandung 1990/1991, bandung gerungan (1991). psikologi sosial. presesco, bandung. hendro o.c.(1991). sosiologi agama, kaniseks, yogyakarta hurlock elizabeth b. (1991) psikologi perkembangan. penerbit erlangga, surabaya. koentjaraningrat .(1990). metode-metode penelitian masyarakat, penerbit pt gramedia pustaka utama, jakarta. kemala atmojo, (1987) kami bukan lelaki. pt temprin, jakarta. lysen, a. (1984). individu dan masyarakat. pt sumur bandung, bandung. manheim ,karl, (1985). sosiologi sistematis, terjemahan oleh soejan jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 12, nomor 1 februari 2023p-issn no. 2252-4738 e-issn : 2580-7692 55 analysis of the caper method (beginning reading) in basic literature education in the learning house of pergulaan village dea anggriani arda1, ayu iga ardini2, dwi ayu chairinisa3*, friska indria nora4, sudirman5 1,2,3,4,5 pendidikan masyarakat, universitas negeri medan, sumatera utara, indonesia 1 ardadea86@gmail.com, 2ardiniayuiga@gmail.com, 3dwiayuchairinisa3@gmail.com* received: october, 2022; accepted: february, 2023 abstract this research was conducted with the aim of analyzing the learning methods used for basic literacy learning at the pergulaan village learning house, sei rampah district, serdang bedagai regency. in this study, the method used is descriptive qualitative method. in collecting data, researchers used interview techniques with home learning educators and direct observation in the village of pergulaan. the interviews conducted were unstructured interviews. after analyzing the learning at the learning house in the sugar village, the researchers found that the learning house in the sugar village used the caper (beginning reading) method. the results obtained with this method are that children are more interested in learning because they don't feel bored and with the caper method it can be seen the effectiveness of the learning process, namely from around 12 residents studying at this learning house one month after being taught using the caper learning method (beginning reading) there are 5 learning residents who can read. this means that using the caper learning method is quite effective in improving the reading skills of the learning citizens. keywords: literacy education, caper method, learning citizens abstrak penelitian ini dilakukan bertujuan untuk menganalis metode pembelajaran yang digunakan untuk pembelajaran keaksaraan dasar di rumah belajar desa pergulaan kecamatan sei rampah kabupaten serdang bedagai. dalam penelitian ini, metode yang digunakan adalah metode deskriptif kualitatif. dalam pengumpulan data peneliti menggunakan teknik wawancara dengan pendidik rumah belajar dan observasi secara langsung di desa pergulaan. wawancara yang dilakukan adalah wawancara tidak terstruktur. setelah menganalisis pembelajaran di rumah belajar desa pergulaan maka peneliti mendapatkan hasil bahwa pada rumah belajar di desa pergulaan menggunakan metode pembelajaran caper (membaca permulaan). hasil yang didapatkan dengan metode ini yaitu anak–anak lebih tertarik dalam pembelajaran karena tidak merasa bosan dan dengan adanya metode caper ini dapat dilihat keefektifan dalam proses pembelajaran yaitu dari sekitar 12 orang warga belajar pada rumah belajar ini satu bulan setelah diajarkan dengan menggunakan metode pembelajaran caper( membaca permulaan) terdapat 5 orang warga belajar yang bisa membaca. artinya dengan menggunakan metode pembelajaran caper ini cukup efektif untuk meningkatkan kemampuan membaca warga belajar. kata kunci: pendidikan keaksaraan, metode caper, warga belajar how to cite: arda, d.a., ardini, a.i., chairinisa, d.a., nora, f.i. & sudirman. (2023). analysis of the caper method (beginning reading) in basic literature education in the learning house of pergulaan village. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 12 (1), 55-59. introduction education is a basic right for every citizen to have equal opportunities to access education, increase insight and knowledge (sujatmoko, 2010). education is an effort to achieve independence, liberation and equality for every individual or group involved in education arda, ardini, chairinisa, nora, & sudirman. analysis of the caper method (beginning reading) in basic literature education in the learning house of pergulaan village 56 literacy education in indonesia consists of two types of services, namely basic literacy education and advanced literacy education. basic literacy education aims to foster competence in reading, writing and arithmetic in indonesian for people who are still illiterate. meanwhile, advanced literacy education is a service for graduates of basic literacy education with the aim of developing literacy competencies so that they remain sustainable (kemdikbud, 2014). the first education that must be completed by the people of indonesia is literacy education. because the success of development in the field of education also depends on the ability to read and interest in reading in society. low reading interest will affect a person's ability and will indirectly result in low self-competitiveness in the international arena. unesco defines literacy or literacy skills as the ability of a person to read and write simple sentences needed in everyday life, literacy is a prerequisite as an effective group function and as a basis for him to improve his own reading, writing and arithmetic abilities (journal of horizon education, 2008). there are many variations of methods that can be used by tutors in teaching learning citizens. the accuracy of the use of several learning methods and techniques is very dependent on the basic abilities that the learning community already has as well as the interests and needs of the learning residents. therefore, a variety of methods can be used according to the situation, conditions, interests and needs of the learning community (ma, i.b, 2014). kusnadi, et al (2009) argued that first, a person is said to be literate if that person does not have the ability to read and write short sentences in everyday life; secondly, a literate person is a person who is able to read and write a short sentence in everyday life. basic literacy education is a program that aims to eradicate illiteracy and basic education illiteracy so that a person is literate or has literacy in all areas of life, to deal with rapid social change and community development (appendix to regulation of the minister of education and culture number 86 of 2014 concerning guidelines for implementing education basic literacy). referring to the minister of education and culture regulation number 86 of 2014 concerning implementation of basic literacy education which includes the domains of attitude, knowledge and skills, the learning outcomes for graduates of basic literacy education include (1) the domain of attitude, having behavior and ethics that reflect the attitude of people of faith and responsibility in interacting with the family, community, and natural environment in everyday life; (2) the realm of knowledge, mastering factual knowledge, on how to communicate through indonesian and arithmetic in social life; and (3) the realm of skills, having the ability to use the indonesian language and numeracy skills to carry out daily activities in family and community life. the basic competencies of basic literacy education on the skills dimension include (1) reading syllables and words consisting of vowels and consonants related to everyday life; (2) read fluently the text of at least 3 (three) simple sentences and understand its contents; (3) write simple words and sentences related to everyday life; (4) writing personal texts about selfidentity; (5) write a descriptive text about the description of an object (object, animal, plant, or person) in indonesian at least three simple sentences related to everyday life; (6) writing informational texts in the form of posters using indonesian (permendikbud no. 86 of 2014). literacy education is meaningless when it stands alone. literacy education will have a very broad impact and become a locomotive in social, economic and cultural improvements. literacy education can be an important instrument for the social, economic and cultural arda, ardini, chairinisa, nora, & sudirman. analysis of the caper method (beginning reading) in basic literature education in the learning house of pergulaan village 57 improvement of society. therefore, an appropriate learning program is needed by involving the surrounding community so that awareness, empowerment and self-sufficiency arise. literacy education is an approach to developing the ability of learning citizens to master and use reading, writing, and arithmetic (calistung), thinking, observing, listening and speaking that are life-oriented (sudjana, 2001). the aim of literacy education is to strive for ability, understanding, and self-adjustment to cope with living and working conditions. literacy education does not only teach calistung abilities but utilizes learning outcomes for life. the target of literacy learning is community members, children or adolescents. in order for the target to be able to learn properly and effectively, the concept of an approach that is in accordance with the characteristics of the learning community must be used. the correct use of the method in providing basic literacy learning is very important, because using the right method will greatly benefit the learning community. the use of methods cannot be separated from several things such as the objectives to be achieved, the characteristics of learning materials, the ability of educators, the time available and the number of participants (literacy education learning planning, 2006:11-12). the pergulaan village learning house uses the caper learning method (beginning reading). the caper method is almost the same as the sas (synthetic structural analytical) method, which is a type of method commonly used for the process of learning to read and write for beginners. beginning reading and writing learning (mmp) with this method begins the lesson by displaying and introducing a complete sentence. the caper method is very simple to use because the concept is simple and very suitable for individuals who are beginners in learning to read and write. the caper method is often used at the beginning of learning because word recognition with the decapitation process will make it easier for students to remember. with this research, it is possible to find out the level of learning of citizens learning by using the caper method. this research was conducted with the aim of analyzing problems in the learning process and solutions using the caper method used for learning. methods in this study, the method used is descriptive qualitative method. this qualitative method which will become an instrument in research and analysis is carried out continuously from the beginning of the research to data analysis. direct observation of the object of study according to the scope of research and theory to support research based on the scope of the discussion. analyze the learning methods and their effectiveness to use. in collecting data, researchers used interview and observation techniques. data collection techniques by conducting direct interviews with home learning educators in pergulaan village regarding the object of observation being studied. the interviews conducted were unstructured interviews. according to sugiyono (2008). unstructured interviews are free interviews where researchers do not use interview guidelines that have been arranged systematically and completely for data collection. observations made by researchers were direct observations to see the learning process carried out at the learning house in the sugar village and the way students accepted the method used. arda, ardini, chairinisa, nora, & sudirman. analysis of the caper method (beginning reading) in basic literature education in the learning house of pergulaan village 58 results and discussion from the results of the research that the researchers conducted, the researchers can provide an explanation that literacy is an important thing that must be mastered by every human being. after analyzing the learning at the study house in the sugar village, the researchers found that the study house in the sugar village used the caper (beginning reading) method. the caper method is almost the same as the sas (synthetic structural analytical) method, which is a type of method commonly used for the process of learning to read and write for beginners. beginning reading and writing learning (mmp) with this method begins the lesson by displaying and introducing a complete sentence. according to supriyadi (1996: 334-335), the sas (synthetic structural analytical) method is a story approach accompanied by pictures which contain synthetic analytical structural elements. from the above understanding, it can be concluded that the sas (synthetic analytical structure) method is a method that is suitable for the learning process in the classroom for children who are still learning to read at the beginning, because the sas (synthetic analytical structure) method uses several steps that attract citizens to learn to read. and can use word cards and picture media for the learning process of beginning reading in class. teaching and learning are two activities where one reflects the other, so it is better to use the term "teaching and learning methods" rather than "teaching methods" (al-rawi, 2013: 100). in general, educators use teaching and learning methods that traditionally only focus on educators. at the study house in the sugar village using the caper method (beginning reading), that is by using origami in a round or triangular shape and then writing the letters of the alphabet. educators use this method with origami, namely because so that children are more interested in the colors of the origami paper and the shapes of the paper so that children will like the learning process and not feel bored. the use of origami was originally used by writing the letters of the alphabet. children were asked one by one to pay attention and listen when the teacher explained the alphabet. after that, the students were asked to pronounce the letters while pointing or picking up the origami paper that corresponds to the letters of the alphabet. after the learning community or students have recognized each letter of the alphabet, the next meeting is to start with syllables that are not too long, namely by combining two letters into one. at this learning house, meetings for the learning process are held three times a week, namely on monday, tuesday and wednesday. with the caper learning method, educators consider and see the results that learning citizens or students find it easier to know and remember what they have learned so that it will be easier for students to read and write. after students are able to recognize the letters of the alphabet and are able to compose syllables and are able to write them, the educator begins by composing sentences. the way to arrange the sentences also still uses the caper method, namely by making words on the origami then students arrange these words and then read them. after being able to read them, students are asked to write them in their notebooks. before using the caper method, the teacher used the commonly used learning method, namely by using reading books as a learning medium, because it was considered that this did not really have an impact on increasing citizen learning, so the teacher used the caper method by utilizing creative origami. the existence of this method has a very good impact on the learning development of learning residents, so that this can be effective to continue to be carried out at learning houses in pergulaan village. with the caper method, it can be seen the effectiveness in the learning process, namely. from around 12 residents studying at this learning house one month after being taught using the caper learning method (beginning reading) there were 5 learning residents who could read. arda, ardini, chairinisa, nora, & sudirman. analysis of the caper method (beginning reading) in basic literature education in the learning house of pergulaan village 59 this means that using the caper learning method is quite effective in improving the reading skills of the learning citizens. conclusion literacy is an important thing that must be mastered by every human. educators use this method with origami, namely because so that children are more interested in the colors of the origami paper and the shapes of the paper so that children will like the learning process and not feel bored. the existence of this method has a very good impact on the learning development of learning citizens. references anis, dz & murtiningsih, s. structural synthetic analytic as a method to improve reading skills of elementary school students. journal of thought and basic education, 152160. ayuningtyas, l., indrianti, dt, & hilmi, mi (2019). implementation of synthetic analytical structural methods in functional literacy programs in jember regency. journal of out-of-school education, 3(2), 66-69. hartini, ar, sumarno, hiryanto. (2012). the impact of literature education on family socioeconomic level.journal of diklus, 16(2), 173-179. kuntoro, sa (2007). literacy education to educate community life. ptk-pnf vision scientific journal, 2(1), 23-27. kusnadi, w. d & raharjan, w. (2009). functional literacy in indonesia: concept, strategy and implementation. jakarta. mustika aksara. ma. ib (2014). management of functional literacy programs to eradicate illiteracy in petissari, babaksari, dukun, gresik. journal of islamic education. 4(1). 56-84. nurazizah, n. (2018). development of basic literacy education learning tools based on local wisdom in remote indigenous communities (kat) of the meratus dayak tribe. journal of scientific vision of pgtk paud and dikmas, 13(2), 123-133. oktapani, m. (2020). process evaluation of basic literacy education programs discrepancy evaluation model perspective. alignment : journal of administration and educational management, 3(1), 55-65. pertiwi, rp, dewi, sek, & krisdayanti, y. illiteracy development using the sas method in rejo sari village, village 1, 78-85. permana, iy (2021). basic literacy education literacy disaster mitigation. journal of akrab, 12(1), 18-27. rinawati, nka (2020). increasing learning motivation by playing cards in basic literacy programs.akrab journal, 11(2), 52-61. sugiyono. 2008. qualitative quantitative research methods and r&d. bandung : alfabeta sumardi, k. (2008). the basic literacy learning model uses a combination of reflect, lea, and pre methods. journal of scientific vision of ptk-pnf, 3(2), 107-119. supriyadi. 1996. indonesian language education 2. jakarta. depdikbud: open university. sutrisno. (2020). learning basic literacy pkbm bina sekar melati in triharjo village, pandak district, bantul. diklus: journal of outdoor education, 4(2), 135-146. al-rawi. i. (2013). teaching methodology and its effects on quality learning. journal of education and practice, 4(6), 100-105. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 12, nomor 1 februari 2023p-issn no. 2252-4738 e-issn : 2580-7692 40 training making a digital poster using the canva app in creating procedure text at pkbm katimpun maida norahmi1, muhamad affandi2*, erma sujiyani3, novi widyastuti4 1,2,3 pendidikan luar sekolah, universitas palangka raya, kalimantan tengah, indonesia 4 pendidikan masyarakat, ikip siliwangi, cimahi, jawa barat, indonesia 1 maida.norahmi12@edu.upr.ac.id, 2 affandimuhamad@edu.upr.ac.id*, 3 esyani02@gmail.com, 4 noviwidiastuti@ikipsiliwangi@ac.id received: december, 2022; accepted: february, 2023 abstract community learning center is a non-governmental organization formed by and for the community that is engaged in learning and is located at the village or sub-district level. to equal education, pkbm has a strategic function to serve all school-age children or people who want to go to school but are unable to attend school. like others, pkbm katimpun has also carried out its function to serve and provide education for the surrounding community. the presence of pkbm is a forum for carrying out various educational activities that are equivalent to formal schools in general. the problems faced by pkbm katimpun are the need to increase expertise in the field of technology and information so that students can compete in the work field later. in addition, students also need to improve their academic abilities. in this case, english lessons are one of the subjects that contribute to the development of skills for students in their future work. therefore, we took the initiative to combine these two targets into one training material which is expected to improve skills in it as well as the ability to learn and write english texts. this community service activity is intended to provide training to pkbm katimpun students through two materials, namely the use of the canva application and learning to write procedure texts in english. keywords: community learning center, digital poster, procedure texts, canva abstrak pusat belajar masyarakat adalah lembaga swadaya masyarakat yang dibentuk oleh dan untuk masyarakat yang bergerak di bidang pembelajaran dan berkedudukan di tingkat desa atau kecamatan. untuk pemerataan pendidikan, pkbm memiliki fungsi strategis untuk melayani semua anak usia sekolah atau masyarakat yang ingin bersekolah tetapi tidak mampu bersekolah. seperti yang lainnya, pkbm katimpun juga telah menjalankan fungsinya untuk melayani dan memberikan pendidikan bagi masyarakat sekitar. kehadiran pkbm merupakan wadah untuk melaksanakan berbagai kegiatan pendidikan yang setara dengan sekolah formal pada umumnya. permasalahan yang dihadapi oleh pkbm katimpun adalah perlunya peningkatan keahlian di bidang teknologi dan informasi agar mahasiswa dapat bersaing di dunia kerja nantinya. selain itu, siswa juga perlu meningkatkan kemampuan akademiknya. dalam hal ini, pelajaran bahasa inggris merupakan salah satu mata pelajaran yang memberikan kontribusi bagi pengembangan keterampilan bagi siswa dalam pekerjaannya kelak. oleh karena itu, kami berinisiatif menggabungkan kedua target tersebut menjadi satu materi pelatihan yang diharapkan dapat meningkatkan skill di bidang it serta kemampuan belajar dan menulis teks bahasa inggris. kegiatan pengabdian masyarakat ini dimaksudkan untuk memberikan pelatihan kepada siswa pkbm katimpun melalui dua materi yaitu penggunaan aplikasi canva dan pembelajaran menulis teks prosedur dalam bahasa inggris. kata kunci: pkbm, poster digital, teks prosedur, canva how to cite: norahmi, m., affandi, m., sujiyani, e. & widiastuti, n. (2023). training making a digital poster using the canva app in creating procedure text at pkbm katimpun. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 12 (1), 40-45. norahmi, affandi, sujiyani & widiastuti. training making a digital poster using the canva app in creating procedure text at pkbm katimpun 41 introduction the community learning center (pkbm) is a community learning institution established from, by and for the community (sudjana, 2004). pkbm is a community-based institution. the term pkbm from the community means that the establishment of pkbm is an initiative of the community itself. this desire comes from an awareness of the importance of improving the quality of education to improve the quality of life and competitiveness. this initiative makes pkbm a forum for community empowerment to several members or local community leaders by the government or by other parties outside the community (affandi, 2018). by the community, it means that the implementation, development, and sustainability of pkbm are fully the responsibility of the community. along with the development of the education world, pkbm has gained its own popularity. equality education carried out by pkbm is no longer just a substitute, addition, and/or complement to formal education. however, pkbm has transformed into a separate educational choice for the community (knowles, 1980). at first, pkbm was only a place to shelter children who had dropped out of school. now, pkbm is open to accepting school-age children who join, by offering flexible study hours with various online or face-to-face facilities. according to law no. 20 of 2003 concerning the national education system, non-formal education is an educational path outside formal education that can be carried out in a structured and tiered manner (depdiknas, 2003). non-formal education units consist of course institutions, training institutions, study groups, community learning activity centers (pkbm), and taklim assemblies, as well as similar educational units. as one of the efforts to carry out the mandate of the law, several pkbm have been established in palangka raya city. one of them is pkbm katimpun. pkbm katimpun is located on jalan tjilik riwut km. 10 gang swadaya, petuk katimpun village, jekan raya district, palangka raya city, central kalimantan province. with the spirit of togetherness, independence, and mutual cooperation in the management of learning as well as the implementation of various community education programs at the institution, the existence of pkbm katimpun has an important role for the progress and empowerment of community life in the petuk katimpun village. the existence of pkbm katimpun is based on the selection of programs that are in accordance with the needs of education or community empowerment, for example tiered education such as formal education, training, and early childhood education. community members outside the village area are also allowed to participate in various programs and activities organized by pkbm katimpun. in its development, pkbm katimpun may not have the same popularity as other formal schools in palangka raya, and may only be known by related parties not to the wider community. to help pkbm katimpun carry out its proper function, the proposing team hopes to be able to contribute to learning and training activities. the problem that can be concluded is the need to increase understanding in writing procedure texts in english for students in this pkbm. in addition, they also need to be given additional training regarding technology. this technology training does not only focus on the introduction of computer functions, but rather on the use of it advancements to support academic and non-academic activities so that they can be applied according to the needs of everyday life. the selection of posters as alternative media was based on previous studies which explained that posters are an important part of the programme of academic conferences. it fulfil a range of functions, including the efficient presentation of information and the facilitation of networking amongst interest groups (bell et al., 2006). however, they pose a challenge in creating the optimum methods for achieving these functions and there is a wide variation in the norahmi, affandi, sujiyani & widiastuti. training making a digital poster using the canva app in creating procedure text at pkbm katimpun 42 format of these sessions (powell-tuck et al., 2002). on the other hand, poster were highly valued and perceived as an important mechanism for promoting communication and personal contacts (ahmad, 2019). with regard to the analysis of the situation described above, the problems faced by partners are as follows: 1) students at pkbm katimpun do not yet know how to make digital posters that are more attractive and free to use through the canva application. these skills in making digital posters will help them create interesting learning media, generate creativity, and apply these skills to non-academic needs, such as making advertisements or announcements; and 2) the understanding of english material in the discussion of procedural texts is still not enough, so it needs to be improved by teaching how to write a good procedure text and then making it into a digital poster. method the research team has targeted two solutions to help solve learning problems at pkbm katimpun. the problem that can be seen from the results of the analysis is the need for students at pkbm katimpun to have expertise related to the use of it, such as the use of the canva application which is free of cost and very useful as a learning medium and a means of information and expression. another problem is the need to increase students' understanding in writing procedure texts in english. to help solve this problem, the proposing team will apply the expertise of its members in the field of technology utilization and the field of learning english. with the expertise possessed by the research team, the problems faced will be able to be resolved and obtain the output targets as planned. before preparing the proposal for the community service program, the research team will conduct a preliminary study to collect data in the field by meeting directly and discussing with chairman of pkbm katimpun. in the preliminary study, the team will discuss the conditions and characteristics of students, learning objectives at pkbm katimpun, problems encountered in the learning process, and targets to be achieved by the pkbm katimpun. after that, the research team will record the number of training participants, analyze learning outcomes documents, and other supporting documents such as the syllabus and teaching materials used. based on the data from the discussions and the results of the review, the team will conduct internal discussions to design programs and training materials according to the needs of partners. after successfully conducting a needs analysis and reviewing supporting documents, the proposing team then carried out core activities for problem solving by compiling training materials, namely the use of the canva application and writing procedure texts in english. after the materials are prepared, the team and partners will make an agreement in terms of determining the training schedule, venue, and allocation that will be needed. the target of the training participants that has been planned by the team is 10 people as representatives of all students and it is hoped that all these participants will be able to become tutors for their colleagues and the surrounding community. the selection of these ten participants was based on the effectiveness of the training program so that the team could facilitate the participants more intensively. during the training, the material will be divided into two sessions. the first session is training to write english procedural texts from lecturers of the english education study program and will be assisted by one student of the english education study program as a teaching assistant. next, the second material is training on how to use the canva application via a smartphone, norahmi, affandi, sujiyani & widiastuti. training making a digital poster using the canva app in creating procedure text at pkbm katimpun 43 starting from how to download, register, and choose a template. in this case, the lecturer of the community education study program will be a tutor and will be assisted by one student of the community education study program in the training process. after the trainees are familiar with and able to operate the canva application, the proposing team will jointly guide the trainees to transfer the procedure text that has been created into a digital poster created through canva. at the end of the training, participants send the results of their digital poster creativity through the whatsapp application or other possible media. this digital poster will then be uploaded and printed as needed. results and discussion in learning about procedure text, students are asked to translate the procedure text based on its structure. the choice of topic for the procedure text is based on the way of processing food and beverages that are often encountered by students in everyday life. there are 12 students in the class where the service activities are carried out. therefore, the team asked students to make procedure texts in pairs so that later there would be 6 text procedure texts created using canva. the topics chosen were how to make fried rice, instant noodles, avocado juice, iced tea, milk coffee, and fried eggs. this topic is quite easy to understand and the procedures for making it are well understood by students. to teach students about the structure of procedural texts, the team uses indonesian as a medium for delivering material. this is because students of package c have difficulty when they have to be given instructions in english. the example of the procedure text given at the time of learning still uses english and students are taught to recognize what points must be in the procedure text. this is because the english ability of the students of package c is still quite low, even though the learning motivation is quite high. in addition, to provide a more intensive understanding, students are also invited to translate the meaning of the simple text procedure. after the students were able to understand the structure, they were asked to take the title of the procedure text from the 6 topics that had been prepared. when they were grouped into 2 people, they were asked to compile a procedure text in indonesian according to the topic. after that, they translated the text into english with the help of the team. next, students were asked to write down the text in their books and were asked to determine what pictures would support the text they composed. to teach how to use canva, the service team uses a computer in the pkbm katimpun and ensures that the computer is connected to the internet network. after that, the research team opened the canva page and set some things that were considered necessary. after all the devices were ready, the team asked each group to take turns using the computer. during the process of copying procedure text using canva, the team guides and provides direction to determine the template, background, and supporting images/animations that have been prepared for the procedure text. once the procedure text has been copied and edited through canva, the team helps students download their work. while using canva, students are very motivated because of the features and convenience that canva offers, although most of them still take a long time to type and copy the text that has been compiled. the results of the preparation of the procedure text that have been copied to canva are in the form of digital posters where students can add images, photos, animations, or symbols regarding the topic they have chosen. the results of the digital posters made are quite good because they are able to create procedure texts with a more attractive appearance. in the process of compiling the digital poster, students are accompanied by a team to help if there are difficulties encountered and assist in determining the color, photo, or background of the poster norahmi, affandi, sujiyani & widiastuti. training making a digital poster using the canva app in creating procedure text at pkbm katimpun 44 used. the rest, the results of the digital poster for the attached procedure text are the creations of students. in the translation process, the team also gave students the opportunity to use an online translator or a printed dictionary to help them translate the procedural texts they compiled. students make simple texts so that they do not experience significant difficulties in determining the ingredients and steps for making food or drinks according to the procedure. the biggest difficulty faced by the research team was that the students' english skills were still quite low, especially in terms of vocabulary, therefore the use of a dictionary was indispensable during the process of compiling the text. conclusion the community service activities that have been carried out have been successful, package c students as the target audience are very enthusiastic in participating in every stage of training activities to compose procedural texts and digital posters using canva. from the results of observations and evaluations carried out by the team, the implementation of community service activities in the form of training in writing procedure texts and using canva was very well received by students of package c pkbm petuk katimpun, palangka raya city. this activity provides benefits for students where they learn to write english texts and practice using technology applications that can support their soft skills. forms of training that integrate technology can be said to be effective in providing new insights and practical knowledge for students so that they can be applied and used in other fields in everyday life. in accordance with the results of observations and evaluations that have been carried out and the responses of students who are quite enthusiastic, the service team suggests that training activities should be in the form of community service activities to improve the ability to use english and the ability to operate technology-based applications so that they can be carried out continuously. activities like this will support the development of students' abilities and skills in accordance with the development of science and technology globally. acknowledgments the author would like to thank the dean of the faculty of teacher training and education, university of palangka raya for the various supports and attention given so that this training activity can take place and provide benefits to the surrounding community and can be obtained in empowerment journal of the ikip siliwangi. references affandi, m. (2018). pendampingan keterampilan perempuan pada pelatihan pembuatan hantaran pengantin di pkbm luthfillah kota palangka raya. jurnal e-plus, 3(2), 114– 122. http://jurnal.untirta.ac.id/index.php/e-plus/article/view/4890 ahmad, s. z. (2019). digital posters to engage efl students and develop their reading comprehension. journal of education and learning. https://doi.org/10.5539/jel.v8n4p169 bell, c., buckley, e. g., evans, p., & lloyd-jones, g. (2006). an evaluation of digital, splitsite and traditional formats in conference poster sessions. medical teacher. https://doi.org/10.1080/01421590600622806 depdiknas. (2003). undang-undang sistem pendidikan nasional. harris, i. m. (1982). an undergraduate community education curriculum for community development. journal of the community development society. https://doi.org/10.1080/15575330.1982.9987142 norahmi, affandi, sujiyani & widiastuti. training making a digital poster using the canva app in creating procedure text at pkbm katimpun 45 knowles, m. s. (1980). the modern practice of adult education. new york: cambridge the adult educational company. maslow, a. h. (1943). a theory of human motivation. psychological review. https://doi.org/10.1037/h0054346 powell-tuck, j., leach, s., & maccready, l. (2002). electronic poster presentations in bapen a controlled evaluation. clinical nutrition. https://doi.org/10.1054/clnu.2002.0564 sudjana, d. (2004). pendidikan nonformal. bandung: falah production. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolah volume 11, nomor 2 september 2022 p-issn no. 2252-4738 e-issn : 2580-7692 89 social sensitivity of students of darul faqih islamic boarding school malang towards community-based learning methods siti ainun1, sri wahyuni2, edi widianto3 1,2,3 pendidikan luar sekolah, fip, universitas negeri malang, jawa timur, indonesia 1siti.ainun.1701416@students.um.ac.id, 2 sri.wahyuni.fip@um.ac.id, 3edi.widianto.fip@um.ac.id received: september, 2022; accepted: september, 2022 abstract community-based learning, especially social, is the most important thing to be implemented. therefore, the researcher aims to describe community-based learning, describe social students, and find out the influence of community-based learning methods by utilizing social students at darul faqih islamic boarding school malang. this study uses a quantitative method with a sampling technique that is a saturated sample of 80 students of the darul faqih islamic boarding school malang. the data analysis technique used is a simple linear regression analysis technique by considering the classical assumption test consisting of residual normality, linearity, and heteroscedasticity tests. the results showed that (a) the community-based learning method carried out by students was in a good category, which was 91.1%, (b) the social potential of students was in a good category, which was 94.9%, (c) there was an influence of community-based learning on the social location of the students of darul faqih malang with a value of sig. 1.256 > 1.994, meaning that community-based learning affects the places available for students. in the future, community-based learning in darul faqih islamic boarding school will further develop intelligence and skills in society. for darul faqih students, it is recommended to better understand community-based learning and be patient to provide facilities and social care so that they can practice when they leave the islamic boarding school. keywords: social sensitivity, community-based learning method abstrak pembelajaran berbasis masyarakat terutama kepekaan sosial merupakan hal yang paling penting untuk di implementasikan. oleh karena itu peneliti bertujuan untuk mendeskripsikan metode pembelajaran berbasis masyarakat (community based learning), mendeskripsikan kepekaan sosial santri, dan mengetahui pengaruh metode pembelajaran berbasis masyarakat (community based learning) dengan kepekaan sosial santri pondok pesantren darul faqih malang indonesia. penelitian ini menggunakan metode kuantitatif dengan teknik mengambil sampel yaitu sampel jenuh pada santri pondok pesantren darul faqih malang sebanyak 80 sampel santri. teknik analisis data yang digunakan adalah teknik analisis regresi linear sederhana dengan mempertimbangkan uji asumsi klasik yang terdiri dari uji normalitas residual, linearitas dan heteroskedastisitas. hasil penelitian menunjukkan bahwa (a) metode pembelajaran berbasis masyarakat dilakukan santri berada dalam kategori baik, yaitu sebesar 91,1%, (b) kepekaan sosial santri dalam kategori baik, yaitu 94,9%, (c) terdapat pengaruh pembelajaran berbasis masyarakat terhadap kepekaan sosial santri darul faqih malang dengan nilai sig. 1,256 > 1,994, artinya pembelajaran berbasisi masyarakat berpengaruh terhadap kepekaan soail santri. untuk kedepannya pembelajaran berbasis masyarakat pondok pesantren darul faqih lebih mengembangkan kecerdasan dan keterampilan dalam bermasyarakat. bagi santri darul faqih disarankan untuk lebih memahami pembelajaran berbasis masyarakat serta istiqamah untuk menanamkan kepekaan dan kepedulian sosial sehingga dapat di praktekkan ketika sudah keluar dari pesantren. kata kunci: kepekaan sosial, metode pembelajaran berbasis masyarakat how to cite: ainun, s., wahyuni, s. & widianto, e. (2022). social sensitivity of students of darul faqih islamic boarding school malang towards community-based learning methods. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 11 (2), 89-98. ainun, wahyuni & widianto. social sensitivity of students of darul faqih islamic boarding school malang towards community-based learning methods 90 introduction one of the educational units of this foundation is islamic boarding school education with an international perspective. darul faqih islamic boarding school is a new islamic boarding school established in 2016. the development and the educational process went together, which began with the majelis ta'lim in 2016, then madrasah diniyah permata darul faqih (pdf), and the acceptance of permanent students in 2018. planning, implementation, and evaluation are the development of the hadramaut madrasah curriculum model which is carried out in an islamic boarding school and its construction is supported by the chancellor of al-ahgaff hadramaut university yemen. meanwhile, to form a learning society, at darul faqih there are three studies for the resident "non-student" community. the first study is the "as life as heaven" taklim council every sunday morning for the general public. the material is the reading of ratib al-haddad and the study of jurisprudence and dialogue. the second study is the "say love" assembly (an extension of the study on akidah amaliyah an-nahdliyah and beautiful stories about anything) every wednesday night for young men and women. the material is the books of safinatun najah and sullamut taufiq. the third study is fiqh parenting every sunday night, monday at the beginning of every month for the guardians of students, both the guardians of the students of the first madrasah diniyah darul faqih and the guardians of students from permanent students. the material is the book kaifa nurabbi auladana tarbiyatan islamiyatan shahihatan by sheikh mahmud al-mishri. islamic boarding school is a place to learn to deepen religious knowledge such as fiqh, ta'limul muta'allim, nahwu sharaf, ummul quran and one of the most important things in life is community-based learning (bedri et al., 2017; hasanuddin, 2019; sugiharti et al., 2017). along with the times, in indonesia today many islamic boarding schools have updated their concepts to become more modern, such as the darul faqih islamic boarding school malang. the modern islamic boarding school curriculum is dominated by learning that is more comfortable, humanistic, and fun. (andika, 2017; anto & rahman, 2018; muhlis, 2014). this is done to increase social sensitivity, this learning includes learning (pertiwi et al., 2019; wijayanti et al., 2019; isnaeni & agustina, 2018). social sensitivity is the ability to feel and observe reactions or changes in other people expressed through language and nonverbally. people with high social sensitivity easily understand and realize some of the reactions of others, no matter whether the reactions are positive or negative to them. someone who has social sensitivity will be a person who is more fun to hang out with, has many friends, and feels comfortable with him (pertiwi et al., 2019). the purpose of this study focuses on 1) community-based learning methods (community-based learning) at the darul faqih islamic boarding school malang, 2) the social sensitivity of the darul faqih islamic boarding school students, 3) the relationship of community-based learning methods with the social sensitivity of the islamic boarding school students at darul faqih islamic boarding school malang. the research hypothesis based on the studies that have been carried out is h0 which is there is no relationship between community-based learning methods and the social sensitivity of the students of darul faqih islamic boarding school malang, and h1 which is there is an influence between community-based learning methods and social sensitivity of darul faqih islamic boarding school malang. ainun, wahyuni & widianto. social sensitivity of students of darul faqih islamic boarding school malang towards community-based learning methods 91 method quantitative research methods are research methods based on the nature of positivism, the purpose of testing the established hypotheses and generalizations is to be used to examine certain populations or samples that have. (sugiono, 2021:14, abu-alhaija, 2019; balarabe kura, 2015; mulyadi, 2011; antwi & hamza, 2009). the results of the study were processed and analyzed using quantitative data analysis and then interpreted as explanatory because this study aims to examine the relationship between variables (mulyadi, 2011; nizar & soleh, 2017). as the purpose of this study is to prove the relationship between community-based learning and the social sensitivity of the students of darul faqih islamic boarding school malang, this research includes correlational research. in this study, the relationship between the variables x and y can be categorized as a causal correlation study. namely testing the relationship between the variables x and y. in this quantitative study, the variables can be divided into two types, namely the independent variable and the dependent variable. in this study, the population used was all students of the darul faqih islamic boarding school malang, totaling 89 students consisting of 3 batches, namely the 2018 class, 2019, and 2020 which will be presented in the following table. table 1. total research population source: islamic boarding school administration data the sample data are 80 students of the darul faqih foundation with details of 45 male students and 35 female students, from all generations. the data collection technique was done by giving a questionnaire to find out the self-data of the research subject under study. thus, the data collected by the observer becomes valid data. in addition, the questionnaire was also used to determine the personal data of the research subject under study. specifically, the purpose of making this questionnaire is to obtain information about the effect of community-based learning with social sensitivity for islamic students at darul faqih islamic boarding school malang. to find out the measurement, the researcher uses a likert scale to measure opinions and attitudes or measure approval or disapproval of a series of questions that measure an object, by giving a weighted value of 1 (never), 2 (sometimes), 3 (rarely), 4 (often), and 5 (always). furthermore, conducting a test of the instrument through the validity and reliability test used in this study. validity data requirements in the implementation of a study require tools in the form of instruments or questionnaires that must meet the test first, and the important requirements that apply to indicate an instrument can be trusted are that it must be valid and reliable with a correlation value greater than 0.3, while the data requirements reliability is cronbach's alpha value greater than 0.6. the results of the calculation of the validity test show that the correlation value is more than 0.3, while the results of the calculation of the reliability test get results of more than 0.6 so it can be stated that the questionnaire can be distributed widely. this study was designed to be a causal correlation study because the researcher tested the relationship between variable x and variable y, while variable x was community-based learning and variable y was the social sensitivity of the students at islamic boarding school darul faqih malang. the variable x is called the independent variable and the variable y is number description male female amount 1. participants in 2018 9 0 9 2. participants in 2019 14 13 27 3. participants in 2020 22 22 44 total 45 35 80 ainun, wahyuni & widianto. social sensitivity of students of darul faqih islamic boarding school malang towards community-based learning methods 92 called the dependent variable. the independent variable is a dependent variable and or has occurred before or after and the independent variable is in existence. next, perform data analysis techniques carried out with simple linear regression, because the data is in the form of intervals, so for testing simple linear regression is a suitable method for testing data in the form of intervals or this case looking for a connection. simple linear regression is a statistical method that serves to test the extent of the causal relationship between the causal factor variables (x) and the variable (y), before performing a simple linear regression test, several test stages are carried out including, residual normality test, linearity test to determine the linear relationship between the second variable, then the heteroscedasticity test to find out whether there are hetero symptoms in the second variable, for the automatic correlation test, if the data used is time series data, if there is no need to do an automatic correlation test. results and discussion result based on the explanation of the darul faqih islamic boarding school, it can be done research on 80 santri, with the following results obtained: table 2. characteristics of respondents based on gender a total of 45 respondents were male (56.3%), and 35 respondents were female (43.8%), with a total of 80 respondents. next is to analyze the data using a simple linear regression test. the stages of this simple linear regression test are residual normality test, linearity test, and heteroscedasticity test. the value of the residual normality test is shown in the following table. table 3. residual normality test the table shows that, the value of sig. = 0.133 or a value greater than 0.05, so the residual value can be declared normal. furthermore, at the linearity test stage, the results are shown in the following table. frequency valid percentage cumulative percentage valid male 45 56,3 56,3 female 35 43,8 100,0 total 80 100,0 tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic d f sig. unstandardized residual ,076 80 ,200* ,976 8 0 ,133 ainun, wahyuni & widianto. social sensitivity of students of darul faqih islamic boarding school malang towards community-based learning methods 93 table 4. linearity test from the table, it is shown that the value of deviation from linearity sig. = 0.191 which means it is worth more than 0.05, so it can be concluded that for community-based social learning there is a linear relationship to the social sensitivity of students in pondok darul faqih. after the residual normality test and linearity test were carried out, the next step was to carry out a heteroscedasticity test, the results obtained in the following table. table 5. heteroscedasticity test coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta (constant) 4,366 3,274 1,334 ,186 community learning -,013 ,063 -,023 -,202 ,841 a. dependent variable: residu from the table, it is shown that, the value of sig. = 0.841, which means that it is worth more than 0.05, it can be concluded that the data does not show symptoms of heteroscedasticity, which means that it can be continued to the simple linear regression analysis stage. the simple linear regression analysis stage shows the results in the following table below. table 6. simple linear regression analysis results coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 44,839 5,515 8,130 ,000 community learning ,132 ,105 ,141 1,256 ,213 a. dependent variable: social sensitivity ainun, wahyuni & widianto. social sensitivity of students of darul faqih islamic boarding school malang towards community-based learning methods 94 from the table, it is shown that the b value is 44,839 at the constant value and the value is 0.132 at the variable value, which means that the results are positive and the regression equation is y=44,839+0,132x. at t count obtained a value of 1.256, but t table 0.025; 78 the value is 1.994, which means the t-count value is inside the curve, so it can be concluded that there is no influence of community-based social learning with social sensitivity of students at darul faqih islamic boarding school students malang. discussions the influence of community learning methods on student's social sensitivity the indicators of community-based learning with the social sensitivity of the boarding school students show that the sensitivity of the students to the surrounding community is becoming more intertwined and takes place very well. this is indicated by the highest score from each questionnaire, namely, all respondents have applied what things have been listed in the questionnaire. questionnaires such as this, ustadz or ustadz always remind students to dare to take responsibility when ordered, students are welcome to work together with the community, ustadz or ustadz together with students take part in community activities, and so on. so from this, it can be concluded that community-based learning has a positive relationship with the social sensitivity of islamic boarding school students. based on the test results of simple linear regression analysis, it shows that the communitybased learning variable has a direct significant influence on the social sensitivity of the boarding school students (1,256>1,994), resulting in a positive relationship between the two variables. this research is in line with the theory developed by suharto (2005) which reveals that community-based education is education in which most of the educational decisions are determined by the community, starting from the problem of input, output, and educational process is important thing to do in the context of educational democracy. sulistyo (2019) explains that the implementation of social praxis is by conducting learning orientation and planning to develop program plans that will be implemented to carry out reflection and evaluation activities. it can show that the implementation of social praxis can increase social sensitivity of the students at darul faqih islamic boarding school malang. the results of the study were supported by male and female students who were invited to appear directly in the community with the aim that later they could socialize in the community with the principles of confidence, humbleness, and competence. community-based learning methods at darul faqih islamic boarding school the community-based learning method at the darul faqih islamic boarding school for male and female students is emphasized community-based learning to be able to socialize in the community with the principles of confidence, humbleness, and competence (fuad, 2017). darul faqih islamic boarding school curriculum has a community-based learning program, this learning concept is very broad in exploring things that can be implemented in the community. ustadz or clerics invite their students to always ask questions, express their own opinions, take part in community activities, participate in islamic boarding school activities, and join organizations. the students of the darul faqih islamic boarding school malang in ainun, wahyuni & widianto. social sensitivity of students of darul faqih islamic boarding school malang towards community-based learning methods 95 their habit of after every ashar prayer with activities that are devoted to the cottage and the surrounding environment, such as helping residents in cleaning the environment, cleaning mosques, kyai's houses, and cooperation and working together in carrying out orderly towards the social environment. however, at this time, the community has left it entirely to the leadership of the lodge as a controller to regulate and control the materials provided. one form of education in modern islamic boarding school that is developing is the tafaqquh fi dinil islam (tdi) program at darul faqih islamic boarding school. the concept of education is aimed at tafaqquh fiddin (understanding religion) and forming community-based learning by increasing social sensitivity. islamic boarding school is a unique educational institution, but it has been around for a very long time, but because the methods and networks applied by religious educational institutions are very deep. the islamic boarding school have also established very good and strong social networks with the community and with other islamic boarding school institutions because most of the islamic boarding school caregivers have the same mindset and sufficient kinship relationships so that the goal of establishing an islamic boarding school is a strong religious understanding. training the social sensitivity of the darul faqih islamic boarding school students cannot be just storytelling activities, heart-to-heart communication, or appropriate behavior from parents, teachers, or the community. students need direct experience to learn from the social environment of an islamic boarding school. for example, students learn to share while socializing with their friends, participate in the activities of the sunday morning majlis for a life of heaven, the wednesday night assembly of saying love, the sunday prayer assembly, environmental work, helping clerics, tafaqquh fii dinil islam, and khidmah activities for students. after the interaction will foster close relationships for students to their ustadz or ustadzah, students with outside communities, and students with students. this close relationship will make it easier to work together in carrying out community-based learning activities inside and outside the islamic boarding school. through socialization, participation, and orderly with community friends both at home and at the islamic boarding school, students will be able to practice directly what is taught by kyai and ustadzah. the results will be different if he only socializes with family members in the home environment. social sensitivity of students at darul faqih islamic boarding school in the modern era, social sensitivity is very important. not only association, relatives, and friendships can be done directly or indirectly with socialization, a person's social sensitivity is very high because of participation, interaction, and socialization. social sensitivity is a character related to one's morals that is in each individual, and positive or something good, not bad. in building character to increase the social sensitivity of darul faqih students, is there a successor to the younger generation that cannot be separated from our own culture in this case there must be an integration of three environments, namely family, school, islamic boarding school, and society. in previous research, social sensitivity can grow, of course, by linking it to four sports, namely (thinking, heart, feeling, and body), these four sports can be pursued by involving students in living with the community. male and female students are very easy to care for each other, easily moved, and have good sensitivity in everyday life. if a student gets sick or experiences an unpleasant incident, of course, friends will immediately approach the friend affected by the disaster, and immediately evacuate. then the students prepare as well as possible for the second study activity, namely the saying love council which is held every wednesday night for young men and women, and students must participate in these activities. the material to be studied is safinatun najah and sullamut taufiq. the last is the study of fiqh parenting every sunday night, monday at the beginning of every month for the guardians of the students of the first madrasah diniyah darul faqih and the guardians of the students who ainun, wahyuni & widianto. social sensitivity of students of darul faqih islamic boarding school malang towards community-based learning methods 96 stay. the study was to study the book of kaifa nurabbi auladana tarbiyatan islamiyatan shahihatan by shaykh mahmud al-mishri. the sensitivity of darul faqih students has been instilled since the first grade of madrasah diniyah, later the students will continue to get used to instilling good character. the form of social sensitivity of darul faqih's students who have such a great sense of concern for others can be in the form of actions or behavior or expressions of mutual feelings. the sensitivity of the students is very good by seeing their daily work together, empathizing, helping, and appreciating. darul faqih students have good morals and character, especially in terms of manners and social sensitivity. darul faqih students must be humble students both to caregivers, ustadz or ustadzah, the community around the cottage environment, and fellow students. as social beings, darul faqih's students always help each other, they are no longer in the stage of having to be asked for help, but naturally, they offer themselves to help others. through socialization, participation, and orderly with community friends both at home and at the islamic boarding school, students will be able to practice directly what is taught by kyai and ustadzah. the results will be different if he only socializes with family members in the home environment. the sensitivity of the students is very good by seeing their daily work together, empathizing, helping, and appreciating. students at darul faqih have good morals and character, especially in terms of etiquette. therefore, these students already have empathy for the surrounding situation where sensitivity is something that a person must grow to help and help carefully. the results of the study can be concluded that social sensitivity and concern, students have instilled good morals and character to caregivers, ustadz or ustadzah and among fellow students and the community around the cottage, from each student hopes that patient and continues to instill sensitivity and concern social skills can develop and be practiced when they leave the islamic boarding school. conclusion based on the research that has been carried out at the darul faqih foundation malang, the results are concluded as 1) darul faqih islamic boarding school has a community-based learning program, the concept of this learning is very broad in exploring things that can be implemented in the community, so that male and female students are emphasized to learn in society with their daily students being invited to appear in society with the aim that later they can associating in the community with the principles of confident, humble, and competence. the results of the research on community-based learning methods for students of darul faqih malang showed 91.1%, meaning that the community-based learning method was good for darul faqih islamic boarding schools. 2) social sensitivity in darul faqih islamic boarding school students can work together within the islamic boarding school environment both outside the islamic boarding school, through khidmah activities around the male and female students of islamic boarding school through mutual assistance, assistance, respect, cooperation, and empathy in carrying out and preparing for recitation activities. in this activity, students will easily interact and respond quickly to situations. the results of the study on the social sensitivity of students darul faqih malang showed that 94.9% of students had high social sensitivity, which means that the social sensitivity of darul faqih students was good. for the relationship method of community-based learning models with the social sensitivity of islamic boarding school students by using simple linear regression analysis, the probability value is 0.213 or means greater than 0.05, and at t count the value is 1.256, but t table is 0.025; ainun, wahyuni & widianto. social sensitivity of students of darul faqih islamic boarding school malang towards community-based learning methods 97 78 the value is 1.994, which means that the t-count value is inside the curve, so it can be concluded that there is no effect of community-based social learning with the social sensitivity of students at darul faqih islamic boarding school malang. references abu-alhaija, a. s. 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(2019). pengaruh sekolah inklusi terhadap kepekaan sosial siswa sekolah dasar the influences of inclusive school on social sensitivity. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 2 september 2021,p-issn no. 2252-4738 e-issn : 2580-7692 168 improving early childhood cognitive abilities through hand movement method ratna lina marliana1, nandang rukanda2, sri nurhayati3 1,2,3 ikip siliwangi – cimahi – jawa barat – indonesia 1ratnalina03@gmail.com, 2nandangrukanda@ikipsiliwangi.ac.id, 3srinurhayati@ikipsiliwangi.ac.id received: agustus, 2021; accepted: september, 2021 abstract the purpose of this study was to examine how early childhood cognitive ability development occurs in case 1) memory 2) recognize numbers and their sequences, and 3) application of educational materials in everyday life. the research method and approach are qualitative descriptive, with data collection instruments including observation sheets, interviews, attitude scale questionnaires, and documentation studies. qualitative analysis was used to supplement descriptive statistical analysis. ten individuals participated in the research, six (six) boys and four (four) girls from group b tkq mutiara qolbu cihampelas west bandung regency. the research revealed that: 1). the use of hand movement method can help children improve their memory. this is evident in the increasing amount of food and drink that the child recalls. initially, the child could recall only three materials adab eating and drinking in two weeks. after two weeks, the child could recall six materials. 2) children can recognize numbers and classify movements according to direction, whereas previously the child was restricted to knowing the numbers and the order of movement. 3) the child can recall previously taught material but has been unable to apply it in his daily life. the study's findings indicated that hand movement method was effective at improving early childhood cognitive abilities. this study suggests that when combined with learning media, repetition, and habituation at home with parents, hand movement method may be more effective. along with being easily remembered, the material can also be applied optimally on a daily basis. keywords: early childhood, hand movement method, cognitive abilities abstrak penelitian ini dilakukan dengan tujuan untuk melihat bagaimana perkembangan kemampuan kognitif anak usia dini dalam hal 1). daya ingat, 2). mengenal angka dan urutan, serta 3). pengaplikasian materi dalam kehidupan sehari-hari. metode dan pendekatan penelitian yang diambil adalah deskriptif kualitatif, di mana lembar observasi, wawancara, angket skala sikap, dan studi dokumentasi menjadi instrument dalam pengumpulan datanya. data dianalisis secara kualitatif yang dilengkapi dengan analisis statistik deskriptif. subjek penelitian berjumlah 10 (sepuluh) orang, yang terdiri atas 6 (enam) orang anak laki dan 4 (empat) orang anak perempuan di kelompok b tkq mutiara qolbu cihampelas kabupaten bandung barat. dari hasil analisis data ditemukan bahwa 1). penggunaan metode gerakan tangan dapat meningkatkan daya ingat anak, hal ini dapat dilihat dari bertambahnya materi adab makan dan minum yang diingat anak. yang asalnya anak hanya mampu mengingat 3 (tiga) materi adab makan dan minum dalam dua minggu menjadi 6 (enam) materi dalam dua minggu. 2) anak dapat mengenal angka dan mengurutkan gerakan sesuai arahan, dimana pada awalnya anak masih terkendala dalam mengenal angka dan urutan gerakannya, 3) anak dapat mengingatkan orang sekitar materi yang telah diajarkan, namun belum dapat mengaplikasikan materi tersebut dalam kehidupan sehari-harinya. implikasi dari penelitian ditemukan bahwa metode gerakan tangan mampu mengembangkan kemampuan kognitif anak usia dini. rekomendasi dari penelitian ini adalah metode gerakan tangan akan lebih efektif apabila disertai dengan media pembelajaran, dilakukan pengulangan, dan pembiasaan di rumah bersama orang tua, sehingga selain materi dapat diingat dengan baik, dapat juga diaplikasikan dalam kehidupan sehari-hari dengan optimal kata kunci: kemampuan kognitif, metode gerakan, anak usia dini marliana, rukanda & nurhayati. improving early childhood cognitive abilities through handmovement method 169 how to cite: marliana, r.l., rukanda, n. & nurhayati, s. (2021). improving early childhood cognitive abilities through hand movement method. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (2), 168-177. introduction childhood is the period when physical, motor, cognitive, linguistic, socio-emotional, selfconcept, discipline, art, moral, and religious values are developed. as a result, it requires conditions and stimulation that are optimal for the child's growth and development. the design can be completed at home, school, or in the neighborhood, among other locations. the design of learning activities is used in schools and early childhood education facilities such as kindergarten / ra, playgroup, tpa, tpq, and sps, among others. these learning activities foster the development of eight aspects of intelligence. one of them is the cognitive aspect, intelligence, or capacity for thought that is associated with mathematical logic intelligence (logic smart). cognitive aspects are stimulated through the five senses in order to foster early childhood thinking about themselves and their environment, thereby increasing their knowledge as a foundation for acquiring broader general knowledge. mu'min (mu’min, 2013) stated that the term cognitive is derived from the equivalent term cognition, which means knowing. cognition, in a broad sense, is the capacity for knowing, comprehending, and applying knowledge. cognitive capacity is essential for early children to think more complexly, retain information easily, grasp general knowledge, and engage in everyday thinking and problem-solving. according to khadijah (khadijah, 2016), cognitive is a process of thinking that manifests itself in memory ability, the ability to connect events, creativity, and language, as well as the ability to assess and consider everything observed in the surrounding world in relation to the problem solving it faces. tasliyah, nurhayati, and nurunnisa defined mathematical logic intelligence as a component of the cognitive realm that must be adequately stimulated during early childhood, as the child's brain undergoes a rapid and precise growth drive during this phase (tasliyah et al., 2020). thus, learning activities must be made as engaging, meaningful, and effective as possible through the use of a variety of methods, educational media, and educational game tools. a pleasant and comfortable learning environment can aid in knowledge absorption. this is consistent with juliana's statement that cognitive abilities should be developed from an early age because they relate to the brain, concentration, and memory, all of which are necessary for a child’s life as he enters school age (juliana, 2018). at school age, the child must acquire a plethora of new knowledge and skills. this requires concentration in order for the child to retain and recall various pieces of information or knowledge acquired through his five senses. according to his research, movement can improve a child's memory, as evidenced by the child's increased memorization of hadith. in line with juliana, salamah stated that movement or kinesthetic provides convenience to the child in remembering and understanding every material given (salamah, 2018). children's memory skills are at the peak performance. nasihah expressed a similar viewpoint, stating that hand movement method could help improve children's ability to memorize things (nasihah, 2018). the research found that the total number of children who can recall learning materials ranges from 10 (ten) to 16 (sixteen) children. learning hand movement should be enjoyable. malikah and rohinah affirmed that movement techniques can enable children in remembering and comprehending the material taught (malikah & rohinah, 2019). it is about memorizing hadith about daily life in this case, where the child can quickly recall the marliana, rukanda & nurhayati. improving early childhood cognitive abilities through handmovement method 170 memorization taught through the movement. miftahillah suggested that using hand movements rather than lecture methods can help children focus and concentrate more on understanding material and improve the child's memory (miftahillah, 2019). according to lestari and wahyono (lestari & wahyono, 2019), early childhood learning should be active in order to avoid boredom. thus, hand movement is regarded to be exceptionally beneficial for the child, as the child does not simply sit and listen, but moves and concentrates on the movements and materials. this is supported by teguh (teguh, 2020) that movement methods could be used in early childhood education to enhance memory and comprehension of a subject, particularly memorization. this method integrates visual, auditory, and kinesthetic learning models concurrently, allowing children to learn directly through their senses through observation, imitation, repetition, and experimentation. suyanto and masitoh argued that several factors must be considered when planning early childhood learning activities: (1) activities are conducted actively, freely, and joyfully through the use of games, storytelling, and singing. (2) intelligence is acquired by children through the use of all senses, equipment, and play equipment, as well as the surrounding environment (peers, teachers, parents, animals, and plants) in a pleasant environment (rukanda, 2020). thus, education should strive to innovate in the area of technology-based learning and information in order to encourage students to use technology as a tool for learning and to make it easier for teachers to create a learning medium that attracts students and streamlines the learning process. the advancement of technology is always accompanied by innovative thinking, one example of which is the existence of learning media that are appropriate for the current generation (aripin et al., 2020). meanwhile, patmodewo argued that cognitive intelligence is demonstrated by children's ability to solve problems through the use of their thoughts, memory, and design movements (khadijah & amelia, 2020). in early childhood, memorization, repetition, and habituation can stimulate cognitive abilities. these activities help to maintain and activate nerve connections in the brain, which helps the child's ability to remember develop. this is reinforced by benjamin samuel bloom's (mulyani, 2020) statement that the ability to remember is the first step in developing one's cognitive realm in order to be able to apply knowledge. this cognitive realm consists of 6 (six) levels, namely: (1). knowledge, which is later revised to remember, (2). comprehension, (3). application, (4). parsing or elaboration (analysis), (5). synthesis, and (6). evaluation. tellier expressed another viewpoint, stating that the method of movement enables children to better memorize vocabulary because they are physically involved in their learning. these findings imply that movement, specifically motor modality, can leave a more vivid imprint on memory (tellier & tellier, 2008). miftahillah validates tellier's argument by stating that hand movement methods enable children in remaining focused and happy throughout the process of memorizing asmaul husna because hand movements can be adjusted to familiar daily movements (miftahillah, 2019). this is consistent with the findings of rochmah et al. (rochmah et al., 2020), who discovered that the process of using movement is described as an integral part of the child's language development and that the use of movement reflects a more advanced thought process. this indicates that movements and language are inextricably linked to the thought process. movements can indicate cognitive sophistication as well as physical abilities. mauli completely agree with rochmah, stating that the auditory kinesthetic visualisation (vak) learning model is an excellent tool for improving students' mathematical problem-solving abilities (mauli et al., 2020). his research yielded a gain value of 0.64 in the "moderate" category and a percentage effectiveness of 82.25 percent in the marliana, rukanda & nurhayati. improving early childhood cognitive abilities through handmovement method 171 "very effective" category, indicating that students' mathematical problem-solving ability improved significantly. thus, it is concluded that using hand movements to improve cognitive abilities and early childhood memory is a preferable method. meanwhile, observations of group b children at tkq mutiara qolbu revealed that the ability to recall, sort, and apply food and beverage material has not developed as expected. the method of hand movement is expected to positively influence young children in remembering, sorting, and applying their learning in daily life. on the basis of these considerations, researchers are interested in describing how hand movement methods can be used to enhance cognitive ability or early childhood memory in group b tkq mutiara qolbu cihampelas. the results of this study are expected to be obtained, and studies on how to use effective hand movement methods in early childhood learning activities in order to achieve essential competencies and development indicators will be developed again to obtain a more complete picture. method concerning the issue of dynamic, holistic, and meaningful research, it is impossible to use quantitative methods such as test instruments and others. as a result, researchers choose the qualitative descriptive approach, which is widely used in natural and social objects that are dynamic and change over time, as well as research with researchers as the critical instrument (sugiyono, 2019). this is supported by (burhan, 2020), who stated that qualitative research design should be undertaken by the researcher in order for the researcher to understand how the research model will be constructed and estimated while the field results are obtained. participatory observations, interviewing, and documentation studies are used to collect data. additionally, attitude scale questionnaires are distributed to discover the extent to which food and beverage material is understood and applied using hand movement methods, as well as the ability of memory and application while at school and home. group b children were observed, and group b teachers, tkq leaders, children, and parents were interviewed and filled out attitude scale questionnaires. documentation studies are conducted by contacting the school, reviewing observation records, reviewing student reports, and speaking with class or school administration. data was analyzed using descriptive statistics. according to (sugiyono, 2019), descriptive statistics is the collection, grouping, and processing of data by describing, decoding, or describing the collected data in terms of the field conditions, where the results are not to be generalized but can be transferred to another location with similar problems. according to miles and huberman (purnama s, pratiwi h, 2020), the data analysis process requires problem accumulation in the field (data reduction), data visualization (presentation), and discussion or conclusion. the research was conducted at tkq mutiara qolbu, which is located on jln. raya cihampelas no. 167 in the cihampelas district of the west bandung regency. children aged 5-6 years were the subjects of this study, which had a total of 15 (fifteen) individuals. nine boys and six girls were included in the study. purposive sampling technique was employed as the study subjects, which included up to ten children. this technique is used to generate samples that are logically representative of the respondent by establishing specific criteria. several criteria were used in selecting this subject: first, children must have attended the institution since they were four years old (group a). second, the child has already demonstrated an ability to recognize numbers and letters. thirdly, the child is active and has marliana, rukanda & nurhayati. improving early childhood cognitive abilities through handmovement method 172 a good understanding of english. fourth, both parents have completed at least high school. the researcher begins by compiling observation sheets and conducting interviews, and then determines the time and location of the research by requesting permission from the principal to conduct it. this activity is preceded by the presentation of objectives and the selection of research subjects, and is followed by the search, collection, engagement, and analysis of data obtained in order to make conclusions and recommendations in the final stage. the following indicators of observational assessment are based on the standard child achievement level (sttpa): 1). learning and problem-solving abilities, i.e. the ability to complete tasks despite obstacles, 2). logical reasoning, which includes the ability to classify movements according to their sequence, recall and mention six adab eating and drinking in accordance with their movements. 3). symbolic reasoning, which includes the ability to refer to the symbol for the numbers 1-10, to calculate the number of movements, and to imitate movement. additionally, the child's ability to apply the material in his daily life is considered. results and discussion results planning activities to improve early childhood cognitive ability using hand movement methods at tkq mutiara qolbu has been adjusted to daily lesson plan (dlp) based on observations. learning activities involving hand movements are carried out in the core activities and repeated in the closing activities before going home as an evaluation using the classic model, in which the child sits in a circle and the teacher is among the children. teachers conduct lecture activities on eating and drinking materials, movement demonstrations, and then ask the child to repeat it alternately between the teacher and the child in the core activities. the child can remember forgotten material through hand movements that correspond to the sound and sort the movements according to his words through the symbols of his hand movements using hand movements. table 1. children’s cognitive ability development observation results stud ents’ code s each question’s score total score problem solving learning logical thinking symbolical thinking implemen tation childr en can comple te tasks (a) the child can mention the moveme nts shown (b) the child can remember, mentioning six eat and drink adab according to his movements © can mention symbols of numbers one to ten (d) can count the number of moveme nts (e) can mimic the movement of eat and drink adab (f) can apply movement learning in daily life (g) s1 1 2 2 2 1 2 1 11 s2 2 2 2 1 1 2 2 12 s3 1 2 2 2 2 1 1 11 s4 2 1 2 1 2 2 1 11 s5 1 1 2 2 1 1 2 10 s6 1 2 1 2 1 2 1 10 s7 2 2 3 3 2 2 3 17 s8 3 3 3 3 3 3 3 21 marliana, rukanda & nurhayati. improving early childhood cognitive abilities through handmovement method 173 stud ents’ code s each question’s score total score problem solving learning logical thinking symbolical thinking implemen tation childr en can comple te tasks (a) the child can mention the moveme nts shown (b) the child can remember, mentioning six eat and drink adab according to his movements © can mention symbols of numbers one to ten (d) can count the number of moveme nts (e) can mimic the movement of eat and drink adab (f) can apply movement learning in daily life (g) s9 2 2 1 2 2 2 2 13 s10 1 3 3 2 3 2 2 16 total 16 20 21 20 18 19 18 132 total score 132 maximum score 280 average score 13.2 the interviews with group b teachers revealed that learning adab eating and drinking through hand gesture methods felt more natural than the previous method, which relied solely on conversation (lectures) and talaqqi. whereas using the previous method, the child can remember 6 (six) material adab eat and drink within 2 (two) weeks, the child can only remember 3 (three) material adab eat and drink within 2 (two) weeks. children are likely to be ready to follow the learning, to better understand it, and to recall previously forgotten material from the existing movement. it's just that the application of attitudes in everyday life is still lacking. teachers face additional challenges because there are no material guidelines on hand movement methods, and not all materials can be applied using hand movements. the students' parents share the same sentiment. according to parents, learning the material of eating and drinking through movement methods is very beneficial to the child's memory of all the materials. if the material of eating and drinking is forgotten, the child can remember and understand it through his movements. even the child can remind parents to use the material. however, the child still needs to be reminded, and his parents are unsure how to guide him because there are no material guidelines. learning with hand gesture material is enjoyable for children, but it can be difficult for some children who lack memory because, in addition to having to remember sounds or words, children must also remember their movements. children enjoy playing, but if they play for an extended period of time, they become bored because they only see and listen to the teacher. the following empirical data was also obtained based on the results of questionnaires distributed to 10 (ten) parents and 5 (five) teachers regarding the use of hand movement methods: marliana, rukanda & nurhayati. improving early childhood cognitive abilities through handmovement method 174 figure 1. teacher and parent’s response to hand movement method (source: empirical data) figure 2. children's response to hand movement methods (source: empirical data) the data above indicates that the high value of questionnaire results filled out by teachers, parents, and children who state that they agree with the use of hand gesture methods in the material of eating and drinking, most children state that learning uses fun movements and some children state very pleasant, there is nothing to suggest that the use of movement methods is unpleasant. based on the findings above, it is clear that of the ten children studied. there are still many children who are undeveloped or in the process of developing. in this case, it means that most children still need to be helped or reminded to eat and drink using gestures in their learning materials. according to the percentage analysis of the implementation of movement method activities, the total observation score of ten children was 132, compared to the expected maximum score of 280. the average value obtained is 13.2, which, if present, indicates that the cognitive abilities of children in group b tkq mutiara qolbu are 47.14%. the percentage result is less than 50%, indicating that group b children's cognitive ability (intelligence) in tkq mutiara qolbu has yet to meet expectations. this ability can be seen in the child's inability to remember the movement and sound. the child is still unfamiliar with the number symbol and sequence. the child is unable to identify the first letter of the movement taught and has yet to apply the material of the movement adab marliana, rukanda & nurhayati. improving early childhood cognitive abilities through handmovement method 175 eating taught in his daily life. children still require guidance, assistance, and reminders. overall, children prefer this method of hand movement. its use is supported by both teachers and parents. discussions based on the observations, interviews with teachers and parents as well as children, it was obtained that the cause of the child's low cognitive ability in terms of remembering, understanding, and applying the learning is because learning is still centred on teachers, less attractive, the absence of supporting learning media, and the absence of learning guidelines for teachers and parents. this is consistent with the findings of dewi (dewi, 2017) which found that learning media is essential for early childhood learning because it can stimulate all aspects of children's intelligence, whether directly or indirectly. learning media can enhance learning by making it more raw, interactive, and engaging. another factor that contributes to children's optimal development when learning the introduction of numbers and letters is teachers' lack of creativity in the creation or use of innovative and exciting learning media. the use of the same method in each learning experience causes the child to become bored quickly. borman and erma found that by providing a more varied touch, such as multimedia, the model of learning through visual, auditory, and kinesthetic (movement) can be maximized in improving the child's ability (borman & erma, 2018). multimedia learning media can provide more meaningful, engaging, and varied experiences for guided self-learning activities. rahmiy supported borman and ema study, argued that the hand movement method could be used for memorization activities because it improves the child's memory better than the lecture method alone (rahmiy, 2020). the use of hand movement methods will be more effective if it is accompanied by the use of learning media. mauli (mauli et al., 2020) shared the same viewpoint, claiming that the use of visualization, auditory, and kinesthetic learning models is effective in stimulating children to solve mathematical problems. furthermore, some of the factors that contribute to children's low cognitive ability in tkq mutiara qolbu in terms of the introduction of numbers and letters, as well as the ability to sort these movements, are due to teachers' lack of creativity in terms of the selection and application of methods and learning media, as well as the absence of learning guidelines. this is in line with the findings of the study conducted by nonik in group a at paud widya dharma. drawing card games, according to nonik, can quickly develop a child's ability to recognize the concept of numbers and colors when appropriate demonstration methods are used (nonik et al., 2013). yuli provided the same perspective, claiming that using the vak method with image media could help children in group b1 at dharma praja kindergarten learn numbers (yuli, 2016). another point of view expressed by widiartha that first, the provision of comprehensive learning facilities is essential, and that, second, both creativity educators today must direct innovative vak methods by using multimedia so that students' knowledge becomes more optimal. third, other researchers can conduct additional research on the impact of visualization, auditory, and kinesthetic interactive multimedia-assisted learning models with various materials and samples, so that the study's findings can describe the appropriate field conditions (widiartha, 2018). marliana, rukanda & nurhayati. improving early childhood cognitive abilities through handmovement method 176 conclusion based on the study results, the cognitive abilities of early childhood in tkq mutiara qolbu group b are still not as expected. this is characterized by the number of children who have just reached the undeveloped stage and are still developing on each assessment based on predetermined indicators, with presentation results of 47.14% of the minimum achievement target of 50%. this indicates that 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(2016). penerapan model pembelajaran visual, auditory, kinestethic berbantuan media gambar untuk meningkatkan kemampuan konsep bilangan. jurnal pendidikan anak usia dini universitas pendidikan ganesha, 4(1), 344–352. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 2 september 2021,p-issn no. 2252-4738 e-issn : 2580-7692 189 the effectiveness of the cefe training model to improve msme independence in cimahi city, west java province ade sadikin akhyadi1, nike kamarubiani2, jajat s ardiwinata3, cucu sukmana4 1,2,3,4 universitas pendidikan indonesia – bandung – jawa barat – indonesia 1ades.akhyadi@upi.edu, 2nike.kamarubiani@upi.edu, 3jajatsardiwinata@upi.edu, 4cucusukmana@upi.edu received: agustus, 2021; accepted: september, 2021 abstract this study aims to provide a study by describing the effectiveness of cefe training management in perfecting an entrepreneurship training program. the research method applied is a qualitative approach with an emic view, then data collection involves umkm actors, assistants, and coordinators as well as data collection tools with observation, documentation, interviews, and tests. based on the results of the study, it was found that the management of the cefe training was very helpful in training management and specifically to deal with problems in the business world, then based on the discussion carried out, the management of the training model was more structured and focused when compared to not implementing the training model. this management applies real simulations to the entrepreneurial world which makes this model very suitable to be applied to entrepreneurship training programs. the impact of this research is to create insight into employment opportunities, increase entrepreneurial insight and create a family spirit, and train participants to develop businesses through business partners. keywords: effectiveness, model cefe, umkm abstrak penelitian ini bertujuan untuk memberikan kajian dengan mendeskripsikan efektivitas manajemen pelatihan cefe dalam menyempurnakan program pelatihan kewirausahaan. metode penelitian yang digunakan adalah pendekatan kualitatif dengan pandangan emic, kemudian pengumpulan data melibatkan pelaku umkm, pendamping, dan koordinator serta alat pengumpulan data dengan observasi, dokumentasi, wawancara, dan tes. berdasarkan hasil penelitian didapatkan bahwa pengelolaan pelatihan cefe sangat membantu dalam pengelolaan pelatihan dan khusus untuk menangani permasalahan di dunia usaha, maka berdasarkan pembahasan yang dilakukan, pengelolaan model pelatihan tersebut lebih terstruktur dan fokus jika dibandingkan dengan tidak menerapkan model pelatihan, maka dalam manajemen ini menerapkan simulasi nyata ke dunia wirausaha yang membuat model ini sangat cocok untuk diterapkan pada program pelatihan kewirausahaan. dampak dari penelitian ini adalah menciptakan wawasan peluang kerja, menambah wawasan kewirausahaan dan menciptakan semangat kekeluargaan, serta melatih peserta untuk mengembangkan usaha melalui mitra usaha. kata kunci: efektivitas, model cefe, umkm how to cite: akhyadi, a., kamarubiani, n., ardiwinata, j.s. & sukmana, c. (2021). the effectiveness of the cefe training model to improve umkm independence in cimahi city, west java province. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (2), 189-201. introduction training, training is defined as “a planned process to change attitudes, knowledge, skills or behavior through learning experiences to achieve effective performance in an activity or akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 190 various activities. the goal, in a work situation, is to develop individual abilities and to meet the current and future needs of the organization. therefore, "with training or education, it is easier for someone to carry out their duties. the existence of training or education ensures the availability of personnel in the company who have the expertise, after all, people who are trained or educated can use their minds critically. therefore, in this study, entrepreneurship training is felt to be very important to provide provisions in the form of knowledge and skills to small and medium industrial enterprises. cefe is a type of entrepreneurship training that focuses on simulations similar to those seen in the real world. the purpose of this entrepreneurship training is to create new entrepreneurs, provide knowledge and insight into the meaning of entrepreneurship, as well as provide inspiration and enthusiasm to develop independent and professional businesses according to their potential, and develop human resources capable of creating jobs. this entrepreneurship training refers to the republic of indonesia law number 20 of 2008 article 19 concerning micro, small and medium enterprises related to human resource development. concerning problems in entrepreneurship in indonesia, attention to small and medium industries (ikm) is very important in running a business and of course not only to strengthen an economic structure at the national level but also to provide absorption of labor and to focus on a strategic vehicle to be able to provide distribution of goods or services. at this time the development of umkms (micro, small and middle business) is undergoing a movement of significant changes and experiencing growth. business people and umkms also produce a variety of products. of course, these sme (small and middel business) make one of the breakthroughs in efforts to increase the rate of economic growth that runs in the community to achieve community welfare. based on the results of observations of the environment in the cimahi city area where the winning umkms business products are located, it was found that there was a lot of potentials that could be explored and optimized including a conducive natural environment and socio-cultural environment (environmental input), learning facilities and business development (instrumental input). relatively varied, as well as other sources or inputs in the form of capital, markets, and information that exist around the cimahi city area. all the potential of these facilities can be managed and utilized to increase the ability in knowledge, attitudes, and skills of group members in developing the independence of their productive businesses. the environmental conditions and potentials of the cimahi city region of west java province are a carrying capacity that can be utilized as optimally as possible but in reality the target group of businesses, especially umkms actors. in the umkms group, they are still faced with various obstacles in managing their business. empirically, the obstacles faced by the community, especially the business actors, lead to the lack of independence of umkms actors in entrepreneurship. the lack of independence of umkms actors in entrepreneurship is influenced by internal and external factors of umkms actors. the internal factors are the limited perspective of umkms actors in entrepreneurship and the limited understanding of umkms actors in the field of entrepreneurship material in managing entrepreneurship. while external factors are the number of umkms with low productivity. the low quality of human resources, especially in the fields of administration, organization, technological expertise, and marketing, can be associated with low levels of productivity. in addition, the lack of massive and optimal cefe (competency-based economies through formation of enterprises) training for umkm actors has led to reduced entrepreneurial and market competencies, reduced willingness to act in developing a viable business by taking advantage of prospects that arise at certain times and in their fields. each, as well as the lack of human resources capable of creating job opportunities in response to the demands of growth. akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 191 thus, there needs to be a treatment in the other umkms entrepreneurs, namely the program through cefe (competency-based economies through formation of enterprises) training. cefe has developed into a teaching concept that focuses on the premise that collective empowerment can be achieved primarily by the creation of human resources and the development of active and responsible individuals, increasing national wealth. cefe has developed from an individual training approach who wants to start an independent business in a more advanced training methodology, made to shape business behavior (enterprising behavior) and competence in very diverse situations, therefore the importance of this training model program is needed to be able to provide services. good for the participants and this model can also provide material that can be absorbed by the participants. thus, the purpose of this study is to describe the program management from planning to evaluation. the umkm program, delivered through cefe training, is a holistic training tool that uses an action-oriented approach and experiential/experience-based learning to share and improve business management and personal skills in a diverse community of people, especially in improvement. income and employment. / job prospects in cimahi city and its contribution to economic growth. literature research training according to dearden (1984) is described in terms of the broad scope of the term training. for him, training includes a process of learning and teaching by doing exercises to achieve a level of competence, or work efficiency. in line with that, at this time the development of the quality of society needs to be improved, especially in the era of digitalization and global market competition, (lin et al., 2011) explained that “kept that, in the era of intellectual resources, having outstanding workers was the secret to increased competence. training is the foundational practice for businesses seeking sustainable growth, and education preparation is the most important curriculum for businesses seeking sustainable development. as a result, education readiness is critical for businesses. education and training are important not only for retaining and developing talent but also for improving human capital. we all know that rivalry among modern companies is a talent competition”. as for other opinions related to the concept of training, (holst, 2009) argues that “ training is the method of imparting information through an instrumental and organizational understanding of the learning process and its intended outcomes. the majority of training is focused on meeting specific goals. the majority of training has been focused on the workplace... training, in the eyes of many adult educators, is the polar opposite of education.” in the explanation, it was explained that the training itself was carried out to provide a warning to the community to be able to develop and add insight into their soft skills. meanwhile, the training is also to be able to foster a sense of professionalism in the community, in this case, the opinion of (bonnes, 2020) which explains that “ professional preparation is a set of organized and systematic exercises that help trainees acquire expertise, abilities, and behaviors that are relevant to their work lives.”. in the implementation of this training, it will certainly have a positive impact and empower the community to be able to increase their independence, empowerment is the act of allowing people who have never had the opportunity to make strategic life decisions to do so..(ambler et al., 2021). then from that, there is a conceptual framework for the concept of competence. thus, this competency needs to be improved to increase the experience and knowledge of the community, this is in line with the opinion of (carracedo et al., 2018) explaining the importance of increasing competence “insists on the value of developing technical akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 192 competencies and emphasizes the need for a program that provides students with sound basic skills and teaches them how to read. a program that combines skills and competencies to be used in modern scenarios is more critical than one that teaches cutting-edge technologies that might become outdated in a few years”. cefe aims to gradually train participants in entrepreneurial skills and industries, train entrepreneurs and companies, train entrepreneurs to play a role in developing viable businesses by exploiting gaps that arise at certain times and in certain locations, and increase the number of people who can generate jobs. for themselves. the main objective of cefe is to increase entrepreneurial success in a group of economic actors by using: 1) self-directed analysis. 2) encouraging business flow (enterprise behavior). 3) develop business skills. (indonesian chef community 2019). specific goals: 1. be able to train participants gradually by having entrepreneurial and business competencies. 2. be able to train entrepreneurs to set up a business by taking advantage of opportunities. 3. then be able to develop human resources who will be very capable of being able to create job opportunities for themselves or others. meanwhile, the steps for implementing cefe are: 1. the first step: awareness this first step is carried out to encourage participation in evaluating themselves, then being able to construct their self-assessment, then introspecting on their personality, and motivating themselves, then being able to increase their capabilities and resources. 2. the second step: acceptance or commonly referred to as acceptance which is for strengths and weaknesses within him, not everyone can become a leader, but can be creative, innovative, innovative, and competent, which is a way to get awards for each profession. 3. the third step: focusing on developing sincerity and clarity of purpose for long or short goals. 4. fourth step: then, after reviewing the relevant components of the six factors and including updating information related to economics or business decision making, can include designing strategies and action plans aimed at generating progress (entrepreneurship). 5. the fifth step: direct experience, which focuses on implementing organized learning experiences (sle) and dealing with "real life" situations in real life that can help to build experience in testing strategies that are applied, tested, evaluated, 6. the sixth step: the transformation and improvement of the required competencies can be present together with a pattern that is aligned and appropriate as well as the strengths and weaknesses of the self to be achieved. micro-enterprises or commonly referred to as msmes are real sectors that can be in direct contact with the community in business activities carried out every day. based on this, smes themselves are one of the important pillars for indonesia to be able to dominate the market freely in the coming year. msmes themselves can also bring and save conditions from the indonesian economy considering that they can absorb workers who are being hit by unemployment or have been laid off. msmes account for more than 95 percent of companies in oecd economies, 60–70 percent of total jobs, and 55 percent of gdp. (mukherjee, 2018). as for other opinions are related to in many nations, umkm, micro, small, and medium businesses (msmes), have a major influence on overall economic growth and socioeconomic balance. (goyal et al., 2017). akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 193 then based on the importance of smes to be able to improve the quality of public opinion and can help people out of poverty, the increase in the number of smes that have internationalized has aided structural shifts in global economies, technology, institutional constraints, and customer preferences. as a result, new communication and transportation technologies have grown in importance, research has become a more important foundation for r&d, and companies and individual customers have become more global, (roy et al., 2016)), later (tambunan, 2019) stated that “the indonesian government has made several initiatives to support msmes, recognizing their importance and the problems they confront. a series of rules have been published in the previous two decades, particularly to aid msmes in the sale and manufacture of raw materials, as well as in financing by creating a public noncollateral credit guarantee system kredit usaha rakyat 2017”. method the approach applied to this research is a qualitative study, by prioritizing the emic view, which is concerned with the views of the informants without coercion from the researcher. data were collected by conducting interviews and participant observation. for the research subjects, there are 30 msme actors, 3 msme assistants, and 1 coordinator who has successfully implemented the training program. this sample is carried out with consideration of one of the reasons (purposive sampling). for this study, the tools in data collection applied several tools, namely: (1) observation guidelines, (2) documentation format; (3) interview guidelines, and (4) tests. then for the assessment, it can be carried out by giving a pretest before the mentoring process and a final test (posttest) is carried out or after the mentoring activity has been completed, then proceed by comparing the records or records of the results of the mentoring participants in the msme group. facilitate data collection in the field. data analysis was carried out in several stages, namely: writing, editing, classifying data, reducing, interpreting data, or giving the interpretation. all data collected were analyzed using data coding according to (strauss & corbin, 1990) including the process of coding, rereading, and grouping data. findings to obtain data groups that fit the category. the researchers transcribed the interview recordings, followed by reading slowly to gain a full understanding from the informant's point of view. this stage according to (fraenkel, j.r., & wallen, 2016) is intended to explore the meaning of the text that has been compiled. based on data analysis using triangulation, several categories were arranged, from which emerging themes were identified, coded inductively (data-driven) from qualitative raw data, and deductively (driven by theory) from previous research results (chu, ph. and chang, 2017). results and discussion results a. calculation of pre-test and post-test scores table 1. frequency of competence before and after implementation of the model no respondent pre test pos test incremental score 1 aa 66 81 15 2 ab 81 96 15 3 ac 48 72 24 4 ad 96 106 10 5 ae 102 115 13 akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 194 no respondent pre test pos test incremental score 6 af 66 79 13 7 ag 104 114 10 8 ah 97 104 7 9 ai 42 87 45 10 aj 73 90 17 11 ak 74 92 18 12 al 112 116 4 13 am 77 89 12 14 an 100 110 10 15 ao 83 92 9 16 ap 88 88 0 17 aq 107 108 1 18 ar 77 77 0 19 as 75 75 0 20 at 96 96 0 21 au 66 66 0 22 av 63 65 2 23 ax 98 98 0 24 ay 44 52 8 25 az 85 85 0 26 ba 66 72 6 27 bb 92 92 0 28 bc 89 94 5 29 bd 70 74 4 30 be 66 70 4 31 bf 70 70 0 32 bg 50 58 8 33 bh 89 97 8 34 bi 96 98 2 35 bj 62 84 22 36 bk 117 117 0 37 bl 98 101 3 38 bm 53 66 13 39 bn 88 98 10 40 bo 90 94 4 41 bp 110 114 4 42 bq 90 94 4 43 br 100 108 8 44 bs 77 80 3 45 bt 70 74 4 46 bu 50 58 8 akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 195 no respondent pre test pos test incremental score 47 bv 89 94 5 48 bw 96 104 8 49 bx 62 79 17 50 by 117 120 3 tabel 2. descriptive statistics item pretest n minim um maxim um sum mean std. deviation item1 50 1.00 5.00 147.00 2.9400 .99816 item2 50 1.00 5.00 161.00 3.2200 1.18304 item3 50 1.00 5.00 158.00 3.1600 1.03726 item4 50 1.00 5.00 161.00 3.2200 1.11190 item5 50 1.00 5.00 157.00 3.1400 1.16075 item6 50 1.00 5.00 146.00 2.9200 1.06599 item7 50 1.00 5.00 158.00 3.1600 1.13137 item8 50 1.00 5.00 156.00 3.1200 1.17178 item9 50 1.00 5.00 166.00 3.3200 1.18563 item10 50 1.00 5.00 145.00 2.9000 1.24949 item11 50 1.00 5.00 158.00 3.1600 1.20136 item12 50 1.00 5.00 148.00 2.9600 1.17734 item13 50 1.00 5.00 150.00 3.0000 1.14286 item14 50 1.00 5.00 178.00 3.5600 1.52744 item15 50 1.00 5.00 152.00 3.0400 .92494 item16 50 1.00 5.00 164.00 3.2800 1.06981 item17 50 1.00 5.00 162.00 3.2400 1.25454 item18 50 1.00 5.00 147.00 2.9400 .99816 item19 50 1.00 5.00 161.00 3.2200 1.18304 item20 50 1.00 5.00 158.00 3.1600 1.03726 item21 50 1.00 5.00 161.00 3.2200 1.11190 item22 50 1.00 5.00 157.00 3.1400 1.16075 item23 50 1.00 5.00 146.00 2.9200 1.06599 item24 50 1.00 5.00 158.00 3.1600 1.13137 item25 50 1.00 5.00 156.00 3.1200 1.17178 item26 50 1.00 5.00 166.00 3.3200 1.18563 valid n (listwise) 50 akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 196 tabel 3. descriptive statistics item posttest n minim um maxim um sum mean std. deviation item1 50 1.00 5.00 154.00 3.0800 1.00691 item2 50 1.00 5.00 173.00 3.4600 1.14660 item3 50 1.00 5.00 167.00 3.3400 1.11776 item4 50 1.00 5.00 174.00 3.4800 1.18218 item5 50 1.00 5.00 174.00 3.4800 1.21622 item6 50 1.00 5.00 171.00 3.4200 1.19676 item7 50 2.00 5.00 177.00 3.5400 1.05386 item8 50 1.00 5.00 169.00 3.3800 1.17612 item9 50 1.00 5.00 176.00 3.5200 1.19932 item10 50 1.00 5.00 168.00 3.3600 1.25779 item11 50 1.00 5.00 167.00 3.3400 1.20560 item12 50 1.00 5.00 173.00 3.4600 1.14660 item13 50 1.00 5.00 175.00 3.5000 1.23305 item14 50 1.00 5.00 193.00 3.8600 1.30946 item15 50 1.00 5.00 163.00 3.2600 .96489 item16 50 1.00 5.00 182.00 3.6400 1.04511 item17 50 1.00 5.00 172.00 3.4400 1.21487 item18 50 1.00 5.00 154.00 3.0800 1.00691 item19 50 1.00 5.00 173.00 3.4600 1.14660 item20 50 1.00 5.00 167.00 3.3400 1.11776 item21 50 1.00 5.00 174.00 3.4800 1.18218 item22 50 1.00 5.00 174.00 3.4800 1.21622 item23 50 1.00 5.00 171.00 3.4200 1.19676 item24 50 2.00 5.00 177.00 3.5400 1.05386 item25 50 1.00 5.00 169.00 3.3800 1.17612 item26 50 1.00 5.00 176.00 3.5200 1.19932 valid n (listwise) 50 b. normality test using the test of normality test, normality test is used to find out the data to be analyzed is normally distributed or not it is known that the number of respondents is 50 people (n is less than 50), statistical testing using shapiro wilk, while the basis for making decisions on the normality test is as follows: if the significance value is > 0.05, then the residual value is normally distributed if the significance value is < 0.05, then the residual value is not normally distributed akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 197 tabel 4. tests of normality postt est kolmogorov-smirnova shapiro-wilk statisti c df sig. statisti c df sig. prete st 1.00 .110 50 .178 .973 50 .313 2.00 .084 50 .200* .978 50 .467 *. this is a lower bound of the true significance. a. lilliefors significance correction based on the results of the shapiro wilk normality test, it is known that the pretest significance value is 0.313> 0.05, for the value is normally distributed, while the post-test value is 0.467> 0.05, it can be concluded that the value is normally distributed. this decision shows that the statistical test is carried out by using a parametric test. c. paired sample t-test hypothesis: ho: there is no difference in entrepreneurial ability before and after participating in the cefe training program for umkm actors ha: there are differences in entrepreneurial skills before and after participating in the cefe training program for umkm actors decision-making criteria if sig > 0.05 then ho is accepted if sig < 0.05 then ho is rejected tabel 5. paired samples test for the test results, it can be seen that the sig value is 0.000 <0.05, so it can be concluded that ho is rejected, meaning that there are differences in entrepreneurial abilities for msme actors before and after participating in the cefe training. akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 198 overview of cefe training pre test result scores by calculating the average percentage, you can find out. the purpose of calculating the general response score of respondents from each variable is to determine the general trend of respondents' responses to each research variable. pre-test results for cefe training got an average score (81.5400), standard deviation of (19.42564) and posttest average score (89.2600), standard deviation of (17.13191). d. homogeneity test homogeneity test, using levene statistic test, to find out whether the pretest and posttest scores have homogeneous values or not. this test function determines whether two data sets from the same population have the same variance. the basis for the homogeneity test decision making, as follows: if the significance value is > 0.05, then the data has a homogeneous value if the significance value is < 0.05, then the data does not have a homogeneous value tabel 7. test of homogeneity of variances based on the results of the homogeneity test, which obtained a significance value of 0.719 > 0.05, it can be concluded that the data shows the same variance or the same population (homogeneous). e. paired samples correlation skor pre test dan post test tabel 8. paired samples correlations the purpose of correlation analysis is to determine the degree and direction of the relationship between research variables. based on these calculations, the resulting correlation of 0.908 using the product moment method on spss version 20.00, following the interpretation of the correlation coefficient above. then the competence of msme actors before and after the cefe training showed a high correlation. the criteria used as standards for interpreting the level of correlation used the interpretation of correlation from winarno surakhmad (1994:302), namely: 0.00 to 0.20: no correlation 0.20 to 0.40: low correlation 0.40 to 0.70 : medium correlation 0.70 to 0.90: high correlation 0.90 to 1.00: perfect correlation akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 199 f. one sample statistik skor pre test tabel 9. one-sample statistics n mean std. deviation std. error mean pretest 50 81.5400 19.42564 2.74720 based on the table above, it can be seen that the cefe training pre-test scores conducted on 50 respondents showed an average of 81.5400t-test and a standard deviation of 19.42564. when this score is compared with the ideal score, the respondent's tendency score is 81.5%. this score on the guillford scale is in the high category, so it can be concluded that the pretest score for assessing entrepreneurial ability tends to be high. tabel 10. one-sample test test value = 0 t df sig. (2tailed) mean difference 95% confidence interval of the difference lower upper pretest 29.681 49 .000 81.54000 76.0193 87.0607 furthermore, the estimated t value is compared with the t value of the t distribution table using the t test to assess the correlation of the r-value. at the 95 percent confidence level, t count = 29,681 while t table = 1,676 and dk = n-1 = 49 are derived from the test results. based on these calculations, it is obtained that t count > t table 29.681 > 1.676, it can be said that it is significant, meaning that there is a dependence between the pre test scores of cefe training results in improving entrepreneurship skills. g. one sample statistik skor post test tabel 11. one-sample statistics n mean std. deviation std. error mean postest 50 89.2600 17.13191 2.42282 based on the table above, it can be seen that the cefe training post-test scores conducted on 50 respondents showed an average of 89.2600, and 17.13191 was the standard deviation. the respondent's propensity score is 89.3 percent when compared to the ideal score. on the guillford scale, this score is in the high range, implying that the post-test scores for measuring entrepreneurial aptitude are also high. akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 200 tabel 12. one-sample test one-sample test test value = 0 t df sig. (2tailed) mean difference 95% confidence interval of the difference lower upper posttest 36.841 49 .000 89.26000 84.3912 94.1288 furthermore, the estimated t value is compared with the t value of the t distribution table using the t-test to assess the correlation of the r-value. at the 95 percent confidence level, t count = 36,841 while t table = 1,676 and dk = n-1 = 49 are derived from the test results. t count > t table 36,841 > 1,676 t count > t table 36,841 > 1,676 t count > t table 36,841 > 1,676 t, it can be said that there is a significant dependence between the post test scores of cefe training results in improving the entrepreneurial skills of msme actors. tabel 13. value proportion according to guilford proportion description 00-19,9 very low 20-39,9 low 40-69,9 medium 70-89,9 high 90-100 very high conclusion based on the suggestions contained in this research, it is hoped that they can play a more active role, especially for the study of community education, they can be directly involved and provide input to educators in pkbm who have difficulty in providing learning, then the government can provide assistance facilities to pkbm so that managers and education staff can always be more enthusiastic in carrying out the assigned tasks. acknowledgment we would like to thank the institute for research and community service, indonesian university of education. references akdon, (2011). strategic management for educational management. bandung: alfabeta arikunto, s. (2004). dasar-dasar evaluasi pendidikan. jakarta: bumi aksara arikunto, suharsimi., & lia yuliana, (2009). manajemen pendidikan. yogyakarta: aditya media bekerjasama dengan fakultas ilmu pendidikan (fpip) universitas negeri yogyakarta (uny) daryanto, ss. (1998). kamus lengkap bahasa indonesia. surabaya: apollo lestari. gunartin, dkk. (2018). pusat kegiatan belajar masyarakat sebagai tempat alternatif menumbuhkan kemandirian wirausaha warga belajar. jurnal: pendidikan, ekonomi dan bisnis. 3 (2) 30-48. diakses pada 13 oktober 2020. hasibuan, sp. (2004). manajemen. jakarta: pt. bumi aksara akhyadi, kamarubiani, ardiwinata & sukmana. the effectiveness of the cefe training model toimprove umkm independence in cimahi city, west java province 201 irmawati, a. (2017). peran pusat kegiatan belajar masyarakat (pkbm) dalam pengurangan buta aksara di kabupaten karimun. jurnal: pendidikan dan kebudayaan. 2 (1) 81-89. diakses pada 13 oktober 2020. kamil, m. (2003). model-model pelatihan. universitas pendidikan indonesia bandung: tidak diterbitkan kamil, m. (2009). pendidikan nonformal. bandung: alfabeta. pidarta, made, (2005). perencanaan pendidikan partisipatori dengan pendekatan sistem. jakarta: pt. renika cipta. maswan. (2015). manajemen peningkatan mutu sekolah. jurnal: tarbawi 12 (2) 195-204). diakses pada 13 oktober 2020 moleong, lexy j. (2007) metodologi penelitian kualitatif. penerbit pt remaja rosdakarya offset, bandung rizka, m. dkk. (2018). program pelatihan evaluasi pendidikan nonformal bagi pengelola pusat kegiatan belajar masyarakat (pkbm) di kecamatan gunungsari kabupaten lombok barat. jurnal: paradharma 2 (1) 15-23. diakses pada 13 oktober 2020. shofwan, i & kuntoro, s. (2014). pengelolaan program pembelajaran pendidikan alternatif komunitas belajar qaryah thayyibah di salatiga jawa tengah. jurnal: pendidikan dan pemberdayaan masyarakat. 1 (1), 51-62. doi: http // garuda.ristekbrin.go.id. diakses pada 13 oktober 2020. sudjana, d. (2001). pendidikan luar sekolah. bandung: produksi falah sudjana, d. (2004). manajemen program pendidikan (untuk pendidikan nonformal dan pengembangan sumber daya manusia). bandung: produksi falah sudjana, d., (2010). manajemen program pendidikan: untuk pendidikannonformal dan pengembangan sumber daya manusia. bandung: falah production. zaini.hisyam. 2015. strategi pembelajaran aktif. yogyakarta: pustaka insan madani jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 11 pengelolaan pembelajaran kursus menjahit pada balai latihan kerja (blk) kecamatan bacukiki kota parepare nur ida universitas muhammadiyah parepare nuridapls@yahoo.co.id abstrak penelitian ini dilatar belakangi oleh kenyataan bahwa pendidikan merupakan suatu hal penting bagi masyarakat. masyarakat yang tidak mampu melanjutkan pendidikan kejenjang yang lebih tinggi maupun bekerja diharapkan agar mereka menyiapkan masa depannya dengan keterampilan yang telah mereka dapat. balai latihan kerja (blk) sebagai satu bentuk pendidikan yang memberikan layanan bagi masyarakat. permasalahan penelitian ini adalah bagaimana pengelolaan pembelajaran kursus menjahit yang meliputi :1) perencanaan pembelajaran, 2) pelaksanaan, pembelajaran, 3) evaluasi, pembelajaran, 4) pemanfaatan hasil pembelajaran, 5) faktor pendukung dan penghambat pembelajaran. penelitian pengelolaan pembelajaran kursus mennjahit menggunakan penelitian kualitatif dengan metode deskriptif, pengumpulan data dilakukan dengan wawancara, observasi, dan dokumentasi. informan terdiri dari 1 pengelola, 2 instruktur, dan 5 peserta didik. teknik analisis data yang digunakan dalam penelitian ini meliputi: (1 pengumpulan data, (2 reduksi data, 3) penyajian data, dan 4) penarikan kesimpulan/verifikasi. teknik yang digunakan untuk pengecekan keabsahan data dalam penelitian ini adalah triangulasi sumber. hasil yang diperoleh dalam penelitian ini : 1) perencanaan pembelajaran, dimulai dengan menyusun rencana pelaksanaan pembelajaran (rpp) dan silabus yang disesuaikan dengan skkni (standar kurikulum kursus nasional indonesia) yang termasuk di dalamnya adalah tujuan pembelajaran, metode, materi, media, waktu, sumber, dan evaluasi. 2) pelaksanaan pembelajaran, merupakan implementasi dari rpp dan silabus yang terdiri dari kegiatan awal, inti, dan penutup. 3) evaluasi pembelajaran, evaluasi yang digunakan adalah evaluasi formatif dan sumatif serta menggunakan penilaian acuan patokan. 4) pemanfaatan hasil belajar, yaitu dengan disalurkannya lulusan kursus pada perusahaan-perusahaan yang bekerjasama dengan lpk karya utama. 5) faktor pendukung dan penghambat, faktor pendukungnya adalah instruktur yang berpengalaman dan berkompeten dalam kursus menjahit pada tingkat dasar, terampil, dan mahir, penghambatnya adalah latar belakang pendidikan peserta kursus yang berbeda menyebabkan perbedaan penyerapan materi serta bila mesin rusak maka pelaksanaan pembelajaran menjadi terhambat. saran-saran yang disampaikan yaitu : 1) pada perencanaan pembelajaran, perencanaan alokasi waktu disesuaikan dengan beban belajar (materi) peserta kursus menjahit. 2) pelaksanaan pembelajaran perlu adanya peningkatan interaksi dan komunikasi antara instruktur dengan peserta kursus agar informasi/materi dapat tersampaikan dengan baik dan hambatan-hambatan dalam pembelajaran kursus dapat diatasi, 3) evaluasi pembelajaran perlu dilakukan pada aspek sikap juga bukan hanya pada aspek pengetahuan dan keterampilan saja. 4) pemanfaatan hasil belajar kursus dapat bermanfaat bagi lulusan yang belum cukup umur untuk bekerja, tidak hanya bagi lulusan yang akan disalurkan ke perusahaan saja. 5) perlu adanya evaluasi dan mailto:nuridapls@yahoo.co.id jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 12 perbaikan mulai dari input sampai output dan perlu adanya tambahan sarana dan prasarana belajar. kata kunci : pengelolaan pembelajaran, kursus menjahit. pendahuluan a. latar belakang masalah konsep pendidikan mengenal adanya tiga lingkungan pendidikan yaitu lingkungan pendidikan keluarga, lingkungan pendidikan sekolah, dan lingkungan pendidikan dalam masyarakat. undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional menggariskan bahwa satuan pendidikan adalah kelompok layanan pendidikan yang menyelenggarakan pendidikan pada jalur formal, nonformal, dan informal pada setiap jenjang dan jenis pendidikan. pendidikan formal adalah jalur pendidikan yang terstruktur dan berjenjang terdiri atas pendidikan dasar, pendidikan menengah dan pendidikan tinggi. pendidikan nonformal adalah jalur pendidikan diluar pendidikan formal yang dapat dilaksanakan secara terstruktur dan berjenjang, sedangkan pendidikan informal adalah jalur pendidikan keluarga dan lingkungan (sutarto, 2007:12). kemampuan warga negara suatu negara, untuk hidup berguna dan bermakna serta mampu mengantisipasi perkembangan, perubahan masa depannya, memerlukan pembekalan ilmu pengetahuan, teknologi dan seni (iptek) yang berlandaskan nilai-nilai keagamaan dan nilainilai budaya bangsa (subagyo, 2006:1). pendidikan yang baik dan bermakna adalah pendidikan yang mampu mengantarkan dan memberdayakan potensi anak didik sesuai dengan bakat, 12 minat, dan kemampuan yang dimilikinya dan pada akhirnya akan menjadi bekal dimasa depan, bukan semata-mata untuk mengejar target lulus ujian tetapi pendidikan juga harus mampu membekali remaja atau anak dalam menghadapi problem kehidupan juga dunia kerja. kesulitan dan tantangan dalam kehidupan manusia baik yang diakibatkan oleh lingkungan maupun alam yang kurang bersahabat, sering memaksa manusia untuk mencari cara yang memungkinkan mereka untuk keluar dari kesulitan yang dialaminya. masyarakat indonesia banyak yang tidak melanjutkan pendidikan ke taraf yang memungkinkan dan mereka lalu menggeluti profesi tertentu, menuntut upaya-upaya untuk membantu mereka dalam mewujudkan potensi yang dimilikinya agar dapat bermanfaat bagi pembangunan bangsa. sejauh ini, anggaran yang berkaitan dengan pendidikan mereka masih terbatas, sehingga berbagai upaya untuk dapat terus mendorong keterlibatan masyarakat dalam membangun pendidikan terus dilakukan oleh pemerintah. hal ini dimaksudkan agar makin tumbuh kesadaran akan pentingnya pendidikan dan mendorong masyarakat untuk terus berpartisipasi aktif di dalamnya. indonesia telah meluluskan jutaan siswa, tetapi tidak semuanya mampu melanjutkan pendidikan tinggi atau siap kerja karena terbatasnya skill yang dibutuhkan dunia kerja. kenyataan yang ada di indonesia tersebut, maka pendidikan non-formal mutlak dibutuhkan. balai latihan kerja atau lembaga pelatihan dan kursus adalah salah satu bentuk satuan pendidikan non-formal yang diselenggarakan bagi masyarakat yang memerlukan bekal pengetahuan, keterampilan, kecakapan hidup, dan sikap untuk mengembangkan diri, mengembangkan profesi, bekerja, usaha mandiri, dan/atau melanjutkan pendidikan ke jenjang yang lebih tinggi. uu nomor 20 tahun 2003 tentang sistem pendidikan nasional mengamanatkan bahwa fungsi pendidikan non-formal (pnf) adalah sebagai pengganti, penambah, dan/atau pelengkap pendidikan formal, dalam rangka mendukung pendidikan jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 13 sepanjang hayat untuk mengembangkan potensi peserta didik dengan penekanan pada penguasaan pengetahuan dan keterampilan fungsional serta pengembangan sikap dan kepribadian profesional. dalam pelaksanaan amanat undang-undang tersebut, direktorat jenderal pendidikan luar sekolah melembagakan direktorat pembinaan kursus dan kelembagaan. begitu pentingnya kursus menjahit bagi masyarakat yang tidak mampu melanjutkan pendidikan ke jenjang yang lebih tinggi maupun bekerja diharapkan agar mereka menyiapkan masa depannya dengan keterampilan yang telah mereka dapat. hal ini yang menimbulkan ketertarikan peneliti untuk mengkaji proses pembelajaran kursus menjahit dalam upaya memperbaiki kehidupan masyarakat yang tidak dapat melanjutkan sekolah karena mereka adalah generasi penerus bangsa yang dapat membawa bangsa dan negara ke arah yang lebih baik dengan keterampilan yang mereka miliki. b. rumusan masalah 1. bagaimanakah langkah perencanaan dalam pembelajaran kursus menjahit di balai latihan kerja (blk) kecamatan bacukiki kota parepare? 2. bagaimanakah langkah proses pembelajaran kursus menjahit di balai latihan kerja (blk) kecamatan bacukiki kota parepare? 3. bagaimanakah evaluasi pembelajaran kursus menjahit di balai latihan kerja (blk) kecamatan bacukiki kota parepare? 4. bagaimanakah pemanfaatan hasil pembelajaran kursus menjahit di balai latihan kerja (blk) kecamatan bacukiki kota parepare? c. tujuan kajian 1. mendeskripsikan langkah perencanaan tentang pembelajaran kursus menjahit di balai latihan kerja (blk) kecamatan bacukiki kota parepare. 2. mendeskripsikan tentang langkah proses pembelajaran kursus menjahit di balai latihan kerja (blk) kecamatan bacukiki kota parepare. 3. mendeskripsikan tentang evaluasi pembelajaran kursus menjahit di balai latihan kerja (blk) kecamatan bacukiki kota parepare. 4. mendeskripsikan tentang pemanfaatan hasil pembelajaran kursus menjahit di balai latihan kerja (blk) kecamatan bacukiki kota parepare. tinjauan pustaka a. konsep pendidikan luar sekolah pada hakikatnya pendidikan adalah upaya sadar dari suatu masyarakat dan pemerintah suatu negara untuk menjamin kelangsungan hidup dan kehidupan generasi penerus, selaku warga masyarakat, bangsa dan negara, secara berguna dan bermakna serta mampu mengantisipasi hari depan mereka yang senantiasa berubah dan selalu terkait dengan konteks dinamika budaya, bangsa, negara dan hubungan internasionalnya. dalam sistem pendidikan nasional sering kita jumpai istilah pendidikan, pengajaran dan pembelajaran, yang kadang-kadang penggunaannya sering rancu karena kurang konsisten dalam mengartikan ketiga istilah tersebut. menurut crow and crow dalam sugandi (2007:6) pendidikan diartikan sebagai proses dimana pengalaman atau informasi diperoleh sebagai hasil dari proses belajar pendidikan non-formal merupakan pendidikan yang diselenggarakan diluar sistem pendidikan persekolahan yang berorientasi pada pemberian jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 14 layanan pendidikan kepada kelompok masyarakat yang karena sesuatu hal tidak dapat mengikuti pendidikan formal di sekolah. pendidikan non-formal, dalam undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional dinyatakan bahwa pendidikan non-formal, diselenggarakan bagi warga masyarakat yang memerlukan layanan pendidikan yang berfungsi sebagai pengganti, penambah, dan atau pelengkap pendidikan formal dalam rangka mendukung pendidikan sepanjang hayat. menurut napitupulu (dalam sutarto, 2007) pelayanan yang diberikan itu misalnya dalam bentuk pengetahuan, keterampilan, dan sikap mental yang relevan dan fungsional, agar mereka mampu meningkatkan mutu dan taraf hidup serta mampu berpartisipasi aktif, positif dan kreatif dalam pembaharuan dan pembangunan negara atau bangsa berdasarkan pancasila dan undang-undang dasar 1945. b. pengertian kursus kursus menjahit merupakan salah satu program kecakapan hidup vokasional yang ada di masyarakat. kursus adalah pelajaran tertentu sesuatu pengetahuan atau kepandaian yang di berikan dalam waktu yang singkat ( wjs. poerwadarminta, 2002 : 543 ). menurut soelaiman yoesoef ( 1986:63 ) menyatakan kursus adalah lembaga kegiatan belajar mengajar yang di laksanakan 18 dalam jangka waktu tertentu. menurut napitupula ( 1992:37 ) kursus adalah satuan pendidikan luar sekolah yang terdiri atas sekumpulan warga masyarakat yang memberikan pengetahuan, ketrampilan dan sikap mental tertentu bagi warga belajar. jadi, kursus adalah satuan pendidikan luar sekolah yang terdiri atas sekumpulan warga masyarakat yang memberikan pengetahuan, ketrampilan dan sikap mental tertentu bagi warga belajar yang di laksanakan dalam jangka waktu tertentu. kursus menjahit merupakan program kursus balai latihan kerja kota parepare yang bertujuan meningkatkan pengetahuan, ketrampilan dan etos kerja di bidang menjahit yang berorientasi pada hasil praktis yang di gunakan untuk memenuhi tuntutan hidup. c. proses pembelajaran gagne dan briggs (1979: 3) dalam situs http://blog. persimpangan.com/blog/2007/08/06/pengertian-pembelajaran menjelaskan bahwa instruction atau pembelajaran adalah suatu sistem yang bertujuan untuk membantu proses belajar siswa, yang berisi serangkaian peristiwa yang dirancang, disusun sedemikian rupa untuk mempengaruhi dan mendukung terjadinya proses belajar siswa yang bersifat internal. pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. pembelajaran merupakan bantuan yang diberikan pendidik agar dapat terjadi proses pemerolehan ilmu dan pengetahuan, penguasaan kemahiran dan tabiat, serta pembentukan sikap dan kepercayaan pada peserta didik. dengan kata lain, pembelajaran adalah proses untuk membantu peserta didik agar dapat belajar dengan baik. disisi lain pembelajaran mempunyai pengertian yang mirip dengan pengajaran, tetapi sebenarnya mempunyai konotasi yang berbeda. dalam konteks 29 pendidikan, guru mengajar agar peserta didik dapat belajar dan menguasai isi pelajaran hingga mencapai sesuatu objektif yang ditentukan (aspek kognitif), juga dapat mempengaruhi perubahan sikap (aspek afektif), serta keterampilan (aspek psikomotor) seorang peserta didik, namun proses pengajaran ini memberi kesan hanya sebagai pekerjaan satu pihak, yaitu pekerjaan pengajar saja. http://blog/ jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 15 d. pelatihan pelatihan adalah suatu proses yang meliputi serangkain tindak (upaya) yang dilaksanakan dengan sengaja dalam bentuk pemberian bantuan kepada tenaga kerja yang dilakukan oleh tenaga profesional kepelatihan dalam satuan waktu yang bertujuan untuk meningkatkan kemampuan kerja peserta dalam bidang pekerjaan tertentu guna meningkatkan efektivitas dan produktivitas dalam suatu organisasi (hamalik, 2001:10). pelatihan adalah proses pendidikan jangka pendek yang menggunakan cara dan prosedur yang sistematis dan terorganisasi. pada peserta pelatihan akan mempelajari pengetahuan dan keterampilan yang sifatnya praktis untuk tujuan tertentu. (wexley&yuki, dalam sumantri, 2001:5). simomura (1999:342) mengemukakan bahwa pelatihan adalah suatu proses bagian dari pendidikan yang bertujuan untuk meningkatkan kemampuan atau keterampilan. mengacu pada pengertian diatas menemukan beberapa unsur-unsur yang perlu mendapat penekanan pelatihan yaitu : (1) kegiatan yang direncanakan dengan sengaja (2) ada tujuan yang hendak dicapai, (3) ada sasaran (warga belajar) dan sumber belajar (4) ada kegiatan belajar dan berlatih (5) penekanannya pada bidang keahlian dan keterampilan (6) dilaksanakan dalam waktu relatif singkat, (7) menggunakan sarana dan prasarana latihan. metode penelitian a. jenis penelitian penelitian analisa deskriptif kualitatif, yaitu analisa data yang digunakan untuk data yang tidak dapat diukur. analisa data ini dengan menggunakan tabel-tabel yang dijabarkan yang bersifat abstrak dan tidak dapat diklasifikasikan kedalam kategori tertentu. (marzuki, 1987 : 58). dengan metode deskriptif kualitatif yang mendeskripsikan fenomena-fenomena yang ada akan diperoleh pemahaman dari penafsiran serta realities dan mendalam mengenai makna dari kenyataan dan fakta yang ada, karena permasalahan dalam penelitian ini tidak dengan angka-angka tetapi mendiskripsikan, menguraikan dan menggambarkan tentang faktor-faktor pendorong dan penghambat dalam pelaksanaan pembelajaran di balai latihan kerja kota parepare. tujuan yang hendak dicapai dalam penelitian ini adalah untuk memperoleh informasi tentang bagaimana pengelolaan pembelajaran kursus menjahit yang diberikan kepada peserta kursus di balai latihan kerja. b. waktu dan tempat penelitian lokasi penelitian adalah tempat dimana peneliti melakukan kegiatan penelitiannya. dalam penelitian ini peneliti mengambil lokasi penelitian di balai latihan kerja di kota parepare. alasan peneliti mengambil lokasi penelitian di balai latihan kerja di kota parepare karena lokasi tersebut merupakan tempat pemberian keterampilan menjahit bagi para lulusan sekolah yang tidak melanjutkan ke jenjang yang lebih tinggi dan ingin memiliki keterampilan yang menunjang dalam modal memasuki dunia kerja, dalam hal ini balai latihan kerja utama berusaha membantu dalam mengurangi pengangguran dengan memberikan bekal keterampilan menjahit. c. target dan subyek penelitian: subyek penelitian adalah orang yang mengetahui, berkaitan langsung dan menjadi pelaku dari suatu kegiatan yang diharapkan dapat memberi informasi secara jelas dan tepat. pemilihan subyek penelitian didasarkan pada tujuan penelitian, dengan memperoleh informasi yang sebanyak-banyaknya. subyek penelitian ini adalah pengelola blk, instruktur jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 16 kursus menjahit dan peserta kursus menjahit. peneliti mengambil subyek utama yaitu delapan informan yang terdiri dari satu informan pengelola blk, dua informan instruktur kursus menjahit dan lima informan peserta kursus. informan peserta kursus dipilih secara acak. d. prosedur  data, instrument dan teknik pengumpulan data menurut lofland dan lofland (dalam moleong, 2008:157) sumber data utama dalam penelitian kualitatif ialah kata-kata dan tindakan, selebihnya adalah data tambahan seperti dokumen dan lain-lain. data yang diperoleh dalam penelitian ini dihimpun dari: sumber data primer, sumber data ini diperoleh dari penyelenggara, tutor, mitra, dan warga belajar kursus menjahit. sumber data sekunder, sumber data ini diperoleh dari buku, makalah, koran, ataupun majalah yang berhubungan dengan evaluasi pembelajaran dalam meningkatkan prestasi belajar pada kursus menjahit. data sekunder ini diharapkan dapat menambah wacana dan wawasan yang lebih luas bagi peneliti sehingga hasil penelitian akan lebih akurat.  teknik analisis data metode wawancara metode wawancara adalah suatu metode pengumpulan data dengan jalan wawancara yaitu mendapatkan informasi dengan cara bertanya langsung dengan responden. wawancara yang akan digunakan dalam penelitian ini adalah terstruktur merupakan wawancara yang pewawancaranya menetapkan sendiri masalah dan pertanyaan yang akan diajukan, sama untuk semua subjek (burhan, 2001: 109). wawancara dimaksudkan untuk mengetahui keadaan subjek yang sebenarnya. dalam penelitian ini peneliti melakukan wawancara dengan informan yang terdiri atas para instruktur dan peserta kursus untuk mengetahui pengelolaan pembelajaran kursus menjahit di balai latihan kerja kecamatan bacukiki kota parepare, serta mengetahui faktor pendukung dan penghambatnya. metode observasi: observasi/pengamatan, yaitu mengamati dengan panca indera manusia (penglihatan dan pendengaran) gejala yang diteliti. apa yang ditangkap tadi dicatat dan selanjutnya dianalisa oleh peneliti untuk menjawab masalah penelitian. (rianto adi, 1990 : 70). metode observasi ini digunakan untuk mengetahui bagaimana pengelolaan pembelajaran kursus menjahit di balai latihan kerja (blk) di kecamatan bacukiki kota parepare. pengamatan atau observasi dimanfaatkan sebesar-besarnya seperti yang dilakukan oleh guba dan lincoln dalam (moleong, 2008:174-175). observasi dalam penelitian ini sebagai teknik penunjang saat wawancara dilakukan. metode dokumentasi: data dari dokumentasi memiliki tingkat kepercayaan yang tinggi akan kebenaran atau keabsahan data dan dokumen juga sebagai sumber data yang kaya untuk memperjelas identitas subyek penelitian, sehingga dapat mempercepat proses penelitian. dalam penelitian ini dokumentasi dimaksudkan untuk melengkapi data dari hasil wawancara dan observasi. dokumentasi dapat berupa catatan, buku harian, surat pribadi, laporan, notulen rapat, catatan kasus, gambar-gambar atau foto dan dokumen lainnya yang berkaitan dengan penelitian ini. jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 17 hasil dan pembahasan deskripsi balai latihan kerja (blk) kota parepare sebelum mengkaji hasil penelitian dan pembahasan, terlebih dahulu akan dikemukakan secara umum mengenai daerah yang menjadi lokasi penelitian. penelitian ini dilakukan di blk kecamatan bacukiki kota parepare. pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. pembelajaran merupakan bantuan yang diberikan pendidik agar dapat terjadi proses pemerolehan ilmu dan pengetahuan, penguasaan kemahiran dan tabiat, serta pembentukan sikap dan kepercayaan pada peserta didik. dengan kata lain, pembelajaran adalah proses untuk membantu peserta didik agar dapat belajar dengan baik. balai latihan kerja (blk), merupakan sebuah lembaga pelatihan dan kursus yang memfokuskan pada bidang menjahit. ada beberapa macam kursus menjahit yang ada di blk diantaranya adalah garmen, tata busana, mahir, terampil, dan bordir. semua kursus tersebut diberikan dengan dipungut biaya sesuai dengan jenis kursus yang diambil dan lamanya kursus. kursus ini diberikan kepada para remaja yang tidak mampu melanjutkan pendidikan ke jenjang yang lebih tinggi. kursus itu diberikan selama 3 bulan, 5 bulan, dan 8 bulan. setelah pembelajaran kursus selesai, pihak blk mengadakan evaluasi, dimana evaluasi ini sangat penting untuk mengetahui apakah ilmu (kursus) yang diberikan pihak blk telah mereka kuasai atau tidak, dengan adanya evaluasi maka kita dapat memperbaiki hal-hal yang belum benar dan belum sesuai standar.  hasil penelitian menurut ahmad triyana, dalam perencanaan pembelajaran dikatakan bahwa “di sini ada tiga modul, kurikulum, silabus, dan rppnya kan kita sudah bikin dan diatur, sehingga anak daftar sampai selesai sudah ada panduannya. hari ini daftar menjahit, besok mulai belajar, berangkat sampai 6 x pertemuan x 4 jam kan 240 jam pertemuan nanti selesai, jadi ada yang namanya kalender pendidikan”. perencanaan pembelajaran kursus menjahit yang ada di balai latihan kerja di kecamatan bacukiki kota parepare, ini dilakukan dengan membuat rpp dan silabus dari masing-masing materi kursus menjahit. rpp dan silabus ini sudah disesuaikan dengan standar kurikulum yang ada, yaitu skkni (standar kurikulum kursus nasional indonesia). dari rpp dan silabus ini kemudian disusun sebuah jadwal dan dituangkan dalam kalender pendidikan. hal-hal yang dirumuskan dalam perencanaan pembelajaran adalah :  tujuan pembelajaran: langkah awal dari diadakannya kursus adalah menentukan tujuan pembelajaran. tujuan pembelajaran menjahit yaitu untuk memberikan 81 keterampilan para peserta serta memajukan potensi dirinya dengan keterampilan tertentu sebagai bekal hidup.  metode: menurut keterangan instruktur muhamad ali kursus menjahit menggunakan metode ceramah dan praktek langsung. sedangkan menurut alis supartinah (peserta kursus) mengatakan bahwa metode yang dalam pembelajaran adalah “teori dengan menjelaskan. setelah itu membuat pola menggunakan kertas koran. kalau praktek membuat baju, menjahit dengan koran dulu, setelah bisa menggunakan koran baru menjahit menggunakan kain”. jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 18  langkah proses pembelajaran: menurut muhamad ali, dalam pelaksanaan pembelajaran dikatakan bahwa“pertama, dibuku panduan sudah ada, lalu dilihat dari hasilnya jika jelek maka langsung diulangi lagi. seperti waktu tes jika hasilnya tidak memenuhi syarat maka harus diulang lagi. pembelajaran disini sampai peserta didik bisa (menguasai kompetensi)”. dalam hal ini, menurut ahmad triyana peran pengelola dalam pelaksanaan kursus menjahit adalah “memantau instruktur kita, semua pegawai akan menilai, bila ada yang kurang maka kita ajari instruktur”.  evaluasi pembelajaran evaluasi dilaksanakan sebagai tolak ukur keberhasilan pembelajaran. muhamad ali mengatakan bahwa “evaluasinya setiap kira-kira sudah 1 bulan atau setelah habis teori. sesudah tes, dilihat hasilnya bila tidak memenuhi standar maka harus diulang lagi. habis teori jeda dua hari untuk pembekalan, baru tes”. sedangkan menurut pengelola blk kota parepre, “untuk evaluasi itu kan setelah anak itu selesai kita belajari itu kan nanti kita kirim ke pt. nah sebelum kita kirim 90 itu kita adakan tes dan kita lihat bisa atau tidaknya tergantung dari tes tersebut”. evaluasi pembelajaran juga dikemukakan oleh peserta kursus menjahit yaitu bahwa “tes/ ujiannya yaitu tentang membuat pola, menghafal cara menjahit, dan menghafal peralatan untuk menjahit, tes dilakukan setelah 1 bulan atau setelah selesai teori”. simpulan 1. perencanaan pembelajaran kursus menjahit di blk kota parepare dilakukan dengan membuat rpp dan silabus dari masing-masing materi kursus menjahit. rpp dan silabus ini sudah disesuaikan dengan standar kurikulum yang ada, yaitu skkni (standar kurikulum kursus nasional indonesia). dari rpp dan silabus ini kemudian disusun sebuah jadwal dan dituangkan dalam kalender pendidikan. dalam rpp kursus menjahit ini memuat: a. tujuan pembelajaran, meliputi tujuan institusional, tujuan instruksional umum (tiu), dan tujuan instruksional khusus (tik). b. metode yang digunakan dalam pembelajaran kursus menjahit adalah metode demonstrasi/ ceramah dan praktek langsung. c. materi pembelajaran, disusun dalam bentuk modul pembelajaran (buku panduan), yang berisi materi yang akan disampaikan kepada peserta kursus. d. penggunaan alat/ media pembelajaran dalam hal ini disesuaikan dengan materi yang sedang disesuaikan dan memperhatikan situasi dan kondisi belajar. e. alokasi waktu dalam kursus menjahit ini disesuaikan dengan kompetensi dasar yang akan dicapai dan beban belajar dalam suatu materi pembelajaran. 2. proses pembelajaran kursus menjahit yang diberikan kepada peserta kursus adalah implementasi dari rpp (rencana pelaksanaan pembelajaran). iklim pembelajaran baik, yaitu bersifat santai dan nyaman yang memudahkan peserta kursus dalam menyerap ilmu yang diberikan. interaksi dan komunikasi yang terjalin juga cukup baik yaitu peserta akan bertanya bila ada suatu hal yang kurang diketahui. langkah dalam proses ini meliputi: a. kegiatan awal, merupakan kegiatan apersepsi dalam pembelajaran yaitu untuk mengantarkan siswa ke materi yang akan dibahas. b. kegiatan inti, menggunakan metode yang disesuaikan dengan karakteristik peserta didik dan mata pelajaran, yang dapat meliputi proses eksplorasi, elaborasi, dan konfirmasi. jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 19 c. kegiatan akhir, merupakan kegiatan menyimpulkan dari apa yang telah dipelajari dan melakukan evaluasi terhadap apa yang telah dipelajari. 3. evaluasi atau penilaian dalam pembelajaran dilakukan sesuai dengan kompetensi dasar materi yang dipelajari. evaluasi pembelajaran kursus menjahit di blk kota parepare ini dilaksanakan setelah pembelajaran teori selesai dan pada akhir kursus. evaluasi ini dilakukan untuk mengetahui sejauh mana tujuan pembelajaran tercapai dan tingkat pemahaman peserta kursus. faktor penghambat dalam pelaksanaan pembelajaran kursus menjahit yaitu peserta kursus, dimana terdapat perbedaan tingkat pendidikan dan kemampuan dari masing-masing peserta kursus membuat perbedaan dalam tingkat penyerapan materi. daftar rujukan depdiknas. 2003. undang-undang republik indonesia nomor 20 tahun 2003, tentang sistim pendidikan nasional. jakarta: cipta jaya. hamalik, oemar. 2001. pengembangan sumber daya manusia manajemen pelatihan ketenagakerjaan pendekatan terpadu. jakarta : bumi aksara. hamalik, oemar. 2001. proses belajar mengajar. jakarta : bumi aksara. henry. simamora, 1999. manajemen sumber daya manusia. jogjakarta:ykpn. kartini, kartono. 2007. psikologi anak (psikologi perkembangan). bandung : pt. raja grafindo. miles dan huberma. 2007. analisis data kualitatif. jakarta: ui press. moleong, lexy j. 2000. metodologi penelitian kualitatif. jakarta: remaja rosdakarya. purwanto, ngalim. 2004. prinsip-prinsip dan teknik evaluasi pengajaran. bandung: pt remaja rosdakarya. rifa’i r, achmad. 2009. psikologi pendidikan. semarang: unnes press. soelaeman, j. 1999. konsep dasar pendidikan luar sekolah. jakarta: bumi aksara. subagyo. 2007. pendidikan kewarganegaraan. semarang : upt mku unnes. sudjana, nana. 2000. dasar proses belajar mengajar. bandung : remaja rosdakarya. jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 30 peningkatan kapasitas mahasiswa dalam pengelolaan satuan pendidikan luar sekolah melalui program magang (studi pada mahasiswa program studi pls stkip siliwangi) 1) dewi safitri elsap, 2) agus hasbi noor 1,2) stkip siliwangi bandung 1) nouradewi@yahoo.com abstrak mahasiswa adalah salah satu komponen dalam pembangunan negara dan bangsa. mahasiswa program studi pls perlu untuk mengetahui dan memahami konteks pemberdayaan dan pengelolaan pendidikan luar sekolah secara menyeluruh dalam rangka menjawab tantangan dan kebutuhan masyarakat terhadap kualitas manajemen satuan pendidikan luar sekolah. penelitian ini merumuskan masalah dalam peningkatan kapasitas dalam pengelolan satuan pendidikan luar sekolah melalui program magang. metode yang yang digunakan adalah kualitatif deskriptif. dengan teknik pengumpulan data adalah wawancara dan studi dokumentatif. kesimpulan dari penelitian ini adalah bahwa mahasiswa membutuhkan penguatan dalam pembelajaran magang, pengelolaan satuan pendidikan luar sekolah perlu untuk ditingkatkan dan revitalisasi satuan pendidikan luar sekolah dapat didoring dengan peningkatan kapasitas mahasiswa pendidikan luar sekolah diharapkan dapat memberikan nilai tambah bagi penguatan kapasitas mahasiswa pendidikan luar sekolah. kata kunci : kapasitas mahasiswa, pengelolaan satuan pls, magang pendahuluan namun, data kenaikan kesejahteraan masyarakat indonesia, perlu untuk kembali dikaji mengingat menurut data badan pusat statistik, menjelaskan bahwa jumlah penduduk miskin di indonesia pada maret 2012 mencapai 29,13 juta orang (11,96 persen), berkurang 0,89 juta orang (0,53 persen) dibandingkan dengan penduduk miskin pada maret 2011 yang sebesar 30,02 juta orang (12,49 persen). angka tersebut masih dapat dikatakan cukup tinggi. bahkan, harus kita akui bersama bahwa pertumbuhan ekonomi indonesia yang berada pada level 6% pertahun bukan didorong karena tingginya investasi melainkan karena semakin tingginya angka kredit yang terus berputar di masyarakat untuk keperluan konsumsi. inilah yang menjadi permasalahan. karena, tumbuh kembang sebuah negara, bukan karena tingginya faktor konsumsi melainkan harus diimbangi dengan kekuatan investasi yang besar, agar bila pada suatu waktu terdapat ketidakseimbangan sistem ekonomi global, bangsa ini masih memiliki surplus devisa yang bisa membantunya untuk menyelamatkan keuangan negara. mahasiswa adalah manusia terpilih yang memiliki kesempatan untuk meningkatkan kadar intelektualnya. tak semua orang berkesempatan untuk menjadi mahasiswa. dalam pelbagai situasi, mahasiswalah yang dapat bersikap independen tanpa tedeng aling-aling kepentingan manapun. dengan independensi yang kuat, mahasiswa harusnya dapat mengkritisi setiap informasi yang didapat. terutama konten media mainstream dengan berbagai kepentingan dibaliknya. masyarakat terperangkap oleh kesimpangsiuran konten media tanpa tahu mana yang bisa dianggap benar. pada situasi ini diharapkan mahasiswa, sebagai pihak yang berdiri secara independen, mempunyai tugas untuk membongkar apa yang ada dibalik konten media dan jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 31 memicu masyarakat berpikir kritis. harapan terbebankan pada diri mahasiswa, mahasiswa adalah harapan bagi masyarakat. masyarakat memerlukan alternatif media untuk mendapatkan informasi yang lebih objektif, jujur, tanpa adanya kepentingan penguasa yang membungkusnya. mereka mencari alternatif, akibat kebosanan pada media mainstream. sehingga medial atrnatif semakin memiliki banyak peminat. berbagai informasi yang lugas, yang dianggap tabu oleh media mainstream, dapat dengan mudah ditemui dalam media-media alternatif, sebagai pembongkar kepalsuan media arus utama. seringkali, mahasiswa yang memiliki kadar intelektual merasa belum mempunyai kapasitas untuk menciptakan media yang merdeka. kapasitas seolah-olah menjadi momok yang menghambat untuk berkarya. tak adanya kepekaan akan kepentingan masyarakat, membuat para mahasiswa bersikap acuh dengan informasi yang merugikan masyarakat. keberanian untuk membongkar konten media mainstream hanya sebatas wacana tanpa realisasi. padahal, kapasitas tak akan pernah bertambah tanpa adanya sebuah keberanian untuk bertindak menghancurkan mitologi media yang sudah terlanjur dianggap sebagai sebuah kebenaran. kesempatan untuk meningkatkan kadar intelektual terdapat pada setiap individu yang berani berubah, mulai menciptakan alternatif bagi masyarakat. dan, intelektualitas merupakan hal yang mutlak diperlukan untuk meningkatkan kapasitas. tujuan penelitian ini adalah; mengetahui pola-pola pendekatan yang bisa dilakukan untuk mengembangkan kapasitas mahasiswa dalam pengelolaan satuan pendidikan pls, menemukan pola manajemen satuan pls yang tepat, dalam program magang yang dilaksanakan oleh mahasiswa prodi pls stkip siliwangi bandung, menemukan pola revitalisasi satuan pendidikan pls agar mampu memberikan kontribusi yang lebih besar bagi masyarakat di sekitarnya. landasan teori kapasitas dalam terminologi umum, berkaitan dengan ruang lingkup, daya tampung, daya serap, keluaran maksimum atau kemampuan (kamus besar bahasa indonesia, 2003). peningkatan kapasitas adalah serangkaian upaya yang dilakukan untuk memberikan peningkatan kemampuan atau luaran maksimum. dalam konteks pembangunan ekonomi bagi masyarakat, maka hal tersebut berhubungan dengan serangkaian upaya yang dilakukan agar masyarakat lebih berdaya dan lebih mampu untuk mengembangkan dirinya sendiri dalam rangka mencapai derajat kehidupan yang lebih baik. inilah dasar utama dalam pengembangan kapasitas kehidupan masyarakat itu sendiri. ini sesuai dengan teori bahwa pembangunan masyarakat merupakan proses pembangunan dimana masyarakat berinisiatif untuk memulai proses kegiatan sosial untuk memperbaiki situasi dan kondisi sendiri (christenson dan robinson, 1989: 32). pembangunan dan pengembangan masyarakat pedesaan banyak berkembang yang berkaitan dengan munculnya wacana mengenai pembangunan berkelanjutan. konsep pembangunan berkelanjutan pertama kali diwacanakan dalam konfrensi di stockholm pada tahun 1972. selanjutnya konfrensi ini dikenal dengan “stockholm conference on human and environment”. secara singkat definisi pembangunan berkelanjutan adalah sebagai berikut, “sustainable development is defined as a process of meeting the present needs without compromising the ability of the future generations to meet their own needs” (world confrence on environment and development, 1987 : 8). dalam kajian tentang pengembangan kapasitas masyarakat diperlukan juga tentang pengembangan kualitas ekologi yang ada di sekitar masyarakat. manusia sebagai makhluk hidup maka keberadaan dan kesejahteraannya tergantung pada kelangsungan perikehidupan makhluk hidup yang lain. jadi kerumah tanggaan manusia akan berhasil dikelola dengan baik jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 32 apabila kerumah tangga makhluk hidup secara keseluruhan dapat dikelola dengan baik (soerjani et al., 2008). lebih jauh dikemukan bahwa ekologi mencoba memahami seluruh aktivitas, proses, keterkaitan dan interaksi antar satu komponen dengan komponen lainnya dan dengan spesies lain, toleransi makhluk hidup menghadapi keterbatasan dan perubahan, dan bagaimana individu-individu dalam spesies sebagai bagian dari populasi atau komunitas mengalami pertumbuhan. pengembangan kapasitas kehidupan masyarakat juga berkaitan dengan kualitas satuan pendidikan luar sekolah yang menjadi salah satu pendorong dan meningkatkan kehidupan masyarakat. pusat kegiatan belajar masyarakat (pkbm) yang merupakan tindak lanjut dari gagasan community learning center telah dikenal di indonesia sejak tahun enam puluhan. secara kelembagaan, perintisannya di indonesia dengan nama pkbm baru dimulai pada tahun 1998 sejalan dengan upaya untuk memperluas kesempatan masyarakat memperoleh layanan pendidikan (sudjana, 2003, 2) metode penelitian pendekatan penelitian yang dilakukan adalah dengan menggunakan metode kualitatif dan menggunakan pendekatan triangulasi, dimana adanya proses penelitian melibatkan tiga pihak sebagai sumber validasi informasi yang didapatkan. adapun pihak-pihak yang terkait dengan penelitian ini adalah : 1) pengelola pusat kegiatan belajar masyarakat (pkbm) di tiga pkbm yang berada di wilayah kabupaten bandung barat, yaitu pkbm geger sunten, pkbm kinanti dan pkbm bina mandiri cimahi. 2) para penilik pnfi yang secara langsung membina ketiga pkbm tersebut. 3) mahasiswa prodi pls stkip siliwangi bandung yang mengontrak mata kuliah magang 1. metode pelaksanaan program dilakukan di tengah masyarakat dengan melibatkan unsurunsur terkait, seperti tokoh masyarakat, pemerintah setempat dan sebagainya. hal ini untuk menjamin terlaksananya program penelitian yang juga berdampak pada peningkatan kualitas kehidupan masyarakat secara langsung. metode pelaksanaan dilakukan seperti berikut ini : 1) identifikasi kebutuhan program penelitian 2) penyusunan rekomendasi rencana program penelitian 3) penyusunan rencana, yang diikuti dengan sosialisasi rencana program 4) pelaksanaan penelitian 5) evaluasi dan penyusunan rekomendasi hasil penelitian pembahasan subyek atau responden penelitian merupakan aspek yang sangat berpengaruh dari suatu penelitian guna mencari jawaban penelitian. sebagaimana telah diungkapkan pada bagian metode penelitian bahwa responden dalam penelitian ini berjumlah enam orang, dengan responden utama yang terdiri dari dua orang mahasiswa program studi pendidikan luar sekolah stkip siliwangi bandung. selain responden utama peneliti juga menggunakan responden pendukung yaitu dua orang dari pengelola dan dua orang dari penilik pls. pemilihan ini didasarkan pada kebutuhan pendalaman data penelitian yang membutuhkan pembanding dari mahasiswa, penilik dan pengelola. mahasiswa diambil tiga orang karena kebutuhan dari program yang langsung menggunakan mahasiswa sebagai sasaran utama, jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 33 penilik dipilih sebagai salah satu pembanding data, dan pengelola dipilih sebagai salah satu pembanding pula dari sistem pengelola program magang 1 yang dilakukan di stkip siliwangi bandung, dua pengelola karena mewakili daerah kecamatan lembang tempat pkbm kinanti dan pkbm geger sunten berasal. serta pkbm bina terampil mandiri sebagai salah satu pkbm yang berada di wilayah kecamatan cimahi. menurut pendapat ll menyebutkan bahwa dalam proses perkuliahan magang 1 disebutkan bahwa identifikasi kebutuhan mahasiswa dilakukan dengan menggunakan pre-test dan juga penilaian secara kualitatif oleh program studi, senada dengan pendapat ll, responden hh pun mengungkapkan bahwa proses identifikasi kebutuhan program magang 1 dilakukan dengan menggunakan pre-test pada awal perkuliahan dan dilanjutkan dengan pendalaman secara kualitatif oleh dosen program studi. (pw 1) kesimpulan : identifikasi kebutuan dalam program perkuliahan magang 1 diperlukan dengan menggunakan metode pre-test. mengenai perumusan tujuan perkuliahan, ll dan hh sependapat bahwa proses perumusan tujuan perkuliahan dilakukan oleh dosen dengan menggunakan metode wawancara dan juga disesuaikan dengan kondisi pengembangan program yang dilakukan sebelumnya. “proses rumusan tujuan disesuaikan dengan kebutuhan mahasiswa pada tiap angkatan yang mungkin dapat berbeda dengan proses perkuliahan pada periode sebelumnya. tapi kami juga dilibatkan dengan menggunakan pendekatan wawancara secara khusus dengan para dosen program studi”. (pw 2) kesimpulan : perumusan tujuan perkuliahan dilakukan dengan menggunakan metode wawancara dan disesuaikan dengan perkembangan kebutuhan mahasiswa. sedangkan mengenai metode perkuliahan yang digunakan, menurut pendapat responden ll mengemukakan bahwa hal tersebut disesuaikan ddiengan beban materi yang diberikan oleh dosen. terutama pada proses observasi, mahasiswa diberikan kesempatan untuk mempelajarai berbagai kasus yang ada di tengah masyarakat. “kita diberikan kesempatan untuk dapat mempelajari bahkan mengumpulkan kasus yang berkaitan dengan pengelolaan satuan pendidikan luar sekolah yang ada disekitar kita. sehingga kita dapat memahami berbagai permasalahan yang ada disekitar kita, dan merumuskan solusi yang mungkin dapat menjadi salah satu cara dalam membantu masyarakat berkembang”. sedangkan hh mengungkapkan bahwa metode perkuliahan perlu untuk dikembangkan, terutama berkaitan dengan kasus yang berhubungan dengan pengelolaan satuan pendidikan luar sekolah. ia mengungkapkan bahwa, “kami sebenarnya nyaman saja dengan metode yang digunakan, terutama dengan menggunakan pendekatan kasus. tapi kayaknya kita perlu juga untuk menggunakan pendekatan penelitian yang lebih luas untuk dapat mendorong perbaikan dan peningkatan kemampuan kita ya? terutama ngasi dan nyari solusi untuk pengelolaan satuan pls”. (pw3) kesimpulan : penggunaan metode analisis kasus diperlukan untuk mengembangkan kemampuan mahasiswa magang 1, terutama penguatan kompetensi mahasiswa. sedangkan mengenai teknik evaluasi yang dilakukan untuk pengembangan program perkuliahan magang 1, responden ll menyebutkan bahwa dalam pendekatan yang digunakan perlu untuk ditambah lagi. “saya ngerasa kalo ujiannya, terutama tes pasca perkuliahan perlu untuk dikembangkan. karena, bukan hanya secara tertulis tapi juga membutuhkan ujian dengan menggunakan pendekatan yang lebih menyeluruh, misalnya dengan laporan praktek lapangan berupa portofolio yang lebih baik”. senada dengan ll, responden hh pun mengungkapkan bahwa pendekatan dalam evaluasi perkuliahan perlu untuk dikembangkan dalam upaya mengantisipasi adanya mahasiswa yang tidak melaksanakan tugas perkuliahan jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 34 dengan tepat. menurut hh, “bagusnya siy, kalo bisa menggunakan ujian yang lebih komprehensif ya, biar kita juga bisa diukur dengan tepat dan cepet ketimbang kalo ujiannya hanya menggunakan tes tulis aja”. (pw 4) kesimpulan : penggunaan evaluasi dengan menggunakan tes tertulis, perlu untuk ditambah dengan tes portofolio sehingga dapat memberikan kesempatan kepada mahasiswa untuk mendapatkan nilai yang lebih komprehensif sedangkan dalam progam tindak lanjut yang perlu dilakukan dalam mengembangkan perkuliahan, ll mengungkapkan bahwa perlu untuk dilakukan program yang lebih terbuka lebar untuk seluruh lapisan masyarakat, terutama dalam hal publikasi hasil observasi yang dilakukan mahasiswa, sehingga bisa lebih bermanfaat secara luas. “bagusnya mah, kalo beres kuliah magang 1 ada seminar, sehingga semua orang bisa tahu tentang kondisi satuan pendidikan luar sekolah yang dijadikan tempat magang 1”. senada dengan ll, responden hh pun mengungkapkan bahwa dengan adanya publikasi yang lebih luas, maka diharapkan hasil utama dalam proses observasi dapat dijadikan salah satu referensi dan rujukan dalam pengembangan kehidupan masyarakat yang lebih baik. “iya, harus ada publikasi. kayak seminar atau pelatihan, sehingga hasil observasi bisa jadi salah satu cara untuk membantu masyarakat, apalagi kalo berhubungan dengan kehidupan masyarakat dan satuan pendidikan luar sekolah”. (pw 5) kesimpulan : program tindak lanjut mata kuliah magang 1 perlu untuk dikembangkan dengan seminar atau workshop sehingga dapat dikembangkan dan dipublikasikan sesuai dengan kebutuhan masyarakat, terutama pengampu kepentingan dalam program perkuliahan magang 1. sedangkan untuk pola manajemen satuan pendidikan luar sekolah pada program perkuliahan magang 1, berdasarkan pada hasil penelitian dengan menggunakan metode wawancara, maka dapat dikemukakan hal-hal sebagai berikut : untuk perencanaan program responden ll mengemukakan bahwa dalam pola manajemen satuan pls masih menggunakan pendekatan penelitian yang masih menggunakan pendekatan seadanya, dimana pengelola tidak merumuskan secara rinci mengenai program yang dilaksanakan. sedangkan responden hh juga mengemukakan bahwa permasalahan utama untuk dalam pengelolaan satuan pls adalah proses perencanaan yang masih alakadarnya. terutama masih menyesuaikan dengan proyek pemerintah bukan berdasarkan kebutuhan masyarakat atau warga belajar. “kalo kita lihat, bahwa pengelolaan masih menggunakan pendekatan yang seadanya, soalnya pengelola masih ngeliat program apa yang sedang digalakkan pemerintah. jadi programnya keliatan banyak yang stagnan, gitu-gitu aja. kasian juga kalo lihat pengelola yang sepertinya tak berdaya, kalo mau ngembangin program yang sesuai dengan kebutuhan masyarakat”. sedangkan responden yh yang juga seorang pengelola mengemukakan bahwa permasalahan utama dalam perumusan tujuan program pada satuan pendidikan luar sekolah adalah masih kurangnya pemetaan yang dilakukan pada program satuan pendidikan luar sekolah, terutama yang berhubungan dengan kebutuhan masyarakat itu sendiri, “ya kita mau gimana lagi, soalnya masalah pengelolaan program pls pada satuan pls terutama pkbm tergantung pada program yang dijalankan pemerintah, dan kita yang ngikut saja. apalagi masyarakat juga kadang masih abai karena tidak tahu apa yang harus dilakukan pada saat terlibat dalam program pls di pkbm seperti kita”. responden an juga mengemukakan bahwa, “sebenernya kita sudah mengantisipasi dengan melakukan berbagai perencanaan dengan masyarakat, lalu kita umumkan dan baru kita laksanakan. tapi masalahnya kadang masyarakat juga cuma mau ikut kalo kita ngeluarin dana untuk pelaksanaan program, walaupun memang kadang ada swadaya, tapi namanya masyarakat kecil, mereka pasti mentingin perut daripada sekolah yang dampaknya kerasa nanti beberapa jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 35 waktu ke depan kan? bukan sekarang”. pendapat tersebut juga dibenarkan oleh ee sebagai penilik dan nl. “ya, memang sulit ya, kalo bukan dari kesadaran yang lebih baik dari masyarakat. karena masalahnya adalah keberlanjutan program pendidikan luar sekolah hanya bisa berkembang jika ada kemauan dari masyarakat. tapi masalahnya adalah terkendala kondisi kehidupan masyarakat yang masih terpaut dengan kondisi kebutuhan pokok dan kehidupan sehari-hari. ini memang menjadi tantangan kita ke depannya”. (pw 6) kesimpulan : perencanaan program masih membutuhkan peningkatan agar sesuai dengan kebutuhan masyarakat dan warga belajar. sedangkan untuk program pengorganisasian satuan pendidikan luar sekolah, responden ll mengemukakan bahwa dalam pelaksanaannya, walaupun perencanaan tidak jelas, tapi masyarakat masih mau untuk terlibat dalam satuan pendidikan luar sekolah. hal ini menjadi dorongan tersendiri untuk dapat meningkatkan kualitas program pendidikan luar sekolah pada satuan pendidikan yang ada di lokasi observasi program magang 1. senada dengan ll, responden hh pun mengungkapkan bahwa proses pengorganisasian dapat berjalan dengan baik. “bagus tapinya, kalo pas saat ada acara semuanya bisa kumpul, dan produknya juga bisa dihasilkan dengan baik”. sedangkan menurut yh, yang merupakan pengelola mengungkapkan bahwa dalam hal pengorganisasian, masyarakat seringkali terlibat secara aktif dalam program yang ada di pkbm. “aktif semua, bisa datang. kalo pas ada jadwal pembelajaran, walaupun hanya sebagian. tapi semuanya bisa hadir dan saling membelajarkan, apalagi bila diantaranya ada yang sudah punya pengalaman sebelumnya. jadi bisa saling menguatkan”. responden an yang juga merupakan seorang pengelola mengungkapkan bahwa, “warga belajar pkbm sini sering hadir dan aktif. ini karena tutornya juga rajin dan tepat waktu. sehingga kepercayaan warga belajar bisa dipelihara”. dengan adanya berbagai pendekatan, menurut responden ee, menyebutkan “bagus di pkbm geger sunten, mereka sudah bisa berjalan dan konsisten dalam menjalankan program”. senada dengan responden ee, responden nl pun mengungkapkan bahwa semua program bisa berjalan. hal ini juga sebenarnya karena adanya kepercayaan yang telah berlangsung dengan baik, sehingga masyarakat tidak lagi ragu untuk terlibat dalam program pendidikan luar sekolah. (pw 7) kesimpulan : pengorganisasian pada satuan pendidikan luar sekolah telah berjalan dengan baik dan dapat saling membelajarkan. mengenai pelaksanaan program, responden ll mengemukakan bahwa dalam perjalanan setiap program telah dijalankan dengan baik, sehingga setiap program yang ada dapat mencapai hasil yang diharapkan, “bagus kalo untuk penyusunan program. jadi hasilnya juga bagus”. sedangkan responden hh mengungkapkan bahwa dalam prosesnya ternyata warga belajar terlihat antusias dalam mengikutinya, walaupun dalam berbagai keterbatasan yang ada. “aku lihat semuanya berjalan dengan baik dan warga belajar dapat mengikuti berbagai program yang ditetapkan dengan baik. mereka juga terlihat berpartisapasi dalam berbagai program yang ada, dengan luaran sebagaimana yang diharapkan”. sementara itu, responden yh yang juga menjadi pengelola dari pkbm geger sunten mengungkapkan bahwa dalam pelaksanaannya masih terdapat berbagai keterbatasan, namun semuanya dapat digantikan dengan sumber daya lainnya yang juga memiliki daya guna yang hampir sama. “ya, kita gunakan saja alat peraga yang dianggap masih memiliki fungsi yang sama dengan yang aslinya. walaupun pada dasarnya masih terdapat beberapa pengayaan sesuai dengan kreativitas dari para tutor dan instruktur teknis”. pendapat senada juga dinyatakan oleh an yang juga menjadi pengelola dari pkbm bina mandiri cimahi, ia mengungkapkan, “semuanya berlandaskan pada sistem yang diatur oleh pemerintah. juga berbagai organisasi seperti forum pkbm yang telah mengatur dan membantu mengelola sistem program yang jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 36 ada. semuanya berjalan dengan baik. kalaupun ada beberapa penyesuaian masih dalam kerangka progam yang ada”. penilik ee mengungkapkan bahwa dalam pelaksanaan program semua telah dilaksanakan sesuai dengan standar baku dari pemerintah dan kami juga turut mengawasi dan membantu memberikan arahan dan bimbingan”. penilik nl mengungkapkan bahwa, “dalam wilayah kerja saya, semuanya terpantau berjalan dengan baik dan berjalan sesuai dengan juklak dan juknis yang diberikan. memang ada beberapa penyesuaian, karena disesuaikan dengan kebutuhan yang ada. tapi kami tetap memberikan arahan, sehingga tetap sesuai dengan kerangka kerja yang ada”. (pw 8) kesimpulan : pelaksanaan program disesuaikan dengan kebutuhan yang ada, namun masih sesuai dengan ketentuan yang ada. selanjutnya dalam evaluasi manajemen program pendidikan luar sekolah, dapat dilihat beberapa hasil sebagaimana yang diungkapkan oleh responden ll, “evaluasi dilaksanakan pada saat program pembelajaran berakhir dan pada saat program berakhir masa kerjanya. pada saat evaluasi saya lihat, banyak masukkan diantaranya adalah cara pembinaan tutor, warga belajar dan pemanfaatan berbagai perangkat pendukung pembelajaran”. sedangkan responden hh menyebutkan bahwa, “evaluasi dilakukan secara spontan dan tidak menggunakan instrumen yang baku untuk evaluasi manajemen program. tapi untuk pembelajaran telah menggunakan instrumen sesuai dengan tujuan capaian pembelajaran yang ditentukan”. responden lainnya, seperti yh mengungkapkan bahwa, “evaluasi dilakukan untuk mendukung berbagai pelaksanaan konsep yang sesuai dengan juklak dan juknis. terutama mengukur ketercapaian tujuan program yang ditentukan”. responden an mengungkapkan bahwa, “evaluasi dilakukan secara berkesinambungan, sesuai dengan format evaluasi formatif maupun sumatif, sehingga sesuai dengan kebutuhan program itu sendiri. secara umum evaluasi dilakukan untuk mengukur ketercapaian tujuan program yang dilakukan, sehingga dapat mendapatkan luaran yang ditetapkan”. pada kesempatan lain, responden ee mengungkapkan bahwa evaluasi manajemen selalu dilakukan dengan melibatkan berbagai pihak yang menjadi pengampu kepentingan dalam program pendidikan luar sekolah, termasuk pada satuan pendidikan nonformal”. dan responden nl mengungkapkan bahwa, “evaluasi manajemen program dilakukan dengan menggunakan pendekatan kualitatif, dimana setiap pengampu kepentingan berusaha untuk memberikan penilaian dan masukan terhadap pelaksanaan program yang ada. sehingga program jadi lebih kaya dan dikembangkan sesuai dengan kebutuhan masyarakat itu sendiri”. (pw 9) mengenai hasil dalam hal ini adalah balikan (outcome) menjadi salah satu indikator dalam penelitian ini. menurut responden ll mengungkapkan bahwa dalam beberapa kesempatan balikan (outcome) adalah peran serta warga belajar dalam program pendidikan luar sekolah, seperti kesetaraan, pelatihan dan kursus yang dilaksanakan ditunjukkan dengan adanya berbagai partisipasi dan adanya sharing pengalaman. tidak jarang warga belajar menjadi nara sumber dalam berbagai kegiatan yang dilaksanakan di pusat kegiatan belajar masyarakat. sedangkan menurut responden hh, “hasil utama dari manajemen program adalah adanya peningkatan kompetensi warga belajar, serta adanya peningkatan kualitas pengelolaan, karena ada pengembangan dan masukkan dari berbagai pihak yang terlibat dalam program yang dilaksanakan”. menurut responden yh menyebutkan bahwa hasil utama dari outcome manajemen adalah adanya rekomendasi untuk peningkatan kualitas program yang dilaksanakan. sedangkan responden an menyebutkan bahwa, “dengan adanya evaluasi manajemen dapat menjadi salah satu rekomendasi penguatan program, serta dapat meningkatkan kualitas program. salah satu dampaknya adalah kualitas hasil yang lebih baik”. sedangkan menurut responden ee mengungkapkan bahwa, “dalam manajemen hasil program satuan pendidikan luar sekolah, termasuk pada satuan pendidikan luar sekolah, menunjukkan bahwa dalam pelaksanaannya terlihat bahwa para pengelola dapat mengelola jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 37 program dan satuan yang dipimpinnya. dengan demikian, dapat memberikan nilai tambah terhadap kualitas hasil yang diberikan”. sedangkan responden nl mengungkapkan bahwa “manajemen hasil dalam pengelolaan program telah memberikan dampak terhadap peningkatan kompetensi warga belajar dan hasil yang didapatkan oleh warga belajar”. (pw 10) kesimpulan : manajemen pengelolaan program yang baik telah dapat memberikan nilai hasil yang baik pula. terutama dalam peningkatan kompetensi warga belajar dan hasil yang didapatkan oleh warga belajar. menurut hasil penelitian, pola revitalisasi satuan pendidikan luar sekolah agar mampu memberikan kontribusi bagi masyarakat sekitar adalah sebagai berikut : menurut responden ll, pola identifikasi kebutuhan harus melibatkan sebanyak mungkin partisipasi dari warga belajar dan masyarakat. senada dengan ll, responden hh pun mengungkapkan bahwa, “identifikasi kebutuhan harus memberikan kesempatan kepada warga belajar dan masyarakat untuk dapat menemukan pola yang sesuai dengan kebutuhan yang ada. sehingga dapat menjadi salah satu rekomendasi awal dalam pelaksanaan program pendidikan luar sekolah”. menurut responden yh, “identifikasi harus dapat memberikan kesempatan kepada pengelola untuk dapat berkreasi dan mengidentifikasi sesuai dengan kebutuhannya yang nyata. dengan demikian, program benar-benar sesuai dengan kebutuhan masyarakat, sehingga tepat sasaran”. dan menurut responden an, “indentifikasi kebutuhan harus menjadi patokan dalam penyelenggaraan program pendidikan luar sekolah, sehingga menjadi salah satu cara dalam mengembangkan program yang lebih baik”. menurut responden ee, ”identifikasi kebutuhan harus menjadi bagian utama dalam pengembangan program pls sehingga lebih berdaya guna bagi masyarakat”. sedangkan responden nl mengungkapkan bahwa, “dengan adanya identifikasi kebutuhan yang nyata, dan dilakukan sepenuhnya oleh pengelola dan warga belajar itu sendiri, dapat memberikan gambaran dan penguatan yang jelas terhadap pelaksanaan program pada satuan pendidikan luar sekolah”. (pw 11). kesimpulan : revitalisasi program pkbm dapat dilakukan dengan adanya identifikasi kebutuhan yang tepat pula, sehingga memberikan kesempatan kepada warga belajar untuk mengembangkan dirinya secara tepat dan berkelanjutan. mengenai perumusan tujuan dalam rangka revitalisasi satuan pendidikan luar sekolah, responden ll mengungkapkan bahwa dalam pelaksanaannya, “perumusan tujuan program seharusnya diberikan kepada pengelola, instruktur/ tutor dan warga belajar, sehingga setiap komponen program dapat mengembangkan pendekatan yang tepat dalam pelaksanaannya program tersebut”. sedangkan responden hh mengungkapkan bahwa dalam hal pengembangan program, “perumusan tujuan perlu untuk disesuaikan dengan kebutuhan warga belajar dan sesuai dengan identifikasi kebutuhan”. senada dengan pendapat hh, responden yh menyebutkan bahwa, “proses pelaksanaan program revitalisasi satuan pendidikan luar sekolah, perumusan tujuan perlu untuk menyesuaikan sedekat mungkin dengan kebutuhan warga belajar dan situasi yang ada pada tiap satuan pendidikan luar sekolah”. responden an pun mengungkapkan hal yang sama, “dimana-mana juga perumusan tujuan itu harus sesuai dengan kebutuhan dan hasil indentifikasi kebutuhan yang dilakukan, sehingga setiap orang dapat merasakan hasil yang sama dan bertanggungjawab pada apa yang dirumuskan sebagai tujuan program itu sendiri”. responden ee, menyatakan bahwa, “dalam rangka revitalisasi program satuan pendidikan luar sekolah, “perumusan tujuan perlu untuk disesuaikan dengan berbagai kebutuhan yang dirasakan oleh warga belajar. karena akan menentukan hasil dan pencapaian tujuan yang ada”. senada dengan ee, responden nl menyatakan bahwa, “perumusan tujuan penting untuk dapat disesuaikan jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 38 dengan kebutuhan warga belajar, agar dapat memenuhi standar yang ada dan dapat memenuhi kebutuhan warga belajar” (pw 12) kesimpulan : perumusan tujuan dilakukan untuk dapat mengembangkan capaian yang paling mungkin dan tepat dalam meningkatkan kompetensi warga belajar. menegenai program revitalisasi pada pelaksanaan program pendidikan luar sekolah, responden ll mengungkapkan bahwa, “dalam pelaksanaan program perlu untuk dilakukan prosedur yang lebih baik, sehingga warga belajar dapat mengukur programnya secara tepat”. sedangkan responden hh mengungkapkan bahwa, “dalam pelaksanaan program pendidikan luar sekolah diperlukan adanya proses pengukuran yang lebih tepat dalam menentukan program yang dapat dijalankan sehingga sesuai dengan kebutuhan masyarakat dan warga belajar”. responden yh juga mengungkapkan hal yang sama, bahwa proses pelaksanaan diperlukan prosedur yang tepat, namun masih memberikan kesempatan kepada warga belajar untuk dapat berkembang”. semantara responden an mengungkapkan bahwa, “dalam pelaksanaan program seharusnya memberikan keleluasaan dengan fleksibilitas yang tepat, sehingga dapat memberikan keluasan terhadap warga belajar dan pengelola untuk dapat mengembangkan program yang sesuai dengan situasi dan kondisi yang ada”. senada dengan responden an, responden ee juga mengemukakan “adanya kepentingan untuk dapat memberikan nilai tambah terhadap bentuk kegiatan yang sesuai dengan kebutuhan warga belajar, maka pelaksanaan harus sesuai prosedur dan pada saat yang sama juga harus memberikan kesempatan kepada semua warga belajar untuk dapat berkreasi”. responden nl juga mengemukakan hal yang sama, terutama dalam pemberian kesempatan kepada pengelola dan warga belajar dalam membangun kompetensi yang sesuai dengan program, tapi memberikan kesempatan untuk berkreasi. (pw 13). kesimpulan : pelaksanaan dilakukan sesuai dengan prosedur, namun tetap memberikan kesempatan kepada warga belajar untuk mengembangkan kompetensi yang diharapkannya. dalam hal evaluasi program, responden ll mengemukakan bahwa “evaluasi perlu untuk dilaksanakan secara berkelanjutan dan menyeluruh. hal ini untuk mendukugn pengembangan program di masa yang akan datang”. responden hh juga mengemukakan bahwa, “evaluasi program perlu untuk dilakukan secara berkelanjutan dan menyeluruh supaya dapat dilihat dampak yang dihasilkan dari program yang dilaksanakan, baik dalam program kesetaraan, life skill maupun program lainnya”. responden yh mengungkapkan bahwa, “dalam proses evaluasi program satuan pls, perlu dikembangkan adanya perluasan proses evaluasi dalam rangka memberikan kesempatan kepada para pengelola agar dapat menyesuaikan dengna fleksibilitas yang ada dalam pelaksanaan program”. selanjutnya responden an juga mengungkapkan, “evaluasi seharusnya dapat mengukur ketimpangan antara hasil dan rencana. namun, sering terdapat kesenjangan yang masih perlu untuk diperbaiki. hal ini karena seringkali terdapat perbedaan antara perencanaan dengan hasil yang didapatkan. untuk itu, perlu posisi jangkauan evaluasi yang lebih luas”. responden ee juga mengungkapkan bahwa, “dalam evaluasi seringkali tidak sesuai dengan harapan, karena adanya proses yang berjalan dengan tidak sempurna, namun demikian dapat diperbaiki dalam program lanjutan yang lebih menyeluruh”. responden nl mengutarakan, “setiap evaluasi dapat menghasilkan nilai tambah bagi program yang dijalankan, tapi perlu juga untuk dapat memberikan kesempatan kepada evaluator dan para pengampu kepentingan untuk dapat menyesuaikan dengan apa yang ada di lapangan”. (pw 14) kesimpulan : dengan adanya evaluasi diharapkan dapat memberikan nilai tambah bagi program pendidikan luar sekolah, sehingga dapat dimanfaatkan oleh para pengampu kepentingan. jurnal empowerment volume 6, nomor 2 oktober 2017, issn no. 2252-4738 39 mengenai dampak dari program yang dilakukan, terutama dalam hal revitalisasi program pendidikan luar sekolah, responden ll mengemukakan bahwa, “dampak terbesar dalam program pendidikan luar sekolah adalah peningkatan kualitas kehidupan, yang secara sederhana terlihat dari bagaimana masyarakat dapat meningkatkan kepercayaan diri dan kompetensinya untuk memberdayakan potensi yang ada”. sedangkan menurut responden hh mengungkapkan bahwa, “dampak dari program yang dilakukan, terutama dalam proses revitalisasi adalah upaya untuk terus meningkatkan kapasitas warga belajar dalam memanfaatkan hasil partisipasi dalam program pendidikan luar sekolah”. sedangkan menurut responden yh mengungkapkan bahwa, “dampak revitalisasi program adalah program semakin menguat dan memberikan kesempatan kepada para warga belajar terutama masyarakat untuk terus berkembang, melalui pendidikan luar sekolah”. senada dengan yh, responden an mengemukakan bahwa, “revitalisasi memberikan kesempatan kepada kita untuk memberikan penguatan program dan warga belajar untuk terus berkembang”. responden ee dan nl pun mengungkapkan bahwa, “revitalisasi perlu untuk dilakukan, sehingga memberikan kesempatan kepada warga belajar untuk terus mendapatkan tempat dalam pengembangan kompetensi dan peningkatan kualitas kehidupannya”. (pw 15) kesimpulan : revitalisasi program diperlukan untuk mengembangkan kualitas program pendidikan luar sekolah agar sesuai dengan kebutuhan dan selaras dengan capaian yang ditentukan kesimpulan berdasarkan hasil penelitian yang dilaksanakan maka diperoleh kesimpulan bahwa : pertama, peningkatan kualitas pembelajaran magang menjadi salah satu cara untuk membentuk kapasitas mahasiswa terutama dalam kompetensi manajemen satuan pendidikan luar sekolah. kedua, manajemen satuan pendidikan luar sekolah perlu untuk ditingkatkan agar dapat memberikan nilai tambah bagi kehidupan masyarakat. ketiga, revitalisasi satuan pendidikan nonformal dapat menjadi penguat dalam pembentukan karakter dan kekuatan manajemen satuan pendidikan luar sekolah sehingga memperkuat kompetensi mahasiswa. daftar pustaka christenson, et.al. (1989). community development in perspective. iowa state university; united states of america. sudjana, d. (2003). pendidikan luar sekolah, wawasan, falsafah, teori. falah production; bandung. suharto, edi, (1997). pembangunan, kebijakan sosial dan pekerjaan sosial: spektrum pemikiran. bandung: lembaga studi pembangunan-stks solihin, d. (2005). community develompent. prosiding pada diklat jfp tingkat pertama angkatan v, lpem-ui, jakarta 1 agustus 2005 thompson gf, fr stainer. 1997. ecological design and planning. j wiley. new york. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 69 analisis terhadap tingginya angka putus sekolah siswa smp terbuka (studi kasus di smp terbuka pacet kecamatan pacet kabupaten bandung) oleh : dr. h.t. effendy suryana., sh., m.pd dosen ps-pls stkip siliwangi bandung abstract the research was to get a description about the factors that caused smp terbuka drop out rates highly at smp terbuka pacet and the cope efforts must be done by someone that concern to it. the focus are : (1) how is the student’s motivation and a social economic conditions that cause drop out rates highly? (2) how is the human resources, facilities, and fund that cause drop out rates highly? (3) how is the leadership being done by head teacher that cause drop out rates highly? (4) how is the teaching learning process to cause drop out rates highly? (5) how is the societies and compulsory basic education coordination team support that cause drop out rates highly? and (6) how are alternative efforts to reduce the drop out rates that must be done by a head teacher, managers, teachers, parents, the societies and compulsory basic education coordination team at smp terbuka pacet? as a conceptual reference, i wrote the administration theory, the leadership theory, and the open distance learning theory. the research was held at smp terbuka pacet, pacet sub district, bandung regency, with the main school is at smp negeri 1 pacet and the independent learning places (tkb) are padaulun, ciherang, and cisaat. this is a qualitative descriptive approachment, to describe a current fact at this time. the data and information were collected by interview, observation, and documentation. the results showed that main factor drop outs is economic factor. and less facilities in the independent learning places that cause students was bored in their learning activities. based on the result above, the related ones had better find a fund for scholarship, in order to make a teaching learning activities at smp negeri 1 pacet as main school, and to empower all facilities in teaching learning process. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 70 latar belakang penelitian belajar merupakan faktor penting dalam menentukan kualitas kehidupan seseorang. oleh karena itu kesempatan belajar seharusnya dapat dimiliki oleh siapapun, di manapun dan kapanpun. konsep pendidikan sepanjang hayat (lifelong education) dan pendidikan untuk semua (education for all) yang dicetuskan oleh unesco merupakan suatu gagasan yang harus dapat diwujudkan, termasuk di indonesia. pemerintah telah menjamin semua warga negaranya untuk mengenyam pendidikan, seperti yang tercantum dalam undang-undang dasar 1945 pasal 31 ayat (1) menyatakan bahwa, “setiap warga negara berhak mendapatkan pendidikan” dan ayat (2), “setiap warga negara wajib mengikuti pendidikan dasar dan pemerintah wajib membiayainya”. upaya pemerintah tersebut diarahkan untuk mencapai tujuan pendidikan nasional seperti yang tercantum dalam pasal 3 undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional, adalah : pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada tuhan yang maha esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri,dan menjadi warga negara yang demokratis serta bertanggung jawab. makna yang terkandung dalam tujuan pendidikan di atas adalah untuk menciptakan sumber daya manusia yang berkualitas harus melalui proses pendidikan atau belajar. pembangunan bidang pendidikan dititikberatkan pada 4 (empat) kebijakan yaitu perluasan kesempatan memperoleh pendidikan, peningkatan mutu, peningkatan relevansi, dan peningkatan efisiensi serta efektivitas pengelolaan pendidikan. perluasan kesempatan pendidikan diupayakan sejalan dengan keadilan dalam memperoleh pendidikan melalui kebijakan wajib belajar pendidikan dasar 9 tahun. secara legal keberadaan smp terbuka berasal dari kebijakan pemerintah untuk memperluas kesempatan belajar. pada tahun 1976 diidentifikasikan empat alternatif untuk perluasan kesempatan itu, yaitu : 1) pembangunan gedung sekolah baru, 2) penambahan daya tampung sekolah yang sudah ada (memperbesar rasio murid guru), 3) mendirikan sekolah terbuka, dan 4) menyelenggarakan pendidikan keterampilan. setelah diuji kelayakannya jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 71 berdasarkan kriteria waktu, tenaga, biaya, dan organisasi akhirnya dipilih alternatif sekolah terbuka. sekolah menengah pertama (smp) terbuka sebagai subsistem pendidikan adalah salah satu bentuk pendidikan terbuka, yang merupakan aplikasi teknologi pendidikan. sistem ini dirancang untuk dapat mengatasi masalah belajar khususnya bagi mereka yang karena berbagai macam kendala tidak dapat memperoleh kesempatan untuk belajar secara lazim, sementara mereka mempunyai potensi untuk belajar, dan masih ada sumber belajar lain yang belum dimanfaatkan. smp terbuka pacet kecamatan pacet kabupaten bandung dikembangkan pada tahun 1998. ada beberapa alasan pengembangan smp terbuka pacet, diantaranya : 1) secara geografis wilayah kecamatan pacet berada di daerah pegunungan, dimana jangkauan anak-anak usia lulusan sd yang ingin meneruskan ke tingkat smp terhambat jarak yang cukup jauh, 2) secara sosial ekonomi, persebaran lulusan sd/mi cukup banyak, sedangkan smp negeri yang ada di kecamatan pacet hanya ada dua sekolah. banyak orangtua yang ingin menyekolahkan anaknya di smp negeri namun faktor ekonomi dan jarak yang jauh dan memerlukan biaya transportasi yang tidak sedikit, sehingga tidak dapat bersekolah di smp negeri (berdasarkan wawancara dengan salah satu guru bina pada studi pendahuluan). karena itu dipandang perlu mengembangkan smp terbuka dengan lokasi tempat kegiatan belajar (tkb) yang dekat dengan siswa agar smp terbuka ini dapat membantu masyarakat yang tidak bisa menyekolahkan anaknya di smp reguler. faktor internal smp negeri 1 pacet sebagai smp induk pun sangat menentukan pengembangan smp terbuka, karena smp negeri 1 pacet memiliki tenaga pendidik sebanyak 71 orang dengan kualifikasi 67 orang berijazah s1, dan 4 orang berijazah d3. pada awal pengembangannya, smp terbuka pacet membuka empat tempat kegiatan belajar (tkb), yaitu tkb padaulun, tkb nagrak, tkb cisaat, dan tkb ciherang. jumlah siswanya pun pada saat itu terbilang banyak yakni hampir 150 orang. namun dengan banyaknya yayasan pendidikan yang membuka lembaga pendidikan setingkat smp/mts di daerah pelosok di wilayah kecamatan pacet, serta adanya bantuan dana bos sebagai kompensasi kenaikan harga bbm sehingga sebagian biaya sekolah dibebaskan, jumlah siswa smp terbuka pun semakin menurun. kondisi tersebut memaksa smp induk (smp negeri 1 pacet) tidak lagi menyelenggarakan kegiatan pembelajaran di tkb nagrak. disamping itu, faktor ekonomi menjadi salah satu penyebab angka putus sekolah tinggi. tidak sedikit siswa yang putus sekolah bekerja untuk membantu perekonomian keluarga. data smp terbuka pacet menunjukkan angka putus sekolah pada tahun 2007/2008 adalah 24 orang. angka ini meningkat dari tahun pelajaran 2006/2007 sejumlah 19 orang. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 72 bertolak dari uraian di atas, maka dipandang perlu untuk melakukan suatu analisis terhadap tingginya angka putus sekolah siswa smp terbuka. dalam kasus ini, akan dilakukan di smp terbuka pacet kecamatan pacet kabupaten bandung. metode penelitian penelitian yang akan dilakukan adalah penelitian naturalistik dengan metode kualitatif yang tidak akan menguji hipotesis, tidak akan menguji hubungan antara variabel bebas dan variabel terpengaruh tetapi meneliti kenyataankenyataan sebagai kebutuhan yang tidak dapat dipahami jika dipisahkan dari konteksnya. penelitian ini bersifat deskriptif karena data yang dikumpulkan akan berupa kata-kata, gambar dan bukan angka-angka. laporan penelitian akan berupa kutipan-kutipan data yang berasal dari hasil wawancara, catatan lapangan, foto, rekaman dalam pita kaset, dokumen pribadi, catatan atau memo dan dokumen yang lainnya (moleong, 2000 : 4-6) winarno, 1980, best 1981 : donald ary, 1982; dan jalaludin rachmat, 1989 (iim wasliman, 1998) mengemukakan bahwa : 1. penelitian deskriptif menuturkan sesuatu secara sistematis tentang data atau karakteristik populasi tertentu atau bidang tertentu secara faktual dan cermat, menganalisis (karena itu metode ini sering disebut metode analitik) dan menginterprestasikan data yang ada. 2. penelitian deskritif lebih menekankan pada observasi dan suasana alamiah (natural setting), ia mencari teori dan bukan menguji teori (hypothesisgenerating) dan bukan (hypothesis-testing), heuristic dan bukan verifikatif, oleh karena itu penelitian deskriptif sangat berguna untuk melahirkan teoriteori tentatif. terdapat beberapa jenis penelitian deskriptif, atara lain : studi kasus, survey, studi perkembangan, studi tindak lanjut (follow-up studies), analisis dokumenter, analisis kecenderungan (trend analysis), analisis tingkah laku, studi waktu dan gerak (time and motion study), dan studi korelasional. pembahasan pembahasan hasil penelitian diawali dengan penyebab siswa putus sekolah, selanjutnya dituangkan dalam analisis swot (strength, weakness, opportunity, treath) atau analisis kekuatan, kelemahan, peluang dan ancaman untuk mencari alternatif upaya penanggulangan. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 73 kondisi geografis dari 24 siswa yang putus sekolah pada tahun pelajaran 2007/2008 hanya 19 orang yang dapat diwawancara. sedangkan data lain didapat dari wawancara dengan salah seorang guru pamong. data mereka adalah sebagai berikut: tabel 4.2 keadaan geografis tempat tinggal siswa ke tkb dan sekolah induk data siswa putus sekolah no. nama siswa putus sekolah di kelas alamat jarak rumah ke tkb jarak rumah ke smp induk 1. dani viii ciherang 3 km 10 km 2. eneng ix pesanggrahan 3 km 9 km 3. wawat vii pesanggrahan 3 km 9 km 4. neng siti ix ciherang 2 km 10 km 5. neng siti jubaedah viii pesanggrahan 2 km 10 km 6. sumiyati vii ciherang 3 km 9 km 7. deni koswara vii sayuran 2 km 15 km 8. iip mutakin viii ciherang 2 km 11 km 9. dede ix malabenghar 3 km 7 km 10. ujang empi suparman vii pangauban 0,5 km 8 km 11. ahmad sodikin vii ranca 1 km 8 km 12. entin martini vii cisaat 0,5 km 8 km 13. sulaeman viii cisaat 0,5 km 8 km 14. asep yana vii cisaat 0,5 km 8 km 15. eulis wahyuni vii cisaat 0,5 km 8 km 16. agus vii loa 2 km 5 km 17. reini ix loa 2 km 5 km 18. wulan vii loa 2 km 5 km 19. ati vii loa 2 km 5 km 20. widya ix tanjung kaler 2 km 7 km 21. arip viii tanjung kaler 2 km 7 km 22. hamid viii tanjung kaler 2 km 7 km 23. rohimat vii tanjung kaler 2 km 7 km 24. firman vii tanjung kaler 2 km 7 km sumber : hasil wawancara dengan siswa putus sekolah dan salah seorang guru pamong bulan agustus 2008. berdasarkan tabel di atas, siswa putus sekolah pada tahun 2007/2008, 14 orang siswa atau sekitar 58,33% adalah mereka yang jarak rumah ke smp induk lebih dari 8 km. sedangkan 41,67% dari mereka yang jarak dari rumah ke smp induk lebih dari 3 km sampai 7 km. ini berarti biaya transportasi yang jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 74 harus dikeluarkan untuk pembelajaran di smp induk sekitar rp. 3000,sampai rp. 6.000,dari tkb terdekat dan biaya transportasi dari tkb terjauh sekitar rp. 15.000,sampai rp. 25.000, (bila naik ojeg). dari sampel di atas, ada 13 siswa laki-laki dan 11 siswa perempuan. hal ini berarti medan yang harus ditempuh baik ke tkb maupun ke smp induk tidak berpengaruh kepada siswa laki-laki maupun perempuan untuk melakukan kegiatan pembelajaran. meskipun keadaan geografis yang dihadapi relatif sama tidak mempengaruhi siswa baik laki-laki maupun perempuan untuk terus melanjutkan sekolah sampai lulus. motivasi siswa berdasarkan hasil temuan penelitian, motivasi siswa smp terbuka untuk sekolah dapat dikatakan rendah. rendahnya motivasi siswa smp terbuka karena dipengaruhi pula oleh persepsi mereka tentang makna pendidikan. untuk memotivasi siswa dalam belajar bisa dari faktor internal (dari dalam siswa itu sendiri) dan faktor eksternal (dari luar diri siswa). wahjosomudjo (1994: 174) menyatakan: motivasi merupakan suatu proses psikologis yang mencerminkan interaksi antara sikap, kebutuhan, persepsi, dan keputusan yang terjadi pada diri seseorang. dan motivasi sebagai proses psikologis timbul diakibatkan oleh faktor di dalam diri seseorang itu sendiri yang disebut intrinsik atau faktor di luar diri yang disebut faktor ekstrinsik. faktor instrinsik dapat berupa cita yang menjangkau ke masa depan. sedangkan faktor ekstrinsik dapat ditimbulkan oleh berbagai sumber, bisa pengaruh orang tua, kolega atau faktorfaktor lain yang sangat kompleks. kenyataan di lapangan mereka bangkit dan tumbuh setelah diberi dorongan oleh orang tua, guru pamong, guru bina dan kepala sekolah. untuk daerah tertentu, guru pamong, guru bina, dan pengelola memberikan penyuluhan terlebih dahulu kepada masyarakat, terutama calon orang tua siswa smp terbuka. dengan demikian, membangkitkan dan memelihara motivasi mereka memerlukan kerjasama dan kesabaran serta ketekunan dari semua pihak. sejak akhir tahun ajaran 2002/2003, perhatian guru pamong, guru bina dan kepala sekolah serta pengelola terhadap program smp terbuka mulai menurun, begitupun terhadap keluhan dan permasalahan yang dihadapi oleh siswa. sikap dan perlakuan seperti itu, berdampak buruk pada stabilitas motivasi siswa. motivasi siswa untuk belajar, secara perlahan, terus mengalami penurunan. pada akhirnya siswa yang berpotensi putus sekolah benar-benar mengalami putus sekolah. penurunan motivasi belajar siswa juga terlihat dari jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 75 nilai ujian nasional yang mengalami penurunan. berikut ini nilai ujian nasional dua tahun terakhir: tabel 4.3 rata-rata nilai ujian nasional smp terbuka pacet no. mata pelajaran tahun pelajaran 2006/2007 2007/2008 1. bahasa indonesia 6,75 6.00 2. matematika 6,33 6,25 3. b. inggris 6.35 6,00 sumber : studi dokumentasi hasil ujian nasional 2 tahun terakhir smp terbuka pacet pada bulan agustus 2008 1) kondisi sosial ekonomi orangtua siswa seperti yang telah diuraikan di atas, bahwa keadaan ekonomi orangtua siswa smp terbuka kurang bahkan tidak memadai. pendapatan mereka tiap bulan hanya cukup untuk memenuhi keperluan pangan sehari-hari yang sederhana, jauh dari gizi yang memadai. jika dimasukan ke dalam katagori yang dikeluarkan bkkbn, mereka termasuk keluarga pra sejahtera karena seperti ini tidak memungkinkan bagi mereka untuk membiayai sekolah anak-anaknya. program smp terbuka dirancang sedemikian rupa agar orangtua siswa tidak mengeluarkan biaya operasioal penyelenggaraan pendidikan seperti yang berlaku bagi siwa smp reguler. namun demikian, persebaran rumah siswa smp terbuka 1 pacet mengharuskan orang tua mengeluarkan sejumlah rp. 3000, sampai rp. 6.000,untuk transport setiap kali anak mengikuti tatap muka di tkb. jika siswa mengikuti tatp muka empat kali dalam setiap bulan, maka akan dibutuhkan rp. 12.500,sampai rp. 25.000,setiap bulan. meskipun siswa diberikan modul kegiatan siswa, namun siswa tetap memerlukan alat tulis, baik buku maupun pencil dan pulpen. untuk memenuhi kebutuhan ini pun, orang tua harus mengeluarkan sejumlah uang. merujuk ilustrasi tersebut, sangat rasional jika lemahnya kemampuan ekonomi orang tua mempunyai pengaruh yang besar terhadap angka putus sekolah dan jumlah siswa yang rawan putus sekolah. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 76 2) dukungan orangtua hasil penelitian para ahli, menyatakan bahwa peran paling penting dan paling efektif dari orangtua adalah menyediakan lingkungan belajar yang kondusif, sehingga siswa dapat belajar dengan baik. (depdikbud, 1999:150). berdasarkan hasil temuan di lapangan, meskipun dalam kondisi yang paspasan, orang tua dalam kapasitasnya sebagai penanggung jawab kelangsungan keluarga, telah berupaya menciptakan lingkungan yang kondusif. meskipun diakui oleh guru bina dan guru pamong bahwa karena berada dalam segala keterbatasan, pada saat-saat tertentu harus menentukan pilihan dan akhirnya mereka memprioritaskan kebutuhan jangka pendek keluarga mereka. dengan demikian tidak jarang pendidikan anak yang menjadi korban keadaan seperti ini dirasakan dan dialami oleh guru pamong yang setiap hari mengetahui dengan pasti frekuensi kehadiran dan penyebab ketidakhadiran siswa di tkb baik pada saat belajar kelompok dibimbing guru maupun pembelajaran tatap muka dengan guru bina. 3) ketenagaan berdasarkan uraian tentang ketenagaan di atas, sumber daya manusia dalam pengelolaan smp terbuka pacet sangat memadai. di smp negeri 1 pacet guru berjumlah 71 orang dengan kualifikasi 67 orang berijazah s1, dan 4 orang berijazah d3. dari 71 orang guru tersebut, 10 orang menjadi guru bina, dengan kualifikasi 10 orang berijazah s1. beberapa orang guru bina tersebut telah membina pembelajaran di smp terbuka sejak tahun 1998, dengan demikian pengalaman mereka sebagai guru bina sudah cukup lama dan bisa dikatakan memadai. selain guru bina, ada 12 orang yang bertugas sebagai guru pamong yang seharihari membimbing siswa belajar kelompok di tkb. dari 12 orang, 9 orang berijazah s-1, dan 3 orang berijazah d-3. dari 12 orang guru pamong tersebut, dua orang bekerja sebagai pegawai di kantor kecamatan pacet dan yang lainnya guru sd/mi dan mts swasta. dengan latar belakang mereka seperti itu, guru pamong diyakini mempunyai kemampuan yang memadai untuk membimbing siswa mempelajari modul di tkb. namun mereka belum pernah mengikuti pelatihan tentang smp terbuka. melihat data tersebut di atas, smp terbuka pacet dari segi sumber daya manusia tidak menemui kendala, karena dilihat dari segi kuantitas maupun kualitas sangat memadai. sondang p. siagian (1999 : 3) menyatakan: jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 77 demikian pula halnya dengan organisasi-organisasi yang bergerak di bidang pendidikan, baik yang dikelola oleh pemerintah maupun yang dimiliki, dikelola dan diselenggarakan oleh masyarakat. mutu seluruh kegiatan pendidikan baik yang bersifat kurikuler maupun ekstra kurikuler – yang pada akhirnya mencerminkan mutu para lulusan lembaga pendidikan tersebut – pada tingkat yang sangat dominan ditentukan oleh kelompok dan admnistratif dalam organisasi pendidikan yang bersangkutan. disamping itu, pada ahli administrasi dan manajemen menyatakan bahwa manusia sebagai sumber daya mempunyai peranan yang sangat penting dan menentukan dalam pencapaian tujuan. pengertian terhadap pentingnya peranan manusia dalam usaha mencapai tujuan yang telah ditentukan mengakibatkan para ahli dan sarjana memusatkan penyelidikannya dalam masalah manusia kerja ini (sondang p siagian, 1984 : 24 ). 4) sarana para ahli menyatakan bahwa pada dasarnya sumber daya itu selalu dalam keadaan terbatas, oleh karena itu harus ditata agar sumber daya yang terbatas itu dimanfaatkan semaksimal mungkin sehingga tujuan bisa tercapai secara efektif dan efisien. jika memperhatikan hasil temuan penelitian seperti yang tertuang dalam tabel 4.1 di atas, keterbatasan-keterbatasan sumber daya sarana bagi smp terbuka pacet telah diminimalisir oleh pemerintah. artinya sumber daya sarana yang dibutuhkan untuk terjadinya pengelolaan smp terbuka yang baik dan benar, sudah disediakan minimal untuk jangka waktu tertentu sesuai dengan daya dukung sarana tersebut. namun demikian, banyak sarana yang ada tidak difungsikan dalam menunjang pembelajaran sehingga manfaatnya bagi para siswa tidak dirasakan dalam memberikan kemudahan dalam proses pembelajaran. 5) dana sebelum pelaksanaan otonomi daerah, biaya operasional smp terbuka disediakan oleh pemerintah pusat dalam bentuk anggaran pembangunan bidang pendidikan. pada saat ini, biaya operasional berasal dari dana bos setiap tiga bulan. dan anggaran tersebut belum dapat menutupi kebutuhan pengelolaan smp terbuka. namun demikian, ada peluang untuk mencari dana dari masyarakat sekitar yang peduli terhadap pendidikan. keadaan itupun tergantung pada usaha dan kreativitas pengelola, pengambil kebijakan, guru bina, serta guru pamong. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 78 6) kepemimpinan kepala sekolah/pengelola berdasarkan hasil wawancara dengan kepala sekolah yang menyatakan bahwa: masih tingginya tingkat putus sekolah tingkat pendidikan smp, letak geografis kecamatan pacet yang sulit dijangkau oleh smp reguler, serta masih banyaknya warga yang memberdayakan siswa usia sekolah untuk menunjang perekonomian keluarga menjadi alasan dikembangkannya smp terbuka. ditambah dengan kebijakan/progam wajar dikdas 9 tahun. karena itu, kita wajib membantunya dengan menyelenggarakan smp terbuka. ini adalah peluang yang memungkinkan untuk mengakomodasi mereka (anak-anak tersebut) selanjutnya saya melakukan konsolidasi dengan pihak dalam yaitu guru di smp negeri 1 pacet dan ternyata mereka mendukungnya. selanjutnya saya melakukan koordinasi dengan pihak kecamatan, dinas pendidikan baik kecamatan maupun kabupaten, serta tokoh masyarakat untuk terlaksananya program ini. pernyataan kepala sekolah di atas, merupakan modal yang sangat besar dan akan menjadi daya dorong untuk kelancaran pelaksanaan program smp terbuka, sebab progam smp terbuka ini akan menjadi bagian integral dalam kepemimpinannya. lipham james h., et. al (wahjosumidjo, 2001 : 82) menyatakan: studi keberhasilan kepala sekolah menunjukkan bahwa kepala sekolah adalah seseorang yang menentukan titik pusat dan irama suatu sekolah. bahkan lebih jauh studi tersebut menyimpulkan bahwa “keberhasilan sekolah adalah keberhasilan kepala sekolah”. beberapa diantara kepala sekolah dilukiskan sebagai orang yang memiliki harapan tinggi bagi para staf dan para siswa, kepala sekolah adalah mereka yang banyak mengetahui tugas-tugas mereka dan mereka yang menentukan irama bagi sekolah mereka. banyaknya siswa di smp terbuka, mencerminkan kepercayaan masyarakat terhadap smp terbuka semakin tinggi. sondang p. siagian (1999 : 3) menyatakan : bahkan keberhasilan suatu organisasi sosial yang nirlaba mencapai tujuannya sangat tergantung pada kepercayaan masyarakat atas manfaat organisasi tersebut serta mutu organisasi sebagai keseluruhan yang dicerminkan oleh mutu para pemimpin dalam organisasi yang bersangkutan. pelaksanaan fungsi kepemimpinan kepala seklah di smp terbuka pacet adalah sebagai berikut: jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 79 1) selaku penentu arah kepala sekolah seharusnya mengenali dengan seksama apa yang sedang terjadi di sekolah yang ia pimpin, baru membuat keputusan. frank w banghart dan albert trull, jr (1973:3) menyampaikan bahwa langkah awal yang harus dilakukan dalam menyusun suatu rencana adalah defining the educational planning problem : (1) delineating the scope of educational problem, (2) studying “what has been” (3) determining “what is”” versus “ what should be “, (4) resources and constraints (5) establishing educational planning parts and priorities. dalam menyusun suatu perencanaan pendidikan harus dipertimbangkan masalah-masalah berikut: (1) menggambarkan bidang kajian pendidikan (2) mengkaji “apa yang telah dilakukan”, (3) menentukan “apa yang ada” versus “apa yang seharusnya ada”, (4) mengidentifikasi sumber daya dan bidang kajian, (5) menyusun bagian dan prioritas perencanaan pendidikan. pertimbangan-pertimbangan dalam langkah-langkah tersebut sangat penting mengingat perencanaan pada dasarnya adalah pembuatan keputusan-keputusan dalam rangka mewujudkan tujuan yang telah ditetapkan. jika kepala sekolah melakukan apa yang disampaikan oleh banghart, maka smp terbuka 1 pacet akan tetap pada eksistensinya bahkan bisa lebih maju dari sebelumnya. hal tersebut sangat dimungkinkan mengingat potensi intern dan peluang yang tercipta dan diberikan oleh pemerintah pusat maupun daerah semakin terbuka. 2) wakil, juru bicara, dan komunikator dalam kerangka otonomi pengelolaan pendidikan dimana diupayakan semaksimal mungkin pemberdayaan masyarakat dalam membantu mengatasi permasalahan yang dihadapi sekolah. optimalisasi fungsi dewan sekolah dalam konteks school based management adalah peluang yang nyata. termanfaatkan atau tidaknya peluang yang ada, sangat bergantung pada kemampuan dan kemauan kepala sekolah menjalankan fungsi wakil, juru bicara dan komunikator bagi sekolah. 7) proses belajar mengajar proses belajar mengajar dilakukan di tkb dengan frekuensi 14 kali dalam sebulan. pembelajaran tatap muka dengan guru bina tidak dilakukan di smp induk karena terbentur biaya transportasi, karena itu kepala sekolah membuat jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 80 kebijakan melakukan sistem guru kunjung, artinya guru bina yang datang ke tkb untuk melakukan kegiatan tatap muka. berdasarkan wawancara dengan beberapa siswa, siswa merasa senang belajar dengan guru bina. 8) dukungan masyarakat dan tim koordinasi dukungan masyarakat seperti itu sesuai dengan peraturan pemerintah no. 39 tahun 1992, yaitu : pada pasal 3, peran serta masyarakat bertujuan mendayagunakan kemampuan yang ada pada masyarakat bagi pendidikan untuk mewujudkan tujuan pendidikan nasional. pasal 4, peran serta masyarakat dapat berbentuk : a. pendirian dan penyelenggaraan satuan pendidikan pada jalur pendidikan sekolah atau jalur pendidikan luar sekolah, pada semua jenis pendidikan kecuali pendidikan kedinasan, dan pada semua jenjang pendidikan di jalur pendidikan sekolah. b. pengadaan dan pemberian bantuan tenaga kependidikan untuk melaksanakan atau membantu melaksanakan pengajaran, pembimbingan dan/atau pelatihan peserta didik. c. pengadaan dan pemberian tenaga ahli untuk membantu pelaksanaan atau membantu pelaksanaan kegiatan belajar mengajar dan/atau penelitian dan pengembangan. d. pengadaan dan/atau penyelenggaraan program pendidikan yang belum diadakan dan/atau diselenggarakan oleh pemerintah untuk menunjang pendidikan nasional. e. pengadaan dana dan pemberian bantuan yang dapat berupa wakaf , hibah, sumbangan, pinjaman, beasiswa, dan bentuk lain yang sejenis. f. pengadaan dan pemberian bantuan ruangan, gedung, dan tanah untuk melaksanakan kegiatan belajar mengajar. g. pengadaan dan pemberian bantuan buku pelajaran dan peralatan pendidikan untuk melaksanakan kegiatan belajar mengajar h. pemberian kesempatan untuk magang dan atau latihan kerja. i. pemberian bantuan manajemen bagi penyelenggaraan satuan pendidikan dan pengembangan pendidikan nasional. j. pemberian pemikiran dan pertimbangan berkenaan dengan penentuan kebijaksanaan dan/atau penyelenggaraan pengembangan pendidikan. dukungan masyarakat tersebut akan tercipta jika masyarakat menaruh kepercayaan kepada smp terbuka. sondang p siagian (1999 :3) menyatakan, kepercayaan masyarakat atas mutu itulah yang menyebabkan mereka secara ikhlas memberikan dukungan dan bantuan yang diperlukan, misalnya berupa jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 81 dana. tanpa kepercayaan demikian, sukar mengharapkan keikhlasan masyarakat memberikan dukungan dan bantuan yang diperlukan yang pada gilirannya akan mengakibatkan organisasi tersebut menghadapi berbagai jenis kesulitan dalam menyelenggarakan kegiatannya. tim koordinasi sebagai satuan tugas yang berkewajiban mengkoordinasikan pelaksanaan wajib belajar pendidikan dasar 9 tahun, tidak bisa berbuat banyak. keberadaanya sebagai suatu tim tidak memberikan kontribusi yang signifikan terhadap upaya yang sungguh-sungguh untuk mensukseskan wajib belajar pendidikan dasar pada umumnya dan smp terbuka pada khususnya. keberhasilan smp terbuka pacet lebih disebabkan oleh aktifnya jajaran smp terbuka pacet melakukan koordinasi dengan berbagai pihak. jika pihak smp terbuka tidak jemput bola bahkan melempar stimulus, jajaran tim koordinasi tidak akan terlibat dengan aktivitas smp terbuka. analisis swot faktor internal faktor internal dikelompokkan menjadi 2 (dua), yaitu kekuatan dan kelemahan yang diyakini mempunyai signifikansi yang tinggi terhadap tercapai atau tidaknya tujuan program smp terbuka pacet. faktor tersebut akan diuraikan seperti paparan berikut ini. (1) kekuatan (a) sumber daya manusia sumber daya manusia terdiri atas tenaga pendidik (guru) dan tenaga administrasi yang memadai. berdasarkan data yang diperoleh per 1 agustus 2008, guru di smp negeri 1 pacet berjumlah 71 orang dengan kualifikasi 67 orang berijazah s1, dan 4 orang berijazah d3. dari 71 orang guru tersebut, 10 orang menjadi guru bina, dengan kualifikasi 10 orang berijazah s1. beberapa orang guru bina tersebut telah membina pembelajaran di smp terbuka sejak tahun 1998, dengan demikian pengalaman mereka sebagai guru bina sudah cukup lama dan bisa dikatakan memadai. selain guru bina, ada 12 orang yang bertugas sebagai guru pamong yang sehari-hari membimbing siswa belajar kelompok di tkb. dari 12 orang, 9 orang berijazah s-1, dan 3 orang berijazah d-3. dari 12 orang guru pamong tersebut, dua orang bekerja sebagai pegawai di kantor kecamatan pacet dan yang lainnya guru sd/mi dan mts swasta. dengan latar belakang mereka seperti itu, guru pamong diyakini mempunyai kemampuan yang memadai untuk membimbing siswa mempelajari modul di tkb. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 82 (b) sarana sarana belajar yang terdapat di smp terbuka pacet sebagai berikut: tabel 4.4 sarana belajar smp terbuka pacet no. nama barang keterangan 1. 2. 3. 4. 5. modul (kegiatan siswa, petunjuk untuk guru, tes akhir modul, dan kunci jawaban tes akhir modul) perpustakaan laboratorium (fisika dan biologi) ruang kelas untuk tatap muka tempat kegiatan belajar lengkap, terdapat di tkb dan smp induk, bila di tkb kurang, guru pamong meminta ke pengelola di smp induk di smp induk di smp induk di smp induk di sekitar tempat tinggal siswa. sumber : hasil observasi di smp induk dan tkb pada bulan agustus 2008. kelemahan faktor kesejahteraan merupakan hal yang sangat berpengaruh terhadap pelaksanaan tugas. faktor kesejahteraan guru baik guru bina maupun guru pamong belum memadai, artinya honor yang diberikan belum sebanding dengan pelaksanaan tugas mereka. disamping itu, kondisi sosial ekonomi orang tua siswa yang tidak mendukung dan terus memburuk (seiring dengan harga kebutuhan pokok dan harga bbm yang terus melonjak naik), mengakibatkan angka rawan putus sekolah terus meningkat faktor eksternal analisis faktor eksternal dikelompokkan menjadi dua, yaitu faktor peluang dan ancaman yang akan dipaparkan pada uraian berikut ini: (a) peluang 1) masyarakat di sekitar wilayah kecamatan pacet masih sangat memerlukan kehadiran program smp terbuka di smp negeri 1 pacet. 2) beberapa tempat seperti sekolah dasar yang selama ini dijadikan lokasi tempat kegiatan belajar masih tetap membuka kesempatan untuk diaktifkan kembali dan sarana belajar berupa modul masih tersimpan di tkb. 3) anggaran operasional smp terbuka diberikan oleh pemerintah pusat berupa dana bos. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 83 4) pucuk pimpinan dinas pendidikan kabupaten bandung yang bertangung jawab atas pendidikan di kabupaten bandung termasuk didalamnya program smp terbuka. (b) ancaman 1) kekecewaan tokoh masyarakat terutama di lokasi tkb-tkb yang selama ini memperjuangkan smp terbuka, dikhawatirkan tidak akan mendukung karena merasa dikecewakan serta dipermalukan di depan masyarakatnya. 2) kekecewaan orang tua siswa yang selama ini menyekolahkan siswa ke smp terbuka, mungkin akan menyebarkan isu tentang ketidakjelasan program smp terbuka. 3) kondisi sosial ekonomi masyarakat yang tidak kunjung membaik, akan merasa terbebani cukup berat ketika siswa memerlukan biaya transportasi untuk mengikuti kegiatan tatap muka di smp induk. 4) jarak yang cukup jauh antara tempat tinggal siswa dan tkb terhadap smp induk tempat mereka melakukan tatap muka. jarak yang jauh berdampak pada biaya transportasi dan keberanian siswa. faktor penghambat penghambat muncul dari faktor internal berupa kelemahan dan dari faktor eksternal berupa ancaman. faktor tersebut antara lain: (a) faktor kesejahteraan merupakan hal yang sangat berpengaruh terhadap pelaksanaan tugas. faktor kesejahteraan guru baik guru bina maupun guru pamong belum memadai, artinya honor yang diberikan belum sebanding dengan pelaksanaan tugas mereka. (b) kondisi sosial ekonomi orang tua siswa yang tidak mendukung dan terus memburuk, mengakibatkan angka rawan putus sekolah terus meningkat (c) kekecewaan tokoh masyarakat terutama di lokasi tkb-tkb yang selama ini memperjuangkan smp terbuka, dikhawatirkan tidak akan mendukungnya karena kecewa dan merasa dipermalukan di depan masyarakat. (d) kekecewaan orang tua siswa yang selama ini menyekolahkan anaknya di smp terbuka, mungkin akan menyebarkan isu tentang ketidakjelasan progam smp terbuka (e) jarak yang cukup jauh antara tempat tinggal siswa dengan tkb dan atau smp induk tempat mereka melakukan tatap muka. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 84 alternatif strategi pemecahan untuk menentukan strategi dalam pemecahan masalah, akan disajikan dalam bentuk tabel berikut ini: kekuatan pendorong strategi 1. tersedia guru bina dan guru pamong yang memadai beri dukungan moral dan tangung jawab secara yuridis. 2. tersedia sarana dan prasarana yang memadai manfaatkan dengan maksimal 3. tingginya pemahaman masyarakat tentang pentingnya smp terbuka pelihara dengan komitmen dan konsistensi dalam mengelola smp terbuka 4. tersedia sd dan tk untuk dijadikan tkb manfaatkan dengan pengelolaan yang maksimal 5. tersedia anggaran smp terbuka (berupa dana bos) manfaatkan dengan akuntabilitas dan tranparansi yang tinggi no. kekuatan penghambat strategi 1. kondisi sosial ekonomi masyarakat yang tidak kunjung membaik cari donator untuk memberi beasiswa siswa smp terbuka 2. kekecewaan tokoh masyarakat berikan penyuluhan kembali, konsisten dalam komitmen 3. kekecewaan orang tua siswa berikan penyuluhan kembali, konsisten dalam komitmen 4. jarak yang jauh ke smp induk carikan beasiswa untuk membantu biaya transportasi upaya penanggulangan sesuai dengan tujuan penelitian dan peta persebaran faktor internal dan eksternal serta alternatif strategi, berikut ini beberapa alternatif upaya penanggulangan yang harus diakukan oleh masing-masing pihak yang terlibat baik secara langsung maupun tidak langsung, tapi mempunyai pengaruh yang cukup tinggi terhadap penanggulangan angka putus sekolah siswa smp terbuka pacet. (1) tim koordinasi sejalan dengan jiwa otonomi daerah, pemerintah daerah bersama dinas, badan dan lembaga di daerah mempunyai kewenangan untuk melaksanakan dan mengurus bidangnya masing-masing termasuk bidang pendidikan, kecuali beberapa hal termasuk pengendalian mutu masih tetap kewenangan pemerintah pusat. tim koordinasi wajar dikdas 9 tahun yang telah dibentuk jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 85 sejak perintisan pelaksanaan wajar dikdas, diharapkan mampu menjalankan fungsi koordinatif lintas departemen agar wajar dikdas sukses. (2) kepala sekolah kepala sekolah agar segera menyadari bahwa sekolah adalah sebagai ujung tombak dan merupakan kepanjangan tangan pemerintah yang bertanggung jawab menyelenggarakan pendidikan. oleh karena itu wajib mensukseskan program-program yang sifatnya nasional yang telah dicanangkan oleh pemerintah, salah satunya adalah program smp terbuka. demi suksesnya program smp terbuka kepala sekolah harus mengambil keputusan yang tepat dan konsisten menjalankan fungsi kepimpinannya yaitu sebagai penentu arah yang akan ditempuh dalam usaha pencapaian tujuan, wakil dan juru bicara organisasi dalam hubungannya dengan pihak luar organisasi, sebagai komunikator, sebagai mediator ke dalam terutama dalam menangani situasi konflik, sebagai integrator yang efektif, rasional objektif serta netral. (3) guru guru sebagai pelaksana utama pengelolaan smp terbuka mempunyai porsi yang paling besar menangani smp terbuka, karena setiap hari guru berinteraksi dengan siswa terutama guru pamong. meskipun demikian, guru bina dengan pengalamannya menangani anak-anak usia smp, dukungannya sangat dibutuhkan. dalam upaya menanggulangi siswa putus sekolah yang tinggi, guru dituntut untuk kembali melakukan upaya persuasif yang kontinyu dan berkesinambungan. upaya persuasif tidak hanya dilakukan terhadap siswa, namun juga terhadap keluarga dan akan sangat membantu apabila guru mengetahui lebih dalam kondisi kehidupan keluarganya. disamping upaya persuasif, guru juga harus aktif mencari donatur baik ke lembaga, maupun perorangan. dana yang terkumpul diberikan kepada siswa yang benar benar mengalami kesulitan dalam menyediakan ongkos untuk kegiatan tatap muka di smp induk. lebih dari itu untuk memelihara kepercayaan masyarakat dan siswa terhadap smp terbuka , mereka yang lulus kelas ix dan berminat melanjutkan ke sma, diberikan beasiswa terutama bantuan transport. (4) masyarakat masyarakat sebagai salah satu pihak yang ikut bertanggung jawab terhadap pendidikan, partisipasinya dalam membantu pembiayaan dan menciptakan situasi dan yang kondusif sangat dibutuhkan. partisipasi yang nyata berupa pemberian beasiswa kepada siswa smp terbuka sangat membantu mencegah jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 86 angka putus sekolah yang tinggi. selain itu, bergotong royong memelihara tempat kegiatan belajar dan menjaga fasilitas belajar siswa agar siswa smp terbuka bisa belajar dengan nyaman merupakan wujud nyata upaya menciptakan situasi yang kondusif. (5) orang tua salah satu kewajiban dan tanggung jawab orangtua terhadap anaknya adalah memberikan bekal pendidikan yang cukup. peran serta secara aktif yang dilakukan di lingkungan keluarga, terutama adalah memberikan motivasi dan menciptakan suasana yang mendukung belajar bagi anak. perhatian terhadap aktivitas anak dalam konteks pendidikan, diyakini akan memberikan dampak positif terhadap pemeliharaan dan peningkatan motivasi belajar untuk anak. oleh karena itu mengingatkan anak mengenai tugas, waktu belajar di tkb dan induk, memberikan kesempatan khusus bagi anak belajar mandiri, adalah upaya-upaya positif menciptakan suasana rumah dan keluarga yang kondusif bagi anak untuk belajar. disamping itu, kesediaan orangtua untuk terbuka dan bekerja sama dengan para pengelola smp terbuka, tim koordinasi wajar diknas, aparat desa dan kecamatan pacet merupakan modal yang amat berharga. kesimpulan berdasarkan hasil penelitian dan pembahasan, dapat ditarik beberapa kesimpulan. keadaan geografis yang dihadapi oleh siswa smp terbuka pacet untuk melakukan pembelajaran di tempat kegiatan belajar (tkb) yang relatif jauh menyebabkan siswa malas untuk melakukan proses belajar di tkb. sehingga menyebabkan angka ketidakhadiran siswa di tkb hanya rata-rata 40% 90% per bulan. pencapaian angka kahadiran 90% sangat jarang terjadi. keadaan ini bila dibiarkan berlarut-larut akan berpotensi anak mengalami putus sekolah. dengan keadaan geografis yang relatif jauh dan merupakan daerah pegunungan, juga masih agak terpencil, keadaan medan yang harus ditempuh untuk kegiatan pembelajaran tidak berpengaruh kepada motivasi siswa baik laki-laki maupun perempuan. meskipun keadaan geografis yang dihadapi relatif sama tidak mempengaruhi siswa baik laki-laki maupun perempuan untuk terus melanjutkan sekolah sampai lulus. motivasi siswa pun mempunyai pengaruh yang signifikan terhadap tingginya angka putus sekolah dan rawan putus sekolah. pada dasarnya, motivasi siswa smp terbuka untuk bersekolah tidak sekuat motivasi siswa smp reguler. oleh karena itu perlu usaha yang sungguh-sungguh baik dari pengelola smp terbuka dan guru maupun orangtua untuk membangiktkan dan memelihara motivasinya belajar dengan sungguh-sungguh di smp terbuka. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 87 siswa smp terbuka pada umumnya berasal dari keluarga yang secara ekonomi tidak beruntung atau ekonomi lemah, pendapatan mereka tidak cukup bahkan untuk kebutuhan sehari-hari. sehingga jika ongkos untuk ke tkb tidak ada, mereka tidak masuk sekolah. jika keadaan ini berlangsung dalam kurun waktu yang relatif lama, siswa cenderung meninggalkan sekolah. disamping itu, siswa harus membantu orangtua mencari nafkah dengan memelihara ternak dan membantu kegiatan buruh tani orangtua. orangtua mendukung pendidikan anaknya dilihat dari pemberian motivasi kepada anaknya untuk sekolah cukup besar. namun karena keterbatasan pengetahuan tentang makna pendidikan, maka orangtua beranggapan bahwa hasil dari pendidikan (sekolah) harus segera dirasakan terutama secara ekonomis. dilihat dari tenaga pendidik baik guru bina maupun guru pamong secara kuantitas dan kualitas di smp terbuka pacet ini sangat memadai. 10 orang guru bina dan mereka berijazah s1 cukup mempunyai kapabilitas untuk mendukung program pembelajaran di smp terbuka pacet. dari 12 orang guru pamong yang membimbing siswa di tkb mempunyai kualifikasi pendidikan s1 sekitar 75% dan kualifikasi pendidikan d3 ada 25%. sarana dan prasarana yang ada untuk mendukung pembelajaran di smp terbuka cukup tersedia, baik di tkb maupun di smp induk. namun pemanfaatannya kurang optimal. untuk mendukung proses pembelajaran supaya menyenangkan dan tidak membosankan, harus diupayakan pemanfaatan sarana dan prasarana yang ada secara optimal. agar siswa merasa senang bila belajar di smp terbuka. secara formal, kepala smp terbuka adalah kepala smp induk. namun dalam melaksanakan tugasnya, kepala smp induk memberikan mandat (memberikan tugas) kepada salah seorang guru senior (yang juga merupakan guru bina) untuk pengelolaan smp terbuka tersebut. upaya untuk mewujudkan tujuan smp terbuka dilakukan dengan cara konsolidasi dengan guru bina, dan koordinasi dengan berbagai pihak. pengelolaan smp terbuka dimulai dengan penerimaan siswa baru pada bulan agustus sampai september, penyusunan program, pembagian tugas, pelaksanaan pembelajaran, penanganan siswa bermasalah, dan penilaian hasil belajar. tim koordinasi wajar dikdas kecamatan tidak mampu memberikan kontribusi yang optimal terhadap pengelolaan smp terbuka pacet pada umumnya dan pencegahan putus sekolah pada khususnya. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 88 daftar pustaka departemen pendidikan dan kebudayaan. 1999. panduan manajemen sekolah. jakarta : depdikbud, direktorat jenderal pendidikan dasar dan menengah, direktorat pendidikan menengah umum. depdiknas.ikhtisar data pendidikan nasional tahun 2005/2006. 2006 .jakarta : depdiknas. ( www.depdiknas.go.id ) ________. 2004.25 tahun smp terbuka. jakarta : depdiknas. ________. 2004.smp terbuka selayang pandang. jakarta : depdiknas. dinas pendidikan propinsi jawa barat. 2003. buku panduan pengembangan smp terbuka. bandung : kegiatan pembinaan sltp terbuka. engkoswara. 1987. dasar-dasar administrasi pendidikan. jakarta : departemen pendidikan dan kebudayaan, direktorat jenderal pendidikan tinggi proyek pengembangan lembaga pendidikan tenaga kependidikan. kartono, kartini. 1998. pemimpin dan kepemimpinan, apakah pemimpin abnormal itu. jakarta : pt raja grafindo persada. makmun, abin syamsudin. 2000. “analisis posisi sistem pendidikan”, jakarta, materi pelatihan tenaga perencana pendidikan, biro perencanaan departemen pendidikan nasional. miarso, yusufhadi. 2004. menyemai benih teknologi pendidikan. jakarta : kencana. moleong, lexy j. 2001. metodologi penelitian kualitatif. bandung : pt remaja rosda karya. mulyana, ris. r. 2007. pelaksanaan belajar jarak jauh smp terbuka (studi kasus implementasi kurikulum smp terbuka di plumbon jawa barat. jurnal mimbar pendidikan no. 2 tahun xxvi. muhadjir, n. 2000. metodologi penelitian kualitatif. yogyakarta : rake sarasin. nawawi, h. 1984. administrasi pendidikan. jakarta : gunung agung. http://www.depdiknas.go.id/ jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 12, nomor 1 februari 2023p-issn no. 2252-4738 e-issn : 2580-7692 26 implementation of e-training for early child educators with a blended approach nurul fahimah1, ihat hatimah2, oong komar3, jajat s. ardiwinata4, purnomo5* 1,2,3,4,5 pendidikan masyarakat, universitas pendidikan indonesia, bandung, jawa barat, indonesia 1nurulfahimah@upi.edu, 2ihat.hatimah@upi.edu, 3prof.oongkomar@upi.edu, 4jsardipls@upi.edu, 5purnomo@upi.edu* received: december, 2022; accepted: february, 2023 abstract the use of ict in education has evolved into distance education management in the field of training, it aims to provide the widest possible access to education and training for trainees who do not have the opportunity to attend face-to-face education due to various problems. based on dapodik data, most playschool educators or teachers in indonesia do not have an educational background that can support their competence. thus, education and training services are one of the efforts that can be made to encourage the improvement of the competence of playschool educators. through e-training with a blended approach, it is expected to be a solution because it has advantages including 1) affordable and efficient costs; 2) unlimited quota; 3) can be accessed via the internet; 4) flexible time. the approach taken is a qualitative research approach with a descriptive method using purposive sampling technique which representing training activities in bogor regency, karang regency, and bekasi regency, west java, indonesia. the results of the research on the application of e-training with a blended approach for playschool educators show a new model in the implementation of learning, namely combining face-toface learning with online. adaptation to e-training with a blended approach must be carried out following the changes and developments of an increasingly rapid era without compromising the objectives and learning outcomes in the training program. keywords: e-training, blended learning, playschool educator abstrak pemanfaatan tik dalam pendidikan telah berkembang menjadi manajemen pendidikan jarak jauh dalam bidang pelatihan, hal ini bertujuan untuk memberikan akses pendidikan dan pelatihan yang seluas-luasnya bagi peserta didik yang tidak memiliki kesempatan untuk mengikuti pendidikan secara tatap muka karena berbagai permasalahan. berdasarkan data dapodik, sebagian besar pendidik atau guru paud di indonesia tidak memiliki latar belakang pendidikan yang dapat menunjang kompetensinya. dengan demikian, layanan pendidikan dan pelatihan merupakan salah satu upaya yang dapat dilakukan untuk mendorong peningkatan kompetensi pendidik paud. melalui e-training dengan pendekatan blended diharapkan dapat menjadi solusi karena memiliki kelebihan antara lain 1) biaya terjangkau dan efisien; 2) kuota tidak terbatas; 3) dapat diakses melalui internet; 4) waktu fleksibel. pendekatan yang dilakukan adalah pendekatan penelitian kualitatif dengan metode deskriptif dengan menggunakan teknik purposive sampling yang mewakili kegiatan diklat di kabupaten bogor, kabupaten karang, dan kabupaten bekasi, jawa barat, indonesia. hasil penelitian penerapan e-training dengan pendekatan blended bagi pendidik paud menunjukkan adanya model baru dalam pelaksanaan pembelajaran yaitu menggabungkan pembelajaran tatap muka dengan online. adaptasi e-training dengan blended approach harus dilakukan mengikuti perubahan dan perkembangan zaman yang semakin pesat tanpa mengesampingkan tujuan dan hasil pembelajaran dalam program pelatihan. kata kunci: e-training, pendekatan blended, pendidik paud how to cite: fahimah, n., hatimah, i., komar, o., ardiwinata, j. & purnomo. (2023). implementation of e-training for early child educators with a blended approach. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 12 (1), 26-32. fahimah, hatimah, komar, ardiwinata & purnomo. implementation of e-training for early child educators with a blended approach 27 introduction information and community technology over a short period of time has been one of the foundations for modern society. every country today has regarded understanding of tic and basic mastery and concepts as part of the heart of education concurrently with reading, writing and arithmetic. the same as in indonesia, every educational unit is required to prepare for the era of the industrial revolution 4.0, including the availability of tools and technology infrastructure, internet networks, and electricity delivery. at the same time, tick can add value to the learning processes, as well as the management or management of educational institutions (andresen & van den brink, 2002; barton & haydn, 2006; luke, 2003). the internet is a driving force for such growth and innovation in developed and developing countries (abbot, 2001). technological developments created changes in the job and in needed job arrangements and competence. similarly in the world of education, it is necessary to improve the competence of teachers. teacher competence or educators today is groubed into six aspects, which are: 1) technological understanding and information in education, 2) curriculum and assessment, 3) pedagogies, 4) information technology and communication, 5) organization and administration and 6) professional teacher learning (dasli, 2019). the use of ict in education has developed into the management of education in the field of training by distance (e-training), this is to provide full access to education and training for trainees who do not have the opportunity to participate in face-to-face education because of obstacles. a touch of technology can be a solution and ease in making program decisions (purnomo et al., 2017, 2018). e-training is a learning program that releases participants are taught to be able to learn without being bound by space and time with little help from others. at the e-training activity, there is no direct contact between the instructor and the klatparticipants, the learning process is carried out by currently mostly custom-designed media middlemen. according to barrow (2003). e-training is defined as the use of several technology tools to deliver training materials and other education, through the internet. distance learning or distance education has some of the characteristics of e-learning that are often used to depict web based education. the process can be divided into three categories: computer aided instruction (cai), computer managed instruction (cmi), dan computer supproted learning reseources (cslr) (barrow, 2003) the implementation of e-training in the education and training system is carried out by an institution that is responsible for learning activities. this institution is in charge of designing and preparing learning materials, managing learning activities, providing learning support services for training participants, administering learning activities, evaluating learning activities, determining graduation, giving certificates and so on. implementation of training, not only carried out in a full online way, but can be implemented by developing e-training that is adopted into conventional education or conventional models adopted into e-training models with a blended learning system (a mixture of online sources and face-to-face). the basic educational problem is at the early childhood level, namely the availability of playschool educators who are still below the competency standard. west java province, as the second largest number of playschool units in indonesia after east java, has 28,723 playschool units consisting of formal and non-formal playschool (dapodik 2019/2020). however, the number of units has not been matched by adequate quality of playschool teachers. it can be seen based on national data obtained from the dapodik directorate general of playschool and dikmas that more than half of non-formal playschool teachers in indonesia (215,516 people), especially west java (32,822 people) have not yet completed a bachelor's degree. and also more than 90 fahimah, hatimah, komar, ardiwinata & purnomo. implementation of e-training for early child educators with a blended approach 28 percent of playschool teachers in indonesia are graduates of non-playschool teacher education study programs. in addition, data from dapodik also shows that as many as 65.82 percent of playschool educators in indonesia have not yet taken a bachelor's degree. this can also be seen in west java, where most of the non-formal playschool educators in west java are high school graduates. based on the data presented, it can be concluded that most playschool educators or teachers in indonesia do not have an educational background that can support their competence, especially pedagogical competence as professional playschool teachers. thus education and training services are one of the efforts that can be made to encourage the improvement of the competence of playschool educators. the achievements of offline education and training are faced with several obstacles, including high costs, especially from the operational aspects of the program, printing of learning materials, relatively high accommodation and consumption expenses, and time constraints. therefore, e-training for playschool educators can be a solution because this training has several advantages, namely: 1) more affordable and efficient implementation costs; 2) the quota of participants is not limited so that they can reach more targets and can reach a wider area; 3) can be accessed by various media connected to the internet; 4) more flexible training time because the material is available and can be studied offline and the material can be repeated at any time; 5) the available materials are wider, not only training materials but also other materials that support teacher competence method the approach used in this study is a qualitative research approach with descriptive methods. researchers used data collection techniques in the form of interviews, observation and documentation to obtain research data that focuses on the implementation of e-training with a blended approach in improving the performance of playschool educators. the data analyzed included data reduction, data display, and conclusion drawing/verification. results and discussion results implementation of e-training with a blended approach, namely applying two learning activities with different portions, both theory and practice (lópez-pérez et al., 2013; waha & davis, 2014). blended implementation aims to streamline costs and make learning time effective, so that the completion of learning will be faster because it is supported by independent learning by the trainees. the following is the implementation of e-training with a blended approach, shown in figure 1 below. . figure 1. blended approach in e-training program fahimah, hatimah, komar, ardiwinata & purnomo. implementation of e-training for early child educators with a blended approach 29 in order for this blended learning to run smoothly, the role of the instructor and the trainees is very important, both of them need to agree on a learning contract so that together, the learning objectives can be achieved. the following are the activities carried out in the implementation of the training so that it can run well 1. creation of a learning climate creation of a learning climate in the conventional learning learning process, arranged in a conducive manner so as to foster a pleasant learning climate, knowing each other, trusting each other, and accepting each other. the creation of a learning climate is carried out through activities to strengthen motivation, exchange experiences, games, and other similar activities. some of the services commonly used to stimulate course learning residents to create a conducive climate are conditioned learning residents to ask questions during the learning process taking place both between individuals and between groups. the creation of a learning climate in the virtual learning learning process is packaged in the form of a strategic interactive online design. this interactive online support is supported by elearning tools, namely dynamic web, discussion groups (forums), e-mail, chat, instant messaging, video, animation, and sharing applications. the material developed is in the form of two materials, including: a) theory which consists of the basic concepts of playschool (30%), and b) practice which consists of learning planning, preparing ape, microteaching, learning evaluation (70%). 2. achievement of learning objectives learning activities attended by trainees are directed at achieving the goals set for each training material. broadly speaking, the learning objectives that have been prepared have a priority, namely increasing the professional competence of students. the elaboration of these learning objectives is arranged in writing in the learning curriculum which is translated into a combination conventional and virtual learning syllabus. 3. application of the method the application of learning methods that are carried out using a blended approach, is applied at different times and places, but the aims and objectives of the multi-methods are essentially the same even though they are carried out in different learning modes. tabel 1. application of conventional learning and virtual learning methods conventional learning virtual learning discourses face-to-face speaking, using power point, textbooks, combining combinations of all media, such as film or radio shows 1. teleconference (audio+video conferencing), dan video uploads discussion face to face speaking verbally, and discussion 1. teleconference (audio+video conferencing), chating personal, forum discussion simulation fahimah, hatimah, komar, ardiwinata & purnomo. implementation of e-training for early child educators with a blended approach 30 conventional learning virtual learning demonstrate something live, bring some miniatures or props to show 1. teleconference (audio+video conferencing), video uploads, online quiz/test practice practice directly or demonstrate an activity1. teleconference (audio+video conferencing), video uploads, online quiz/test observation 1. observing an object or activity in detail, and seeing mistakes in the work that has been done to solve the problem (trouble shooting) 1. teleconference (audio+video conferencing), video uploads, online quiz/test 4. selection and application of learning principles the learning methods chosen and used in e-training activities are quite diverse, namely lectures, questions and answers, brainstorming, assignments, simulations, and practice. the training participants belong to the adult category, so the instructor pays attention to the assumptions of adults learning as a consideration in delivering material. there are several learning principles that need to be considered, namely physiology, self-concept and selfesteem, and emotions. from a physiological aspect, adults will learn effectively if they are in a healthy enough state and not tense and held at the right time. from the aspect of self-concept and self-esteem, adult learning activities will be effective if the learning objectives are felt to be in accordance with their needs, the learning material and the way it is presented is systematically organized, and the learning environment can create an impression of mutual trust and mutual respect. from the emotional aspect, adult learning activities will be effective if students are given encouragement and stimulation, learning experiences are given with sufficient repetition, and through two-way communication. the blended activities that are carried out show a combination of various ways to cover the learning needs of adults, this model will create independent and participatory learning methods. discussion in fact, the principles underlying blended learning are no different from other forms of learning. the main criteria are based on the following: 1. identify core learning needs identifying learning opportunities in blended learning is the same as identifying each learning opportunity. however, what is important is recognizing the need to provide appropriate solutions for learners. one of the obvious advantages of blended learning is the opportunity to be more focused and specific about learning needs. as training solutions develop into learning solutions, the hope is that organizations will begin to recognize the importance of making learning more suitable for each individual. blended learning provides a great opportunity to truly adapt learning to the learner. fahimah, hatimah, komar, ardiwinata & purnomo. implementation of e-training for early child educators with a blended approach 31 2. set timescale rate/request in any decision about developing learning solutions there will always be a need to assess the reality of the demand. however, blended learning represents a real opportunity to respond more effectively to individual demands and thus have relevant applications for individuals in very small businesses as well as for learning teams in large global companies. the basic properties of the blend build flexibility. 3. recognize different learning styles in fact, a positive by-product of using blended learning is that it provides a variety of learning solutions. this is also a great opportunity to review and revitalize the full learning and development that is on offer. 4. work with available resources to identify the purpose of learning the power of blended learning is that it can enable a more elegant and ordered solution by combining one or more methods. the secret is to really analyze what the ultimate learning needs are and how best to satisfy them. 5. conduct educational processes and develop easy-to-use demonstrations some of the potential issues are most likely related to the need to do things differently and support people in dealing with change, so it's important to help people recognize potential and help them identify solutions that work for them. there are several ways this can be accomplished: online demonstrations, powerpoint presentations, small lunch meetings or workshops. 6. prepare a monitoring process to evaluate the effectiveness of learning technological factors were identified by educators as the most relevant for blended learning. accessibility and face-to-face design that is used must also be attractive. ideally, educators have technical assistance to develop learning with various technologies, administrative support, and pedagogical support to reference various learning theories and instructional activities. in terms of assessment, biggs (2003) provides a design model for assessment that ensures consistency from learning objectives to assessment strategies, and teaching and learning assessment strategies. figure 2. learning curriculum design constructive adjustment model (biggs, 2003) there are three points to emphasize: first, consider using formative and summative assessments. second, the need for literature on learning which states that assessment has a significant impact on outcomes. third, it requires assessed activities that include collaboration and the thoughts, activities, and products that are built will also encourage students to engage in deep learning. fahimah, hatimah, komar, ardiwinata & purnomo. implementation of e-training for early child educators with a blended approach 32 conclusion the implementation of e-training with a blended approach for early childhood educators is a new model in implementing learning, which combines face-to-face and online learning. this blended approach aims to answer the competency needs of students, due to several considerations such as distance traveled, costs, time and pandemic conditions which are still showing an increasing rate. the determining factor for the success of the blended program is the integrated and mutually sustainable management of face-to-face and online learning, in addition to adequate equipment and support. meanwhile, the weakness in the blended implementation is that the digital technology literacy abilities of each participant who register have not been mapped or that a digital literacy assessment has not been carried out, so that participants do not experience obstacles during the learning process. the learning results show that blended learning does not reduce the goals and achievements of the training program, the difference is the delivery media, namely as a way of learning that is relevant to the assumptions that adults learn. acknowledgments the researchers thank to community education experts at the community education departement, faculty of education, universitas pendidikan indonesia, thank to local government for granting research permits and receiving input from researchers, and thank to community education institutions that have become the object of research. references abbot, c. (2001). ict: changing education. routhedge falmer. andresen, b. b., & van den brink, k. (2002). multimedia in education. infarmation technologies at school: conference materials, 5–8. barrow, c. (2003). e-training and development : training and development. barton, r., & haydn, t. (2006). trainee teachers’ views on what helps them to use information and communication technology effectively in their subject teaching. journal of computer assisted learning, 22(4), 257–272 biggs, j. (2003). aligning teaching and assessing to course objectives. teaching and learning in higher education: new trends and innovations, 2(april), 13–17. dasli, m. (2019). unesco guidelines on intercultural education: a deconstructive reading. pedagogy, culture & society, 27(2), 215–232. lópez-pérez, m. v, pérez-lópez, m. c., rodríguez-ariza, l., & argente-linares, e. (2013). the influence of the use of technology on student outcomes in a blended learning context. educational technology research and development, 61(4), 625–638. luke, c. (2003). pedagogy, connectivity, multimodality, and interdisciplinarity. reading research quarterly, 38(3), 397–403. purnomo, p., hufad, a., & pramudia, j. r. (2017). creative economy based on community education. purnomo, p., hufad, a., wahyudin, u., sadikin akhyadi, a., & yunus lutfiansyah, d. (2018). journal of nonformal education http://journal.unnes.ac.id/nju/index.php/jne needs assessment knowledge from facilitator of community empowerment program in the digital era. in jne (vol. 4, issue 1). http://journal.unnes.ac.id/nju/index.php/jne waha, b., & davis, k. (2014). university students’ perspective on blended learning. journal of higher education policy and management, 36(2), 172–182 jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 60 proses pembelajaran berbasis metode montessori dalam mengembangkan keterampilan sosial anak usia dini (penelitian deskriptif di paud assya’idiyah kab. bandung barat) agus sumitra abstrak pada penelitian ini, penulis mengidentifikasi masalah sebagai berikut: 1). perencanaan pembelajaran, pengembangan dan proses kegiatan pembelajaran belum mengacu betul terhadap tahap-tahap perkembangan anak, 2). keterampilan sosial belum tertampilkan secara optimal mengingat sarana dan prasarana yang menunjang pengembangan keterampilan sosial belum memadai, 3). pembelajaran anak usia dini masih terfokus pada peningkatan kemampuan akademik (hapalan dan calistung), 4). rasa egois pada diri anak masih tinggi disebabkan cakrawala sosial anak terbatas dirumah, peserta didik seringkali memikirkan diri sendiri. kemudian penulis merumuskan masalah sebagai berikut: bagaimana proses pembelajaran metode montessori terhadap keterampilan sosial anak?berdasarkan pada rumusan masalah di atas, tujuan yang ingin dicapai dalam penelitian ini adalah : 1). rencana pembelajaran dengan metode montessori dalam upaya meningkatkan keterampilan sosial anak usia dini dengan bermacam aktifitas di paud, 2). pelaksanaan pembelajaran dengan menggunakan metode montessori dalam mengembangkan keterampilan sosial anak usia dini, 3). evaluasi proses pembelajaran dengan menggunakan metode montessori untuk meningkatkan keterampilan sosiak anak usia dini, 4). untuk mengembangkan keterampilan sosial anak yang tertampilkan sebagai hasil pembelajaran dengan menggunakan metode montessori pada anak usia dini.metode yang digunakan oleh penulis dalam penelitian ini adalah metode penelitian deskriptif dengan pendekatan kualitatif untuk mengetahui seberapa besar proses pembelajaran peserta didik dengan menggunakan metode montessori dalam mengembangkan keterampilan sosial anak. data diperoleh dari hasil observasi, wawancara dan studi dokumentasi terhadap sumber data, objek penelitian yaitu paud assya’idiyah, kecamatan. cipongkor, kabupaten. bandung barat.dari hasil penganalisisan data di peroleh sebagai berikut: 1). perencanaan pembelajaran di paud assya’idiyah sesuai dengan metode montessori dimulai dari penyambutan, apersepsi, jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 61 kegiatan inti, istirahat dan kegiatan akhir, 2). pelaksanaan pembelajaran dengan menggunakan metode montessori mengacu pada beberapa aspek pendidikan yang merupakan prinsip metode montessori, yaitu aspek pentingnya kebebasan, aspek struktur dan keteraturan, aspek realistis dan alami, aspek keindahan dan nuansa dan aspek alat bermain montessori, 3). evaluasi pembelajaran yang menggunakan metode montessori cukup efektif dalam mengembangkan keterampilan sosial anak, 4). tertampilkan perilaku anak dari antusias belajar, hasil karya anak dan ketanggapan anak terhadap permasalahan pada kegiatan belajar.kesimpulan yang diperoleh berdasarkan penelitian dari hasil pengalaman belajar berkenaan dengan keunggulan pendekatan metode montessori adalah metode montessori ini cukup efektif digunakan pada pembelajaran anak usia dini karena mampu mengembangkan keterampilan sosial anak. kata kunci : proses pembelajaran, metode montessori, keterampilan sosial, anak usia dini. a. pendahuluan sumber daya manusia yang unggul merupakan aset yang sangat berharga bagi setiap negara. indonesia yang memiliki jumlah penduduk sangat padat, memiliki potensi sumber daya manusia yang sangat besar. apabila diberdayakan dengan baik maka dapat meningkatkan kesejahteraan masyarakat indonesia itu sendiri. keberhasilan membina saat ini merupakan kesuksesan bagi masa depan anak. namun sebaliknya kegagalan dalam penanganan anak usia dini merupakan kegagalan bagi kehidupan anak di masa yang akan datang. menurut undang-undang sisdiknas pasal 28, tentang paud terdiri dari tiga jalur pendidikan, yaitu jalur formal yang meliputi taman kanakkanak (tk), raudhatul atfhal (ra) atau bentuk lain yang sederajat, jalur non-formal meliputi kelompok bermain (kober) taman penitipan anak (tpa) atau bentuk lain yang sederajat. dan jalur informal meliputi pendidikan keluarga atau pendidikan yang diselenggarakan oleh lingkungan. kegiatan pembelajaran paud diselenggarakan melalui bermain sambil belajar, karena anak usia pra-sekolah sangat membutuhkan keleluasaan untuk bermain dalam mengembangkan fungsi fisiologis dan psikologisnya yang berkenaan dengan permainan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 62 bermain adalah hal yang penting bagi seorang anak, permainan dapat memberikan kesempatan untuk melatih keterampilan dan dapat mengembangkan ide-ide sesuai dengan cara dan kemampuannya sendiri. menurut sudjana (2001 : 47), bagi anak usia 0-6 tahun, bermain, selain menghasilkan pengertian atau memberikan informasi, juga memberikan kesenangan dan mengembangkan imajinasi. manusia sebagai mahluk sosial memiliki sifat ketergantungan terhadap orang lain, saling membutuhkan satu sama lain. hidup bermasyarakat merupakan salah satu karakteristik manusia, mereka berkumpul saling menolong, bekerja sama, saling menghargai dan sebagainya. dalam kehidupan bermasyarakat keterampilan sosial sangat diperlukan untuk dapat diterima di lingkungan, dihargai dan disukai. jika seseorang tidak memiliki keterampilan sosial maka ia akan terasing dari lingkungannya. guru/ tutor perlu mencari upaya yang dapat membuat anak tertarik dalam kegiatan pembelajaran dalam mengembangkan keterampilan sosial. salah satunya dengan cara penggunaan metode montessori. karena, dengan menggunakan metode montessori itu dapat membantu sosial dan emosional anak untuk menyesuaikan diri dengan baik dan memungkinkan membantu anak untuk mengembangkan kapasitas intelektual sesuai dengan tahap perkembangan anak. b. kajian teori dan metode pembelajaran adalah membelajarkan peserta didik dengan menggunakan asas pendidikan dan teori belajar sebagai penentu utama keberhasilan pendidikan. peran pendidik bukan semata mata memberikan informasi melainkan juga mengarahkan dan memberi fasilitas belajar agar lebih efektif. menurut sudjana (2005: 6) mendefinisikan pembelajaran sebagai berikut:pembelajaran adalah sebagai upaya yang sistematik dan disengaja oleh pendidik atau tutor untuk membantu peserta didik (warga belajar) melakukan kegiatan belajar. dalam kegiatan ini terjadi interaksi edukatif antara dua pihak yaitu peserta didik (siswa, warga belajar, peserta pelatihan dsb) yang melakukan kegiatan belajar dengan pendidik (guru, tutor, pelatih dsb) yang melakukan kegiatan membelajarkan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 63 pengertian pembelajaran pada dasarnya merupakan proses yang disengaja dikelola dalam kondisi khusus agar menghasilkan perubahan tingkah laku tertentu. perubahan terjadi karena adanya proses yang disengaja dengan cara mengamati, meniru, membaca, mencoba, mendengarkan, dan mengikuti pengarahan, istilah lain adalah merupakan perubahan pengalaman. paud adalah jenjang pendidikan sebelum pendidikan dasar yang merupakan suatu upaya pembinaan yang ditujukan bagi anak sejak lahir sampai dengan usia 6 tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan, perkembanan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. menurut hasan (2009 : 15) pendidikan anak usia dini merupakan salah satu bentuk penyelenggaraan pendidikan yang menitik beratkan pada peletakan dasar keberapa arah berikut ini: 1). pertumbuhan dan perkembangan fisik (koordinasi motorik halus dan kasar), 2). kecerdasan (daya pikir, daya cipta, kecerdasasan emosi dan kecerdasan spiritual), 3). sosioemosional (sikap dan perilaku serta agama) bahasa dan komunikasi, yang disesuaikan dengan keunikan dan tahap-tahap perkembangan yang dilalui oleh anak usia dini. metode montesori berdasarkan pada prinsipnya bahwa pendidikan seorang anak harus muncul dan bertepatan dengan tahap-tahap perkembanan anak itu sendiri. karakteristik dari metode ini adalah menekankan pada aktivitas yang dimunculkan oleh diri anak dan menekankan pada penyesuaian lingkungan belajar anak pada tahap perkembangannya. menurut montessori (2013:79) montessori mengidentifikasi tiga periode perkembangan utama pada anak 1. pertama, dari lahir anak hingga usia enam tahun (tahapan otak penyerap) 2. kedua, dari usia enam hingga dua belas tahun 3. ketiga, usia dua belas hingga delapan belas periode dari otak menyerap dibagi menjadi dua fase ,yaitu fase awal dari usia satu hingga tiga tahun, ketika otak sang anak berfungsi secara tak sadar dan pembelajaran dihasilkan dari interaksi dengan respon terhadap rangsangan lingkungan. selama periode penting ini, anak anak mulai membangun kepribadian dan kecerdasan mereka sendiri melalui aktivitas – aktivitas mereka dalam mengeksplorasi lingkungan dan kesankesan yang mereka rasakan sekama aktivitas –aktivitas tersebut. anak – anak mulai memperoleh bahasa dan kebudayaan dari jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 64 lingkungan dimana mereka dilahirkan. selama fase berikutnya, dari usia tiga tahun hingga enam tahun, sang anak menjadi semakin sadar dan terarah dalam aktivitas –aktivitas mereka dan dalam mengekplorasi lingkungan. selama fase kedua dari otak penyerap, dari usia tiga hingga enam tahun, sang anak butuh menemukan tugas –tugas atau kegiatan – kegiatan yang merangsang ketertarikannya dan butuh untuk belajar bagaimana melaksanakan tugas –tugas dengan benar. aspek penyempurnaan datang dari hasrat dan kebutuhan untuk melaksanakan dan menyempurnakan tugas. pada fase ini , sangat signifikan bagi perkembangan dan pendidikan berikutnya. simpanan keterampilan dan dunia yang telah dikontruksi membentuk fondasi bagi pembelajaran berikutnya. periode otak menyerap tidak hanya krusial bagi perkembangan motorik, keterampilan dan kognitifnya tetapi juga bagi pembentukan pola – pola sosialisasi dan akulturasi. montessori meyakini bahwa anak –anak selama awal masa kanak kanak, menyerap pola pola bahasa dan kebudayaan yang khas dari kelompok kebudayaan mereka. pada awal manusia dilahirkan belum bersifat sosial, dalam artian belum memiliki kemampuan dalam berinteraksi dengan orang lain. kemampuan sosial seseorang diperoleh dari berbagai kesempatan dan pengalaman bergaul dengan orang –orang di lingkungannya, seprti orang tua, saudara, teman sebaya, dan orang dewasa lainnya. pengalaman sosial sejak dini menjadi salah satu tahap perkembangan anak yang penting, karena akan menentukan hubungan sosial di masa yang akan datang dan perilaku terhadap orang lain. untuk menjadi individu yang mampu bermasyarakat diperlukan tiga proses sosialisasi, yang ketiganya berhubungan satu sama lain, yaitu: 1. belajar untuk bertingkah laku dengan cara yang dapat diterima masyarakat. 2. belajar memainkan peran sosial yang ada di masyarakat. 3. mengembangkan sikap/ tingkah laku sosial terhadap individu lain dan aktivitas sosial yang ada di masyarakat. berdasarkan proses sosialisasi di atas, akan berkembang dua kelompok individu yang sosial dan anti sosial. individu sosial adalah mereka yang perilakunya mencerminkan ketiga proses sosialisasi. sedangkan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 65 individu antisosial adalah mereka yang tidak mencerminkan ketiga proses sosialisasi. dalam perkembangan sosial, selain dua kelompok individu tersebut adapula istilah introvert dan ekstrovert. introvert adalah kecenderungan seseorang untuk menarik diri dari lingkungan sosialnya. sedangkan ekstrovert adalah kecenderungan seseorang untuk mengarahkan perhatian ke luar dirinya, sehingga segala bakat, minat, sikap dan keputusan yang diambilnya lebih ditentukan oleh peristiwa peristiwa yang terjadi di luar dirinya. bentuk – bentuk perilaku sosial mengacu pada makna sosial yang dikemukakan lawrence kohlberg (1995) bahwa dari proses sosialisasi akan terbentuk dua kelompok, yaitu yang sosial dan tidak sosial, maka dalam upaya mengembangkan kematangan sosial anak, perlu diketahui bentuk perilaku yang menyebabkan seseorang masuk ke dalam salah satu kelompok tersebut. adapun pola perilaku dari dua kelompok tersebut dikemukakan harlock sebagai berikut: 1. pola perilaku sosial a. meniru. agar sama dengan kelompok, anak meniru sikap dan perilaku orang yang sangat ia kagumi. b. persaingan. keinginan untuk mengungguli dan mengalahkan orang lain. c. kerjasama. pada akhir tahun ketiga bermain kooperatif dan kegiatan kelompok mulai berkembang dan meningkat dengan baik dalam frekuensi maupun lamanya berlangsung, bersamaan dengan meningkatnya kesempatan untuk bermain dengan anak lain. d. simpati. karena simpati menumbuhkan pengertian tentang perasaan –perasaan dan emosi orang lain e. empati. seperti halnya simpati, empati menumbuhkan pengertian tentang perasaan –perasaan dan emosi orang lain tetapi disamping itu juda menumbuhkan kemampuan untuk membayangkan diri sendiri di tempat orang lain. f. dukungan sosial. menjelang berakhirnya awal masa kanak kanak, dukungan sosial dari teman menjadi lebih penting dari pada persetujuan orang dewasa, anak beranggapan bahwa jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 66 perilaku nakal dan perilaku mengganggu merupakan cara untuk memperoleh dukungan dari teman sebaya. g. membagi. dari pengalaman bersama orang lain, anak mengetahui bahwa salah satu cara untuk memperoleh persetujuan sosial adalah dengan membagi miliknya terutama mainan untuk anak – anak lain, lambat laun sifat diri sendiri berubah menjadi murah hati. h. perilaku akrabanak yang pada waktu bayi memperoleh kepuasan dari hubungan yang hangat, erat dan personal dengan orang lain berangsurangsur memberikan kasih sayang kepada orang luar rumah, seperti guru, teman , atau bendabenda lain yang disebut obyek kesayangan. 2. pola perilaku tidak sosial a. negativisme atau melawan otoritas orang dewasa. b. agresif. perilaku agresif meningkat antara dua atau empat tahun. c. perilaku berkuasa. perilaku berkuasa atau merajai mulai usia tiga tahun. d. memikirkan diri sendiri. karena cakrawala sosial anak terutama terbatas di rumah, anak –anak seringkali memikirkan diri sendiri, dengan meluasnya cakrawala lambat laun perilaku memikirkan diri sendiri berkurang tetapi perilaku murah hati masih sangat sedikit. e. mementingkan diri sendiri. seperti halnya perilaku memikirkan diri sendiri lambat laun diganti oleh minat dan perhatian terhadap oranglain, cepatnya perubahan ini bergantung pada banyaknya kontak dengan orang di luar rumah dan berapa besar keinginan mereka untuk diterima temantemannya. f. merusak. ledakan amarah sering disertai tindakan –tindakan merusak benda –benda disekitarnya. g. pertentangan seks. prasangka sebagian besar anak pra sekolah lebih suka bermain dengan teman –teman yang berasal dari ras yang sama, tetapi mereka jarang menolak bermain dengan anak anak dari ras lain. 3. faktor – faktor yang mempengaruhi perkembangan sosial anak a. keluarga keluarga merupakan lingkungan pertama yang memberikan pengaruh terhadap berbagai aspek perkembangan anak, termasuk perkembangan sosialnya. proses pendidikan yang bertujuan mengembangkan kepribadian anak lebih banyak ditentukan oleh keluarga. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 67 b. kematangan untuk dapat bersosialisasi dengan baik diperlukan kematangan fisik dan psikis sehingga mampu mempertimbangkan proses sosial, memberi dan menerima nasihat orang lain, memerlukan kematangan intelektual dan emosional, disamping itu kematangan dalam berbahasa juga dangat menentukan. c. status sosial ekonomi kehidupan sosial banyak dipengaruhi oleh kondisi sosial ekonomi keluarga dalam masyarakat. perilaku anak akan banyak memperhatiakn kondisi normatif yang telah ditanamkan oleh keluarga. d. pendidikan pendidikan merupakan proses sosialisasi anak yang terarah. hakikat pendidikan sebagai proses pengoperasian ilmu yang normatif, anak memberikan warna kehidupan sosial anak di dalam masyarakat dan kehidupan mereka di masa yang akan datang. e. kapasitas mental kemampuan berpikir dapat banyak hal, seperti kemampuan belajar, memecahkan masalah, dan berbahasa. perkembangan emosi berpengaruh sekali terhadap perkembangan sosial anak. anak yang berkemampuan intelek tinggi akan berkemampuan berbahasa dengan baik. oleh karena itu jika perkembangan ketiganya seimbang maka akan sangat menentukan keberhasilan perkembangan sosial anak. c. hasil dan pembahasan penganalisaan yang digunakan peneliti terhadap proses pembelajaran berbasis metode montessori dalam mengembangkan keterampilan sosial anak ini disajikan berupa data hasil observasi, wawancara dan studi dokumentasi. penulis memperoleh data dari objek yang diteliti, yaitu 1 orang pihak pengelola, 1 orang guru/tutor, 5 peserta didik dan 3 orang tua peserta didik. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 68 dari hasil wawancara dengan pengelola, penulis mendapatkan informasi tentang profil paud. sedangkan hasil wawancara dan observasi dengan gutu/tutor mengenai pelaksanaan kegiatan pembelajaran dengan menggunakan metode montessori diperoleh data: 1. rencana pembelajaran dimulai dengan membuat data perencanaan pembelajaran (silbabur,rks, rkm dan rkh) 2. pelaksanaan pembelajaran dimulai dari penyambutan (10 menit ), apersepsi (15 menit), kegiatan inti (45 menit), kegiatan bermain bersama (30 menit) yang mengutamakan 4 aspek pendidikan yang merupakan prinsip metode montessori, yaitu aspek pentingnya kebebasan, aspek struktur dan keteraturan, aspek realistis dan alami, aspek keindahan dan nuansa dan aspek alat bermain montessori. 3. evaluasi dalam pembelajaran menggunakan metode montessori cukup efektif diterapkan dalam pembelajaran anak usia dini guna mengembangkan keterampilan mereka. 4. tertampilkan perilaku anak dari antusias belajar, hasil karya anak dan ketanggapan anak terhadap permasalahan pada kegiatan belajar. hasil wawancara dari pihak pengelola, penulis mendapatkan data profile berupa sejarah, visi dan misi, kurikulum, kbm, program-program pembelajaran, keadaan pendidik, kemitraan dan sarana prasarana yang menunjang seluruh aktivitas pembelajaran yang ada di paud assya’idiyah ini. guru/tutor di dalam penerapan metode montesori dalam pengelolaan pembelajaran di paud assya’idiyah mengikuti langkah-langkah sebagai berikut, yaitu; guru menguasai langkah-langkah membuat rencana pembelajaran sesuai dengan metode montesori, guru melakukan penyambutan anak dengan baik, guru memberikan kagiatan dengan menyenangkan dan berbagai kagiatan atau aktivitas untuk mengembangkan kemampuan anak , sebagai fasilitatot guru selama main terlihat memotivasi, memberikan petuntuk arahan dan sebagai penilai hasil dari kegiatan dengan mencatat kemampuan dan keterampilan ossial yang tertampilkan anak. dari ke lima objek peserta didik yang di observasi penulis, 3 peserta didik mengalami peningkatan keterampilan sosial, dilihat dari aspek kognitif dan aspek psikomotoriknya. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 69 peserta didik sudah bisa bersosial, berbagi makanan, meminjamkan permainan (ape), tidak pernah lagi berebut mainan, sudah bisa menyapa, tidak memilah-milah teman, keterampilan fisiknya berkembang, sikap sehat terhadap dirinya maupun orang lain, menyesuaikan diri dengan teman sebaya, sudah bisa mengembangkan peran sosial sebagai laki-laki dan perempuan, sopan santun dan tanggung jawab. sedangkan ke 2 orang peserta didik tidak memperlihatkan perkembangan keterampilan sosialnya, dikarenakan berbagai aspek, yaitu kurangnya perhatian dari orang tuanya, kurang nya alat permaian edukatif (ape), sarana dan prasarana yang kurang mendukung dan tutor yang kurang menguasai metode montessori. yang terakhir adalah respon dari orang tua tentang penerapan metode montessori untuk mengembangkan keterampilan sosial anak, dari ketiga orang tua hanya 1 orang tua yang kurang setuju, karena kebebasan anak dalam aspek struktur dan keteraturan, aspek realistis dan alami, aspek keindahan dan nuansa dan aspek alat bermain montessori tidak terperhatikan oleh guru/tutornya. karena orang tua berprinsip, mengapa anaknya di sekolahkan di paud agar terperhatikan dari segala aspek tersebut. sedangkan 2 orang tua yang setuju dengan penerapan dan penggunaan metode montessori menyambut baik, dikarenakan melihat dan merasakan dampak yang sangat signifikan dari putra putrinya, yang asalnya masih suka berebut mainan, sekarang tidak berbagi makanan, meminjamkan permainan (ape), tidak pernah lagi berebut mainan, sudah bisa menyapa, tidak memilah-milah teman, keterampilan fisiknya berkembang, sikap sehat terhadap dirinya maupun orang lain, menyesuaikan diri dengan teman sebaya, sudah bisa mengembangkan peran sosial sebagai laki-laki dan perempuan, sopan santun dan tanggung jawab. d. kesimpulan berdasarkan hasil penelitian yang telah dilaksanakan, maka kesimpulannya sebagai berikut: 1. rencana pembelajaran dimulai dengan membuat data perencanaan pembelajaran (silbabur,rks, rkm dan rkh) 2. pelaksanaan pembelajaran dimulai dari penyambutan (10 menit ), apersepsi (15 menit), kegiatan inti (45 menit), kegiatan bermain bersama (30 menit) yang mengutamakan 4 aspek pendidikan yang merupakan prinsip metode montessori, yaitu aspek pentingnya kebebasan, aspek struktur dan keteraturan, aspek realistis dan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 70 alami, aspek keindahan dan nuansa dan aspek alat bermain montessori. 3. evaluasi yang diperoleh denan menggunakan metode montessori adalah cukup efektif dalam mengembangkan keterampilan sosial anak 4. tertampilkan perilaku anak dari antusias belajar, hasil karya anak dan ketanggapan anak terhadap permasalahan pada kegiatan belajar. jadi kesimpulan yang diperoleh berdasarkan penelitian dari hasil pengalaman belajar berkenaan dengan keunggulan pendekatan metode montessori adalah metode montessori ini cukup efektif digunakan pada pembelajaran anak usia dini karena mampu mengembangkan keterampilan sosial anak. daftar pustaka hasan, m. 2009. paud (pendidikan anak usia dini), yogyakarta . diva press. lazuardi, al. 2013. metode montessor, yogyakarta: pustaka pelajar. lawrence kohlberg. 1995. tahap tahap perkembangan moral. yogyakarta: kanisius, kiat mengasuh kecerdasan emosional anak, pustaka hidayah. sudjana, d. 2005. strategi pembelajaran, bandung : falah production. ____________ 2001. metode dan teknik pembelajaran partisipatif, bandung : falah production. jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 12, nomor 1 februari 2023p-issn no. 2252-4738 e-issn : 2580-7692 18 the role of the family in fulfilling the spiritual needs of the elderly in rt 021/ rw009 sako village palembang city ira tri astuti1*, mega nurrizalia2 1,2 pendidikan masyarakat, universitas sriwijaya, palembang, sumatera selatan, indonesia 1iratriast@gmail.com*, 2meganurrizalia@fkip.unsri.ac.id. received: november, 2022; accepted: february, 2023 abstract the purpose of this study is to describe the role of the family in meeting the spiritual needs of the elderly in rt.021 rw.009, sako village, palembang city. the type of research used is descriptive with a qualitative approach. data collection was done by interview, observation and documentation. the subjects of this study were eight people, namely four elderly and four elderly families. the results showed that the role of the family in fulfilling the spiritual needs of the elderly had not been implemented properly. the role of the family in meeting the spiritual needs of the elderly, among others, is a relationship with god, a relationship with oneself, a relationship with others and a relationship with nature. the role of the family in the relationship with god has not been carried out properly, the elderly family pays less attention to and reminds the elderly to worship. however, the elderly already have their own awareness to increase their deeds of worship as provisions in the afterlife. relationships with oneself are like helping the elderly in finding their purpose in life and helping the elderly solve their problems. relationships with other people such as providing information and taking trips. relationships with nature such as facilitating the elderly to keep the environment clean and facilitating the elderly in maintaining the coolness of the environment by farming. to support the spiritual activities of the elderly, the family provides care in the form of spiritual care, physical care, psychological care and social care and it is hoped that the sako village will further improve spiritual facilities for the elderly. keywords: elderly, elderly family roles, elderly spiritual needs abstrak tujuan penelitian ini ialah mendeskripsikan peran keluarga dalam pemenuhan kebutuhan spiritual lansia di rt.021 rw.009 kelurahan sako kota palembang. jenis penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. pengumpulan data dilakukan dengan wawancara, observasi dan dokumentasi. subjek penelitian ini berjumlah delapan orang, yaitu empat lansia dan empat keluarga lansia. hasil penelitian menunjukkan peran keluarga dalam pemenuhan kebutuhan spiritual lansia belum terlaksana dengan baik. peran keluarga dalam memenuhi kebutuhan spiritual lansia antara lain, hubungan dengan tuhan, hubungan dengan diri sendiri, hubungan dengan orang lain dan hubungan dengan alam. peran keluarga dalam hubungan dengan tuhan belum terlaksana dengan baik, keluarga lansia kurang memperhatikan dan mengingatkan lansia untuk beribadah. namun, lansia sudah memiliki kesadaran sendiri untuk memperbanyak amal ibadah sebagai bekal di akhirat. hubungan dengan diri sendiri seperti membantu lansia dalam menemukan tujuan hidup dan membantu lansia menyelesaikan masalahnya. hubungan dengan orang lain seperti memberikan informasi dan mengantar bepergian. hubungan dengan alam seperti memfasilitasi lansia untuk menjaga kebersihan lingkungan dan memfasilitasi lansia dalam menjaga kesejukan lingkungan dengan bercocok tanam. untuk mendukung kegiatan spiritual lansia, keluarga memberikan perawatan berupa perawatan spiritual, perawatan fisik, perawatan psikis dan perawatan sosial serta diharapkan pihak kelurahan sako agar lebih meningkatkan fasilitas spiritual untuk lansia. kata kunci: lanjut usia, peran keluarga lansia, kebutuhan spiritual lansia how to cite: astuti, i.t. & nurrizalia, m. (2023). the role of the family in fulfilling the spiritual needs of the elderly in rt 021/ rw 009, sako village, palembang city. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 12 (1), 18-25. triastuti & nurrizalia. the role of the family in fulfilling the spiritual needs of the elderly in rt 021/ rw 009, sako village, palembang city 19 introduction old age is a period where humans who are in this phase will experience many problems, both physical, mental, social and spiritual health problems. physical problems can be caused by a decrease in body functions. the mental problem commonly faced by the elderly is loneliness. in addition, there is a feeling of anxiety facing death, be it the death of family, peers and the death of oneself. anxiety in the face of death will make the elderly not ready to face death. to overcome these problems, spiritual support is needed. spiritual needs are the need to find a purpose in life, the need to be loved and cherished, the need to give and receive forgiveness, and the need to worship god almighty. spiritual needs in the elderly are influenced by the old age factor. efforts are made to meet the spiritual needs of the elderly by involving the closest people or family to share and devote all their attention to their welfare, especially in terms of the spiritual elderly (destarina, 2014). the family is the main support system for the elderly in maintaining their health. according to padila (in widanti, 2016) the role of the family includes maintaining or caring for the elderly, maintaining and improving mental status, anticipating changes in external social status and providing motivation and facilitating spiritual needs for the elderly. the role of the family towards the elderly is very important because at an older age the elderly need love from their families. based on preliminary studies that have been carried out by conducting interviews with several elderly people, many of the elderly live or are close to where they live with their families. they often carry out worship activities such as praying, reading the koran and participating in religious activities at the mosque. the elderly said they had no conflict with other people, be it family or neighbors. while the results of interviews with elderly families said that the care provided to the elderly was to provide food, accompany stories, provide information and take the elderly to travel. this data shows that the elderly are very concerned with their spiritual needs from the aspect of the relationship with god, but do not get support from their family. this is where the role of the family is needed by paying attention to aspects of the spiritual characteristics of the elderly. many family members do not pay attention to the elderly in meeting their spiritual needs, families only view the elderly as adults who are independent and have their own awareness so they do not remind the elderly to worship. in addition, the spiritual needs of the elderly are not only concerned with aspects of the relationship with god, but must also pay attention to other aspects, namely the elderly's relationship with themselves, others and with nature. based on this phenomenon, the researcher is interested in conducting research and choosing the title of the research on the role of the family in fulfilling the spiritual needs of the elderly in rt.021 rw.009, sako village, palembang city. method the location of the research was carried out in rt.021 rw.009, sako village, palembang city. this location was chosen because there are many elderly people who live or live close to their families and carry out various worship activities such as praying, reading the koran and participating in religious activities at the mosque. the elderly in rt.021 are classified as active compared to other elderly people in sako village. the type of research used in this research is descriptive, with a qualitative approach. the focus of this study is to describe the role of the elderly family in terms of fulfilling the spiritual needs of the elderly. data collection methods used are interviews, observation and documentation. triastuti & nurrizalia. the role of the family in fulfilling the spiritual needs of the elderly in rt 021/ rw 009, sako village, palembang city 20 results and discussion results relationship with god the role of the family in meeting the spiritual needs of the elderly regarding the relationship with god has not been carried out well. most of the elderly families pay less attention to and remind the elderly to worship and the elderly to worship on the basis of their own awareness. the elderly family only occasionally accompanies the elderly to worship, for example if there is an event at the mosque or there is a holiday celebration. however, the elderly family carries out their role well in carrying out physical care to support the spiritual activities of the elderly to run optimally. the elderly family provides the elderly with nutritious food three times a day. economic limitations make elderly families do not provide additional vitamins, they only rely on vitamins given during health checks at the elderly posyandu, honey, vegetables and fruits as natural vitamins to increase endurance. and elderly families also remind the elderly to do physical activity, physical activities carried out by the elderly are usually morning walks, elderly gymnastics at the posyandu and doing daily activities at home. this is supported by the results of observations which show that the elderly participate in learning the koran together which is carried out at the bu rt's home. the elderly learn to recite the koran together with their peers. and the results of observations also show that the elderly participate in elderly gymnastics activities at the elderly posyandu and the elderly look fresh after exercising and look happy because they can gather with their peers. relationship with self the role of the family in meeting the spiritual needs of the elderly regarding the relationship between the elderly and themselves is well done. the elderly and their families understand the purpose of life for the elderly to increase their worship as provisions in the afterlife in the form of praying, reading the koran and giving alms. problems that are usually faced by the elderly are health problems and economic problems. in dealing with problems in their lives, the elderly usually multiply their deeds of worship so that the mind becomes calm and gathers with peers. the elderly family also plays a very important role in helping the elderly face their problems, such as massaging the elderly, inviting the elderly to seek treatment and reminding the elderly to increase their worship. psychological treatment carried out by the family for the elderly, such as accompanying the elderly to talk, understanding the changes that exist in the elderly (physiological and psychological changes), listening and helping the elderly overcome their complaints, as well as giving and listening to the advice of the elderly. the most dominant changes are physical changes such as leg pain, back pain, blurred eyes, hearing loss, shortness of breath, and aches and pains. however, a small proportion of the elderly also experience psychological changes such as irritability and irritability. relationships with others the role of the family in fulfilling the spiritual needs of the elderly related to the relationship of the elderly with other people is well implemented. the elderly do not have conflicts with other people and often spend time with their families. elderly tend to easily forgive each other, so it does not cause enmity with others. harmonious relationships are obtained because they help each other, give each other, friendship and do not interfere with each other. social care carried out by families for the elderly, such as providing information so that the elderly do not fall behind, taking the elderly for treatment, accompanying the elderly to attend invitations, providing opportunities and taking the elderly to gather with family members, peers and neighbors. this is supported by the results of observations that show the presence of the elderly at the posyandu activities for the elderly and the elderly also attending the koran activities, triastuti & nurrizalia. the role of the family in fulfilling the spiritual needs of the elderly in rt 021/ rw 009, sako village, palembang city 21 proving that the elderly obtain information about the schedule for the implementation of koran activities. relationship with nature the role of the family in meeting the spiritual needs of the elderly related to the relationship between the elderly and nature is carried out well. the elderly have their own awareness of disposing of garbage in its place and elderly families also provide facilities in the form of buckets or garbage bags. the elderly also enjoy farming such as planting flowers and vegetables. this is supported by the results of observations which show that there are various plants in front of the elderly's house. discussion relationship with god elderly people in rt.021 often perform obligatory worship and only a small proportion do sunnah worship due to limited physical function. the elderly usually perform worship at home, but not a few also do worship at the mosque, such as recitation and attending events commemorating muslim holidays. this is in line with the opinion of azizah (in kirnawati, 2021) who says that the relationship with god (vertical dimension) is a relationship that regulates one's relationship with god such as building religious rituals, being grateful for what god has given, fasting, praying and praying. this is also supported by the opinion according to young and koopsen (in lia, 2018) who say that the relationship with god is an understanding of the human relationship with god understood within the framework of religious life, but now it has been developed more broadly. relationships with god include both religious and non-religious. this situation involves prayer and prayer, participation in worship activities, and religious equipment. the results of the study said that the physical changes that occur in the elderly make the elderly tend to have difficulty in worshiping. this is in accordance with the opinion of efendi & makhfudli (in febriana, 2019) saying that the elderly who experience physical decline, especially in the musculoskeletal system will experience spiritual changes in the aspect of worship. elderly with physical limitations can pray sitting or even lying down. the elderly are prone to decline in physical function that occurs due to aging and can disrupt the body's resistance. so, nutritious food is needed to increase body resistance in the elderly. therefore, the family plays a very important role in controlling the intake of nutritious food received by the elderly. the results of the study are in accordance with the statement of the elderly who say that families serve the elderly by feeding three times a day, but there are also two times a day depending on the appetite of the elderly. this research is in line with the opinion according to maita (in juita, 2022) who says that in caring for the elderly, each family member has an important role, one of which is helping prepare food for the elderly. food preparation here must pay attention to adequate nutrition. in an effort to keep the body healthy, additional vitamins are also needed to support the performance of various body organs in order to function properly. the results showed that economic limitations prevented the elderly from taking additional vitamins, they only relied on the vitamins given during health checks at the posyandu for the elderly. however, a small proportion of the elderly also consume honey, vegetables and fruits. this is in accordance with the results of research conducted by lestari (2013) which states that with the fulfillment of nutrition, the body can repair and maintain damaged body cells. the elderly family said that the physical activity carried out by the elderly was usually a morning walk, elderly exercise at triastuti & nurrizalia. the role of the family in fulfilling the spiritual needs of the elderly in rt 021/ rw 009, sako village, palembang city 22 the posyandu and doing daily activities at home. this statement proves that elderly families pay attention and remind the elderly to carry out various physical activities, so that the elderly are always healthy and able to increase their body resistance. this is in line with fatmah's opinion (in purnama, 2019) which states that physical activity is the movement of limbs that causes energy expenditure which is very important for maintaining physical and mental health, as well as maintaining quality of life in order to stay healthy and fit throughout the day. relationship with self spiritual improvement for the elderly can find the meaning of life's purpose and can help improve the quality of life for the elderly (yuzefo, 2015). this opinion is in line with the results of research which shows that the elderly have quite understood the purpose of their lives, there are those whose life goals are for the world, for the hereafter and some are for the hereafter. the elderly also have the awareness to prepare provisions in the afterlife, such as by increasing the number of acts of worship in the form of praying, reading the koran and giving alms. self-awareness is a strength that exists within a person. in recognizing themselves, the elderly must also be able to accept the problems they face. humility is able to accept difficulties and solve problems is one form of self-acceptance of the elderly to their destiny. the results of the study show how the elderly face their difficulties by multiplying the deeds of worship so that the mind becomes calm and gathers with peers. this study is in line with stanley's opinion (in anitasari, 2021) which states that the elderly can also experience psychosocial problems such as depression, anxiety about death and suicide. someone with less religious beliefs is easy to experience psychological problems such as stress. spirituality is the most important dimension for emotional well-being in the elderly. this is also in accordance with the opinion of adib hajhbaghery (in sibuea, 2020) who said that spiritual support can reduce the negative effects of stress, fear and can also reduce mortality. the elderly family also plays a role in helping the elderly deal with their problems, for example if the elderly experience aches, the family will help massage the elderly and remind the elderly to increase their worship so that the mind becomes calm. this is in line with the opinion of hariani (2019) which says that having strong family ties is very helpful when the elderly face problems, because the family is the closest person to the elderly. in general, the elderly experience a decline in body functions which causes the elderly to experience changes in their lives, especially physical changes. the results showed that the elderly and their families were able to understand the changes that existed in the elderly such as physical and psychological changes. this is in line with friedman's opinion (in wahyuni, 2021) about the function of the family, namely the affective function. affective function is a family function related to the internal functions of the family in the form of affection, protection, and psychosocial support for its members. the success of affective function can be seen through a happy and happy family. family members are able to develop a positive self-image, a sense of belonging, a sense of meaning, and a source of affection. the existence of changes makes the elderly unprepared to face and accept the changes that occur. family support to provide understanding to the elderly is very necessary. the results of the study stated that the role of the family in providing care for the elderly was in the form of the psychological needs of the elderly, such as inviting the elderly to tell stories, listening and helping the elderly overcome their complaints, as well as giving and listening to their advice. this research is in line with setiti's opinion (in hariani, 2019) which states that the elderly need psychological needs including emotional support where the elderly need an environment that triastuti & nurrizalia. the role of the family in fulfilling the spiritual needs of the elderly in rt 021/ rw 009, sako village, palembang city 23 understands and understands them. the elderly need friends to talk to, frequent visits, and frequent greetings. relationships with others understanding other people's relationships is about the harmonious or disharmony of one's relationship with others. a person's attitude determines his relationship with others, being kind or otherwise causing conflict. the results showed that the relationship between the elderly and other people tended to be good. the elderly spend a lot of time hanging out with their family, a few rarely get together with other people because they are afraid that they will speak wrongly and can cause conflict. harmonious relationships are obtained because they help each other, give each other, friendship and do not interfere with each other. this research is in line with the opinion of yusuf (in kirnawati 2021) who says that harmonious relationships with other people can be motivation or psychological and social support for the elderly when there are problems. conversely, a relationship that is not harmonious will cause conflict between the elderly which results in a lack of spiritual support. elderly tend to easily forgive each other and there is no conflict with family or neighbors. by forgiving the mistakes of others, it can reduce the burden on the elderly, so that the elderly can live healthy and happy lives. this research is in line with the opinion of pusvitasari (2020) which states that forgiveness is one thing that can provide great benefits to make someone happy. the higher the forgiveness, the higher the happiness in the elderly. the group activities that are usually carried out by the elderly are participating in posyandu activities for the elderly, such as the koran and gymnastics for the elderly. this is in accordance with setiti's opinion (in lestari, 2013) which says that family social care is that the family tries to accompany them to talk, listen to their advice, give news to people in their environment and news in general. on the other hand, the elderly are accompanied by grandchildren or other family members to meet with their peers, as well as with a group of friends. the elderly are also given activities with their groups, namely religious groups, sports, recitation, yasinan, social gathering, friendship groups, traditional groups and others. relationship with nature understanding the relationship with nature is a person's sensitivity to the state of the environment around him. one can implement it by planting crops, disposing of waste in its place and protecting nature. the results showed that the elderly already have the awareness to protect the surrounding environment by not littering, usually the elderly collect garbage in one place and then burn it. the elderly also enjoy farming such as planting flowers and vegetables. it is also seen from the results of observations made by researchers that there are various plants in front of the elderly's house. this is in accordance with pulchaski's opinion (in febriana, 2019) which states that the characteristics of a person's spirituality in dealing with nature will place more emphasis on harmony in knowing and communicating with nature. with the beauty of nature, one will be able to feel how beautiful god's creation is. this is also supported by the opinion according to yusuf (in kirnawati 2021) who says that the relationship with nature is like admiring god's creation which can create physical and spiritual harmony, concern for the surroundings, so as to create peace consisting of justice, compassion for the entire universe. conclusion based on the results of the research and discussion that have been described, it can be concluded that the role of the elderly family in rt.021 rw.009 sako village, sako district, triastuti & nurrizalia. the role of the family in fulfilling the spiritual needs of the elderly in rt 021/ rw 009, sako village, palembang city 24 palembang city has not been carried out properly in caring for the elderly. the role of the family in meeting the spiritual needs of the elderly, among others, is a relationship with god, a relationship with oneself, a relationship with others and a relationship with nature. the role of the family that is directly related to the spirituality of the elderly, namely the relationship with god has not been carried out properly, the elderly family does not pay attention and remind the elderly to worship. however, the elderly already have their own awareness to increase their deeds of worship as provisions in the afterlife. the role of the family in supporting the elderly spiritually runs optimally well. relationships with oneself are like helping the elderly in finding their purpose in life and helping the elderly solve their problems. relationships with other people such as providing information, traveling, inviting the elderly to meet with family members, peers and neighbors. relationships with nature such as facilitating the elderly to keep the environment clean by disposing of garbage in its place and facilitating the elderly in maintaining the coolness of the environment by farming. to support the spiritual activities of the elderly, the family provides care in the form of spiritual care, physical care, psychological care and social care. acknowledgments i thank allah subhanahuawata'allah for his blessings, mercy, and guidance so that the author can complete this scientific paper with the title: "the role of the family in fulfilling the spiritual needs of the elderly in rt.021 rw.009, sako village, palembang city" . the writing of this scientific paper is carried out in order to fulfill one of the requirements to get a bachelor's degree at the faculty of teacher training and education, sriwijaya university. i realize that without the help and guidance of various parties, it would be quite difficult for me to complete this scientific paper. therefore, on this occasion, with all humility, the author would like to express his sincere gratitude to: 1. the author's parents who have provided various supports and prayers and sacrifices so that the author can complete his studies to date. may you always be given health, long life, and a life full of blessings always. 2. to the writer's sister who always prays and provides support. 3. mrs. mega nurrizalia, m.pd as the supervisor who has taken the time to guide and provide input related to this scientific paper. 4. mrs. dr.azizah husin, m.pd as the examiner lecturer who is always patient in providing input and directions related to this scientific paper. 5. mr / mrs lecturer and admin of the community education study program. mrs. dra. evy ratna kartika waty, m. pd., ph. d., dr. azizah husin, m. pd., ms. mega nurrizalia, m.pd., mr. shomedran, m. pd., ms. yanti karmila nengsih, m. pd., mr. ardi saputra, s. pd., m.sc., ms. dian sri andriani, s. pd., m.sc and mrs. yuhyi purnamasari s. pd. thank you for educating, guiding, and providing useful knowledge in my educational journey. thank you for helping the smooth administration of writing this scientific paper. 6. all my friends from the class of 2018 public education of sriwijaya university who provided various memories and stories as well as support during college. all parties who help the writer in completing this thesis that the writer cannot mention one by one. triastuti & nurrizalia. the role of the family in fulfilling the spiritual needs of the elderly in rt 021/ rw 009, sako village, palembang city 25 references anitasari, b. 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(2020). forgiveness and happiness in the elderly. journal of psychology insight, 4(1), 73-83. sibuea, r. v., & br perangin-angin, m. a. (2020). relationship between spiritual needs and quality of life for the elderly. nutrix journal, 4(2), 36-42. wahyuni, tri dkk. (2021). family nursing textbook equipped with research and practice. sukabumi: cv jejak. widanti, andini dkk. (2016). the relationship of the role of the family in fulfilling spiritual needs with spiritual levels in the elderly in beji village, the working area of the leyengan health center, east ungaran. semarang: stikes ngudi waluyo. yuzefo, m. a. (2015). relationship between spiritual status and quality of life in the elderly (doctoral dissertation, riau university). jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 78 manajemen pelatihan berbasis life skill dalam meningkatkan kompetensi lulusan pendidikan kesetaraan paket c (studi kasus di pkbm amanah kecamatan cibeunying kaler kota bandung) iim ernawati abstrak penelitian ini dilatarbelakangi dengan antusiasme dan respons masyarakat untuk melanjutkan program pendidikan kesetaraan paket c yang berbasis life skill.program ini dipilih karena pertimbangan banyaknya lulusan kesetaraan paket c yang tidak mempunyai keahlian, angka droup out yang tinggi bagi karyawan pabrik.apabila tidak segera ditangani, dikhawatirkan sdm tidak mampu bersaing dengan sumber daya dari luar daerah. tujuan penelitian ini diantaranya untuk menjawab; data perencanaan, data pelaksanaan dan hasil pelatihan life skilldalam meningkatkan kompetensi lulusan pada program pendidikan kesetaraan paket c di pkbm amanah. landasan teoritis dalam penelitian ini merujuk beberapa teori yaitu: 1)teori pelatihan berbasis life skill merupakan bagian dari pls; 2) teoripelatihan life skill; 3) teori pembelajaran yang efektif; 4) teori kompetensi. pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode studi kasus deskriptif. adapun teknik pengumpulan data yang digunakan adalah observasi, wawancara, studi dokumentasi, dan studi literatur dengan harapan dapat menggali lebih banyak informasi mengenai bagaimana perencanaan, pelaksanaan dan implikasinya terhadap peningkatan kompetensi life skill lulusan kesetaraan paket c pkbm amanah. kendala yang ditemui dilapangan faktor-faktor yang berpengaruh dalam perencanaan pelatihan diantaranya, faktor internal dan faktor external. dukungan faktor external seperti perusahaan, keluarga dan lingkungan masyarakat sebagai pendorong, penggerak atau motive belajar bagi warga belajar. sedangkan dukungan internal sebagai salah satu faktor yang berpengaruh dalam membangkitkan kesadaran untuk mengikuti pelatihan masih kurang. relative masih rendahnya kemampuan tutor jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 79 menatap rencanaan dalam pembelajaran berbasis life skill, kurangnya atau belum ada program peningkatan kompetensi bagi para tutor yang diprogramkan oleh pengelola dan juga belum memenuhi harapan karena fasilitas yang kurang memadai.perlu diadakan pelatihan yang kontinu terencana serta dukungan dan partisifasi pemerintah untuk meningkatkan kompetensi lulusan pendidikan kesetaraan paket c yang terampil dan berkualitas sehingga peserta didik mampu menjadi lulusanyang memiliki kompetensi di berbagaibidangkeahlian. hal inisebagaibekalhidup di masa yang akan datang, agar para lulusanpaket c benar-benar menjadi manusia unggulan yang dapat menciptakan lapangan kerja. keyword: pelatihan berbasis life skill, peningkatan kompetensi a. pendahuluan sampai saat ini, masih terdapat kritik terhadap pendidikan nasional dalam menyangkut beberapa permasalahan meliputi: (1) masih rendahnya pemerataan memperoleh pendidikan; (2) masih rendahnya kualitas dan relevansi pendidikan; dan (3) masih lemahnya kompetensi lulusan yang berbasis life skills, di samping belum terwujudnya kemandirian dan keunggulan ilmu pengetahuan dan teknologi di kalangan akademis. pendidikan nonformal diselenggarakan bagi warga masyarakat yang memerlukan layanan pendidikan yang berfungsi sebagai pengganti, penambah, dan/ atau pelengkap dari pendidikan formal dalam rangka mendukung pendidikan sepanjang hayat peraturan pemerintah nomor 19 tahun 2005 tentang standar nasional pendidikan menjelaskan bahwa standar nasional pendidikan adalah kriteria minimal tentang sistem pendidikan di seluruh wilayah hukum negara kesatuan republik indonesia (pasal 1) dan standar nasional pendidikan berfungsi sebagai dasar dalam perencanaan,pelaksanaan, dan pengawasan pendidikan dalam rangka mewujudkan pendidikan nasional yang bermutu (pasal 2). pemerintah melalui direktorat pembinaan sekolah menengah atas, direktorat jenderal pendidikan menengah, kementerian pendidikan dan kebudayaan memiliki tugas utama melaksanakan penyiapan perumusan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 80 kebijakan, pemberian bimbingan teknis, dan evaluasi di bidang pendidikan kesetaraan tingkat menengah (paket c). pendidikan kesetaraan memfasilitasi lulusan pendidikan dasar yang tidak melanjutkan, dan/ atau memotivasi anak putus sekolah di pendidikan menengah atas, untuk mengikuti program pendidikan kesetaraan paket c untuk menuntaskan pendidikan menengahnya atau sampai mengikuti ujian nasional pendidikan kesetaraan paket c (unpk). sehubungan dengan itu agar penyelenggaraan program paket c dapat terlaksana dengan baik sesuai dengan standar nasional pendidikan, maka perlu pedoman penyelenggaraan program paket c untuk memberikan rambu rambu teknis penyelenggaraan, dan pembelajaran program paket c. pedoman ini diharapkan dapat memfasilitasi para penyelenggara, pendidik dan tenaga kependidikan pendidikan, instansi yang terkait dengan pendidikan baik di tingkat pusat, provinsi dan kabupaten/kota, dan organisasi-organisasi sosial, kemasyarakatan dan keagamaan serta lembaga-lembaga yang terkait agar dapat meningkatkan mutu penyelenggaraan program paket c sesuai dengan standar yang diharapkan. dengan berbagai pertimbangan potensi yang ada, banyak tokoh masyarakat beserta aparatur pemerintah mendirikan pendidikan kesetaraan dalam merealisasikan program pemerintah dan berperan serta dalam mengurangi angka putus sekolah atau drop out, maka dalam hal ini pkbm amanah kecamatan cibeunying kaler kota bandung berperan aktif dalam membantu memfasilitasi kebutuhan masyarakat terhadap pendidikan maupun keterampilan hidup. mengingat antusiasme dan respons masyarakat cukup baik pada program tersebut, selanjutnya dikembangkan program pendidikan kesetaraan paket c setara sma. program ini dipilih karena pertimbangan angka droup out yang tinggi bagi.apabila tidak segera ditangani, maka potensi sumber daya manusia yang ada dikhawatirkan tidak mampu bersaing dengan sumber daya dari luar daerah. banyaknya anggota masyarakat yang berpartisipasi dalam program pendidikan yang dilaksanakan di pkbm amanah yang mengembangkan keahlian khusus terutama di bidang keahlian menjahit, pada akhirnya memerlukan sebuah pengelolaan yang khusus, terutama untuk program pendidikan kesetaraan bagi karyawan konpeksi yang membutuhkan kompetensi dalam bidang menjahit, yang hanya lulusan smp dan tidak memilki keahlian khusus dalam hal ini menjahit. ada semacam jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 81 tanggungjawab utama bagi pkbm amanah dalam menyelenggarakan program pendidikan kesetaraan yang berbasis life skill, hal ini di karenakan lulusan (output) program pendidikan kesetaraan belum sepenuhnya memiliki standar kompetensi minimal untuk lulusan jalur pendidikan formal, sehingga lulusan pun dapat bersaing dengan lulusan lembaga pendidikan formal. b. kajian teori konsep pelatihan life skill (kecakapan hidup) banyak pendapat dan literatur yang mengemukakan bahwa pengertian kecakapan hidup bukan sekedar keterampilan untuk bekerja (vokasional) tetapi memiliki makna yang lebih luas. who (1997) mendefinisikan bahwa kecakapan hidup sebagai keterampilan atau kemampuan untuk dapat beradaptasi dan berprilaku positif yang memungkinkan seseorang mampu menghadapi berbagai tuntutan dan tantangan dalam kehidupan secara efektif. kecakapan hidup mencakup lima jenis, yaitu: 1. kecakapan mengenal diri, 2. kecakapn berpikir, 3. kecakapan sosial, 4. kecakapan akademik, dan 5. kecakapan kejuruan. barrie hopson dan scally (1981) mengemukakan bahwa kecakapan hidup merupakan pengembangan diri untuk bertahan hidup, tumbuh dan berkembang memiliki kemampuan untuk berkomunikasi dan berhubungan baik secara individu, kelompok maupun melalui sistem dalam menghadapi situasi tertentu. sementara brolin (1989) mengartikan lebih sederhana yaitu bahwa kecakapan hidup merupakan interaksi diri dari berbagai pengetahuan dan kecakapan sehingga seseorang mampu hidup mandiri. pengertian kecakapn hidup tidak semata-mata memiliki kemampuan tertentu (vocational job), namun juga memiliki kemampuan dasar pendukung secara fungsional seperti : membaca, menulis, dan berhitung, merumuskan dan memecahkan masalah, mengelola sumber daya, bekerja dalam kelompok, dan menggunakan teknologi (dikdasmen, 2002). jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 82 dari pengertian-pengertian di atas dapat diartikan bahwa pendidikan kecakapan hidup merupakan kecakapan-kecakapan yang secara praktis dapat membekali peserta didik dalam mengatasi berbagai macam persoalan hidup dan kehidupan. kecakapan itu menyangkut aspek pengetahuan, sikap yang didalamnya termasuk fisik dan mental, serta kecakapan kejuruan yang berkaitan dengan pengembangan akhlak peserta didik sehingga mampu menghadapi tuntutan dan tantangan hidup dalam kehidupan. pendidikan kecakapan hidup dapat dilakukan melalui kegiatan intra/ekstrakurikuler untuk mengembangkan potensi peserta didik sesuai dengan karakteristik, emosional, dan spiritual dalam prospek pengembangan diri, yang materinya menyatu pada sejumlah mata pelajaran yang ada. penentuan isi dan bahan pelajaran kecakapan hidup dikaitkan dengan keadaan dan kebutuhan lingkungan agar peserta didik mengenal dan memiliki bekal dalam menjalankan kehidupan dikemudian hari. isi dan bahan pelajaran tersebut menyatu dalam mata pelajaran yang terintegrasi secara struktur tidak berdiri sendiri. menurut konsepnya, kecakapan hidup dapat dibagi menjadi dua jenis utama, yaitu: 1. kecakapan hidup generik (generik life skill/gls), dan 2. kecakapan hidup spesific (spesific life skill/sls). masing-masing jenis kecakapan itu dapat dibagi menjadi sub kecakapan. kecakapan hidup generik terdiri atas kecakapan personil (personal skill), dan kecakapan sosial (social skill) dan kecakapan berfikir (thinking skill). kecakapan mengenal diri pada dasarnya merupakan penghayatan diri sebagai makhluk tuhan yang maha esa, sebagai anggota masyarakat dan warga negara, serta menyadari dan mensyukuri kelebihan dan kekurangan yang dimiliki sekaligus sebagai modal dalam meningkatkan dirinya sebagai imdividu yang bermanfaat bagi lingkungannya.kecakapan berfikir mencakup antara lain kecakapan mengenal dan menemukan informasi, mengolah dan mengambil keputusan, serta memecahkan masalah secara kreatif. sedangkan dalam kecakapan sosial mencakup kecakapan berkomunikasi (communication skill) dan kecakapan bekerjasama (collaboration skill). kecakapan hidup spesifik adalah kecakapn hidup untuk menghadapi pekerja atau keadaan tertentu. kecakapan ini terdiri dari kecakapan akademik (academic skill) atau kecakapan intelektual dan kecakapan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 83 voksasional (vocational skill). kecakapan akademik terkait dengan bidang pekerjaan yang lebih memerlukan pemikiran atau kerja intelektual. kecakapan vokasional terkait dengan bidang pekerjaan yang lebih memerlukan keterampilan motorik. kecakapan vokasional terbagi atas kecakapan vokasional dasar (basic vocational skill) dan kecakapan vokasional khusus (occupational skill). menurut konsep di atas, kecakapan hidup adalah kemampuan dan keberanian untuk menghadapi problem kehidupan, kemudian secara proaktif dan kreatif mencari dan menemukan solusi untuk mengatasinya. pendidikan berorientasi kecakapan hidup bagi peserta didik adalah sebagai bekal dalam menghadapi dan memecahkan problem hidup dan kehidupan, baik sebagi pribadi yang mandiri, warga masyarakat, maupun sebagai warga negara. apabila hal ini dapat dicapai, maka ketergantungan terhadap ketersediaan lapangan pekerjaan, yang berakibat pada meningkatnya angka pengangguran, dapat diturunkan, yang berarti produktivitas nasional akan meningkat secara bertahap (depdiknas, diolah). konsep kecakapan hidup sebagaimana telah dijelasksn di atas, dapat diilustrasikan sebagai berikut: skema terinci life skills (ditjen penmum,2002) dalam anwar (2004:28) c. pembahasan perencanaan yang dilakukan pengelola pkbm amanah dalam meningkatkan kompetensi lulusan melalui pelatihan berbasis life skill keberhasilan suatu lembaga tergantung pada sebuah perencanaan yang di buat dalam rencana pelatihan tersebut, seperti halnya pkbm amanah membuat rencana sebuah kegiatan pelatihan merujuk pada, tujuan yang diinginkan, program-program yang menunjang peningkatan kompetensi, cara meningkatkan kompetensi, sumber biaya pelatihan, jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 84 struktur kurikulum dan konteks-konteks sosial lainnya yang perlu dipertimbangkan dalam perencanaan serta mendukung dalam pelaksanaan pelatihan.perencanaan merupakan awal yang harus disusun secara sistematis sepert seperti yang di nyatakan oleh terry (1993 : 17 ) dalam buku perencanaan pemvelajaran bahwa : perencanaan adalah menetapkan pekerjaan yang harus dilaksanakan oleh kelompok untuk mencapai tujuan yang digariskan, perencanaan mencakup kegiatan pengambilan keputusan, untuk itu diperlukan kemampuan untuk mengadaka visualisasi ke depan guna merumuskan suatu pola tindakan untuk masa yang akan datang. perencanaan peningkatan kompetensi melalui pelatihan berbasis life skill di pkbm amanah, membagi menjadi tiga, yaitu perencanaan, pelaksanan, dan evaluasi, perencanaan kegiatan pelatihan di sesuaikan pada kurikulumdan program, yang menitik beratkan pada penguatan dan pengembangan pengetahuan dan keterampilan secara lebih berkualitas menuju masyarakat madani. ditegaskan oleh gaffar dalam sagala (2010:141), perencanaan diartikan sebagai proses penyusunan berbagai keputusan yang akan dilaksanakan pada masa yang akan datang untuk mencapai tujuan yang ditentukan sedangkan menurut banghart dan trull dalam sagala (2010:141), perencanaan adalah awal dari semua proses yang rasionaldan mengandung sifat optimis yang didasarkan atas kepercayaan bahwa akan dapat mengatasi berbagai macam permasalahan, faktor-faktor yang berpengaruh dalam perencanaan pembelajaran diantaranya, faktor internal dan faktor external. dukungan faktor external seperti perusahaan, keluarga dan lingkungan masyarakat sebagai pendorong, penggerak motive belajar bagi peserta didik. sedangkan dukungan internal sebagai salah satu faktor yang berpengaruh dalam membangkitkan kesadaran untuk belajar, memperbaiki dirinya dan untuk memecahkan permasalahan hidupnya. dukungan kedua faktor ini sebagai upaya efektifitas pembelajaran, sebagaimana yang dijelaskan oleh slameto (1995:54) bahwa faktor-faktor yang mempengeruhi belajar banyak jenisnya, tetapi dapat digolongkan menjadi dua golongan saja, yaitu faktor intern dan faktor ekstern. secara empiris, dalam penyusunan perencanaan pembelajaran program pendidikan kesetaraan, memberikan dampak yang baik terhadap efektifitas pelaksanaan pembelajaran, terbukti dengan rekrutmen warga belajar yang di identifikasi hingga kepada kompetensi yang dimlikinya, jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 85 dengan cara tes awal kemampuan sebagai input data yang akan menggambarkan profil calon warga belajar. hal ini sejalan dengan sagala (2010: 138) sebagai berikut: perencanaan program pengajaran juga perlu diperhatikan keadaan lembaga dimana pembelajaran itu berlangsung, data, dan informasi tentang siswa dapat dimanfaatkan untuk penyusunan dan perencanaan penyempurnaan pengajaran, perencanaan pengajaran harus sesuai dengan konsep pendidikan dan pengajaran yang dianut dalam kurikulum. berdasarkan gambaran empiris dan analisis konsep diatas, maka peneliti menggambarkan point penting dalam perencanaan pembelajaran yang dapat mendukung efektifitas pembelajaran bagi warga belajar, diantaranya : 1. penjabaran visi dan misi pembelajaran yang jelas, real atau operasional, sehingga tersusun secara aplikatif program pendidikan kesetaraan yang mampu menghasilkan kompetensi lulusan yang setara dengan lulusan pendidikan formal. 2. penjabaran silabus dan materi pembelajaran yang spesifik. penjabaran silabus merupakan hal terpenting dalam perencanaan pembelajaran, karena sebagai scedule sekaligus acuan pelaksanaan pembelajaran tutor. silabus tersebut dijabarkan kedalam rpp yang selayaknya harus penjabaran tersebut haruslah spesifik, memuat pengelolaan pembelajaran dengan menitik beratkan pada keterampilan yang baik dan benar, searah dengan penyusunan silabus. 3. menetapkan atau menentukan strategi pembelajaran, tergambarkannya strategi pembelajaran yang tepat sesuai dengan sasaran pendidikan. dalam pelaksanaanya, sasaran pendidikan tersebut mayoritas adalah orang dewasa yang memiliki karakteristik yang berbeda, terutama bagi mereka yang bekerja sebagai karyawan pabrik. penyusunan perencanaan pembelajaran, tidak hanya dikelola oleh tutor namun penyelenggara pun ikut serta dalam penyusunan perencanaan pembelajaran, yang tidak terlepas dari prinsip-prinsip pembelajaran. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 86 pelaksanaan pengelola pkbm amanah dalam meningkatkan komptensi lulusan melalui pelatihan berbasis life skill pengelola pkbm sangat selektif dalam menentukan dan menyusun materi yang disesuaikan dengan kurikulum dan kebutuhan peserta pelatihan. dari segi penyusunan materi pelatihan dapat dipahami oleh peserta dan sesuai dengan kebutuhan peserta, begitupun dalam penyusunan materi sudah sesuai dengan tujuan pelatihan.selain penyusunan materi dilakukan pula pendekatan yang digunakan dalam pendidikan kesetaraan, meliputi: 1. induktif: membangun pengetahuan melalui kejadian atau fenomena empirik dengan menekankan pada experiantal learning (belajar dengan mengalami sendiri). 2. konstruktif: mengakui bahwa semua orang dapat membangun pandangan sendiri terhadap dunia, melalui pengalaman individual untuk menghadapi/menyelesaikan masalah dalam situasi dan kondisi yang dihadapinya. 3. tematik: mengorganisasikan pengalaman-pengalaman, mendorong terjadinya belajar di luar ruangn kelas, mengaktifkan pengalaman belajar, menumbuhkan kerja sama antar peserta didik. 4. berbasis lingkungan: untuk meningkatkan relevansi dan kebermenfaatannya bagi peserta didik sesuai potensi dan kebutuhan lokal. program life skill pendidikan kesetaraan paker c setara sma yang diselenggarakan pkbm amanah dilihat dari sumber materi/bahan pengajaran, ruang lingkup materi, tingkat kesukaran materi dengan kebutuhan warga belajar, dan jadwal yang terencana, memberikan petunjuk dan menguatkan bahwa proses pembelajaran berjalan secara efektif. dengan peran dan kedudukan warga belajar yang kecenderungannya cukup tinggi hal ini menjadi indikator yang menjelaskan bahwa proses pembelajaran program kesetaraan paket c yang diselenggarakan oleh pkbm amanah dilaksanakan secara efektif. aktivitas belajar berkaitan dengan peranan warga belajar sebagai pihak yang dibelajarkan, suatu pembelajaran akan dikatakan berjalan lancar dan berhasil atau efektif apabila warga belajar dapat mengambil bagian besar dalam aktifitas belajarnya. berkaitan dengan peranan dan kedudukan tutor dalam proses pelatihan pada program kesetaraan paket c cukup tinggi dan sangat baik. hal ini jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 87 terlihat dari kemantapan jumlah tutor, kehadiran tutor, hubungan tutor dengan warga belajar terjalin erat, perencanaan penyajian relatif baik, penguasaan materi pelajaran sangat baik, penguasaan kelas cukup, metode pembelajaran dalam penggunaan alat pelajaran cukup. tingginya peran dan kedudukan tutor ini diperhitungkan sebagai salah satu faktor penentu dalam proses pembelajaran dan pelatihan pada program kesetaraan paket c di pkbm amanah yang efektif. secara khusus proses pembelajaran yang efektif, slameto (1995:74) mengungkapkan bahwa “proses pembelajaran yang efektif mengacu kepada dua hal yang pokok yaitu belajar efektif dan mengajar yang efektif”. dari berbagai konsep tentang tujuan pengajaran sebagai salah satu inidikator efektifitas pembelajaran, tampak bahwa pembelajaran yang efektif mengacu kepada tujuan instruksional yang dalam hal ini dirancang dan dilasanakan oleh tutor dan dituangkan pada rpp. sekaitan dengan tujuan pembelajaran ini lebih lanjut sudjana, d (1983:8), menyatakan bahwa:tujuan di dalam proses pembelajaran berfungsi untuk mengakhiri suatu kegiatan dan merupakan landasan untuk menentukan dan mencapai tujuan berikutnya serta sebagai landasan untuk menentukan dan mencapai tujuan berikutnya serta sebagai indikator keberhasilan pengajaran, selanjutnya tujuan pengajaran diarahkan untuk memenuhi hasrat belajar untuk maju (kemajuan dalam hidup). menyimak konsep di atas, memberikan arahan kepada berbagai ketepatan kaidah yang harus dipertimbangkan oleh para perencana program pendidikan luar sekolah termasuk pelaksana (tutor) kesetaraan paket c dalam merumuskan tujuan. bahkan secara lebih operasional salah satu alasan perumusan tujuan dalam pls, bahwa tujuan pembelajaran harus diketahui, dipahami bahkan ikut dirumuskan oleh tutor maupun warga belajar. kaidah perumusan tujuan tersebut meliputi: kesesuaian rumusan tujuan dengan kebutuhan warga belajar dan masyarakat, kejelasan aspek yang hendak dicapai, keselarasan atau keterkaitan antara tujuan, tujuan nasional , kurikulun, maupun tujuan intruksional. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 88 penilaian menjadi salah satu indikator cukup penting mengungkapkan efektifitas pembelajaran. hasil penelitian memberikan gambaran bahwa: 1. penilaian pembelajaran dilaksanakan melalui berbagai variasi pada saat proses pembelajaran diawali dengan pree test (tes kemampuan awal) dan diakhiri dengan post test. penilaian formatif dilaksanakan setelah selesai suatu pokok bahasan (sub sumatif) sedangkan tes sumatif dilaksanakan setiap akhir semester. 2. jenis /cara penilaian bervariasi, lisan, tulisan dan perbuatan praktek. 3. alat penilaian meliputi; tes, lembar pengamatan dan lembar kerja siswa atau unjuk kerja hasil (warga belajar). 4. hasil kompetensi lulusan pkbm amanah melalui pelatihan berbasis life skill terkait dengan penilaian proses yang dicapai dalam pelatihan di pkbm amanah, ketua pkbm amanah dalam melakukan hasil kompetensi dengan cara melaukan diskusi dan tes proses penilaian di lakukan dengan cara melihat perkembangan peningkatan kualitasnya melalui kegiatan kegiatan atau pelatihan-pelatihan rutin yang dilakukan dalam setiap pertemuan. penilaian peserta atau evaluasi, ketua dalam penilaiannya menggunakan format penilaian yang telah di buat oleh pkbm amanah sebelum kegiatan berlangsung. evaluasi selanjutnya di lihat dari kegiatan pelatihan. adapun pendapat evaluasi hasil belajar yang dikemukakan oleh (direktorat pendidikan kesetaraan depdiknas, 2006) evaluasi hasil belajar peserta didik dilakukan oleh tutor untuk memantau proses, kemajuan, dan perbaikan hasil belajar peserta didik secara berkesinambungan. dalam pelaksanaan penilaian, tutor perlu menentukan kriteria keberhasilan, cara, dan jenis penilaian yang sesuai dengan kompetensi dalam kurikulum. penilaian hasil belajar berorientasi kepada: 1. acuan/patokan semua kompetensi perlu dinilai menggunakan acuan kriteria berdasarkan pada indikator hasil belajar.kriteria ditetapkan sesuai dengan kondisi dan kebutuhannya.pencapaian hasil belajar peserta didik tidak dibandingkan dengan prestasi kelompok (normreference assessment), tetapi dibandingkan dengan kemampuan sebelumnya dan kriteria pencapaian kompetensi yang telah ditetapkan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 89 2. ketuntasan belajar pencapaian hasil belajar ditetapkan dengan ukuran atau tingkat pencapaian kompetensi yang memadai dan dapat dipertanggungjawabkan sebagai prasyarat penguasaan kompetensi lebih lanjut guna menghasilkan lulusan yang terampil. 3. multi alat dan cara penilaian penilaian menggunakan berbagai alat dan cara, yaitu tes dan non-tes untuk memantau dan mendapatkan hasil dari peraktek menjahit dan bukti-bukti kemajuan dan hasil belajar peserta didik secara otentik. d. metode penelitian pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode studi kasus deskriptif. adapun teknik pengumpulan data yang digunakan adalah observasi, wawancara, studi dokumentasi, dan studi literatur dengan harapan dapat menggali lebih banyak informasi mengenai bagaimana perencanaan, pelaksanaan dan implikasinya terhadap peningkatan kompetensi life skill lulusan kesetaraan paket c pkbm amanah. populasi dan sampel subjek dalam penelitian ini adalah pengelola, tutor dan warga belajar dan yang dijadikan sampel dalam penelitian ini adalah 8 orang yang terdiri dari 2 orang pengelola, 2 orang tutor, 2 orang warga belajar dan 2 orang lulusan pkbm amanah. e. kesimpulan perencanaan yang dilakukan oleh pkbm amanah dalam meningkatkan kompetensi lulusan yaitu melalui life skill, hal ini dilakukan karena kenyataan dilapangan bahwa banyak lulusan baik sekolah formal maupun non formal kurangnya memiliki keahlian, adapun perencanaan life skill pkbm amanah sebelumnya mengidentifikasi kebutuhan peserta didik, selain itu pelatihan life skill mengacu pada kurikulum kesetaraan paket c yang telah ditetapkan dalam perencanaan sebelumnya. penyusunan perencanaan program pembelajaran paket c sebagai sebuah proses, disiplin, ilmu pengetahuan, realitas, sistem dan teknologi pembelajaran yang bertujuan agar pelaksanaan pengajaran berjalan lebih lancar dan hasilnya lebih baik. kurikulum pendidikan kesetaraan paket c, menjadi acuan utama dalam penyusunan perencanaan program pembelajaran. dalam kurikulum pendidikan kesetaraan paket c tercantum tujuan kurikuler, tujuan instruksional, pokok bahasan, jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 90 subpokok bahasan, dan alokasi waktu untuk mengajarkan pokok bahasan tersebut. faktor-faktor yang berpengaruh dalam perencanaan pembelajaran diantaranya, faktor internal dan faktor eksternal. dukungan faktor eksternal seperti perusahaan, keluarga dan lingkungan masyarakat sebagai pendorong, penggerak atau motive belajar bagi warga belajar. sedangkan dukungan internal sebagai salah satu faktor yang berpengaruh dalam membangkitkan kesadaran untuk belajar, memperbaiki dirinya dan untuk memecahkan permasalahan hidupnya. dukungan kedua faktor ini sebagai upaya proses untuk mencapai kompetensi lulusan pendidikan kesetaraan paket c. pelaksanaan merupakan rangkaian kegiatan hasil dari sebuah perencanaan, dalam pelaksanaan pembelajaran paket c pkbm amanah dalam meningkatkan kompetensi lulusan melalui program life skill merupakan sebuah proses dalam menghasilkan output yang diharapkan dan sesuai dengan tujuan, dalam pelaksanaan life skill tutor atau pengelola mempersiapkan materi yang telah disesuaikan dengan kebutuhan warga belajar dan dunia usaha, materi tersebut diantaranya adalah berbasis life skill pengetahuan umum, agama, pramuka, olah raga dan keterampilan, adapun metoda yang digunakan oleh tutor adalah metode partisipasif, demonstrasi, diskusidan ceramah, metode diskusi agar siswa aktif metode ceramah agar siswa mengetahui pengetahuan berkenaan dengan life skill. proses pembelajaran yang diarahkan untuk mencapai hasil belajar dalam wujud adanya perubahan baru pada diri peserta didik yang lebih baik melalui life skill. dalam hal pendidikan kesetaraan paket c berbasis life skill siswa mampu menjad lulusan yang memiliki kompetensi di berbagai bidang keahlian. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 91 daftar pustaka anwar. (2004). pendidikan kecakapan hidup (life skills education). bandung: alfabeta. depdikbud. (1992). peraturanpemerintah nomor 73 tahun 1991 tentang pendidi-kan luar sekolah.jakarta: sekretariat jenderal. depdiknas. (2001). konsep pendidikan kecakapan hidup (life skill education) buku i. jakarta: depdiknas. icap. (2005) life skill [on line] http//:www.icaporg(portal s/o/download/all.pdf/bloebook/modularoz. life skills pdf.[18 maret 2007] kamil, mustofa. (2009). pendidikan non formal. bandung: alfabeta. sudrajat, hari. (2003). pendidikan berbasis luas (bbe) yang berorientasi pada kecakapan hidup (life skill). bandung: cv cipta lekas grafika. sukmara, dian. (2005).implementasi program life skill.bandung: mughni sejahtera sumantri. (2004) pendidikan kecakapan hidup (life skill) jurnal inovasi kurikulum. suryabrata, sumadi. (1983). metodologi penelitian.jakarta: pt. rajawali. surakhmad, winarno.(2002). pengantar penelitian ilmiah. bandung: tarsito. tilaar, ar. (2004). paradigma baru pendidikan nasional.jakarta: rineka cipta. who. (1997) partner life skill education. conclusions from a united national inter agenci meeting [on line] http//who .in/mental healt/median/30pdf jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 11 peranan orang tua dalam mengembangkan kreativitas anak usia dini (studi kasus pada pos paud melati 13 kelurahan padasuka kecamatan cimahi tengah) tri rosana yulianti abstrak penelitian ini dilatarbelakangi oleh perkembangan kreativitas anak usia dini terkait erat dengan peranan orang tua. hubungan ibu dan ayah atau orang dekat lainnya dengan anak memberikan dasar sejauh mana anak dapat mengembangkan kreativitasnya. kebanyakan orang tua mendambakan anaknya untuk kreatif, tetapi tidak tahu bagimana cara mengembangkan kreativitas anak. maka kreativitas anak sangat penting untuk perkembangan selanjutnya karena masa anak adalah masa yang sangat berpengaruh terhadap masa selanjutnya.tujuan penelitian ini diantaranya untuk menjawab: 1)gambaran kesulitan yang menyebabkan anak kurang dapat mengembangkan kreativitasnya, 2)gambaran secara mendalam peranan orang tua dalam menggali potensi kreatif anak usia dini, 3)gambaran bahwa lingkungan dapat mempengaruhi perkembangan kreativitas anak usia dini.landasan teori dalam penelitian ini, merujuk pada beberapa dasar teori yaitu:1) teori konsep anak usia dini, 2) teori pendidikan dalam keluarga, 3)teori komunikasi dalam pengasuhan anak usia dini, 4) teori kreativitas anak usia dini.pendekatan yang digunakan dalam penelitian ini adalah metode penelitian yang digunakan adalah kualitatif tipe interaktif dengan metode studi kasus. metode studi kasus dianggap cocok untuk penelitian ini karena sesuai dengan permasalahan dan tujuan penelitian ini yang pada dasarnya ingin meneliti mengenai peranan orang tua dalam mengembangkan kreativitas anak usia dini. hasil penelitian ini menunjukan bahwa setiap anak memiliki potensi kreatif pada setiap pribadinya. untuk dapat mengembangkan bakat kreatif yang ada pada dirinya maka orang tua memiliki peranan penting untuk menunjang tumbuhnya kreativitas yang optimal. jika orang tua mendukung, memotivasi dan memberi kebebasan tetapi tidak terlepas dari pengawasan orang tua serta memberi penghargaan pada anak apapun hasil karya ciptaannya sehingga tumbuh rasa percaya diri. maka kreativitas yang ada dalam diri anak akan tumbuh dengan optimal.kesimpulan dari penelitian ini adalah setiap anak memiliki bakat untuk berkreasi maka peranan orang tua sebagai kunci penunjang agar anak dapat kreatif. selain itu orang tua memegang peranan penting dalam pendidikan dan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 12 bimbingan anak, karena hal itu sangat menentukan perkembangan anak untuk mencapai keberhasilannya kata kunci: peranan orang tua, kreativitas anak usia dini a. pendahuluan pendidikan anak usia dini (paud) merupakan pendidikan yang sangatfundamental, para pakar berpendapat bahwa usia anak 0 – 6 tahun merupakan masa keemasan (golden age) yang akan menentukan perkembangan anak selanjutnya. paud merupakan upaya pembinaan dan pengembangan yang ditujukan bagi anak usia 0 – 6 tahun dalam aspek kesehatan, gizi dan psikososial (kognitif, sosial dan emosional) dilakukan oleh lingkungan yang akan berpengaruh besar pada proses tumbuh kembang anak. undang-undang no.20 tahun 2003 tentang sistem pendidikan nasional pasal 1 butir 14 menyatakan bahwa pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai usia 6 tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan perkembangan jasmani dan rohaninya agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. sedangkan pada pasal 28 dinyatakan pula bahwa pendidikan anak usia dini dapat diselenggarakan melalui jalur pendidikan formal, nonformal dan informal. untuk pendidikan anak usia dini (paud) melalui jalur nonformal berupa kelompok bermain (kober), taman penitipan anak (tpa) atau bentuk lain yang sederajat. sedangkan pendidikan informal berbentuk pendidikan keluarga atau pendidikan yang diselenggarakan oleh lingkungan. pada usia dini ini, otak anak bagaikan spon yang dapat menyerap cairan. agar dapat menyerap suatu cairan, tentunya harus ditempatkan dalam air. air inilah yang diumpamakan sebagai pengalaman. dan disinilah peranan orang tua atau orang yang berada di lingkungan terdekat anak yang bertugas memberikan pengalaman kepada anak-anak dan mengenalkan pada mereka berbagai aktivitas yang diminatinya. apabila sejak bayi anak sudah distimulasi dengan berbagai rangsangan, otak kecilnya pun akan menyerap berbagai pengetahuan. peran keluarga tidak terlepas dalam membantu perkembangan dan pertumbuhan anak. lingkungan keluarga merupakan lingkungan tumbuh kembang anak yang pertama. dalam keluarga inilah anak mendapatkan didikan dan bimbingan pertama kali. sehingga pendidikan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 13 yang paling banyak diterima oleh anak adalah dalam keluarga. tugas utama dari keluarga adalah peletak dasar bagi pendidikan akhlak dan pandangan hidup keagamaan. keluarga khususnya orang tua mempunyai peranan di dalam pertumbuhan dan perkembangan pribadi seorang anak. sebab menurut soelaeman (1994:24) orang tua merupakan lingkungan pertama dari tempat kehadirannya dan mempunyai fungsi untuk menerima, merawat dan mendidik seorang anak. jelaslah keluarga menjadi tempat pendidikan pertama yang dibutuhkan seorang anak. dan cara bagaimana pendidikan itu diberikan akan menentukan masa depan anak. sebab pendidikan itu pula pada prinsipnya adalah untuk meletakkan dasar dan arah bagi seorang anak. pendidikan yang baik akan mengembangkan kedewasaan pribadi anak tersebut. anak itu menjadi seorang yang mandiri, penuh tangung jawab terhadap tugas dan kewajibannya, menghormati sesama manusia dan hidup sesuai martabat dan citranya. seperti perkembangan kepribadian, perkembangan kreativitas anak terkait erat dengan peran serta orang tua. hubungan ibu atau orang dekat lainnya dengan anak memberikan dasar bagi bagaimana dan sejauh mana anak dapat mengembangkan kreativitasnya. pengasuhan dari orang tua yang dilandasi oleh hubungan yang hangat, nyaman, dan mendukung akan menghasilkan keleluasaan pada anak untuk mengembangkan dirinya, termasuk juga mengembangkan kreativitas. kreativitas adalah salah satu potensi alamiah dalam diri anak yang harus dikembangkan secara optimal. kreativitas itu sendiri ditumbuhkan oleh otak kanan, yaitu bagian otak yang memiliki spesifikasi berpikir, mengolah data seputar perasaan, emosi, seni dan musik. semua anak yang lahir di dunia pasti mempunyai sisi kreativitas, tapi dalam kadar yang berbeda. tinggi rendahnya kreativitas anak dipengaruhi oleh dua hal, yaitu faktor genetika (bawaan lahir) dan faktor lingkungan. kreativitas ini akan tumbuh secara optimal jika kedua faktor dipadukan secara baik. melihat hal di atas maka peran orang tua dalam mengembangkan kreativitas anak menjadi sangat penting dan mendasar. sehingga setidaknya para orang tua tahu bagaimana mereka mengembangkan kreativitas anak-anaknya. jika orang tua salah sedikit saja dalam jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 14 menanamkan konsepnya kepada anak-anaknya dalam mengembangkan kreativitas, maka itu akan berakibat fatal bagi masa depannya. b. kajian teori konsep pendidikan anak usia dini pendidikan usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak yang sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. pendidikan anak usia dini pada pelaksanaannya seperti yang diungkapkan siti aisyah (2007:21) menggunakan prinsip-prinsip paud sebagai berikut: 1. berorientasi pada kebutuhan anak menurut maslow kebutuhan anak yang sangat mendasar adalah kebutuhan fisik, anak dapat belajar apabila tidak dalam kondisi lapar dan haus. kebutuhan berikutnya adalah kebutuhan keamanan dan kebutuhan rasa dimiliki dan disayang. 2. sesuai dengan perkembangan anak pembelajaran disesuaikan dengan tingkat perkembangan anak, baik usia maupun dengan kebutuhan individual anak. perkembangan anak mempunyai pola tertentu sesuai dengan garis waktu perkembangan. setiap anak berbeda perkembangannya ada yang cepat ada yang lambat.oleh karena itu pembelajaran anak usia dini harus disesuaikan baik lingkungan maupun tingkat kesulitannya dengan kelompok usia anak. 3. mengembangkan kecerdasan anak anak usia 0 – 8 tahun merupakan usia yang sangat kritis bagi pengembangan kecerdasan anak. oleh karena itu pembelajaran anak usia dini hendaknya tidak menjejali anak dengan hafalan tetapi mengembangkan kecerdasannya. 4. belajar melalui bermain bermain merupakan pendekatan dalam melaksanakan kegiatan pendidikan anak usia dini, dengan menggunakan strategi, metode, materi dan media yang menarik agar mudah diikuti oleh anak. melalui bermain anak di ajak untuk bereksplorasi,menemukan dan memanfaatkan benda-benda di sekitarnya. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 15 5. belajar dari kongkrit ke abstrak, sederhana ke kompleks, gerakan ke verbal dan dari diri sendiri ke sosial pembelajaran anak usia dini hendaknya dilakukan secara bertahap, di mulai dari yang kongkrit ke abstrak, dari kosep sederhana ke kompleks, dari gerakan ke verbal dan dari diri sendiri ke sosial. agar kosep dapat dikuasai dengan baik hendaknya guru menyajikan kegiatan-kegiatan yang berulang-ulang. 6. anak sebagai pembelajar aktif anak melakukan sendiri kegiatan pembelajarannya, sehingga anak aktif, guru hanya sebagai fasilitator atau mengawasi dari jauh. 7. anak belajar melalui interaksi sosial dengan orang dewasa dan teman sebaya di lingkungannya. ketika anak berinteraksi dengan teman sebayanya, maka anak akan belajar, begitu juga ketika anak berinteraksi dengan orang dewasa (guru, orang tua). 8. menggunakan lingkungan yang kondusif lingkungan harus diciptakan sedemikian rupa sehingga menarik dan menyenangkan dengan memperhatikan keamanan serta kenyamanan yang dapat mendukung kegiatan belajar melalui bermain. 9. merangsang kreativitas dan inovasi proses kreatif dan inovasi dapat dilakukan melui kegiatan-kegiatan yang menarik, membangkitkan rasa ingin tahu anak, memotivasi anak untuk berpikir kritis dan menemukan hal-hal baru. 10. mengembangkan kecakapan hidup pendidikan anak usia dini mengembangkan diri anak secara menyeluruh. berbagai kecakapan dilatihkan agar anak kelak menjadi manusia seutuhnya. bagian dari diri anak yang dikembangkan meliputi bidang fisik-motorik, intelektual, moral, sosial, emosi, kreativitas dan bahasa. tujuannya agar kelak anak berkembang menjadi manusia yang utuh yang memiliki kepribadian dan akhlak yang mulia, cerdas dan terampil, mampu bekerja sama dengan orang lain, mampu hidup berbangsa, bernegara dan bermasyarakat. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 16 pendidikan dalam keluarga menurut soelaeman (1994:5) secara pengertian psikologis, keluarga adalah “sekumpulan orang yang hidup bersama dalam tempat tinggal bersama dan masing-masing anggota merasakan adanya pertautan batin sehingga terjadi saling mempengaruhi, saling memperhatikan, dan saling menyerahkan diri”. menurut hurlock (2005:13) menyatakan bahwa pola asuh yaitu “sikap orang tua dalam berinteraksi dengan anak-anaknya. sikap orang tua ini meliputi cara orang tua memberikan aturan-aturan, hadiah maupun hukuman, cara orang tua menunjukkan otoritasnya dan juga cara orang tua memberikan perhatian serta tanggapan terhadap anak”. sementara theresia indira shanti (2012) menyatakan bahwa pola asuh merupakan “pola interaksi antara orang tua dan anak”. lebih jelasnya, yaitu bagaimana sikap atau perilaku orang tua saat berinteraksi dengan anak. termasuk cara menetapkan aturan, mengajarkan nilai/norma, memberikan perhatian dan kasih yang serta menunjukan sikap dan perilaku yang baik sehingga dijadikan contoh atau panutan bagi anaknya. dengan demikian, secara sederhana dapat dikatakan bahwa pola asuh merupakan proses interaksi antara anak dengan orang tua dalam pembelajaran dan pendidikan yang nantinya sangat bermanfaat bagi aspek pertumbuhan dan perkembangan anak. maka menurut ihsan (1999:88) ada beberapa langkah yang dapat dilakukan orang tua dalam peranannya mendidik anak antara lain : 1. orang tua sebagai panutan anak selalu becermin dan bersandar kepada lingkungannya yang terdekat. dalam hal ini tentunya lingkungan keluarga yaitu orang tua. orang tua harus memberikan teladan yang baik dalam segala aktivitasnya kepada anak 2. orang tua sebagai motivator anak anak mempunyai motivasi untuk bergerak dan bertindak, apa bila ada sesuatu dorongan dari orang lain, lebih-lebih dari orang tua. hal ini sangat diperlukan terhadap anak yang masih memerlukan dorongan. motivasi bisa membentuk dorongan, pemberian penghargaan, pemberian harapan atau hadiah yang wajar, dalam melakukan aktivitas yang selanjutnya dapat memperoleh prestasi yang memuaskan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 17 3. orang tua sebagai cermin utama anak orang tua yang baik adalah orang yang sangat dibutuhkan serta diharapkan oleh anak. karena bagaimanapun mereka merupakan orang yang pertama kali dijadikan sebagai figur dan teladan di rumah tangga. dan selain itu orang tua juga harus memiliki sifat keterbukaan terhadap anak-anaknya, sehingga dapat terjalin hubungan yang akrab dan harmonis antara orang tua dengan si anak, dan begitu juga sebaliknya. sehingga nantinya dapat diharapkan oleh anak sebagai tempat berdiskusi dalam berbagai masalah, baik yang berkaitan dengan pendidikan, ataupun yang berkaitan dengan pribadinya 4. orang tua sebagai fasilitator anak pendidikan bagi si anak akan berhasil dan berjalan baik, apabila fasilitas cukup tersedia. namun bukan semata-mata berarti orang tua harus memaksakan dirinya untuk mencapai tersedianya fasilitas tersebut. akan tetapi, setidaknya orang tua sedapat mungkin memenuhi fasilitas yang diperlukan oleh si anak, dan ini tentu saja ditentukan dengan kondisi ekonomi yang ada. kreativitas anak usia dini kreativitas adalah salah satu aspek yang dikembangkan dalam pendidikan anak usia dini. proses kreatif dan inovatif dapat dilakukan melalui kegiatan-kegiatan yang menarik, membangkitkan rasa ingin tahu anak, memotivasi anak untuk berpikir kritis dan menemukan halhal baru. menurut hurlock (1999:47) bahwa: kreativitas (divergen thinking) merupakan kemampuan atau cara berpikir seseorang untuk menciptakan tau menghasilkan sesuatu yang baru, berberda, belum ada sebelumnya ataupun memperbaharui sesuatu yang ada sebelumnya yang berupa suatu gagasan, ide, hasil karya serta respon dari situasi yang tidak terduga. sedangkan munandar (2004:47) mengemukakan terdapat beberapa rumusan mengenai pengertian kreativitas sebagai berikut : 1. kreativitas adalah kemampuan anak untuk membuat kombinasi baru berdasarkan data, informasi, atau unsur-unsur yang ada. 2. kreativitas (berpikir kreatif atau berpikir divergen) adalah kemampuan berdasarkan data atau informasi yang tersedia menemukan banyak kemungkinan jawaban terhadap suatu masalah jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 18 yang perkenannya adalah kuantitas, ketepatgunaan dan keragaman jawaban. 3. secara operasional kreativitas dapat dirumuskan sebagai kemampuan yang mencerminkan kelancaran, keluwesan, fleksibilitas dan originalitas dalam berfikir serta kemampuan untuk mengolaborasi (mengembangkan, memperinci dan memperkaya) suatu gagasan. menurut munandar (1992:55) ciri-ciri kreativitas pada anak meliputi :ciri-ciri yang berhubungan dengan kemampuan berpikir kreatif atau kognitif (aptitude) merupakan keterampilan berpikir lancar, keterampilan berpikir luwes, keterampilan berpikir orisional, keterampilan memerinci dan keterampilan menilai. sedangkan ciri-ciri yang menyangkut sikap dan perasaan seseorang atau afektif merupakan rasa ingin tahu, bersifat imajinatif, merasa tertantang oleh kemajemukan, memiliki sikap berani mengmabil resiko dan sikap saling menghargai kemampuan dan bakat-bakat sendiri yang sedang berkembang. suasana yang optimal untuk mengembangkan kreativitas memungkinkan tergalinya bentuk-bentuk kreativitas terdiri dari : 1. gagasan gagasan adalah pemikiran yang menghasilkan timbulnya konsep dan menghasilkan berbagai macam pengetahuan. gagasan terbagi sebagai berikut: a. berpikir luwes, artinya anak mampu memberikan jawaban atau ide yang tidak kaku, dan memilki ciri yang sama. b. berpikir orisinil, artinya anakmampu memberikan jawaban atau ide yang berbeda sesuai dengan apa yang anak imajinasikan dan belum ada sebelumnya. c. berpikir terperinci, artinya anak mampu melakukan tugas dengan tekun dan teliti detail serta terstuktur. d. berpikir menghubungkan pengetahuan artinya anak mampu mengingat masa lalu dan masa kini. 2. sikap sikap adalah perilaku yang dihasilkan oleh seseorang. terbagi sebagaiberikut: a. rasa ingin tahu, artinya anak senang bertanya, mencoba hal-hal yang baru, serta tidak canggung terhadap situasi yang baru atau asing. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 19 b. kesediaan untuk menjawab, artinya anak senang untuk mengungkapkan ide dan pendapat yang ia miliki dan senang terhadap pengalaman orang lain. c. berani mengambil resiko, artinya anak tidak takut melakukan kesalahan, senang melakukan sesuatu yang baru, tidak pantang menyerah serta berani mengungkapkan gagasan baru yang anak miliki. d. percaya diri artinya anak mampu mengungkapkan berbagai ide gagasan yang anak miliki, tidak mudah dipengaruhi oleh orang lain serta berani mengekspresikan diri. 3. karya karya merupakan sesuatu yang dihasilkan seseorang, terbagi menjadi: a. permainan b. mampu memodifikasi berbagai permainan c. mampu menyusun berbagai bentuk permainan d. karangan anak (tulisan dan menggambar) e. mampu memyusun karangan berupa tulisan atau cerita f. mampu menggambar sesuatu yang baru atau mampu memodifikasi gambar yang anak buat. sedangkan menurut hurlock (1990: 30) kreativitas akan melemah jika dihambat oleh keadaan lingkungan sebagai berikut: 1. kesehatan yang buruk, dapat mematikan kreativitas anak karena anak tidak mampu mengembangkan diri. 2. lingkungan keluarga yang kurang baik, yaitu tidak memberikan dorongan untuk meningkatkan kreativitas. 3. adanya tekanan ekonomi mempersulit anak untuk mengembangkan bakat kreatifnya, bila anak membutuhkan dana, misalnya membeli buku atau mainan yang dapat menstimulasi anak. 4. kurangnya waktu luang, tidak adanya kebebasan pada anak untuk mengembangkan bakat kreatifnya. terdapat beberapa sikap orang tua yang tidak menunjang kreativitas anak seperti orang tua yang cenderung otoriter akan sering mengatakan pada anak bahwa ia akan dihukum jika melakukan kesalahan, anak dituntut untuk tidak boleh mempertanyakan keputusan orang tua. terkadang orang tua yang berada pada kelas sosial tertentu tidak membolehkan anak bermain dengan anak dari keluarga yang berbeda pandangan, serta orang tua yang terlalu ketat mengawasi jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 20 kegiatan anak dan orang tua yang kritis terhadap anak dan menolak gagasan anak dapat mematikan rasa percaya diri yang ada dalam diri anak. c. metode penelitian metode penelitian yang digunakan adalah kualitatif tipe interaktif dengan metode studi kasus. metode studi kasus dianggap cocok untuk penelitian ini karena sesuai dengan permasalahan dan tujuan peneltian ini yang pada dasarnya ingin meneliti mengenai peranan orang tua dalam mengembangkan kreativitas anak usia dini. d. hasil dan pembahasan kreativitas seseorang dapat ditentukan oleh beberapa faktor antara lain faktor hereditas yaitu keturunan dimana jika orang tuanya memiliki bakat keahlian tertentu kemungkinan besar anaknya akan memiliki bakat yang sama. tetapi tentunya kreativitas dalam diri anak dapat dikembangkan dan ditingkatkan, namun dapat dirasakan oleh kebanyakan orang tua berpendapat bahwa kreativitas seorang anak sulit untuk dikembangkan dikarenakan beberapa faktor salah satunya faktor yang melekat pada diri anak, seperti yang terjadi pada anak kembar yang sulit berkomunikasi dengan orang lain menyebabkan anak kembar tersebut kurang dapat mengembangkan kreativitasnya. hal lain yang dapat menjadi kesulitan mengembangkan kreativitas yaitu apabila anak cenderung tidak berani mengungkapkan gagasannya saat mendapatkan suatu permasalahan dan anak cenderung pemalu lebih pasif terhadap kreasi yang akan dihasilkannya. namun ada kalanya juga anak kurang bersosialisasi dan cenderung memilah dan memilih temannya untuk bermain diakibatkan orang tua yang melarang atau tidak memperbolehkan anak untuk bermain dengan anak lain dari keluarga yang berbeda pandangan dapat menyebabkan anak kurang dapat mengoptimalkan kreativitasnya. selain itu anak cenderung tidak dapat mengekspresikan kreasinya karena kesulitan untuk berkomunikasi dan menyatakan pendapatnya tentang suatu hal. anak yang cenderung kurang dapat atau sulit menyesuaikan diri dengan lingkungan yang asing akan sulit pula mengembangkan kreativitasnya. sedangkan anak yang cenderung berani mengambil resiko mampu beradaptasi dengan lingkungan dan tidak pemalu dapat mengekspresikan dirinya dengan optimal karena rasa percaya dirinya yang tumbuh sehingga kreativitasnya dapat berkembang. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 21 ada pula anak yang cenderung menjadi pemimpin dan mandiri tanpa sering dibantu oleh orang tuanya dalam setiap kegiatan permainan mampu menghasilkan ide-ide kreatif dan unik untuk dimainkan bersama dengan teman-temannya. serta anak tersebut yang dapat berkomunikasi dengan lancar apabila telah menyelesaikan suatu tugas seperti menggambar, mewarnai atau bermain pembangunan dapat dengan lancar meceritakan hasil karyanya kepada guru dan temantemannya. tetapi lain halnya dengan anak yang lebih sering menjadi pengikut atau pasif dalam setiap permainan dan kurang mandiri dalam mengerjakan tugas lebih sering dibantu oleh orang tuanya maka anak tersebut kurang dapat menceritakan hasil karyanya sendiri dalam bentuk cerita lisan. secara tidak sadar anak dapat tergali potensi kreatifnya melalui hal-hal sederhana, oleh sebab itu orang tua yang memberi kesempatan secara bebas perlu diberikan pada anak meskipun kontrol terhadap aktivitas anak harus terus dilakukan, jangan sampai membahayakan jiwanya namun tetap jangan protektif sebab hal tersebut dapat mematikan kreativitasnya. orang tua memiliki peranan yang sangat utama dalam menunjang kreativitas anak usia dini karena orang tua merupakan orang yang terdekat dengan anak dan memiliki pengaruh yang utama dalam membentuk kepribadian dan karakter anak. orang tua memiliki peranan yang penting dalam mendidik dan membimbing anak, sebab pendidikan dan bimbingan dari orang tua sangat menentukan perkembangan anak dalam mencapai keberhasilannya. anak yang senantiasa mendapatkan dorongan dan motivasi dari orang tuanya untuk mempertanyakan banyak hal tentang keadaan disekitarnya dapat membuka cakrawala pengetahuan anak tentang suatu hal dapat menjadi terbuka dan luas. orang tua yang lebih banyak memberi kesempatan pada anak untuk menentukan pilihan saat bekreasi dan memecahkan masalah anak tersebut cenderung dapat lebih mengoptimalkan potensi kreatifnya di bandingkan dengan orang tua yang selalu menentukan pilihannya saat anak berkreasi tanpa memperdulikan keinginan anak. peranan orang tua selanjutnya yang dapat megoptimalkan kreativitas anak yaitu orang tua yang selalu memberikan waktu yang cukup untuk anak berpikir dan merenung serta berkhayal tentang suatu hal atau pada saat anak memecahkan suatu masalah maka anak tersebut telihat tampak lebih dapat mengoptimalkan kreativitasnya dibandingkan dengan orang tua yang selalu menentukan pilihannya terhadap keinginan anak sehingga anak tersebut tidak dapat mandiri dan kurang jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 22 kreativitasnya. orang tua yang cenderung bersikap otoriter dalam pengasuhannya cenderung membuat anak bersikap ketakutan dan tidak terlatih untuk berinisiatif serta tidak mampu menyelesaikan masalahnya dan tidak mampu membuat suatu kreasi yang bermakna. suasana rumah dan keluarga yang hangat dan penuh dukungan, suasana yang saling menghargai dan kooperatif antara setiap anggota keluarga dapat mengoptimalkan perkembangan kreativitas anak. suasana yang saling menghargai dan mendorong adanya perbedaan menyababkan munculnya kreativitas yang bervariasi yang dapat dihasilkan oleh seorang anak. anak yang terbisa mandiri tetapi tetap dalam pengawasan dari orang tua dan orang tua yang terbiasa bersikap penuh welas asih dan dapat menerima alasan anak terhadap semua tindakan anak yang konstruksif, akan berdampak anak tersebut menjadi bahagia, mempunyai rasa percaya diri, memiliki problem solving yang baik, dapat berkomunikasi baik dengan teman-temannya dan orang dewasa disekitarnya sehingga anak tersebut menjadi lebih kreatif. lingkungan juga dapat mempengaruhi perkembangan kreativitas artinya lingkungan yang dekat dengan anak yaitu lingkungan sekolah dan lingkungan dirumah harus memberikan bimbingan dan dorongan untuk merangsang kreativitas anak. sikap lingkungan sosial anak yang cenderung tidak memperdulikan tumbuhnya kreativitas dapat menghambat perkembangan kreativitas sebab anak kurang mendapatkan penghargaan sosial dari kreasi yang dihasilkan. guru yang baik senantiasa memberikan contoh, membimbing dan memonitor terhadap aktivitas anak-anak saat melakukan pembelajaran maupun saat bermain sehingga dapat menciptakan proses kreatif yang terpadu sehinggaanak-anak didik senantiasa terpacu untuk mengembangkan kreativitasnya. selain itu guru yang senantiasa memberikan dorongan serta memotivasi anak-anak untuk lebih percaya diri dalam mengatasi setiap permasalahannya atau pada saat pengerjaan tugas cenderung didapati anak tersebut lebih dapat mengembangkan kreasinya dibandingkan dengan guru yang selalu menegur atau membatasi daya kreasi anak, kurang memberikan waktu luang pada anak untuk mengeksplorasi ragam kegiatannya sehingga anak tersebut tidak dapat menemukan pengetahuannya sendiri menjadikan anak tersebut tidak dapat mengoptimalkan kreativitas yang ada dalam dirinya diakibatkan oleh cakrawala pengetahuannya yang tidak terbuka jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 23 karena anak tidak banyak mendapatkan sumber pengetahuan dari gurunya. maka sebagai seorang guru pun senantiasa dapat dan berani mencoba tema-tema alternative yang memacu guru untuk mencari tahu lebih dahulu dan mendalami serta mengeksplorasi tema tersebut kemudian baru bersama-sama anak menjelajah hal baru tersebut sehingga tercipta kreasi yang baru. atau dapat dikatakan sebelum anak bisa mengembangkan kreativitasnya maka seorang guru yang baik yaitu dapat mengembangkan kreativitasnya terlebih dahulu. lingkungan keluarga terutama orang tua memiliki peranan penting untuk menunjang tumbuhnya kreativitas yang optimal maka orang tua yang dapat mengahargai pendapat anaknya, memotivasi anak untuk dapat mengungkapkan gagasannya, orang tua yang senantiasa memberikan waktu kepada anak untuk merenung, berpikir dan berkhayal agar daya ciptanya terbentuk. orang tua yang bijaksana adalah orang tua yang membolehkan anak untuk mengambil keputusannya sendiri tapi tidak terlepas dari pengarahannya. orang tua yang baik adalah yang senantiasa membuka cakrawala pengetahuan anak tentang suatu hal menjadi luas. suasana rumah dan keluarga yang hangat dan penuh dukungan, suasana yang saling menghargai dan kooperatif antara setiap anggota keluarga dapat mengoptimalkan perkembangan kreativitas anak. suasana yang saling menghargai dan mendorong adanya perbedaan menyababkan munculnya kreativitas yang bervariasi yang dapat dihasilkan oleh seorang anak. anak yang terbiasa mandiri tetapi tetap dalam pengawasan dari orang tua dan orang tua yang terbiasa bersikap penuh welas asih dan dapat menerima alasan anak terhadap semua tindakan anak yang konstruksif, akan berdampak anak tersebut menjadi bahagia, mempunyai rasa percaya diri, memiliki problem solving yang baik, dapat berkomunikasi baik dengan teman-temannya dan orang desawa disekitarnya sehingga anak tersebut menjadi lebih kreatif. maka kunci penunjang anak agar anak dapat kreatif adalah jika orang tua mendukung, memberi kebebasan pada anak tentunya kebebasan yang terkontrol serta senantiasa memberi penghargaan apada anak apapun hasil karya ciptannya sehingga tumbuh rasa percaya diri dalam diri anak, dan anak menjadi mandiri serta berani dalam melakukan segala aktivitas kegiatannya. oleh sebab itu orang tua wajib senantiasa jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 24 memiliki sikap-sikap yang mendukung perkembangan kreativitas anak menjadi lebih baik dan terus berkembang secara optimal. e. kesimpulan setiap anak memiliki potensi atau daya kreatif pada setiap pribadinya. untuk dapat mengembangkan bakat kreatif yang ada pada dirinya maka diperlukan motivasi dari lingkungannya terutama orang tua sebagai pendidik yang pertama dan utama bagi seorang anak usia dini. daftar pustaka aisyah, siti. 2007. perkembangan dan konsep dasar pengembangan anak usia dini. jakarta. pt. indeks. hurlock, elizabeth b. 2005. perkembangan anak jilid i. jakarta. penerbit erlangga ihsan, fuad. 1996. dasar-dasar pendidikan. pt. rineka cipta. jakarta munandar, s. c. utami. 1999. kreativitas dan keberbakatan (strategi mewujudkan potensi dan bakat). jakarta : gramedia pustaka utama soeleman. m.i 1994. pendidikan dalam keluarga. bandung. alfabeta shanti, t.i. 2012. pentingnya komunikasi harmonisasi orang tua-anak [on line] tersedia:// edukasi.kompasiana.com/2012/02/14 [29 mei 2013] jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 13 efektivitas penggunaan metode theurapeutic community (tc) dalam membangun kesadaran kelayan eks penyalahguna napza (studi di panti rehabilitasi sosial wilayah bandung) oleh: lenny nuraeni,s.pd,m.pd dosen ps pls stkip siliwangi bandung abstrak tujuan dari penelitian ini adalah untuk: 1) mendeskripsikan dan menganalisis persepsi kelayan eks penyalahguna napza terhadap penggunaan metode theurapeutic community (tc) di panti rehabilitasi sosial wilayah bandung, 2) mendeskripsikan dan menganalisis tingkat kesadaran kelayan eks penyalahguna napza setelah mengikuti program pemulihan dengan menggunakan metode theurapeutic community di panti rehabilitasi sosial wilayah bandung, 3) menganalisis hubungan antara penggunaan metode theurapeutic community (tc) dengan kesadaran pada kelayan eks penyalahguna napza di panti rehabilitasi sosial wilayah bandung. metode penelitian yang digunakan adalah metode deskriptif analitik dengan teknik pengumpulan data wawancara, angket, observasi, studi literatur, dan studi dokumentasi. populasi dalam penelitian ini adalah seluruh kelayan eks penyalahguna napza yang ada di panti rehabilitasi sosial wilayah bandung terdiri dari 3 panti rehabilitasi sosial diantaranya adalah balai pemulihan sosial pamardi putera lembang (bpspp), yayasan sekar mawar, dan yayasan rumah cemara. sampel diambil sebanyak 62 orang dengan cara proportional random sampling. berdasarkan hasil pengolahan data diperoleh keterangan bahwa variabel x (metode theurapeutic community) memberikan pengaruh terhadap variabel y (kesadaran) secara signifikan. persamaan regresi yang dibentuk oleh kedua variabel tersebut adalah y = 68,218 + 0,765 x. hubungan di antara kedua variabel tersebut dikategorikan sedang. hal ini ditunjukan oleh harga koefisien korelasi sebesar 0,571. namun demikian harga tersebut signifikan pada tingkat kepercayaan 95 %, dimana harga t hitung jatuh di daerah penolakan (h0 ditolak). atas dasar harga-harga tersebut maka disimpulkan bahwa metode theurapeutic community (tc) efektif dalam membangun kesadaran kelayan eks penyalahguna napza. kata kunci: metode theurapeutic community (tc), kesadaran kelayan eks penyalahguna napza a. pendahuluan epidemi penyalahguna narkotika, psikotropika dan zat adiktif lainnya (napza) untuk negara berkembang seperti indonesia, merupakan permasalahan yang sangat besar dan sanggup mengancam keberlangsungan kehidupan manusia. usaha untuk menghentikan penyebaran epidemi ini telah dilaksanakan dengan sungguh-sungguh, namun pada kenyataannya belum mampu menghentikan epidemi penyalahguna napza khususnya di jawa barat. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 14 dewasa ini masih banyak sekali remaja yang menimbulkan keresahan masyarakat, seperti banyaknya mengenai bentuk kenakalan remaja. salah satu persoalan adalah meningkatnya kenakalan remaja yang manjadi penyalahguna napza. akibat langsung yang dirasakan adalah semakin maraknya penyalahgunaan napza terutama dikalangan remaja, pemuda, bahkan meluas melibatkan banyak siswa smu dan sltp bahkan sampai sd. kondisi ini sangat memprihatinkan jika tidak bisa diatasi secara efektif, maka akan merusak generasi muda indonesia dan merupakan bahaya yang sangat besar bagi kehidupan bangsa dan negara. salah satu usaha mengatasi hal tersebut pada tahun 2007 pemerintah mengeluarkan beberapa undang-undang yang mengatur produksi, impor, ekspor, menanam, menyimpan, mengedarkan dan menggunakan narkotika dan psikotropika. hampir setiap negara mempunyai ketentuan-ketentuan hukum yang keras dan memiliki satuan-satuan aparat keamanan yang handal dalam usaha menangkal masalah ini. di indonesia, ketentuan hukum itu antara lain dalam undang-undang nomor 9 tahun 1976 yang dalam satu bagiannya, yaitu pasal 23 ayat 2, dengan tegas melarang perbuatan menyimpang untuk memiliki atau menguasai narkotika. ancaman hukumannya adalah pidana penjara maksimum selama 10 tahun dan denda setinggi-tingginya sebanyak lima belas juta rupiah dan bagi pemakai narkotika menurut ayat 7, diancam pidana maksimum 3 tahun penjara. namun demikian mengapa jumlah orang yang menggunakan napza dari tahun ke tahun terus meningkat? boleh jadi persoalannya bukan hanya terletak pada kecanggihan hukum yang disusun atau tingkat kehandalan aparat keamanannya, melainkan juga pada bagaimana kebiasaan menggunakan napza tersebut tersosialisasikan dalam masyarakat. kebiasaan semacam itu tentu tidak dengan tiba-tiba atau hanya mencuat sesaat, atau ditularkan melalui proses sosial yang panjang dan secara sosiologis melibatkan sistem serta struktur sosial yang berlaku dalam masyarakat. menurut data mabes polri, april 2007 kasus narkoba pada saat ini berjumlah 7735 kasus narkotika, 7151 kasus psikotropika, dan 722 kasus bahan adiktif. menurut data yang dihimpun dari depkes, presentase zat yang paling banyak adalah golongan opium. pengguna jarum suntik pada penyalahgunaan napza terakhir mengalami peningkatan dari 22,2 % pada tahun 2006 menjadi 61,8 % pada tahun 2007. dilihat dari data yang ada, maka masalah penyalahgunaan napza memerlukan penanganan yang serius dan professional dari berbagai pihak yang terkait. hal tersebut karena permasalahan napza merupakan masalah yang kompleks jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 15 yang menyangkut kesehatan psikologis, sosial dan keamanan. dampak yang dialami yakni dapat merusak ciri dan citra masa depan bangsa. ancaman bagi potensi generasi muda selaku generasi penerus dan generasi yang diharapkan dapat mempertahankan eksistensi bangsa dan negara, merongrong tata kehidupan masyarakat sehingga pada gilirannya akan melemahkan ketahanan nasional bangsa indonesia. dari dampak tersebut, maka keberadaan pusatpusat rehabilitasi korban penyalahgunaan napza sangat diperlukan. di wilayah bandung terdapat beberapa lembaga baik itu lembaga milik pemerintah maupun lembaga milik swasta yang melaksanakan program rehabilitasi bagi remaja penyalahguna napza yang mempunyai tujuan untuk memulihkan, menyadarkan dan menumbuhkan peran serta fungsi kehidupan yang normal dan dapat kembali ke dalam kehidupan yang normal serta diterima oleh masyarakat sebagai manusia yang berguna. dalam upaya menumbuhkan kesadaran masyarakat khususnya pada kelompok berisiko tinggi dapat dilakukan melalui penyebaran informasi yang menyeluruh mengenai penyalahguna napza, sehingga pada akhirnya setiap orang akan mampu melindungi dirinya sendiri. menurut uu pokok kesehatan ri yaitu: “tiap-tiap warga negara berhak untuk mendapatkan derajat kesehatan setinggi-tingginya dan perlu diikutsertakan di dalam usaha-usaha kesehatan masyarakat”. (depkes, 1982 : 5). sehubungan dengan hal tersebut, salah satu proses penyadaran masyarakat terhadap pentingnya kesehatan adalah melalui pendidikan, karena pendidikan merupakan bagian terpenting dan integral dari pembangunan nasional yang memiliki nilai dan kekuatan strategis dalam pengembangan sumber daya manusia (sdm). dalam peningkatan sumber daya manusia ini pemerintah terus berupaya untuk memajukan pendidikan nasional. di bidang pendidikan terlihat upaya serius dari pemerintah untuk membangun sistem pendidikan nasional yang mampu mendayagunakan seluruh warga negara agar turut aktif dalam pembangunan. diupayakan pula pendekatan sinergis atau kerjasama untuk meningkatkan kualitas pendidikan agar mendukung penyediaan tenaga kerja yang produktif dan efisien melalui pengembangan pendidikan luar sekolah (pls). pendidikan di sekolah diselenggarakan mulai dari sekolah dasar sampai perguruan tinggi. sedangkan pendidikan luar sekolah dilaksanakan di luar sistem pendidikan sekolah dimana dalam pelaksanaannya melalui beberapa program antara lain melalui program: pendidikan keluarga, pendidikan anak usia dini, keaksaraan fungsional, kesetaraan, pendidikan berkelanjutan, pemberdayaan perempuan, dan pendidikan sejenis lainnya. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 16 pendidikan non formal sebagai sub sistem pendidikan nasional memegang peranan penting dalam menggerakan masyarakat salah satunya melalui kegiatan pembelajaran partisipatif yang terefleksi dalam pembelajaran kelompok untuk meningkatkan pengertian, pengetahuan dan kesadaran masyarakat untuk berpartisipasi dalam pembangunan sesuai dengan pengertian pnf menurut coombs (d. sudjana, 2004:22) pendidikan non formal adalah sebagai berikut: pendidikan non formal adalah setiap kegiatan terorganisasi dan sistematis, diluar sistem persekolahan yang mapan dilakukan secara mandiri atau merupakan bagian penting dari kegiatan yang lebih luas, yang sengaja dilakukan untuk melayani peserta didik tertentu di dalam mencapai tujuan belajarnya. dari pengertian tersebut jelas bahwa pengetahuan, sikap, keterampilan dan nilai tidak hanya diperoleh melalui jalur pendidikan formal. pendidikan non formal atau pendidikan luar sekolah pun dapat menjadikan seseorang lebih berdaya bagi dirinya sendiri maupun bagi masyarakat. satu pelaksanaan pls tersebut diantaranya yaitu melalui metode theurapeutic community (tc) yang dilaksanakan di panti rehabilitasi sosial wilayah bandung. dengan berdiam dalam suatu tempat panti rehabilitasi sosial kelayan eks penyalahguna napza diharapkan dapat menumbuhkan rasa percaya diri yang berada dibawah bimbingan para ahli. dalam pelaksanaan program rehabilitasi terdapat beberapa pendekatan seperti biologis, psikologis sosial, spritual dan religi. salah satu metode yang digunakan dalam proses rehabilitasi dari para pecandu napza adalah metode theurapeutic community (tc). metode ini dianggap lebih efektif untuk menyembuhkan serta menyadarkan para kelayan eks penyalahguna napza di panti rehabilitasi wilayah bandung. dengan adanya metode tersebut maka kelayan eks penyalahguna napza dapat lebih mengembangkan kemampuan dirinya, memahami diri dan lingkungannya sehingga dalam indvidu terjadi perubahan sikap dan memiliki kecakapan serta mampu menerapkan pola hidup sehat serta meningkatkan kesadarannya terhadap bahaya yang ditimbulkan dari pekerjaannya tersebut. dalam penelitian ini penulis akan meneliti dan mengkaji permasalahan tentang: efektivitas penggunaan metode theurapeutic community (tc) dalam membangun kesadaran kelayan eks penyalahguna napza (studi di panti rehabilitasi sosial wilayah bandung). b. tujuan berdasarkan rumusan masalah yang telah dikemukakan diatas, maka penelitian ini bertujuan untuk: jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 17 1. mendeskripsikan dan menganalisis persepsi kelayan eks penyalahguna napza terhadap penggunaan metode theurapeutic community (tc) di panti rehabilitasi sosial wilayah bandung. 2. mendeskripsikan dan menganalisis tingkat kesadaran kelayan eks penyalahguna napza setelah mengikuti program pemulihan dengan menggunakan metode theurapeutic community (tc) di panti rehabilitasi sosial wilayah bandung. 3. menganalisis hubungan antara penggunaan metode theurapeutic community (tc) dengan kesadaran pada kelayan eks penyalahguna napza di panti rehabilitasi sosial wilayah bandung. c. metode penelitian ini dimaksudkan untuk mengungkap dan mengkaji hubungan antara penggunaan metode theurapeutic community (tc) dengan kesadaran kelayan eks penyalahguna napza di panti rehabilitasi wilayah bandung. sesuai dengan masalah dan tujuan penelitian, maka penulis menggunakan metode penelitian yang sesuai dalam rangka memudahkan pengumpulan data sesuai dengan ketentuan dalam melakukan kegiatan penelitian. berkenaan dengan pendapat suharsimi arikunto (1990:34) bahwa: “metode adalah cara-cara yang dapat digunakan oleh peneliti untuk mengumpulkan data”. winarno surakhmad (1990:21) memiliki definisi metode adalah sebagai berikut: metode merupakan cara utama yang dipergunakan untuk mencapai tujuan, misalnya untuk menguji serangkaian hipotesis dengan mempergunakan teknik serta alat-alat tertentu, cara utama ini digunakan setelah penyelidik memperhitungkan kewajarannya, ditinjau dari arti luas, yang biasanya perlu diperjelas lebih spesifik dalam setiap penyelidikan. berkaitan dengan uraian diatas, maka metode penelitian yang digunakan adalah deskriptif yang berusaha mendeskripsikan suatu gejala yang terjadi pada saat sekarang. dengan kata lain, penelitian deskriptif mengambil masalah atau memusatkan perhatian kepada masalah-masalah aktual sebagaimana adanya pada suatu penelitian dilaksanakan. metode deskriptif adalah suatu metode dalam meneliti status sekelompok manusia, suatu objek, suatu set kondisi, suatu sistem pemikiran atau suatu kelas peristiwa pada masa sekarang. tujuan dari penelitian deskriptif adalah untuk membuat deskripsi, gambaran atau lukisan secara sistematis, faktual dan akurat mengenai fakta-fakta, sifat-sifat serta hubungan antar fenomena yang diselidiki. menurut whitney dalam nazir (1988: 63) bahwa metode deskriptif adalah sebagai berikut: metode deskriptif adalah pencarian fakta dengan interpretasi yang tepat, serta tata cara yang berlaku dalam masyarakat serta jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 18 situasi-situasi tertentu termasuk hubungan, kegiatan-kegiatan, sikap-sikap, pandangan-pendangan, serta proses-proses yang sedang berlangsung dan pengaruh-pengaruh dari suatu fenomena. dari penjelasan tersebut, maka metode deskriptif dianggap sebagai metode yang paling relevan untuk digunakan dalam penelitian. karena penelitian ditujukan pada masalah yang tejadi pada masa sekarang dan dalam pelaksanaannya tidak terbatas pada pengumpulan data dan penyusunan data, akan tetapi lebih jauh lagi dianalisis setiap data yang terkumpul. sejalan dengan hal tersebut, winarno surakhmad (1990: 140) menjelaskan ciri-ciri metode deskriptif, yaitu: (1) memusatkan diri pada pemecahan masalah-masalah yang aktual; dan (2) data yang dikumpulkan mula-mula disusun, dijelaskan dan kemudian dianalisa serta menginterpretasikan hasil data. oleh sebab itu metode ini sering dikenal dengan metode analitik. adapun penelitiannya adalah korelasional yang bertujuan untuk mengetahui hubungan antara variabel metode theurapeutic community (x) dengan kesadaran kelayan eks penyalahguna napza (y). nana sudjana (1989: 77) memberikan definisi mengenai metode korelasional adalah sebagai berikut: studi korelasional adalah studi yang mempelajari hubungan dua variabel atau lebih, yakni sejauh mana variansi dalam variabel lain. derajat hubungan antara variabel-variabel dinyatakan dalam suatu indeks yang dinamakan koefisian korelasi. korelasi dapat menghasilkan dan menguji suatu hipotesis mengenai hubungan antar variabel . hal diatas dipertegas pula oleh suharsimi arikunto (1998: 201) mengemukakan bahwa: penelitian yang bertujuan untuk menemukan ada tidaknya hubungan dan berapa eratnya hubungan serta berarti tidaknya hubungan itu. studi korelasional itu digunakan untuk menelaah hubungan antara variabel-variabel ini diusahakan dengan mengidentifikasi variabel yang ada kemudian dilihat apakah ada hubungan antara keduanya. penelitian ini menggunakan dua metode statistik untuk menganalisa data yaitu statistik deskriptif untuk mengukur nilai rata-rata simpangan baku serta statistik inferensial yaitu dalam bentuk analisis regresi dan analisis korelasi. analisis regresi digunakan untuk mengungkapkan hubungan fungsional antara variabel-variabel penelitian, sedangkan analisis korelasi digunakan untuk mengukur derajat keeratan atau hubungan variabel penelitian. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 19 d. hasil penelitian dan pembahasan 1. gambaran umum lokasi penelitian a) balai pemulihan sosial pamardi putera lembang pada mulanya, panti ini bernama asrama pembangunan yang merupakan warisan dari federal belanda pada tahun 1948. kemudian pada tahun 1955, namanya diubah menjadi panti karya mulya yang berfungsi sebagai tempar transit/bimbingan sosial/keterampilan bagi gepeng (gelandangan dan pengemis), pemukiman sementara wanita tuna susila (hasil razia) dan tempat latihan satgaso (satuan tenaga sosial). pada tahun 1978 ditetapkan menjadi sarana rehabilitasi sosial pengemis, gelandangan dan orang terlantar (srpgot) “marga mulya” lembang. selanjutnya berdasarkan sk menteri sosial ri no. 58/huk/1986 tanggal 03 juni 1986, panti ini digunakan untuk pelaksanaan rehabilitasi sosial korban narkotika dengan menggunakan sarana dan fasilitas srpgot “marga mulya” lembang dengan nama sarana rehabilitasi sosial korban narkotika (srkn) “marga mulya” lembang. pada tahun 1994, berdasakan sk menteri sosial no. 6/huk/1994 tentang pembentukan 18 panti di lingkungan departemen sosial ri, nama srka “marga mulya” lembang diubah menjadi panti sosial pamardi putera “binangkit” lembang (pspp “binangkit” lembang). sejalan dengan otonomi daerah, pada tanggal 29 februari, pspp binangkit diserahkan dari departemen sosial ke pemerintah daerah provinsi jawa barat nomor 5 tahun 2002 tentang perubahan atas peraturan daerah provinsi jawa barat, panti sosial pamardi putera “binangkit” lembang berubah menjadi balai pemulihan sosial “pamardi putera” (bpspp) lembang bandung. b) yayasan rumah cemara pusat pemulihan rumah cemara adalah sebuah lembaga non-profit yang bertujuan membantu masyarakat bandung khususnya dalam menanggulangi masalah pemakaian napza. didirikan pada tanggal 1 januari 2003 oleh sekelompok pecandu dalam pemulihan yang telah menyelesaikan perawatannya dan ingin berbagi pengalaman pemulihan dan pengetahuannya. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 20 penyelenggaraan dan staf dari rumah cemara adalah mantan kelayan dari suatu panti rehabilitasi. atas dasar keprihatinan mereka terhadap maraknya korban yang berjatuhan akibat barang haram itu, maka akhirnya mereka sepakat untuk mendirikan suatu tempat pemulihan dengan metode theurapeutic community (tc) yang kemudian berdirilah pusat pemulihan rumah cemara. pusat pemulihan rumah cemara merupakan lanjutan atau pindahan dari panti rehabilitasi yang bernama agung pekerti yang terletak di kota bandung. akibat manajemen yang kurang baik maka panti rehabilitasi agung pekerti dibubarkan, oleh pihak-pihak yang peduli maka sisa-sisa dari agung pekerti ini dibentuklah pusat rumah cemara. pertama kali didirikan, pusat pemulihan rumah cemara terletak di jalan setrasari indah no 4 a. kemudian karena sesuatu dan lain hal akhirnya pusat pemulihan rumah cemara berpindah tempat ke jl. geger kalong girang no 52 rt 01 kelurahan isola kecamatan sukasari kota bandung dibandingkan dengan bangunan di setrasari indah, bangunan di gegerkalong girang lebih luas dan lingkungannya lebih mendukung terhadap proses pemulihan, maka untuk itu penyelenggara dan staf berusaha menciptakan setting yang menyenangkan bagi para pecandu napza yang ikut program pemulihan. hal-hal yang menjadi latar belakang berdirinya pusat pemulihan rumah cemara antara lain adalah: 1) adanya data yang diperoleh dari rumah sakit di bandung. pasien ketergantungan napza yang diterima pada tahun 1998 sebanyak 16 orang tahun 1999 sebanyak 104 orang, dan tahun 2002 mencapai 150 orang. 2) kemudian di sebuah lsm yayasan bahtera bandung, yang mendampingi pemakai napza suntikan (idu-injecting drug user) dalam rangka pengurangan bahaya, terdapat 460-an idu yang sedang mengikuti program dampingan tersebut. 3) di polda jawa barat, 2003 terdapat 19 idu yang sedang ditahan 4) polwiltabes bandung dalam 5 bulan terakhir ini menangani 63 kasus narkotika dengan 132 tersangka dan 34 kasus psikotropika dengan 53 tersangka. 85 % dari seluruh jumlah tersangka adalah usia produktif, yaitu 17 s/d 45 tahun. 5) kemudian bandung plus support, sebuah kelompok dukungan bagi pengidap hiv di bandung, melaporkan 10 orang pengidap hiv menjadi anggota dan secara rutin bertemu. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 21 data-data tersebut menunjukan peningkatan pemakaian napza ilegal di bandung beserta dampak negatifnya (angka kriminalitas, kematian akibat over dosis, serta penularan virus hepatitis dan hiv) secara terus menerus. hal inilah yang menjadi landasan pusat pemulihan rumah cemara untuk berdiri dan terus bertahan memberikan pelayanan kepada para pecandu yang ingin pulih dari ketergantungan napza. biaya yang diperoleh untuk mendirikan pusat pemulihan rumah cemara adalah swadaya dari seluruh penyelenggara. sedangkan biaya yang harus dikeluarkan kelayan (kelayan) untuk program pemulihan disesuaikan dengan kemampuan ekonomi keluarga kelayan. bahkan dengan adanya sistem subsidi siang yang ditawarkan oleh pusat pemulihan rumah cemara dapat membantu para kelayan yang kurang mampu. saat ini biaya yang harus dikeluarkan kelayan setiap bulannya bervariasi sekitar rp. 150.000,00 sampai dengan rp. 1.500.000,00/orang. biaya yang dihimpun tersebut digunakan sebagai biaya operasional setiap bulan yang jumlahnya berkisar antara 10 juta sampai dengan 15 juta rupiah. status kepemilikan panti rehabilitasi seluas 900 m² ini adalah milik swasta atau masyarakat, dengan hak sewa. yaitu gedung atau balai yang digunakan sebagai sarana program pemulihan merupakan rumah milik salah satu penyelenggara pusat pemulihan rumah cemara.pusat pemulihan rumah cemara berada di bawah naungan yayasan insan hamdani jakarta. c) yayasan sekar mawar yayasan sekar mawar adalah sebuah yayasan sosial yang berada di bawah naungan keuskupan bandung yang bergerak dalam bidang pencegahan dan penanggulangan masalah penyalahgunaan dan ketergantungan pada napza (narkotika, psikotropika, dan zat adiktif lainnya).yayasan ini didirikan oleh para rohaniawan dan pemuka umat dari berbagai bidang keahlian dalam lingkungan keuskupan bandung. yayasan sekar mawar didirikan atas dasar keprihatinan dan kepedulian terhadap suatu kondisi, dimana semakin meningkatnya jumlah korban napza tengah kehidupan masyarakat, khususnya kalangan generasi muda. hal ini tentu saja dapat menjadi jerat yang sangat yang dapat menghancurkan kehidupan pribadi dan masa depan korban itu sendiri. dampak yang lebih luas dari kondisi tersebut adalah hancurnya generasi muda dan masa depan bangsa di masa yang akan datang. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 22 yayasan sekar mawar memiliki dasar hukum yang melindungi dasar hukum yang melindungi berjalannya segala kegiatan yang di adakan, yaitu: 1) akte notaris : nomor 35 tanggal 20 maret 2000. 2) notaris : ibu lien tanudirdja, sh. beralamat di jln. naripan 43, bandung. 3) terdaftar pada direktorat sosial politik propinsi jawa barat, dengan nomor 289/lk-yayas/2000, tanggal 14 oktober 2000. 2. analisis penelitian dan pembahasan a) persepsi kelayan eks penyalahguna napza terhadap metode theurapeutic community (tc) yang diselenggarakan di panti rehabilitasi sosial wilayah bandung. persepsi kelayan eks penyalahguna napza terhadap penggunaan metode theurapeutic community (tc) yang diselenggarakan di panti rehabilitasi wilayah bandung cenderung tinggi. hal ini dilihat dari skor umum responden sebesar 125.1290, apabila skor ini dibandingkan dengan skor ideal diperoleh skor kecenderungan responden sebesar 75,84 %. faktor-faktor yang dijadikan indikator dalam menilai efektivitas penggunaan metode theurapeutic community (tc) dapat dilihat dari hasil wawancara yang dilakukan kepada pihak konselor bahwa terdapat beberapa kegiatan atau tahap yang dilaksanakan di panti rehabilitasi diantaranya: pertama melakukan tahap pendekatan awal, yaitu mencakup kegiatan identifikasi dan pemberian motivasi pada kelayan beserta keluarganya sebelum kelayan mengikuti program pemulihan di panti rehabilitasi. profesi yang terlibat dalam tahap ini adalah pekerja sosial dan staf lembaga lainnya. tahap ini dilaksanakan di lingkungan masyarakat dalam rangka rekruitmen kelayan eks penyalahguna napza. kedua, melakukan tahap penerimaan, yaitu mencakup kegiatan registrasi, pengisian kontrak kerja, penyelesaian administrasi, menempatkan kelayan pada program dan penentuan pembimbing bagi kelayan setelah calon kelayan resmi diterima sebagai kelayan. profesi yang terlibat dalam tahap ini adalah pekerja sosial dan staf lembaga lainnya. ketiga, melakukan tahap orientasi, yaitu mencakup kegiatan pengenalan program dan peraturan-peraturan yang berkaitan dengan program, serta pengenalan fasilitas yang dimiliki lembaga, termasuk pelaksanaan asesmen terhadap kelayan. profesi yang terlibat dalam tahap ini adalah pekerja sosial, psikolog dan staf lembaga lainnya. keempat, melakukan tahap intervensi, yaitu meliputi kegiatan : jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 23 1) rehabilitasi dalam bentuk kegiatan yang difokuskan pada penanaman disiplin pribadi, pemantapan perubahan tingkah laku, peningkatakan keterampilan, pembinaan mental-spiritual, bimbingan sosial dan pemberian konsultasi pada keluarga kelayan. profesi yang terlibat adalah pekerja sosial, psikolog dan pembimbing agama dan instruktur keterampilan. 2) resosialisasi dalam bentuk kegiatan yang dilakukan untuk melibatkan kelayan pada berbagai aktivitas sosial yang positif di luar lingkungan lembaga, yaitu melalui pelaksanaan praktek belajar kerja (pbk) di perusahan-perusahaan, melakukan pembinaan terhadap lingkungan sosial kelayan, melakukan bakti sosial, menyelenggarakan pameran dan widya wisata, serta melakukan home visit. profesi yang terlibat adalah pekerja sosial dan staf lembaga lainnya, termasuk instruktur keterampilan. 3) bimbingan lanjut, yaitu kegiatan bimbingan lanjutan yang dilaksanakan setelah kelayan selesai mengikuti program pemulihan sosial di panti rehabilitasi dan kembali ke lingkungan keluarga dan masyarakatnya. b) tingkat kesadaran kelayan eks penyalahguna napza di panti rehabilitasi sosial wilayah bandung? dari hasil pengolahan data mengenai variabel kesadaran kelayan eks penyalahguna napza di panti rehabilitasi sosial wilayah bandung menunjukan pada kategori yang sangat tinggi. hal ini dilihat dari ratarata skor umum responden sebesar 74,4194, apabila skor ini dibandingkan dengan skor ideal diperoleh skor kecenderungan responden sebesar 78,34 %. hal tersebut sejalan dengan pendapat kartini kartono (1981: 49), yang menyatakan bahwa: “kesadaran itu diartikan sebagai intensionalitas atau relasi antara subjek yang aktif mengalami dengan objek yang dialami”. selanjutnya kartini kartono (1981: 6) menyatakan bahwa intensionalitas itu selalu mengandung tiga aspek yaitu aspek kognitif (pengenalan atau ginositis), aspek emosional (afektif, perasaan), dan aspek kemauan (volutif, konatif). hal ini terbukti dari hasil penyebaran instrumen penelitian yang menyatakan bahwa kelayan eks penyalahguna napza tidak kembali lagi mengkonsumsi napza. kenyataan tersebut disebabkan oleh keinginan kelayan eks penyalahguna napza untuk memiliki rasa kesadaran sehingga tidak kembali lagi mengkonsumai napza. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 24 timbulnya kesadaran bukan semata-mata dipengaruhi oleh penggunaan metode theurapeutic community (tc). 67,4 % kesadaran kelayan eks penyalahguna napza dipengaruhi oleh faktor lain. hal ini sejalan dengan pendapat freud yang mengemukakan pendapatnya tentang kesadaran, dengan membandingkan jiwa dengan gunung es dimana bagian lebih kecil yang muncul di permukaan air menggambarkan daerah kesadaran, sedangkan massa yang jauh lebih besar di permukaan air menggambarkan daerah ketidaksadaran. dalam daerah ketidaksadaran yang sangat luas ini ditemukan dorongan-dorongan, nafsu-nafsu, ide-ide dan perasaan yang ditekan suatu dunia bawah yang berisi kekuatankekuatan vital yang tak kasat mata yang melaksanakan kontrol penting atas pikiran-pikiran dan perbuatan-perbuatan dasar individu. dari pendapat freud tadi, dapat diketahui bahwa ketidaksadaran dapat memberikan kontrol dan dorongan-dorongan atas perbuatan-perbuatan yang dilakukan individu. hal ini dapat dilihat dari tingkat korelasi sebesar r = 0,571. sedangkan daerah kesadaran yang diibaratkan gunung es tadi hanya mempu memberikan pengaruh sebesar 32,6 %. c) apakah tingkat kesadaran kelayan eks penyalahguna napza dipengaruhi oleh penggunaan metode theurapeutic community (tc)? penelitian yang dilakukan mengajukan satu hipotesis, hasil analisis ini membuktikan hipotesa penelitian yang menyatakan bahwa: “terdapatnya hubungan yang berarti antara penggunaan metode theurapeutic community (tc) dengan kesadaran kelayan eks penyalahguna napza di panti rehabilitasi sosial wilayah bandung”. dari pengujian yang dilakukan hipotesis yang telah diajukan dalam penelitian ini diterima, hipotesis yang menguji kedua variabel x dan variabel y dibuktikan dengan mengujikan t hitung yang memperoleh nilai lebih besar dari t tabel pada tingkat kepercayaan 95 % dengan dk = 60. hasil analisis data penelitian mengenai penggunaan metode theurapeutic community (tc) dalam membangun kesadaran kelayan eks penyalahguna napza, berdasarkan perhitungan menunjukan bahwa persamaan regresi yang diperoleh adalah y = 68,218 + 0.765 x koefisien regresi yang diperoleh menunjukan harga yang positif. makin tinggi efektivitas penggunaan metode theurapeutic community (tc), maka makin tinggi pula atau semakin baik pula kesadaran kelayan eks penyalahguna napza untuk tidak kembali mengkonsumsi napza. perubahan pada kesadaran kelayan eks penyalahguna napza terjadi 0,765 satuan setiap penambahan penggunaan metode theurapeutic community sebesar satu satuan dengan persentase setiap peningkatan penggunaan metode theurapeutic community (tc) yang dilaksanakan jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 25 di panti rehabilitasi sebesar 100 %, maka kesadaran akan meningkat sebesar 76,5 %. berarti efektivitas penggunaan metode theurapeutic community (tc) dapat meningkatkan kesadaran kelayan eks penyalahguna napza. oleh karena itu semakin tinggi efektivitas penggunaan metode theurpeutic community (tc) yang dilaksanakan di panti rehabilitasi maka semakin tinggi pula kesadaran kelayan eks penyalahguna napza untuk tidak kembali lagi mengkonsumsi napza. dengan demikian, untuk menaikan tingkat kesadaran kelayan eks penyalahguna napza perlu lebih ditingkatkan mengenai efektivitas penggunaan metode theurapeutic community (tc) yang dilaksanakan di panti-panti rehabilitasi wilayah bandung. pada perhitungan koefisien determinasi menunjukan bahwa efektivitas penggunaan metode theurapeutic community (tc) dalam membangun kesadaran kelayan eks penyalahguna napza adalah 32,6 % sedangkan sisanya 67,4 dipengarui oleh faktor lain. berdasarkan kontribusi tersebut diatas, penggunaan metode theurapeutic community (tc) bukan satusatunya faktor yang mempengaruhi kesadaran kelayan eks penyalahguna napza, namun penggunaan metode theurapeutic community (tc) perlu ditingkatkan dalam membangun kesadaran kelayan eks penyalahguna napza. menurut evi supiadi (2000) memang dalam pelaksanaan penggunaan metode theurapeutic community (tc) dalam sebuah komunitas pecandu dalam program theurapeutic community (tc) para kelayan eks penyalahguna napza yang sedang melaksanakan kegiatan rehabilitasi di panti dilakukan dengan memanfaatkan pengalaman sejarah pecandu dalam fungsi sosial, kemampuan pendidikan, kemampuan intelektual komunitas yang positif dan ikatan keluarga. pada pelaksanaannya metode theurapeutic community (tc) pendekatan yang dilakukan dalam penggunaan metode theurapeutic community (tc) adalah: biologis yaitu mengobati semua dampak kesakitan, menahan laju perkembangan virus penyakit (bagi yang terkena napza). detoksifikasi tidak diperlukan sepanjang tidak mengancam keselamatan jiwa, pendekatan psikologis dilakukan dengan memperbaiki karakter jiwa yang rusak enggan menanamkan pola fikir, sosial dilakukan dengan memulihkan kembali interaksi sosial antara korban atau pecandu dengan lingkungan sosial keduanya, spiritual dilakukan dengan memulihkan eksistensi diri sebagai manusia, merupakan bagian dari makhluk yang ada di alam. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 26 e. kesimpulan dan rekomendasi 1. kesimpulan berdasarkan dari hasil penelitian yang telah diolah dan dianalisis pada bab iv disimpulkan bahwa penggunaan metode theurapeutic community (tc) di panti rehabilitasi wilayah bandung berada pada kategori tinggi. hal ini didukung oleh adanya pendapat responden yang mengatakan bahwa penggunaan metode theurapeutic community (tc) sangat efektif karena dalam pelaksanaannya lebih menekankan pada kegiatan-kegiatan kelompok yang menekankan prinsip-prinsip self-help (bantu diri). kegiatan kelompok yang dilaksanakan oleh kelayan eks penyalahguna napza di panti rehabilitasi sosial misalnya adalah: morning meeting, encounter group, peer/personal accountability group evaluation (p.a.g.e.), static group, evening wrap up, weekend wrap up, discussion group, seminar group. kesadaran kelayan eks penyalahguna napza memiliki kecenderungan tinggi. hal ini didukung oleh hal-hal sebagai berikut: (1) persepsi melalui adanya suatu pemberian makna yang ditentukan oleh faktor personal dan faktor situasional, sehingga persepsi bersifat subjektif. hal inilah yang memungkinkan adanya persepsi yang bersifat positif atau negatif. apabila yang dipersepsikan berupa informasi tentang bahaya napza dari proses pemaknaan sensasi, maka apabila seseorang berhasil memperoleh pemaknaan yang positif dari penyampaian informasi tersebut, dengan mudah akan sampai pada proses penyadaran, (2) memori dilakukan kelayan eks penyalahguna napza dengan merekonstruksi seluruh masa lalu dari satu petunjuk memori kecil yaitu dengan cara membuang kenangan-kenangan yang negatif ketika mengkonsumsi napza, (3) partisipasi dilakukan oleh kelayan eks penyalahguna napza dengan mengikuti setiap kegiatan yang dilaksanakan di panti rehabilitasi sosial. kelayan eks penyalahguna napza berpartisipasi aktif dalam melaksanakan semua kegiatan tersebut karena mereka memiliki motivasi yang kuat. hasil uji empiris menyatakan bahwa pengaruh yang dihasilkan oleh metode theurapeutic community (tc) terhadap kesadaran kelayan eks penyalahguna napza bersifat positif. hasil ini ditunjukan koefisien regresi yang positif. hal ini memberikan arti bahwa perubahan atau kenaikan yang terjadi pada variabel metode theurapeutic community (tc) dapat meningkatkan kesadaran kelayan eks penyalahguna napza. hubungan antara kedua variabel bersifat dependent dan signifikan. artinya kesadaran kelayan eks penyalahguna napza secara nyata dipengaruhi oleh penggunaan metode theurapeutic community (tc). jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 27 2. rekomendasi berdasarkan hasil penelitian tersebut dibuat rekomendasi untuk para pihak yang terkait diantaranya adalah sebagai berikut: a) bagi lembaga penyelenggara untuk kelancaran pelaksanaan kegiatan rehabilitasi di panti yang dilakukan terhadap kelayan eks penyalahguna napza pihak pengelola lembaga harus lebih semakin profesional dalam melaksanakan program rehabilitasi kelayan eks penyalahguna napza dengan menggunakan metode theurapeutic community (tc). b) bagi konselor peran konselor dalam penggunaan metode theurapeutic community (tc) sangat besar sehingga konselor harus memusatkan perhatian pada peningkatan kesadaran dan pemahaman kelayan untuk tidak kembali lagi mengkonsumsi napza. konselor harus lebih banyak terlibat di dalam pelaksanaan metode theurapeutic community (tc) sehingga mampu meningkatkan motivasi dan kesiapan kelayan dalam mengikuti program pemulihan dan menjaga agar kelayan selalu berada dalam kondisi yang memiliki motivasi dan kesiapan yang cukup tinggi dalam mengikuti program pemulihan. c) bagi kelayan kesadaran kelayan eks penyalahguna napza terbentuk karena adanya penggunaan metode theurapeutic community (tc). oleh karena itu kelayan eks penyalahguna napza diharapkan agar dapat mengikuti kegiatan dengan baik, memiliki komitmen dan motivasi yang kuat untuk berubah dengan memperbaiki diri agar benar-benar dapat melepaskan diri dari ketergantungan napza, dapat mengisi waktu luang dengan kegiatan positif terutama setelah selesai menjalani terapi dan rehabilitasi serta berada kembali di tengah-tengah kehidupan masyarakat, serta setelah keluar dari panti rehabilitasi sosial harus terus mempertahankan keinginan untuk tidak menggunakan napza lagi, menjalankan ajaran agama dan mentaati norma-norma yang berlaku di masyarakat. d) bagi masyarakat penggunaan metode theurapeutic community (tc) yang dilaksanakan di panti rehabilitasi dapat dijadikan sebagai alternatif pilihan dalam penyembuhan kelayan eks penyalahguna napza. sehingga apabila ada anggota keluarga yang terkena napza dapat mengikuti kegiatan rehabilitasi di panti rehabilitasi sosial yang menggunakan metode theurapeutic community (tc). jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 28 daftar pustaka arikunto, s. (1990). dasar-dasar evaluasi pendidikan, jakarta: rineka cipta. badan narkotika nasional. (2007). kamus istilah tentang dan yang berhubungan dengan penyalahgunaan narkotika, psikotropika, dan bahan adiktif lainnya, jakarta: bnn. badan narkotika nasional. (2007). komunikasi penyuluhan pencegahan penyalahgunaan napza, jakarta: bnn. badan narkotika nasional. (2007). memilih lingkungan bebas narkoba, jakarta: bnn. badan narkotika nasional. (2007). pedoman pelaksanaan p4gn melalui peran serta kepala desa/lurah babinkamtibmas dan plkb di tingkat desa atau kelurahan, jakarta: bnn. badan narkotika nasional. (2007). pencegahan penyalahgunaan narkoba sejak usia dini, jakarta: bnn. balai pemulihan sosial pamardin putera.(2006). petunjuk teknis pelaksanaan kegiatan peningkatan penanganan anak nakal dan korban narkotika jawa barat tahun anggaran 2006, bandung: bpspp. dinas sosial provinsi jawa barat subdin pemulihan sosial seksi pemulihan anak nakal dan korban narkotika. 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(2004). pengaruh kredibilitas pengelola terhadap peningkatan kesadaran orang tua dalam mengikutsertakan anaknya pada program paud di kecamatan lembang. skripsi pada fip/pls upi bandung: tidak diterbitkan. universitas pendidkan indonesia. (2007). pedoman penulisan karya ilmiah. bandung: upi uu ri. no 5 th. 1997. (2007). psikotropika. bandung: citra umbara uu ri no 22 th. 1997. (2007). narkotika. bandung: citra umbara yanny, d. (2001). narkoba pencegahan dan penangannya. jakarta: gramedia. yatim, d. (1993). kepribadian, keluarga dan narkotika. jakarta: arcar. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 30 jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 31 upaya guru meningkatkan motorik kasar melalui permainan tradisional pada anak usia dini usia 5-6 tahun dikober geger sunten mila karmila milakarmila017.@yahoo.com pkbm geger sunten abstrak tujuan penelitian ini adalah untuk mengetahui proses pembelajaran anak melalui permainan tradisonal pada anak usia dini usia 5-6 tahun di kober geger sunten , mengetahui tingkat motorik kasar anak melalui permainan tradisional dalam pembelajarannya , mengetahui faktor pendorong dan faktor penghambat dalam mengenalkan permainan tradisional pada anak usia dini , dan untuk mengenalkan dan melestarikan kembali budaya daerah melalui permainan tradisional pada anak usia dini. metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif hal ini dilakukan dengan mengkaji masalah yang sedang diteliti merupakan masalah yang sedang dihadapi pada masa sekarang , teknik pengumpulan data menggunakan angket , wawancara , observasi dan studi dokumentasi . objek penelitiannya itu sebanyak 20 orang. hasil pengolahan data diperoleh gambaran bahwa permainana tradisional memiliki peran yang sangat penting dalam merangsang perkembangan motorik kasar yang dimiliki oleh setiap anak , dan dapat mengembangkan kecerdasan intektual , emosional , dan kreatifitas anak . namun , permainan tradisional ini masih jarang dilakukan oleh tutor dan orang tua sebagai media pembelajaran pada anak dikarenakan terdapat faktor penghambat seperti kurangnya pemahaman tutor dan orang tua akan manfaat permainan tradisional , kurangnya alat permainan , tempat yang kurang sesuai untuk melakukan permainan tradisional . meskipun demikian terdapat faktor pendorongnya yaitu : minat anak yang cukup tinggi , alat permainan yang dapat dibuat dengan memanfaatkan barang –barang bekas maupun yang ada disekitar alam sekitar , dan halaman yang dapat dijadikan tempat untuk bermain bagi anak . kata kunci : pembelajaran aud , pendidikan anak usia dini , permainan tradisional . a. pendahuluan pendidikan anak usia dini merupakan salah satu bentuk layanan pendidikan bagi anak usia dini yang menitik beratkan pada peletakan dasar kearah pertumbuhan dan perkembangan melalui 9 aspek kecerdasan anak , yaitu kecerdasan linguistik, logika matematika, cisual– spasial, musikal, kinestetik, naturalis, interpesonal, dan spiritual dengan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 32 menggunakan strategi belajar sambil bermain yang berpusat pada anak. banyak cara yang adapat dilakukan dalam memberi rangasangan pada anak usia dini, salah satunya melalui pendekatan berbasis alam seperti permainan tradisional . permainan tradisional bagi anak mengandung nilai–nilai pendidikan yang dapat menumbuhkan dan mengembangkan 9 kecerdasan anak. nilainilai pendidikan dalam permainan tradisional tersebut terkandung dalam permainan, gerak, syair lagu maupun tembangnya. sebagaimana yang dinyatakan oleh montessori (2001) bahwa bermain dapat menyenangkan hati anak, meningkatkan keterampilan anak dan meningkatkan perkembangan anak. pada saat sekarang ini anak–anak cenderung dituntut untuk menyelesaikan pendidikan formalnya, tanpa memperhatikan kondisi psikologis perkembangan anak. sebagai contohnya pada pendidikan anak usia dini seorang anak sudah dituntut untuk bisa membaca dan berhitung dari pada bermaian. hal ini tentu saja bertentangan dengan kondisi anak yang seharusnya bisa bermaian sambil belajar. menurut montessori (2001) sebagaimana dikutip britton menyatakan bahwa : “ bagi anak, permaianan adalah sesuatu yang menyenangkan, suka rela, penuh arti, dan aktivitas secara spontan. permainan sering juga dianggap kreatif, menyertakan pemecahan masalah, belajar keterampilan sosial baru, bahasa baru dan keterampilan fisik yang baru. dari peramainan yang mereka lakukan anak memperoleh stimulasi yang cukup banyak . stimulasi yang diperoleh anak seharusnya tidak hanya sekedar stimulasi bagi kognisi saja tetapi juga uang yang cukup untuk memperolehnya. dengan demikian, permainan tradisional sebagai salah satu hasil budaya bangsa perlu digali, dikembangkan dan bahkan dilestarikan keberadaanya agar tidak mengalami kepunahan . upaya pelestarian permainan tradisional berarti upaya menjadiakan permainan tradisional tetap ada juga dengan kondisinya, namun juga digemari anak. hal ini bukan hal yang mudah, mengingat kondisi sekarang yang penuh dengan inovasi teknologi ynag tentu saja ikut berpengaruh terhadap keberadaan permainan tradisonal ini. upaya ini dapat tercapai apabila semua pihak ikut terlibat, baik pihak pemerintah maupun masyarakat itu sendiri. atas dasar itulah, penulis mencoba melakukan penelitian tentang upaya guru meningkatkan motorik kasar melalui permainan tradisional pada anak uisa dini usia 5-6 tahun di kober geger sunten. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 33 b. landasan teori pengertian pendidikan luar sekolah, arahnya telah cukup jelas sebagaimana disebutkan dalam uu sistem pendidikan nasional no.20 tahun 2003 bab 1 pasal, yaitu “ pendidikan informal adalah jalur pendidikan keluarga dan lingkungan “. pengertian dari perundang – undangan tersebut, mengandung makna bahwa pendidikan luar sekolah merupakan suatu proses pembelajran yang dilakukan secara terorganisir dan sistematis dengan tidak dibatasi oleh ruang dan waktu, dilakukan diluar sistem pendidikan persekolahan. ruang lingkup pendidikan luar sekolah meliputi pertama, pendidikan anak usia dini yang dilakukan melalui kelompok bermain dan taman penitipan anak. kedua, pendidikan keaksaraan merupakan garapan utama program keaksaraan fungsional. ketiga, pendidikan kesetaraan melalui program paket a setara sd, paket b setara sltp, dan paket c setara sma. keempat, pendidikan kecakapan hidup yang menjadi bidang garapan program kelompok belajar usaha (kbu), kursus-kursus pelatihan keterampilan, magang, sanggar, padepokan, dan sebagainya. kelima, pendidikan kepemudaan. keenam, pendidikan pemberdayaan perempuan. ketujuh, pendidikan orang usia lanjut. dengan demikian, program – program pendidikan luar sekolah bersifat horizontal dan dapat pula vertikal, berbeda dengan program – program pendidikan nonformal yang bersifat vertikal sesuai dengan satuannya yaitu pendidikan dasar, pendidikan menengah, dan pendidikan tinggi. berdasarkan peraturan pemerintah no. 73 tahun 1991 tentang pendidikan luar sekolah menegaskan mengenai tujuan pendidikan luar sekolah sebagai berikut : melayani warga belajar supaya dapat tumbuh dan berkembang sedini mungkin dan sepanjang hayatnya guna meningkatkan martabat dan kehidupannya. membina warga belajar agar memiliki pengetahuan, keterampilan, dan sikap mental yang diperlukan untuk meningkatkan diri, bekerja mencari nafkah atau melanjutkan ketingkat atau jenjang yang lebih tinggi. memenuhi kebutuhan belajar masyarakat yang tidak dapat dipenuhi dalam jalur pendidikan sekolah. dari kutipan diatas dapat dijelaskan bahwa pendidikan luar sekolah dalam kehidupan masyarakat tiada lain adalah untuk memecahkan masalah–masalah keterlantaran pendidikan baik bagi mereka yang belum pernah belajar disekolah dan dan drop out, yang memberikan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 34 bekal sikap, keterampilan, dan pengetahuan yang praktis yang relevan dengan kebutuhan hidup. berdasarkan karakteristik atau ciri-cirinya, djudju sudjana (1989 : 48) mengemukakan ciri pendidikan luar sekolah dengan membandingkan empat aspek yaitu sebagai berikut : tujuan pendidikan luar sekolah bersifat jangka pendek dan khusus, serta berorientasi bukan menekankan ijazah. waktu belajarnya singkat, orientasinya untuk kehidupan seseorang dan waktunya tidak terus menerus.isi pendidikan berpusat pada lulusan dan kepentingan warga belajar serta penghematan sumber dengan menggunakan sumber yang ada dimasyarakat. pengawasan dilakukan sendiri atau bersama-sama dan bersifat demokratis. selanjutnya, jenis pendidikan luar sekolah ini, sebagaimana disebutkan dalam undangundang sistem pendidikan nasional no. 20 tahun 2003 bab 1 pasal 1, bahwa “ jenis pendidikan adalah kelompok yang didasarkan pada kekhususan tujuan pendidikan sutu satuan pendidikan “. dengan demikian dari semua jenis pendidikan luar sekolah tersebut merupakan perincian secara global, sehingga dari itu akan bermuara pada tujuan yang sama, yaitu membelajarkan warga belajar untuk pengetahuan dan keterampilan sebagai bekal hidupnya. pendidikan anak usia dini memegang peran yang sangat penting dan menentukan bagi sejarah perkembangan anak selanjutnya, sebab pendidikan anak usia dini merupakan pondasi dasar bagi kepribadian anak –anak yang mendapatkan pembinaan sejak usia dini akan dapat meningkatkan kesehatan dan kesejahteraan fisik dan mental, sehingga akan berdampak pada peningkatan prestasi belajar, etos kerja dan produktivitas, sehingga pada akhirnya anak akan lebih mampu untuk mendiri dan mengoptimalkan potensi yang dimilikinya. pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai usia enam tahun. hal itu dilakuakan melalui pemberian rangsangan pendidikan untuk membnatu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. paud merupakan salah satu bentuk penyelenggaraan pendidikan yang menitik beratkan pada peletakan dasar kearah pertumbuhan dan perkembnganm fisik dan kecerdasan daya pikir, daya cipta, emosi, spritual, berbahasa / berkomunikai, sosial. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 35 berdasarkan tujuan pendidikan anak usia dini dapat ditelaah beberapa fungsi program stimulasi edukasi, yaitu :fungsi adaftasi, berperan dalam membantu anak melakukan penyesuaian diri dengan berbagai kondisi lingkungan serta menyesuikan diri dengan keadaan dirinya sendiri. fungsi sosialisasi, berperan dalam membantu anak agar memiliki keterampilan –ketermapilan sosial yang berguna dalam pergaulan dan kehidupan sehari-hari dimana anak berada. fungsi pengembangan, berkaitan dengan perkembangan berbagai potensi yang dimiliki anak membutuhkan suatu situasi atau lingkungan yang dapat menumbuhkembangkan potensi tersebut kearah perkembangan yang optimal sehingga menjadi potensi yang bermanfaat bagi anak itu sendiri maupun lingkungannya. fungsi bermain, berkaitan dengan pemberian kesempatan pada anak untuk bermain ,karena pada hakekatnya bermain itu sendiri merupakan hak anak sepanjang tentang kehidupannya. melalui kegiatan bermain anak akan mengeksplorasi dunianya serta membangun pengetahuannya sendiri. fungsi ekonomik, pendidikan yang terencana pada anak merupakan investasi jangka panajang yang dapat menguntungkan pada setiap rentang perkembangan selanjutnya. terlebih lagi investasi yang dilakukan berada pada masa keemasan (the golden age) yang akan memberikan keuntungan berlipat ganda. pendidikan ditaman kanakkanak merupakan salah satu peletak dasar bagi perkembangan selanjutnya. prinsip pendidikan anak usia dini. usia anak, adalah sebagian dari kehidupan secara keseluruhan, merupakan masa persiapan untuk menhadapai kehidupan masa yang akan datang. fisik, mental dan kesehatan sama pentingnya seperti berfikir dan aspek psikis lainya. pembelajarana pada anak usia dini saling terkait, tidak adapat dipisahkan. motivasi intrisik akan menghasilkan inisiatif sendiri yang sangat bernilai. program pendidikan anak usia dini perlu menekankan disiplin. masa peka untuk mempelajari sesuatu pada tahap perkembangan tertentu perlu diobservasi. titik tolak hendaknya pada apa yang dapat dikerjakan anak, bukan apa yang tidak dapat dikerjakan anak. suatu kehidupan terjadi pada anak khususnya pada kondisi yang menunjang. orang – orang yang ada disekitar anak dalam melaksanakan interaksi dengan anak merupakan hal yang penting. pendidikan anak usia dini jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 36 merupakan interaksi anatara anak dengan lingkungan, dimana dalam lingkungan tersebut termasuk orang dewasa dan pengetahuan itu sendiri. dari kesepuluh prinsip tersebut dapat dikelompokan sebagai berikut : anak adalah peserta didik aktif. menyediakan fasilitas anak agar belajar melalau bermaian, bermain sambil belajar. memberi kempatan pada anak untuk berpartisipasi aktif. mendorong anak untuk membangun dan mengembangkan idenya sendiri.momotivasi anak untuk mengembangkan potensi diri tanpa takut berbuat salah. berdasarkan uraian diatas, jelas bahwa pendidikan usia dini merupakan suatu hal yang sangat penting bagi perkembangan anak, oleh karena itu program belajar yang akan dilakukan untuk usia anak dini perlu diciptakan secara nyaman sehingga anak merasa betah dan percaya diri. kegitan permainan tradisional yang dilakukan pada saat pembelajaran berlangsung dapat dijadikan sebagai fasilitas untuk mengembangkan potensi anak dan melatih motorik kasarnya. pembelajaran berasal dari kata belajar yang artinya menurut nana sudjana (1991:5) adalah suatu perubahan yang relative permanen dalam suatu kecenderungan tingkah laku sebagai dari hasil praktek atau latihan. perubahan tingkah laku individu sebagai hasil belajar ditunjukan dalam berbagai aspek seperti perubahan pengetahuan, pemahaman, persepsi, motivasi, atau gabungan dari aspek-aspek tersebut. menurut djudju sudjana (2000:51) bahwa belajar didefinisikan sebagai suatu perubahan yang terjadi pada seseorang yang disebabkan oleh adanya rangsangan (hamijoyo ,1968 ; gagne,1970 ; traves,1972; dan sumadi suryabrata , 1975 ). belajar dipengaruhi oleh dua pandangan. pertama, pandangan yang berasumsi bahwa peserta didik adalah manusia fasif yang hanya melakukan respon terhadap stimulus. peserta didik akan belajar apabila dilakukan pembelajaran oleh pendidik secara sengaja, teratur dan berkelanjutan. kedua, pandanga yang berdasarkan pada asumsi bahwa peserta didik adalah manusia aktif yang selalau berusaha untuk berpikir dan bertindak didalam dan terhadap dunia kehidupannya. belajar akan terjadi apabila peserta didik berinteraksi dengan lingkungannya, baik lingkungan sosial maupun lingkungan alam. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 37 pembelajaran menurut sudjana (1993:5) dapat diberi arti sebagai upaya yang sistematik dan disengaja untuk menciptakan kondisi-kondisi agar terjadi kegiatan belajar membelajarkan. dalam kegiatan ini terjadi interaksi edukatif antara dua pihak yaitu, antara peserta didik yang melakukan kegitan belajar dengan pendidik (sumber belajar) yang melakukan kegiatan membelajarkan. pembelajaran ini tentunya merupakan suatu sistem yang didalamnya merupakan kumpulan dari komponen-komponen yang biasa dikondisikan sehingga seseorang dapat melakukan proses belajar dengan maksimal. komponen pembelajaran tersebut akan menentukan keberhasilan dari penyelenggara suatu proses belajar. pembelajaran anak usia dini memiliki dua jenis model yaitu pembelajaran yang berpusat pada guru dan bepusat pada anak. pembelajaran yang berpusat pada guru diprakarsai oleh povdov , skinner ,dan para tokoh behavioris lainnya. adapun pembelajaran yang berpusat pada anak diprakarsai oleh piaget , erikson, dan isaacs. menurut conny (2002) behaviorisme adalah aliran psikologi yang memandang bahwa manusia belajar dipengaruhi oleh lingkungan. belajar menurut teori ini merupakan perubahan perilaku yang tejadi melalui proses stimulus dan respon yang bersifat mekan. oleh karena itu, lingkungan yang sistematis, teratur dan terencana dapat memberikan pengaruh yang baik sehingga manusia beraksi terhadap stimulus tersebut dan memberikan respon yang sesuai. ahli yang menganut paham ini antara lain thorndike, watson,pavlop,dan skinner. bahwa ilmu pengetahuan ini dibangun dalam diri seorang individu melalui proses interaksi yang berkesinambungan dengan lingkungan. dalam prakteknya teori ini antara lain tewujud dalam “tahap-tahap perkembangan“, dikemukakan oleh jean piaget dengan belajar bermakna “dan” belajar penemuan secara bebas”oleh jarome bruner. conny (2002) menyatakan bahwa belajar adalah membangun pengetahuan itu sendiri, setelah dipahami, dicernakan, dan merupakan perbuatan dari dalam diri seseorang. menurut piaget proses belajar aharus disesuaikan dengan tahap perkembangan kognitif yang dilalui anak, yang dalam hal ini dibagi jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 38 menjadi empat tahapan, yaitu a) tahap sensori motor (ketika anak berumur 0-2 tahun), b) tahap pra-operasional (2 sampai 7 tahun) , c) tahap operasional konkrit (7-11 tahun), dan d) tahap operasioanl formal (11-18 tahun). menurut ausubel bahwa anak akan belajar dengan baik jika apa yang disebut “pengatur kemajuan (belajar)” didefinisikan dan di presentasikan dengan baik dan tepat kepada anak . pengatur kemajuan belajar adalah konsep atau informasi umum yang mewadahi (mencakup) semua isi pelajaran yang akan diajarkan apada anak. para ahli psikologi telah menemukan pola dan tahapan dalam perkembangan yang berasal dari pengendalian yang muncul dari dalam diri anak, seperti kognitif, sosio-emosional, dan perkembangan fisik. melalui pengetahuan ini dapat diciptakan lingkungan belajar yang berbasis bermain untuk anak sehingga dapat mendukung perkembangan anak. para pendidik anak usia dini memerlukan teori psikologi tentang penilaian anak untuk memehami dinamika kelas dan manusianya, dan mampu untuk memutuskan tindakan yang akan diambil oleh guru. lembaga pendidikan sekolah untuk anaka usia dini menggunakan kedua teori tersebut dalam mengembangkan kegiatannya. bermain merupakan kegiatan yang sangat akrab dengan kehidupan. kegiatan bermain merupakan salah satu bentuk interaksi utama yang dapat dilakukan oleh antar teman sebaya dikalangan anak-anak. bermain adalah cerminan kemampuan fisik, intelektual, emosional dan sosial, bermain merupakan media yang baik untuk belajar kerena dengan bermain melatih anak-anak untuk berkata –kata, belajar menyesuaikan diri dengan lingkungan, dan mengenal waktu, jarak serta suara. dimasa sekarang ini permainan tradisonal sudah hampir terlupakan bahkan hampir sudah jarang di mainkan oleh anak-anak sekarang dengan adanya permainan modern terutama terjadi di kota-kota besar. sebaikanya permainan tradisional harus terus dilestarikan . sebab, permainan tersebut memiliki pengaruh yang sangat besar terhadap aspek perkembangan anak. permainan tradisional adalah suatu jenis permainan yang ada pada satu daerah tertentu yang berdasarkan kepada kultur dan budaya daerah tersebut. permainan tradisional biasanya dimainkan oleh orang-orang pada daerahnya tertentu dengan aturan dan konsep yang tradisional jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 39 pada jaman dulu. permainan tradisional merupakan suatu proses dalam melakukan kegiatan yang menyenangkan bagi anak dengan mempergunakan alat sederhana yang sesuai dengan keadaan dan merupakan warisan budaya setempat secara turun temurun dari nenek moyang (larasati, 2010). permainan tradisional juga dapat diartikan sebagai suatu kegiatan yang menyenangkan yang dilakukan menurut tradisi, sehingga menimbulkan rasa puas pada pelakunya. (muhammad zaini, permainan tradisional indonesia. 1988). permainan tradisional merupakan unsur kebudayaan indonesia yang banyak tersebar di berbagai penjuru nusantara yang pada dasarnya lebih banyak memberikan kesempatan kepada pemain untuk bermain secara kelompok, dimana minimal dilakukan oleh dua orang dengan menggunakan alat –alat sangat sederhana, mudah dicari, serta dapat memanfaatkan bahan-bahan yang ada dilingkungan sekitar, permainan tradisional sebagai bagian dari kefiatan bermain memiliki manfaat bagi perkembangan fisik dan mental anak (kurniati, 2006). setiap negara atau daerah memiliki permainan yang berbeda, khususnya dalam permainan tradisional . permainan tradisional dalam penelitian ini fokus pada permainan tradisional jawa barat. menurut kurniati (2006) menyatakan bahwa permainan trasional jawa barat merupakan suatu aktivitas permainan (kaulinan barudak ) yang tumbuh dan berkembang didaerah jawa barat, yang sangat erat kaitannya dengan nilai-nilai budaya dan tata nilai kehidupan masyarakat sunda dan dikerjakan secara turun temurun dari satui generasi ke generasi berikutnya yang bersifat edukatif, mengandung unsur pendidikan jasmani (gymnastic), kecermatan, kelincahan, daya pikir, apresiasi artistik (unsur seni ), kesegaran psikologis, dan sebagainya. jenis – jenis permainan tradisional ada banyak macam dan jenis permainan tradisonal dari berbagai daerah di indonesia. salah satunya permainan tradisional dari jawa barat. permainan tradisional di indonesia memiliki kesamaan bentuk pada beberapa jenis permainan, namun cenderung berbeda penanaman permainannya pada setiap daerah. berdasarkan klasifikasi bentuk permainan yang dimainkan secara berkelompok dan permainan yang dimainkan secara berindividu, maka berikut ini beberapa permainan tradisional jawa barat yang dapat jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 40 dilakukan oleh anak usia dini usia 5-6 tahun, cingciripit, ucing sumput, gagarudaan, dan sebagainaya. dibalik permainan yang terkesan sederhana, sebenarnya permaina trdisional memiliki manfaat yang baik untuk perkembangan pertumbuhan anak. banyak hal yang didapat oleh seorang anak dari sebuah permainan tradisional lewat proses bermain. dalam hal ini sianak terlibat langsung baik fisik maupun emosi sehingga sangat mempengaruhi masa pertumbuhannya. adapun manfaat dari permainan tradisional adalah sebagai berikut : 1. mengembangkan kecerdasan intelektual 2. mengembangkan kecerdasan emosional 3. mengembangkan daya kreatifitas 4. anak menjadi lebih kreatif 5. bisa digunakan sebagai terapi terhadap anak 6. mengembangkan kecerdasan majemuk anak c. pembahasan program kolompok bermain (kober) geger sunten, yang mempunyai arti dari nama geger adalah punggung, sunten adalah gunung ( seger sunten = punggung gunung ). kober ini terletak di kp. cibodas rt 03 rw 05, desa suntenjaya kecamatan lembang kabupaten bandung barat. berdirinya kober geger sunten merupakan salah satu bentuk kepedulian warga masyarakat terhadap pendidikan luar sekolah (pls) . karena, kondisi daerah yang masih belum mampu beranjak dari kondisi sebelumnya yang cenderung stagnan. tujuan didirikannya kober ini yaitu dengan adanya pengembangan dan peningkatan kualitas kelompok belajar ini diharapkan anak usia dini dapat mengembangkan dan memperdayakan potensi yang ada menuju masyarakat beriman, bertaqwa, berilmu, cakap dan mandiri, serta membantu pemerintah dalam upaya mencerdaskan anak bangsa. dalam hal ini tutor harus mampu merencankan peningkatan motorik kasar anak dengan gambaran nyata tentang jenis permainan tradisional, cara pelaksanaan permainan tradisional. tutor juga harus mampu melaksanakan peningkatan motorik kasar anak melalui permainan tradisional dengan menyiapkan termpat dan alat-alat yang akan digunakan dalam permainan tradisional. dan tutor pun dituntut untuk jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 41 mampu menilai setiap kegiatan atau permainan yang dilakukan oleh anak. d. kesimpulan bermain merupakan kegiatan yang sangat akrab dengan kehidupan . kegiatan bermain merupakan salah satu bentuk interaksi utama yang dapat dilakukan oleh antar teman sebaya dikalangan anak-anak. bermain adalah cerminan kemampuan fisik, intelektual, emosional dan sosial, bermain merupakan media yang baik untuk belajar kerena dengan bermain melatih anak-anak untuk berkata –kata, belajar menyesuaikan diri dengan lingkungan, dan mengenal waktu, jarak serta suara. hasil pengolahan data diperoleh gambaran bahwa permainana tradisional memiliki peran yang sangat penting dalam merangsang perkembangan motorik kasar yang dimiliki oleh setiap anak, dan dapat mengembangkan kecerdasan intektual, emosional, dan kreatifitas anak.. namun, permainan tradisional ini masih jarang dilakukan oleh tutor dan orang tua sebagai media pembelajaran pada anak dikarenakan terdapat faktor penghambat seperti kurangnya pemahaman tutor dan orang tua akan manfaat permainan tradisional, kurangnya alat permainan, tempat yang kurang sesuai untuk melakukan permainan tradisional. meskipun demikian terdapat faktor pendorongnya yaitu : minat anak yang cukup tinggi, alat permainan yang dapat dibuat dengan memanfaatkan barang –barang bekas maupun yang ada disekitar alam sekitar, dan halaman yang dapat dijadikan tempat untuk bermain bagi anak. e. daftar pustaka isjoni .2009. model pembelajaran anak usia dini . bandung : alfabeta. sudjana, d. 2006 . evaluasi program pendidikan luar sekolah . bandung : pt remaja rosdakarya. suyadi .2013. teori pembelajaran anak usia dini . bandung : pt remaja rosdakarya. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 42 peningkatan pemahaman membaca narrative text berbahasa inggris melalui scanning technique pada santri ponpes miftahul huda cimahi reni pujianti pujianti_reni@ymail.com sekolah menengah pertama interaktif gemilang mutafannin abstrak penelitian ini berjudul ” penigkatan pemahaman membaca narrative text berbahasa inggris melalui scanning technique pada santri ponpes miftahul huda cimahi” adalah untuk menemukan keefektipan pemahaman membaca naratif para santri dengan menggunakan scanning technique di kelas 3 dtu pondok pesantren miftahul huda cimahi. pada penelitian ini penulis menggunakan pre-experimental one-group pretest-posttest design dan metode kuantitatif. populasi pada penelitian ini adalah seluruh santri pondok pesantren miftahul huda cimahi dengan sampel kelas 3 dtu. untuk mengetahui normalitas prites dan postes dan untuk mengetahui apakah hipotesis diterima atau ditolak, data dianalisis menggunakan spss. kata kunci: pemahaman, narrative text, scanningtechnique a. pendahuluan pondok pesantren merupakan salah satu pendidikan nonformal berbasis agamis yang memperdalam mengenai hukum-hukum islam atau ilmu agama (islam) dan segala hal yang berhubungan dengan islam. murid yang menuntut ilmu di pondok pesantren dinamakan santri dan pengajarnya disebut ustadz/ustadzah. ustadz/ ustadzah sangat dihormati oleh santrinya, karena mereka memiliki budaya “ta’dim” atau dalam arti bahasa indonesia adalah menuruti segala sesuatu yang diperintah oleh ustadz/ustadzah selama perintah itu baik. para santri menghabiskan waktu mereka dengan menimba ilmu agama saja. namun, dengan keadaan masyarakat yang sudah modern saat ini dan dengan fasilitas-fasilitas yang diberikan oleh dunia saat ini seperti media sosial sudah banyak sekali mengalami kemajuan, para santri sudah seharusnya memperoleh ilmu lain seperti mempelajari bahasa inggris sebagai salah satu mata pelajaran tambahan bagi mereka. mailto:pujianti_reni@ymail.com jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 43 bahasa inggris merupakan bahasa internasional yang telah mengalami peningkatan sangat pesat dikarnakan kebutuhan masyarakat dunia. bahkan di beberapa negara, bahasa inggris dijadikan bahasa kedua setelah bahasa nasional sedangkan di sebagian negara lain bahasa inggris dijadikan bahasa nasional dilihat dari suku dan bangsa penduduknya dan bahasa inggris dianggap satu-satunya alat pemersatu bangsa. kachru dan nelson (2011) telah membagikan negara pengguna bahasa inggris kedalam tiga bagian. pertama, yang menggunakan bahasa inggris sebagai bahasa ibu misalnya,canada, australia, new zealand, dan amerika serikat (inner circle countries). kedua, negara yang memiliki history institusional inggris sehingga bahasa ini memegang peranan penting terutama dalam bidang pendidikan, pemerintahan, kesusastraan dan kebudayaan populer. negara ini termasuk nigeria, singapura, dan india (outer circle countries). ketiga negara yang menjadikan bahasa inggris sebagai bahasa asing (expanding circle countries) seperti, indonesia, rusia dan china. disamping bahasa inggris merupakan bahasa internasional yang dipelajari hampir diseluruh negara di dunia, bahasa inggris juga merupakan jembatan untuk mempelajari sumber ilmu karena banyak sekali ilmu-ilmu pengetahuan bersumber dari buku menggunakan bahasa inggris sebagai bahasa pengantarnya. saat ini alat-alat elektronik seperti komputer, telpon genggam, sosial media, dan alat-alat elektronik lainnya menggunakan bahasa inggris. maka sudah tidak dipungkiri bahwa bahasa inggris merupakan bahasa yang sangat penting untuk dipelajari. di indonesia bahasa inggris berkedudukan sebagai bahasa asing yang sudah dipelajari disekolah-sekolah formal seperti di sd, smp, sma bahkan di perguruan tinggi. sedangkan dalam pendidikan nonformal banyak yang sudah menerapkan bahasa inggris sebagai mata pelajaran yang harus dipelajari seperi dilembaga-lembaga kursusan bahkan di pondok pesantren. terdapat empat skills yang terdapat dalam bahasa inggris yaitu, listening, speaking, reading dan writing. dalam penelitian ini penulis berfokus pada skill reading yang menjadi salah satu skill yang menurut para santri sulit untu dipelajari. beatrice s. mikulecky & linda jeffries menyatakan “reading is one important way to improve general languge skills in english.” jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 44 menurut mikulecky dan jeffries reading merupakan cara untuk mengembangkan kemampuan bahasa inggris secara keseluruhan. maka dalam penelitian ini penulis ingin menerapkan scanning technique sebagai salah satu cara untuk mengembangkan reading skill. brown (1994:291) “scanning is very high-speed reading that you do when you are looking for a specific piece of information.” scanning berguna untuk mencari beberapa informasi secepat mungkin, membaca dengan scanning artinya menyapu halaman buku untuk menemukan sesuatu yang diperlukan. b. kajian teoritis 1. pemahaman membaca pemahaman adalah suatu proses untuk mengenali atau mengidentifikasi teks, kemudian mengingat kembali isi teks. membaca pemahaman juga dapat berarti sebagai suatu kegiatan membuat urutan tentang uraian/menggorganisasi isi teks, bisa mengevaluasi sekaligus dapat merespon apa yang tersurat atau tersirat dalam teks. pemahaman berhubungan laras dengan kecepatan. pemahaman atau comprehension, adalah kemampuan membaca untuk mengerti: ide pokok, detail penting, dan seluruh pengertian. manusia dikenal sebagai mahkluk multidimensional. sebagai mahkluk multidimensional, manusia memiliki banyak sebutan. beberapa diantaranya adalah sebagai mahkluk yang menggunakan simbol, sebagai mahkluk berpikir, sebagai mahkluk politik, dan sebagai mahkluk sosial. apapun sebutannya, manusia tidak bisa terlepas dari aktivitas berhubungan deng an yang lainnya. dengan kata lain, manusia tidak bisa hidup sendirian, melainkan dia selalu membutuhkan orang lain. demikianlah, manusia dalam kehidupannya tidak bisa terlepas dari aktivitas berkomunikasi. bahasa merupakan salah satu media komunikasi utama yang digunakan oleh manusia. komonikasi yang menggunakan media bahasa ini disebut komunikasi verbal. sebelum dikenal bahasa tulis, manusia berkomikasi dengan menggunakan bahasa lisan. dengan demikian, kemampuan berbahasa yang mereka miliki terbatas pada berbicara dan mendengarkan saja. dengan adanya kemajuan peradaban, manusia merasakan adanya keter batasan dalam berkomunikasi secara lisan. informasi yang tersimpan dalam bahasa lisan akan hilang begitu saja setelah komunikasi lisan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 45 selesai. komunikasi lisan tidak bisa menembus hambatan waktu. oleh kare na itulah, kemudian manusia menciptakan simbol-simbol tulis untuk menggambarkan bahasa lisannya.dalam komunikasi tulis, ada dua kemampuan yang terlibat, yaitu menulis dan membaca. demkianlah, sampai perkembangan peradaban sekarang, manusia mengenal adanya tindak komunikasi yang meliputi empat kemampuan berbahasa, yaitu berbicara, mendengarkan, membaca, dan menulis. berbicara dan mendeng arkan termasuk kemampuan berbahasa lisan. menulis dan membaca merupakan kemampuan berbahasa tulis. keempat kemampuan berbahasa ini bersifat integratif yang dapat diistilahkan dengan caturtunggal kemampuan berbahasa. sejak dikenal bahasa tulis, aktivitas membaca menjadi sangat penting. kegiatan membaca, utamanya membaca memiliki nilai yang sangat strategi dalam upaya pengembangan diri. melalui mwembaca pemahaman ini, orang dapat menggali dan mencari berbagai macam ilmu dan pengetahuan yang tersimpan didalam buku-buku dan media tulis yang lain. membaca pemahaman disini dapat diibaratkan sebagai kunci pembuka gudang ilmu pengetahuan karena melalui pemahaman seseorang terhadap suatu bacaan maka ia akan mendapatkan infor masi dan pengetahuan yang lebih. pentingnya membaca, utamanya membaca pemahaman bagi seseoarang patut kita sadari. membaca pemahaman masih terus akan dibutuhkan sebagai alat untuk mempelajari berbagai bidang ilmu. hal ini terutama sangat dirasakan oleh para pelajar. melalui membaca pemahaman, seseoarang akan terbantu dalam rangka pengembangan kemampuan akademik, keahlian, dan kecerdasan. dalam kehidupan masyarakat modern yang kompleks, kemampuan seseorang dalam membaca pemahaman sangat diperlukan dalam bidang pendidikan, ekonomi, dan sosial. selain itu, membaca pemahaman akan memberikan nilai plus terhadap pembacanya. dalam hal ini, pembaca akan memperoleh informasi-informasi yang lebih dan beragam. 2. narrative text teks naratif pada dasarnya adalah teks yang menceritakan tentang sesuatu hal yang tidak benar-benar terjadi melainkan hanya di karang oleh si penulis (writer). teks naratif bertujuan untuk menghibur, untuk mendapat dan mempertahankan perhatian pembaca/ pendengar cerita. teks naratif bertujuan juga untuk mendidik, memberitahu, jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 46 menyampaikan refleksi tentang pengalaman pengarangnya, dan yang tak kurang pentingnya ialah untuk mengembangkan imajinasi pembaca/ pendengar. teks naratif umumnya bersifat imajiner, tetapi ada juga teks naratif yang bersifat faktual, yaitu menceritakan kejadian yang sesungguhnya. tujuan utama narrative text adalah menyampaikan cerita untuk menghibur pembacanya. disamping itu, narrative text juga bertujuan untuk mengajarkan nilai-nilai moral tertentu. ini dimaksudkan untuk merubah pelaku pembacanya. ada beberapa jenis teks naratif yang sering dijumpai dalam kehidupan sehari hari, misalnya dongeng, legenda, cerita misteri, cerita horor, roman, dan cerita pendek. teks naratif terdiri dari tiga bagian utama: (1) orientation yaitu bagian dimana pengarang melukiskan dunia untuk ceritanya, dibagian inilah diperkenalkan dimana dan kapan peristiwa terjadi serta para tokoh; (2) complication yaitu bagian dimana tokoh utama menghadapi rintangan dalam mencapai cita citanya, bagian dimana komplik mulai terjadi dan (3) resolution yaitu bagian permasalahan yang dihadapi tokoh utama diselesaikan. pada bagian ini mempunyai dua kecendrungan, yaitu mengakhiri cerita dengan kebahagiaan (happy ending) dan atau mengakhiri cerita dengan kesedihan (sad ending), tetapi ada juga teks naratif yang membiarkan pembaca/ pendengar menebak akhir cerita. dari sudut pandang fitur bahasa, teks naratif memiliki ciri khas antara lain sebagai berikut: 1. partisipan yang specific dan sering individual. 2. banyak action verbs (material processes), dan ada juga yang menggunakan verbal and mental processes. 3. biasanya menggunakan past tense. 4. banyak menggunakan linking words yang berkenaan dengan waktu. 5. sering memasukkan dialog, dan tense akan mungkin berubah. 6. descriptive language digunakan untuk menciptkan imaji dibenak pembaca. dapat ditulis sebagai orang pertama (1), atau ketiga ( he, she, they ). 3. scanning technique jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 47 membaca scanning juga bisa dipahami sebagai teknik membaca tatap (scan) sangat cepat. membaca cepat dengan teknik ini akan melewatkan banyak kata, seperti pendapat mikulecky & jeffries (dalam farida rahim, 2005), membaca dengan teknik menatap atau memindai ini ternyata sangat bermanfaat dalam meningkatkan kemampuan membaca seseorang. membaca dengan teknik ini lebih berfokus pada penemuan informasi spesifik secara cepat dan akurat. dalam penerapannya, mata memiliki peranan penting, cara dengan mengerakan mata secara cepat (scan) pada setiap halam bacaan untuk menemukan kata dan frasa tertentu. ketika menjumpai kata atau frase yang dicari gerakan mata dihentikan. intinya adalah mata bergerak cepat, berpindah-pindah tanpa melihat kata demi kata. langkah-langkah: menggerakkan mata pada halaman dengan gerakan cepat, namun bukan kata per kata, melainkan keseluruhan. saat menemukan informasi yang dicari, kecepatan mata di turunkan. pembaca harus memiliki kejelian dan pemahaman terhadap karakteristik bacaan yang dibaca. c. pembahasan 1. metode penelitian metode yang digunakan pada penelitian ini adalah metode quantitatif. ”quantitative research methods are used to examine questions that can be best answered by cllecting and statistically and analyzing data that are in numerical form” (crowl, 1996:10). metode kuantitatif ini bertujuan untuk mengetahui peningkatan pemahaman membaca narrative text melalui scanning technique pada santri ponpes miftahul huda cimahi. penelitian ini juga menggunakan pre-experimental design of one-group pretest-posttest design. pretest treatment postest o1 x o2 one-group pretest-posttest design: pretes (o1) yaitu tes yang dilakukan sebelum diberikan treatment, tratment (x) yaitu ketika proses jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 48 penerapan teknik skening pada teks naratif dan postes (o2) yaitu tes yang dilakukan setelah treatment diberikan. 2. instrumen penelitian instrumen pengumpulan data digunakan untuk mengungkap data tentang variabel-variabel dalam penelitian ini, yaitu penggunaan scanning technique dalam memahami narrative text, penulis menggunakan test berupa tes tertulis untuk menghasilkan skor dari hasil pemahaman santri dalam membaca teks naratif menggunakan teknik scanning. “the test has been designed so that the procedures for administrating the test, the materials used in the test, and the way in which the test is scored are constant” (crowl, 1996:114). indikator daripada pemahaman membaca teks naratif adalah: menemukan ide pokok, mengidentifikasi, memhami vocabularies dan menyimpulkan. namun pada penelitian ini penulis hanya menggunakan beberapa indikator yaitu: menemukan ide pokok, mengidentifikasi dan memahami vocabularies dari teks naratif. penulis melakukan beberapa langkah dalam mengumpulkan data, yaitu sebagai berikut: 1. prites langkah pertama yang dilakukan dalam penelitian ini adalah prites, guru melakukan prites dengan memberikan soal kepada santri. prites ini dilakukan untuk mengetahui pemahaman awal santri ponpes miftahul huda cimahi sebelum dilakukan treatment. para santri harus menyelesaikan beberapa soal yaitu berupa: beberapa pertanyaan berdasarkan teks, mengidentifikasi beberapa tokoh/tempat/kejadian yang terdapat dalam teks, dan menyusun kalimat. 2. treatmen treatment diberikan setelah santri melakukan prites. treatmen bertujuan untuk mengembangkan pemahaman skill membaca siswa terhadap teks berbentuk naratif dengan menggunakan scanning technique dalam pembelajaran di kelas. 3. postes postes dilakukan setelah treatmen penggunaan scanning technique untuk memahami teks naratif diberikan. tidak berbeda dengan prites, scoring dilakukan dengan mengolah data dari jawaban yang benar. 3. populasi crowl (1996:15) mengemukakan bahwa, “populations are groups consisting of all people to whom a researcher wishes to apply the findings of a study.” populasi dalam penelitian ini adalah seluruh santri miftahul huda cimahi. alasan diambilnya subjek santri yang berusi 19jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 49 20 tahun karena santri pada kelas tersebut pada umumnya sudah dapat memahami operasi (logis) tetapi masih mendapatkan kesukaran untuk menerapkan intelektual mereka ke dalam ide-ide abstrak. mengingat keadaan santri kelas dtu 3 pada umumnya sama yakni sudah mampu mengorganisir cara berpikir mereka, maka dari itu tempat pesantren dimana penelitian itu akan diadakan bisa dipilih secara sembarang. untuk memudahkan komunikasi dengan peneliti, maka pesantren yang dipilih adalah ponpes miftahul huda cimahi. 4. sample crowl (1996:15) mengemukakan bahwa: “samples are subsets of people used to represent population.” sampel pada penelitian ini adalah santri putri kelas 3 dtu yang berjumlah 30 orang. metode yang digunakan untuk sampel menggunakan random sampling, yang mana menurut crowl (1996:15) “random sampling means that each number of the population had an equal chance of being selected as part of it. 5. pengolahan data menggunakan spss setelah data dihasilkan dari pretes dan postes selanjutnya data di analisa menggunakan spss. spss adalah salah satu sofware statistik populer yang dapat melakukan manipulasi data dan menganalisis sampel. spss adalah sistem yang komprehensif untuk menganalisis data dapat mengolah data hampir semua jenis file dan menghasilkan laporan ditabulasi, grafik, dan plot. d. kesimpulan penelitian ini merupakan penelitian yang berkonsentrasi pada pemahaman membaca para santri terhadap teks berbentuk naratif dengan menggunakan teknik scanning. populasi pada penelitian ini adalah ponpes miftahul huda cimahi, sempel pada penelitian ini adalah santri putri kelas 3 dtu yang berjumlah 30 orang. metode yang digunakan untuk sampel menggunakan random sampling, metode yang digunakan untuk mengumpulkan data adalah metode kuantitatif one grup pretes postes desain yang diolah dengan menggunakan spss. f. daftar pustaka kaswan & dasepsuprijadi. (2013). research in english education, bandung: putra praktis jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 50 crowl, thomas k. 1996. fundamental of educational research. united states of america: times mirror higer education group. moyle, donald.1972. the teaching of reading. london: the garden city press limited. undang-undang republik indonesia no.2 tahun 2003 sistem pendidikan nasional 2007. wacana intelektual jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 47 proses pembelajaran pendidikan keaksaraan berbasis keluarga di pusat kegiatan belajar masyarakat kandaga desa mayang kecamatan cisalak kabupaten subang oleh: ansori al-b,s.pd,m.pd dosen ps-pls stkip siliwangi bandung abstrak latar belakangg penelitian ini banyaknya buta aksara di desa mayang kec. cisalak kab. subang, maka pusat kegiatan belajar masyarakat kandaga mengupayakan meminimalisir penduduk yang belum melek aksara, skripsi ini berdasarkan masalah proses pembelajaran, hasil dan dampak pendidikan keaksaraan berbasis keluarga di pkbm kandaga. dengan tujuan memperoleh data tentang: (1) bagaimana proses pembelajaran pendidikan keaksaraan berbasis keluarga yang dilaksanakan oleh pkbm kandaga (2) bagaimana hasil yang diperoleh setelah dilaksanakan proses pembelajaran pendidikan keaksaraan berbasis keluarga yang dilaksanakan oleh pkbm kandaga (3) bagaimana dampak yang diperoleh setelah dilaksanakan proses pembelajaran pendidikan keaksaraan berbasis keluarga yang dilaksanakan oleh pkbm kandaga. konsep yang digunakan adalah konsep pendidikan non formal, pembelajaran orang dewasa dan pendidikan keaksaraan berbasis keluarga. metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan deskriptif. dalam penelitian ini jumlah responden lima orang, yang terdiri dari warga belajar yang memperoleh nilai evaluasi baik, sedang dan kurang, satu orang tutor dan satu orang pengelola. berdasarkan perolehan data hasil penelitian sebagai berikut: (1) proses pembelajaran pendidikan keaksaraan berbasis keluarga adalah pendamping keluarga mempunyai peranan penting, karena sebagian besar pembelajaran dilakukan bersama pendamping keluarga, tutor hanya sebagai pemantau, mengevaluasi hasil belajar di rumah (2) hasil dari pembelajaran tersebut warga belajar mampu membeca, menulis, berhitung dan mempunyai keterampilan fungsionalnya seperti menanam nilam (3) dampak yang diperoleh oleh warga belajar adalah warga belajar mempu meningkatkan pendapatannya setelah mengikuti pendidikan keaksaraan berbasis keluarga. kesimpulannya adalah warga belajar yang mengikuti proses pembelajaran pendidikan keaksaraan berbasis keluarga, mereka mampu membaca, menulis dan berhitung. dari kegiatan fungsionalnya mereka menanam nilam agar dapat meningkatkan pendapatannya. selain itu dampak yang berkaitan dengan peningkatan taraf hidup warga belajar seperti dalam kehidupan sosial ekonomi, penerapan perolehan belajar dalam lingkungan kerja, upaya membelajarkan orang lain, dan partisispasinya dalam pembangunan masyarakat atau dalam lingkungannya. kata kunci: pendidikan keaksaraan berbasis keluarga a. pendahuluan pendidikan merupakan langkah awal yang harus dilakukan sebuah negara, jika ingin maju di bidang pembangunan ekonomi. tidak ada negara yang maju perekonomiannya hanya berdasarkan kekayaan alam. negara harus berinvestasi pada manusia karena manusia bisa selalu diperbaharui (renewed. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 48 persoalan mendasar berkenaan dengan kemiskinan dan ketidakberdayaan masyarakat, merupakan salah satu pemicu ketidak-tersentuhan pendidikan (un-educated). deklarasi dakkar berkenaan dengan pendidikan untuk semua (education for all), semakin menguatkan dan memacu negara-negara berkembang untuk berbuat dan berusaha menepati komitmennya dalam memberi kesempatan kepada setiap warga masyarakat untuk mengikuti pendidikan. hal ini dilandasi pemikiran bahwa permasalahan di bidang pendidikan, baik di indonesia maupun di kawasan asia pasifik lainnya adalah jumlah angka buta aksara yang masih besar. sehubungan dengan itu, pertemuan dakar di senegal tahun 2000 (unesco) yang berjudul pendidikan untuk semua, menekankan komitmen atas pokokpokok tersebut, yaitu sebagai berikut: 1. memperluas dan memperbaiki keseluruhan perawatan dan pendidikan anak dini usia, terutama bagi anak-anak yang sangat rawan dan kurang beruntung 2. menjamin bahwa menjelang tahun 2015 semua anak, khususnya anak perempuan, anak-anak dalam keadaan sulit dan mereka yang termasuk minoritas etnik, mempunyai akses dan menyelesaikan pendidikan dasar yang bebas dan wajib dengan kualitas baik 3. menjamin bahwa kebutuhan belajar semua manusia muda dan orang dewasa terpenuhi melalui akses yang adil pada program-program belajar dan kecakapan hidup (life skills) yang sesuai 4. mencapai perbaikan 50% pada tingkat keniraksaraan orang dewasa menjelang tahun 2015, terutama bagi kaum perempuan, dan akses yang adil pada pendidikan dasar dan berkelanjutan bagi demua orang dewasa 5. menghapus disparitas gender dalam pendidikan dasar dan menengah menjelang tahun 2005 dan mencapai persamaan gender dalam pendidikan menjelang tahun 2015 dengan suatu fokus jaminan bagi perempuan atas akses penuh dan sama pada prestasi dalam pendidikan dasar dengan kualitas yang baik 6. memperbaiki semua aspek kualitas pendidikan dan menjamin keunggulannya, sehingga hasil-hasil belajar yang diakui dan terukur dapat diraih oleh semua, terutama dalam keaksaraan, angka dan kecakapan hidup (life skills) yang penting. upaya yang dilakukan untuk menangani persoalan pendidikan khusunya unliteracy atau buta aksara, adalah diselenggarakannya program pendidikan keaksaraan fungsional (kf). program ini dianggap strategis dan harus menjadi gerakan nasional yang perlu dikampanyekan secara menyeluruh dengan bebarapa alasan aktual, yaitu: 1. merupakan salah satu unsur utama yang mempengaruhi indeks pembangunan manusia, 2. masih adanya kelompok masyarakat yang buta aksara, jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 49 3. adanya kelompok masyarakat yang telah melek huruf namun menjadi buta huruf kembali, dan 4. kemelek-hurufan merupakan dasar pengetahuan bagi seluruh manusia (the essential learning needs). dalam rencana pembangunan jangka menengah nasional tahun 2004 – 2009 dan rencana strategis pendidikan nasional tahun 2005 – 2009 serta dalam inpres nomor 5 tahun 2006 ditegaskan bahwa akhir tahun 2009, angka buta huruf usia 15 tahun ke atas tersisa 5% atau 7,7 juta orang. sementara itu, sampai akhir tahun 2008 menunjukkan bahwa penduduk buta huruf 9,76 juta orang atau setara dengan 7,51 persen populasi (www.diknas.depdiknas.co.id). penduduk penderita buta huruf tersebar pada tiap daerah (provinsi, kabupaten/ kota) yang memiliki karakteristik sosial, budaya, ekonomi, sumber daya yang berbeda. sampai pada akhir tahun 2008, di jawa barat terdapat 970.333 orang yang buta huruf (jabarprov.go.id). ada beberapa alasan mengapa mereka buta huruf, antara lain disebabkan: a) tidak sekolah sejak awal (geografis dan ekonomi); b) drop out sekolah dasar (sd kelas 1-3); c) keterbatasan kemampuan pemerintah pusat dan daerah; d) buta huruf kembali. untuk mencapai hal ini direktorat pendidikan masyarakat melaksanakan program pemberantasan buta aksara yang sejalan dengan prakarsa keaksaraan untuk pemberdayaan. kemelekhurufan merupakan bagian utama mengingat secara psikologis dan ekonomis memiliki pengaruh yang nyata pada kemajuan warga belajar, dan untuk meningkatkan kemampuan peserta belajar untuk semua tingkatan dibutuhkan kemampuan dan kecakapan hidup. sesuai dengan amanat uu no. 20 tahun 2003 tentang sistem pendidikan nasional pasal 26 ayat 3 dinyatakan bahwa: pendidikan non formal meliputi pendidikan kecakapan hidup, pendidikan anak usia dini, pendidikan kepemudaan, pendidikan pemberdayaan perempuan, pendidikan keaksaraan, pendidikan keterampilan dan pelatihan kerja, pendidikan kesetaraan, serta pendidikan lain yang ditujukan untuk mengembangkan kemampuan peserta didik”. gerakan pemberantasan buta huruf merupakan salah satu program untuk menuntaskan penduduk yang masih buta huruf, mereka dituntut untuk bisa menulis, membaca, dan menghitung dalam kehidupan sehari-hari. dalam kasus desa mayang jumlah penduduk yang buta huruf masih banyak. jika melihat data empiris monografi desa mayang menunjukkan bahwa dari 2.259 jumlah penduduk terdapat 329 orang yang buta huruf 59 laki-laki dan 88 perempuan. sedangkan usia 745 tahun yang tidak pernah sekolah berjumlah 108 orang 48 http://www.diknas.depdiknas.co.id/ jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 50 laki-laki dan 60 perempuan dan drop out sekolah dasar (do sd) 36 laki-laki dan 38 perempuan. (sumber: data monografi desa mayang tahun 2008). sebagai realisasi untuk menuntaskan penduduk yang belum melek aksara maka pkbm kandaga mencoba mengupayakan strategi baru dalam pembelajaran pendidikan keaksaraan berbasis keluarga bagi masyarakat desa mayang. pendidikan keaksaraan berbasis keluarga yang diilhami oleh konsep family literacy, dipadukan dengan pendekatan berbasis lingkungan kerja dan sosial merupakan salah satu alternatif, sistem pembelajaran menekankan pendekatan volunter dan partisipatif berdasarkan pendekatan pembelajaran orang dewasa. melalui tanggung jawab keluarga sebagai unit paling kecil, diharapkan berkembang budaya malu apabila tidak bisa baca tulis dan hitung. sementara itu, anggota keluarga diminta untuk mengakrabi dan membantu mengajarkan kembali yang sudah diajarkan oleh tutor. tutor di pkbm kandaga merupakan lulusan sma yang dibina dan dilatih melalui pelitihan tutor yang dilaksanakan oleh skb, sedangkan fungsi pendampingan dalam keluarga bertujuan untuk mendampingi warga belajar melakukan pembelajaran dalam keluarga. dengan cara ini bisa berlaku one teach one, sehingga anggota keluarga yang sudah melek aksara melakukan transformasi pembelajaran secara sadar dan bermakna dalam kehidupan sehari-hari. anak maupun cucu umumnya merupakan inspirasi yang sangat mendalam untuk membiasakan proses belajar dan dapat memfasilitasi proses pembelajaran bagi orang tua atau pembantu yang belum melek huruf dengan membawa situasi pada pembelajaran yang sesungguhnya. keluarga umumnya sensitif dalam mengurai kesulitan dalam melakukan pembelajaran. kriteria pendampingan dalam proses pembelajaran pendidikan keaksaraan ini adalah anggota keluarga yang mempunyai kemampuan membaca, menulis, hitung dan paling utama mempunyai kesabaran yang tinggi untuk mendampingi warga belajar. dengan teknik pendampingan dalam keluarga, proses pembelajaran pendidikan keaksaraan akan lebih efektif dan efisien dalam percepatan pembertasan buta akasara. b. tujuan secara umum penelitian ini betujuan untuk memperoleh gambaran yang jelas mengenai proses pembelajaran serta hasil pembelajaran pada program pendidikan keaksaraan berbasis keluarga di pusat kegiatan belajar masyarakat kandaga. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 51 adapun tujuan khusus penelitian ini adalah: 1. untuk mendeskripsikan proses pembelajaran pendidikan keaksaraan berbasis keluarga di pkbm kandaga desa mayang kecamatan cisalak kabupaten subang. 2. untuk mendeskripsikan hasil pembelajaran pendidikan keaksaraan berbasis keluarga terhadap kemampuan membaca, menulis dan berhitung dalam kehidupan sehari-hari di pkbm kandaga desa mayang kecamatan cisalak kabupaten subang. 3. untuk mendeskripsikan dampak pembelajaran pendidikan keaksaraan berbasis keluarga terhadap peningkatan taraf hidup peserta didik dalam kehidupan sosial ekonomi di pkbm kandaga desa mayang kecamatan cisalak kabupaten subang c. metode penelitian penggunaan metode dalam sebuah penelitian akan menentukan kualitas hasil penelitian tersebut. metode yang penulis gunakan dalam penelitian ini adalah melalui pendekatan kualitatif. alasan menggunakan kualitatif adalah lebih menghendaki penyusunan teori subtantif yang berasal dari data. hal ini disebabkan karena: pertama, tidak ada teori a priori yang dapat mencakupi kenyataan-kenyataan ganda yang mungkin akan dihadapi; kedua, penelitian ini mempercayai apa yang dilihat sehingga ia berusaha untuk sejauh mungkin menjadi netral; dan ketiga, teori dari pemahaman yang mendasar dapat merespons nilai-nilai kontekstual. dengan menggunakan analisis secara induktif, pencarian data bukan dimaksudkan untuk membuktikan hipotesis yang telah dirumuskan sebelum penelitian diadakan. analisis ini merupakan pembentukan abstraksi berdasarkan bagian-bagian yang telah dikumpulkan, kemudian di kelompokkan. jadi, penyusunan teori ini berasal dari bawah ke atas, yaitu dari sejumlah bagian yang banyak data yang dikumpulkan dan saling berhubungan. berdasarkan pertimbangan rumusan masalah penelitian yang ingin diungkap diharapkan dengan menggunakan metode ini, peneliti dapat mendeskripsikan apa yang telah diteliti tentang pendidikan keaksaraan berbasis keluarga yang diselenggarakan oleh pkbm kandaga desa mayang kecamatan cisalak kabupaten subang. d. hasil penelitian dan pembahasan 1. gambaran umum lokasi penelitian berdasarkan hasil data dari aparat desa, pusat kegiatan belajar masyarakat kandaga berada tepat di desa mayang kecamatan cisalak kabupaten jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 52 subang. adapun kondisi geografis desa mayang kecamatan cisalak kabupaten subang merupakan desa yang letak geografisnya dataran tinggi dengan mata pencaharian penduduk sebagian besar mengandalkan sektor pertanian dan hanya sebagian kecil terdiri dari pedagang, kerajinan, pns dan lain-lain. luas wilayah desa mayang adalah 735 hektare dengan batas-batas administratif sebagai berikut : a. sebelah utara berbatasan dengan desa gardusayang b. sebelah selatan berbatasan dengan perhutani bandung utara c. sebelah barat berbatasan dengan desa sukakerti d. sebelah timur berbatasan dengan cimanggu orbit jarak tempuh ke pusat pemerintahan adalah: a. jarak ke ibu kota kecamatan terdekat 3 km b. jarak ke ibu kota luar kabupaten 27 km penelitian ini difokuskan di kelompok belajar keaksaraan fungsional yang tepat berada di rw 02 yang terdiri dari dua rt dengan jumlah penduduk 147 orang, 36 kepala keluarga. berdasarkan hasil wawancara dengan pemerintah dan tokoh masyarakat ternyata masih terdapat 600 penduduk yang masih buta huruf. tapi upaya meminimalkan jumlah yang begitu banyak tersebut masih tetap dilakukan sampai sekarang dengan kerjasama beberapa pihak baik pemerintah daerah, organisasi masyarakat, maupun dengan pkbm. salah satunya yaitu kerjasama dengan pusat kegiatan belajar masyarakat. jika ditinjau dari pekerjaan penduduk di rw 02 ini sebagian besar yaitu sebagai petani. lokasi penelitian ini merupakan salah satu penghasil pertanian seperti padi, ketela dan pisang. berdasarkan hasil observasi yang mendalam, salah satu penyebab banyaknya penduduk yang buta huruf yaitu kondisi geografis desa mayang yang sangat jauh dari aksesibilitas pendidikan. untuk belajar di sekolah dasar saja harus berjalan kaki sekitar 2 km. 2. analisis penelitian dan pembahasan bagian ini dimaksudkan untuk mendeskripsikan temuan hasil penelitian secara lebih khusus yang selanjutnya ditelaah, dibandingkan dan disoroti berdasarkan konsep yang relevan. sebagaimana yang telah dijelaskan, bahwa kajian utama dalam penelitian ini adalah 1) untuk mendeskripsikan proses pembelajaran pendidikan keaksaraan berbasis keluarga di pkbm kandaga desa mayang kec.cisalak kab. subang 2) untuk mendeskripsikan hasil pembelajaran pendidikan keaksaraan berbasis keluarga di pkbm jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 53 kandaga desa mayang kec.cisalak kab. subang 3) untuk mendeskripsikan dampak pembelajaran pendidikan keaksaraan berbasis keluarga di pkbm kandaga desa mayang kec.cisalak kab. subang dalam pelaksanaan kegiatan pembelajaran ini, para peserta didik yang dibantu oleh pendidik, melibatkan diri dalam proses pembelajaran. "proses pembelajaran adalah proses yang didalamnya terdapat kegiatan interaksi antara guru – siswa dan komunikasi timbal balik yang berlangsung dalam situasi edukatif untuk mencapai tujuan belajar" (rustman, 2001). peserta didik dibantu oleh pendidik dapat melibatkan diri untuk mengembangkan atau memodifikasi kegiatan pembelajaran. upaya mengembangkan atau memodifikasi kegiatan tersebut erat kaitannya dengan hasil dan dampak pembelajaran. adapun pengertian proses pembelajaran, (sudjana 2005: 69) menyatakan bahwa: proses pembelajaran ini mencakup kegiatan untuk menyiapkan fasilitas dan alat bantu pembelajaran, menerima informasi tentang materi/bahan belajar dan prosedur pembelajaran, membahas materi/bahan belajar, dan melakukan saling tukar pengalaman dan pendapat dalam membahas materi atau memecahkan masalah yang dihadapi bersama. berdasarkan pengertian diatas bahwa proses pembelajaran adalah satu pola untuk mentransformasikan ilmu dari pendidik kepada peserta didik yang didalamnya mencakup mempersiapkan bahan pelajaran, mempersiapkan media pembelajaran, membahas materi belajar, prosedur pembelajaran serta memecahkan masalah bersama antara peserta didik dan pendidik. hasil wawancara pengelola dan wawancara tutor menyatakan bahwa: proses pembelajaran yang dilaksanakan di pkbm kandaga, merupakan upaya yang dilakukan agar pembelajaran berjalan lebih optimal, serta efektif sesuai dengan tujuan yang diharapkan. proses pembelajaran berbasis keluarga merupakan program percepatan dalam pemberantasan buta huruf, anggota keluarga sebagai salah satu pendamping dan merupakan pendekatan pada proses pembelajaran yang lebih efektif, fungsional dan kontinu. hal ini dikarenakan pada proses pembelajaran, yaitu 60% belajar bersama pendamping di rumah dan 40% belajar bersama tutor. tentu dalam hal ini pembelajaran lebih bermakna, dikarenakan melalui pembelajaran di rumah bersama pendamping keluarga, warga belajar tidak merasa canggung untuk menanyakan hal-hal kurang dimengerti. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 54 3. proses pembelajaran pendidikan keaksaraan berbasis keluarga di pkbm kandaga desa mayang kec. cisalak kab. subang langkah-langkah yang jelas pada metode, memudahkan tutor untuk melaksanakan proses pembelajaran, serta membentuk keaktifan warga belajar menjadi lebih berani dan mandiri serta melatih warga belajar dalam berkomunikasi. hal ini dibuktikan dengan kemampuan warga belajar untuk mengeluarkan pendapatnya. proses pembelajaran berbasis keluarga yang dilaksanakan di pkbm kandaga telah berjalan efektif dan dapat dirasakan hasilnya, baik oleh warga belajar sendiri maupun oleh tutor. dengan memandang prosedur yang sistematis, didasarkan pada susunan perencanaan dan pedoman tutor untuk melaksanakan prosesi pembelajaran. seperti yang dinyatakan oleh sudjana (2005: 69) sebagai berikut : "dalam pelaksanaan kegiatan pembelajaran ini, para peserta didik yang dibantu oleh pendidik, melibatkan diri dalam proses pembelajaran”. berdasarkan pengamatan melalui hasil wawancara tutor; warga belajar melahirkan beberapa pendapat mengenai kelemahan atau keuntungan proses pembelajaran yang digunakan, adalah sebagai berikut : a. proses pembelajaran bersama pendamping proses pembelajaran bersama pendamping dilaksanakan di rumah warga belajar, mempunyai keuntungan antara lain, 1) memudahkan warga belajar dalam menyerap materi atau bahan belajar, 2) warga belajar tidak merasa canggung untuk menanyakan materi yang kurang dimengerti, dan 3) media yang digunakan tidak sulit karena yang dijadikan media pembelajaran benda – benda yang ada disekitar tempat tinggal wb. adapun kelemahan proses pembelajaran bersama pendamping antara lain, 1) waktu untk melakakukan proses pembelajaran tidak ada jadwal khususn mereka melakukan pembelajaran pada waktu senggang, 2) proses pembelajaran cenderung santai, dan 3) kurangnya monotoring dari tutor. b. proses pembelajaran bersama tutor proses pembelajaran bersama tutor dilaksanakan di pkbm kandaga, mempunyai keuntungan antara lain, 1) tutor melakukan evaluasi hasil pembelajaran di rumah, 2) tutor menerangakan kembali apa yang sudah diajarkan oleh pendamping di rumah, sehingga wb lebih memahami materi tersebut, dan 3) tutor bisa mengindentfikasi wb yang cepat menyerap materi pelajaran. adapun kelemahan belajar bersama tutor adalah, 1) jika musim panen tidak semua wb hadir di pkbm, 2) motivasi jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 55 wb untuk hadir bersama tutor tidak selamanya kesadaran sendiri tetapi karena ragi belajar, dan 3) wb telat hadir jika belajar di kelas. metode pembelajaran keaksaraan yang dipergunakan beraneka ragam dan hadir di masyarakat, sebagai bentuk kemudahan-kemudahan dalam proses pembelajaran. seperti yang disampaikan kusnadi (2005: 151) sebagai berikut "dengan memahami pendekatan andragogi dan kurikulum sebagai dasar proses pembelajaran kf, yang sebagian besar peserta didiknya terdiri atas orang dewasa. adapun pendapat lain menurut kusnadi (2005:15) sebagai berikut: “melalui pendekatan keaksaraan keluarga, pembelajaran keaksaraan dimulai dari lingkungan dan selanjutnya didukung dan dipelihara melalui pemberdayaan dan menjadikan model dari mereka yang berada dalam lingkungan keluarga untuk sama-sama saling meningkatkan kemampuan keaksaraannya di luar lingkungan keluarga”. dipandang dari metode pembelajaran keaksaraan pada umumnya, maka beberapa metode yang dipergunakan oleh tutor sesuai pada kriteria metode pembelajaran pendidikan keaksaraan seperti yang dipaparkan oleh kusnadi (2005:152), adalah sebagai berikut : a) participatory rural appraisal (pra) metode pra digunakan sebagai strategi pembelajaran, karena adanya pemunculan ide–ide murni yang berasal dari warga belajar sendiri, mempermudah terjadinya proses diskusi antar warga belajar, juga adanya tindakan/aksi bersama diantara warga belajar. b) reflect warga belajar diberikan kesempatan untuk mengembangkan sendiri materi-materi belajarnya, sehingga tumbuh rasa memiliki terhadap rencana belajar dan rencana kerja/aksi yang berasal dari gagasan mereka, sehingga pada akhirnya mengubah perilaku dan sikapnya. dalam proses belajarnya, baik warga belajar maupun tutor sama-sama belajar, dan sama –sama memiliki kesempatan untuk merefleksikan kembali peran dan posisi masing-masing serta menggali potensi yang ada dalam diri mereka untuk berubah kearah yang lebih positif. c) problem possing problem possing merupakan metode untuk memunculkan masalah baik individu maupun kelompok yang kurang disadari oleh pelakunya. 2. hasil pembelajaran pendidikan keaksaraan berbasis keluarga di pkbm kandaga desa mayang kec. cisalak kab. subang dalam proses pembelajaran pendidikan keaksaraan berbasis keluarga tutor dan pendamping selaku peran (actor) pada proses pembelajaran, lebih jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 56 berperan aktif untuk mendisign pola pembelajaran yang lebih fungsional, mudah dan mampu mencapai tujuan yang diharapkan. seperti yang dikemukakan oleh sudjana (2005: 70) adalah sebagai berikut: aspek – apek kegiatan yang dinilai adalah proses, hasil, dan dampak kegiatan pembelajaran. penilaian terhadap proses bertujuan untuk mengetahui tingkat kesesuaian antara pelaksanaan kegiatan pembelajaran dengan rencana yang telah ditetapkan. penilaian ini mencakup perubahan tingkah laku seperti pengetahuan, keterampilan, sikap dan nilai yang telah diperoleh peserta didik melalui kegiatan pembelajaran. berdasarkan pada hasil wawancara pengelola; hasil wawancara warga belajar; hasil wawancara tutor; memberikan beberapa pernyataan, sebagai berikut: warga belajar mengalami perubahan, setelah dilaksanakannya proses pembelajaran keaksaraan berbasis keluarga. dimana adanya proses perubahan yang asalnya tidak tahu menjadi tahu, yang tidak mengerti menjadi mengerti, dan selalu mencoba untuk bertindak. selain kemampuan keaksaraan kemampuan skill (keterampilan) menjadi bertambah pula, karena program ini bertujuan untuk memberikan perubahan dalam kehidupan mereka khusunya dalam ekonomi. tujuan program keaksaraan pada dasarnya bukan hanya sekedar memiliki pengetahuan membaca, menulis dan berhitung, akan tetapi memiliki tujuan untuk memberikan keterampilan hidup. untuk mencapai tujuan tersebut hendaknya tutor dituntut untuk bisa mengajak warga belajarnya agar dapat memanfaatkan kemampuan yang diperoleh dari proses pembelajaran untuk difungsikan/dimanfaatkan dalam kehidupan sehari-hari sehingga dapat meningkatkan kualitas hidupnya. hasil pembelajaran keaksaraan di pkbm kandaga secara kuantitas dan kualitas sudah cukup baik. secara kuantitas dapat terlihat dari jumlah warga belajar keaksaraan tingkat dasar yang selalu aktif hadir dan mengikuti program keaksaraan serta intensitasnya dalam mengikuti kegiatan pembelajaran. sedangkan secara kualitas dapat terlihat dari kemampuan warga belajar keaksaraan tingkat dasar telah mampu menerapkan pengetahuan keaksaraanya pada keterampilan yang dimilikinya dan telah dimanfaatkan dalam kehidupan sehari-hari, hingga warga belajarpun mampu mentrasformasikan pengetahuannya pada warga belajar lain yang tidak mengikuti pembelajaran dan belum paham atau terampil. keterampilan yang dipelajari warga belajar memiliki pengaruh yang cukup besar bagi kehidupan warga belajar. hal ini sesuai dengan pendapat sudjana (2000: 38) bahwa pengaruh meliputi : 1) perubahan taraf hidup jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 57 lulusan yang ditandai dengan perolehan pekerjaan atau berwirausaha, perolehan atau peningkatan pendapatan, kesehatan dan penampilan diri; 2). membelajarkan orang lain terhadap hasil belajar yang telah dimiliki dan dirasakan manfaatnya oleh lulusan; dan 3). peningkatan partisipasinya dalam kegiatan sosial dan pembangunan masyarakat, baik partisipasi buah pikiran, tenaga, harta benda dan dana. berdasarkan hasil penelitian, terdapat beberapa orang warga belajar yang telah memanfaatkan keterampilan menanam nilam, untuk meningkatkan taraff hidupnya. adapun beberapa kelemahan dan keunggulan yang secara teknis dapat dirasakan dalam proses pembelajaran, sesuai dengan hasil wawancara pengelola, diantaranya: a. kelemahan secara umum dari proses pembelajaran yang telah berlangsung adalah : 1) kehadiran warga belajar pada umumnya hanya 70%, dikarenakan pelaksanaan program bersifat central (di pkbm kandaga). tentunya dengan keadaan geografis pegunungan dan letak rumah satu ke rumah yang lain berjauhan, menjadikan hambatan pada proses pembelajaran. 2) penyampaian materi oleh pendamping keluarga tidak terlalu intensif karena mereka belajar sambil ngobrol dan nonton tv. 3) kegiatan belajar mengajar yang sedikit, diantaranya hanya dilakukan 1 kali dalam 1 minggu. 4) monotoring ke tiap rumah oleh tutor jarang dilaksanakan. 5) keterlambatan warga belajar hadir dalam kelas, sehingga menyita waktu dalam proses pembelajaran b. keunggulan secara umum metode pembelajaran yang digunakan adalah : 1) warga belajar merasa tidak bosan, karena berbagai variasi metode pembelajaran yang dipergunakan. 2) warga belajar merasa berkesan dengan adanya praktek membuat bolu atau kue. 3) warga belajar lebih merasakan manfaat belajar keaksaraan, dengan adanya pendampingan anggota keluarga 4) warga belajar memiliki dua kemampuan, yakni kemampuan keaksaraan fungsional. 3. dampak pembelajaran pendidikan keaksaraan berbasis keluarga di pusat kegiatan belajar masyarakat kandaga proses pembelajaran yang paling penting dari pendidikan keaksaraan berbasis keluarga adalah dampak dari hasil pembelajarannya, hal ini yang menentukan berhasil atau tidaknya suatu metode pembelajaran. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 58 seperti yang dikemukakan oleh sudjana (2005: 70) adalah sebagai berikut: sedangkan penilaian terhadap pengaruh adalah untuk mengetahui sejauh mana hasil belajar mempunyai dampak terhadap kehidupan peserta didik. dampak ini berkaitan dengan peningkatan taraf hidup peserta didik seperti dalam kehidupan sosial-ekonomi, penerapan perolehan belajar dalam lingkungan kerja, upaya membelajarkan orang lain, dan partisipasinya dalam pembangunan masyarakat atau dalam lingkungannya. sesuai dengan hasil wawancara dengan tutor dan warga belajar bahwa dampak dari pembelajaran pendidikan keaksaraan berbasis keluarga sangat dirasakan oleh warga belajar, yang menyatakan bahwa : dampak pembelajaran secara umum dari proses pembelajaran yang telah berlangsung adalah: 1) warga belajar mampu menerapkan informasi baik dari media cetak maupun elektronik. 2) warga belajar mau, tahu dan praktek dalam inovasi-inovasi baru. 3) warga belajar mampu menerima setiap informasi. 4) warga belajar berpartisipasi dari segala bentuk sumber informasi dan lebih mampu untuk memaknai inforamsi tersebut. 5) warga belajar mengenal, menyadari dan menyesuaikan diri di masyarakat tanpa rasa canggung. 6) warga belajar mampu berhemat dalam mengeluarkan kebutuhannya. warga belajar membuat koperasi kecil-kecilan (simpan pinjam) untuk keperluan mereka. e. kesimpulan dan rekomendasi 1. kesimpulan beberapa kesimpulan yang dapat penulis sampaikan, dari hasil penelitian dilapangan adalah sebagai berikut : 1) proses pembelajaran pendidikan keaksaraan berbasis keluarga di pkbm kandaga desa mayang kec. cisalak kab. subang proses pembelajaran pendidikan keaksaraan berbasis keluarga adalah upaya untuk percepatan dalam pemberatasan buta akasara, hal ini dibuktikan dengan adanya pendampingan keluarga sehingga pembelajaran tidak terpaku bersama tutor saja, tetapi proses pembelajaran dilakukan di rumah bersama pendamping. a. proses pembelajaran bersama pendamping jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 59 proses pembelajaran bersama pendamping dilakukan di rumah wb, waktu pembelajaran tidak baku hanya saja pendampingan bersama anggota keluarga harus dilaksanakan 30-60 menit. bahan pelajaran diberikan kepada pendamping kemudian di transforasikan kepada wb. b. proses pembelajaran bersama tutor proses pembelajaran bersama tutor dilakukan di pkbm kandaga, belajar bersama tutor yaitu mengkaji ulang bahan / materi yang telah diberikan oleh pendamping keluarga di rumah. dari proses pembelajaran ini wb semakin faham dalam kemampuan menulis, membaca dan berhitung. 2) hasil yang diperoleh setelah dilaksanakan proses pembelajaran pendidikan keaksaraan berbasis keluarga di pkbm kandaga desa mayang kec. cisalak kab. subang hasil yang diperoleh dari proses pembelajaran pendidikan keaksaraan berbasis keluarga terdiri dari aspek-aspek sebagai berikut : a. aspek membaca : kemampuan membaca hasil tulisan (bahan bacaan) yang dibuatnya sendiri atau di kelompok belajar, membaca resep makanan dan lain-lain. b. aspek menulis : kemampuan menulis tentang kegiatan sehari-hari dari pikiran, pengalaman, perasaan, informasi, dan masalah yang dihadapi dalam kehidupan, mengisi formulir ktp dan identitas sederhana dan lain-lain. c. aspek berhitung : kemampuan menulis dan mengoperasikan simbolsimbol hitung seperti menambah, mengurangi, mengali dan membagi untuk hitungan harga, berat dan lain-lain yang terkait dengan kegiatan sehari-hari seperti berbelanja, mengukur, menimbang, dan menghitung jarak, kemudian menghitung tanggal, bulan di dalam kelender. dari ketiga aspek tersebut, warga belajar mempunyai hasil evaluasi yang berbeda, walaupun dengan pendekatan yang sama. warga belajar a kemampuan membaca, menulis, dan berhitung dengan nilai baik, sedangkan warga belajar b dengan nilai baik hanya membaca dan berhitung, kemampuan menulisnya kurang. dan terakhir warga belajar c dalam aspek membaca, menulis dan berhitung nilainya kurang. 3) dampak yang diperoleh setelah dilakanakan proses pembelajaran pendidikan keaksaraan berbasis keluarga di pkbm kandaga desa. mayang kec. cisalak kab. subang jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 60 pengaruh atau dampak dalam pendidikan keaksaraan adalah hasil yang diharapkan setelah program pendidikan keaksaraan selesai, warga belajar diharapkan mampu memanfaatkan hasil belajarnya dalam kehidupan sehari-hari yang meliputi : a. peningkatan taraf hidup peserta didik dalam sosial ekonomi setelah mengikuti proses pembelajaran pendidikan keaksraan berbasis keluarga warga belajar merasakan adanya peningkatan khusunya dalam finansial. b. penerapan perolehan belajar dalam lingkungan kerja dampak setelah mengikuti proses pembelajaran pendidikan keaksaraan berbasis keluarga adalah warga belajar bisa menerapkan hasil belajarnya dalam lingkungan sekitar misalnya : bisa menjawab waktu (jam), menyebarkan informasi yang ada di media baik media cetak atau elektronik. c. upaya membelajarkan orang lain warga belajar yang mengikuti pendidikan keaksaraan mampu membaca, menulis dan berhitung. dari kemampuan tersebut warga belajar yang sudah lancar dalam membaca, menulis dan berhitung bisa membelajarkan warga belajar yang lain yang mengalami kesulitan. d. partisipasi dalam pembangunan masyarakat atau dalam lingkungannya upaya pengembangan masyarakat menempatkan manusia (termasuk masyarakat buta huruh) sebagai subyek pembangunan. hal ini didasarkan pada suatu kayakinan bahwa setiap orang punya pengalaman, begitu pula dengan penyandang buta aksara. artinya bahwa sampai pada tingkat kehidupan saat ini, manusia telah melewati berbagai proses penyesuaian diri melalui proses belajar dan yang paling penting adalah manusia itu sendirilah yang harus menentukan dan memutuskan tentang apa yang diinginkan dan yang akan dicapai dalam kehidupannya. e. warga belajar mampu berhemat dan menabung setelah mengikuti program tersebut mereka mampu berhemat dala keperluan sehari hari serta mereka membuat koperasi simpan pinjam kecil-kecilan sehingga apabila mereka membutuhkan dana cepat mereka bisa mengambil dari simpan pinjam tersebut 2. rekomendasi memandang proses pembelajaran yang digunakan pada pendidikan keaksaraan bertujuan untuk memperoleh ketercapaian tujuan keaksaraan. berbagai macam pendekatan dapat dipergunakan, namun pendekatan tersebut tentunya memilliki berbagai kelemahan dan kekuatan. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 61 beberapa saran yang ingin disampaikan penulis pada pelaksanaan program ini adalah: 1) monitoring tutor terhadap warga belajar pada saat pendampingan berlangsung harus ditingkatkan. 2) pemberian motivasi dan pemberian penghargaan kepada warga belajar perlu terus dikembangkan agar warga belajar memiliki kepercayaan diri yang kuat untuk terus belajar tanpa mengenal batas usia. 3) pendamping keluarga membimbing warga belajar melakukan proses pembelajaran diupayakan lebih serius 4) tutor harus menumbuhkan kepercayaan diri warga belajar, agar mereka tidak selalu bergantung kepada tutor setempat dan pendamping keluarga dalam kegiatan belajar. hal tersebut dapat dilakukan dengan memotivasi kepada warga belajar, serta memberikan dorongan agar warga belajar tampil percaya diri. 5) setelah mengikuti proses pendidikan keaksaraan wb diharapkan mampu menerapkan keterampilannya untuk meningkatkan pendapatannya. demikian beberapa rekomendasi yang penulis sampaikan, maksud dari saran ini merupakan masukan-masukan penulis sebagai peneliti. apabila ada kata-kata yang kurang berkenan, penulis menghaturkan permohonan maaf yang sebesar-besarnya. daftar pustaka abdulhak, i. (2000). metodologi pembelajaran orang dewasa, bandung: andira. admuddipura, e dan atmaja,sb. (1986). pendidikan orang dewasa. jakarta : karunika departemen pendidikan nasional (2006), acuan penyelenggaraan program pendidikan keaksaraan: direktorat pendidikan luar sekolah, direktorat pendidikan masyarakat faisal, sanapiah. (2006). ”paradigma baru pendidikan keaksaraan, tawaran bagi pengembangan program keaksaraan di indonesia”. dirjen pls, depdiknas. kamil, mustofa. (2008). pusat budaya dan belajar masyarakat, pkbm (indonesia) dan kominkan (jepang). bandung: penerbit dewa ruchi. kartono, kartini. (1996). pengantar metode riset sosial, bandung: mandar maju. kusnadi. (2005). pendidikan keaksaraan, filosofi, strategi, dan implementasi. jakarta: dirjen pls, depdiknas. m, quillan, mark k. (etc). (2007). a guide to early childhood prog development. connecticut. olim, ayi. (2008). ”makalah peran pusat kegiatan belajar masyarakat (pkbm) dalam penuntasan wajib belajar 9 tahun”. makalah pada semilok kontribusi ilmu pendidikan dalam penuntasan wajar dikdas 9 tahun. bandung. ----------. (2006). panduan umum pelatihan program pendidikan keaksaraan. jakarta: dirjen pls, depdiknas. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 62 ----------. (2006). teknik identifikasi kebutuhan belajar. jakarta: dirjen pls, depdiknas. nasution, s. (2002). metode peneltian naturalistik kualitatif. bandung: penerbit tarsito. sudjana. (2004). pendidikan nonformal, wawasan sejarah perkembangan filsafat teori pendukung asas. bandung: falah production. sudjana. (2005). metoda dan teknik pembelajaran partisipatif. bandung: falah production suwandi dan basrowi. (2008). memahami penelitian kualitatif. jakarta: rineka cipta. ---------. (2005). metoda dan teknik pembelajaran partisipatif. bandung: falah production. www.google/uu/no20/2003. www.diknas.depdiknas.co.id. www. bpkbjatim.2004 http://www.google/uu/no20/2003 http://www.diknas.depdiknas.co.id/ jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 50 optimalisasi peran masyarakat dalam pemberdayaan masyarakat melalui pendidikan luar sekolah prita kartika stkip siliwangi bandung abstrak masyarakat adalah kelompok sosial yang juga memiliki potensi yang sangat besar bila dapat mengarahkan kemampuan dirinya dalam mengembangkan berbagai kompetensi yang dapat memberikan nilai tambah dalam kehidupannya. permasalahannya adalah peran masyarakat, seringkali terhadap karena ketidaktahuan terhadap masalah kehidupannya sendiri. oleh karenanya, perlu untuk mengembangkan serangkaian program pendidikan luar sekolah yang jauh lebih komprehensif agar dapat membangun kesadaran masyarakat untuk terlibat dalam proses pemberdayaan masyarakat yang jauh lebih optimal. keyword : peran masyarakat, pemberdayaan masyarakat, pendidikan luar sekolah pendahuluan indonesia adalah salah satu negara dengan kekayaan yang sangat besar. bahkan di dalam berbagai bidang indonesia memiliki potensi yang sangat besar, seperi perikanan yang disinyalir mampu menghasilkan 3000 triliun rupiah dan baru dapat dimanfaatkan sebesar 291,8 triliun rupiah 1 , hingga cadangan uranium di indonesia yang jumlahnya mencapai 70.000 ton 2 . di akhir pergantian kepemimpinan negeri ini, diungkapkan bahwa tingkat kemajuan perekonomian di indonesia mencapai rentang yang cukup besar. permasalahan utamanya adalah pemanfaatan yang belum optimal, karena daya dukung yang yang minimal. pemanfaatan berbagai kekayaan yang dimiliki oleh indonesia, bukan karena ketidakmampuan semata. melainkan karena faktor persepsi yang keliru tentang 1 merdeka.com. potensi laut indonesia 3000 t, baru dimnafaatkan 291,8 triliun. edisi rabu, 1 oktober 2014. diakses : 4 oktober 2014. 2 batan. indonesia memiliki cadangan 70.000 ton uranium. antaranews.com. edisi 24 juli 2013. diakses : 12 juni 2013. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 51 pemanfaatan potensi sosial, maupun potensi alam. persepsi yang ada baru sebatas pada pemanfaatan kekayaan alam dengan menggunakan bahan mentah untuk langsung dipakai sebagai alat pendukung kehidupan. bukan pada upaya untuk meningkatkan kondisinya, baru kemudian digunakan. wajar, bila nilai ekspor indonesia sangat kecil, karena bentuk barang yang diekspor adalah barang mentah, bukan merupakan barang jadi. masyarakat sering menghayal tentang sesuatu yang indah dan baik tetap berada di luar jangkauan kemampuan yang mereka miliki. dalam masyarakat yang demikian, sebagian besar penduduk tidak dapat berinteraksi positif dengan lingkungannya, dan justru sebaliknya, terkadang kehidupannya sangat bergantung pada lingkungan. masyarakat senantiasa menjadi objek dan bukan subjek pengembangan masyarakat. sikap berani untuk menghadapi kehidupan jarang berkembang, karena persepsi mengenai kehidupan itu sendiri juga berbeda, bukan pada upaya peningkatan kualitas kehidupan, tapi hanya menerima bagaimana kehidupan itu berjalan. kecenderungan yang sering terjadi adalah sikap melarikan diri dari masalah yang dihadapi dalam kehidupannya. hal ini justru memperparah tingkat kesenjangan kehidupan sosial yang ada di tengah masyarakat. kehidupan masyarakat ditandai oleh tinggi rendahnya tingkat pendidikan, pendapatan, kesehatan, kesempatan kerja, dan kesadaran terhadap lingkungan. singkat kata, dapat dikemukakan bahwa situasi kehidupan semu terdapat dalam masyarakat yang masih tertinggal dalam taraf sosial ekonomi yang masih rendah, bukan sebuah justifikasi, melainkan sebuah gambaran mengenai konteks kehidupan masyarakat yang ada saat ini, di tengah berbagai upaya gempuran ekonomi, sosial dan budaya asing yang masuk melalui berbagai jalur komunikasi. sedangkan masyarakat berencana (planning society), menurut graham (1977), adalah masyarakat yang amat tanggap terhadap perubahan-perubahan yang sedang terjadi dan terhadap kemungkinan-kemungkinan perubahan yang akan terjadi di masa depan. sebagian besar warga masyarakat mampu berfikir kreatif, bersikap inovatif, dan memiliki tanggung jawab yang kuat untuk mewujudkan kesejahteraan masyarakat. dengan demikian, mereka sanggup untuk dapat mengembangkan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 52 berbagai potensi pribadi dan memanfaatkan berbagai potensi lingkungan yang ada di sekitarnya. ini membuat mereka sanggup untuk dapat membangun kualitas kehidupan yang jauh lebih baik dan sejajar dengan masyarakat lain yang sudah lebih dulu maju. pada prinsipnya, warga masyarakat harus memiliki rencana yang didasarkan pada kesadaran tinggi terhadap lingkungan dan pembangunan masyarakat, bangsa dan negaranya. mereka memiliki kemampuan untuk belajar dalam memecahkan masalah dan berinovasi dalam mendukung kemajuan kehidupan sosial maupun ekologis yang ada disekitarnya. hal ini bisa dibangun bilamana sikap ilmiah dan terbuka, pikiran dan tindakan yang rasional, toleransi terhadap perbedaan pandangan dan latar belakang kehidupan, serta menitikberatkan kemanusiaan mewarnai tingkah laku sebagian besar warga masyarakat, telah terbentuk dengan baik. dengan solidaritas tinggi mereka berpartisipasi dalam merencanakan, melaksanakan, menilai kebijakan dan program-program pembangunan yang berkaitan dengan upaya pemenuhan kebutuhan masyarakat, bangsa, dan negara. dalam konteks inilah, pemberdayaan masyarakat menjadi bagian penting dalam pembangunan bangsa dan negara, termasuk dalam upaya menyadarkan masyarakat mengenai bentuk-bentuk kehidupan yang harus mereka gali dalam rangka meningkatkan kualitas kehidupan yang jauh lebih baik. pembahasan proses transformasi atau perubahan sosial yang kini sering disebut globalisasi tidak saja mengubah kehidupan manusia, tetapi juga mengubah kecenderungan dalam hal pendidikan dan belajar (tilaar, 1997). dikenali akan terjadi perubahan mendasar dalam hal pendidikan dan belajar. pendidikan harus berfungsi ganda, yakni membina kemanusiaan (human being) melalui pengembangan seluruh pribadi manusia, dan pengembangan sumber daya manusia (human resources) untuk memasuki kehidupan baru. makin lama bekerja dan belajar menjadi satu kesatuan bingkai pendidikan sepanjang hayat. oleh karena pengetahuan maju dan bertambah secara eksponensial, maka agar bisa melaksanakan pekerjaan dengan baik, seseorang harus meningkatkan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 53 pengetahuannya melalui pendidikan secara berkelanjutan. tantangan dan tuntutan untuk belajar secara berkesinambungan semakin lama semakin kuat, pendidikan dan belajar pada hakekatnya adalah kehidupan itu sendiri. oleh karena itu belajar diluar sekolah dan di luar universitas peranannya semakin lama semakin penting. pada masa lampau, sekolah dan universitas menjadi pusat utama atau bahkan satusatunya pusat kegiatan belajar. pada saat ini, tempat kerja, lingkungan masyarakat, dan berbagai tempat sosial lainnya secara berangsur-angsur telah menjadi pusat kegiatan belajar yang baru, tempat kerja telah menjadi tempat belajar yang penting. bahkan dalam kerangka kehidupan yang lain, masyarakat didesak untuk dapat membelajarkan dirinya sendiri, sebelum akhirnya mampu membelajarkan orang lain. inilah inti utama dalam proses pembelajaran sepanjang hayat (life long learning). dalam sebuah publikasi yang diterbitkan oleh unesco, menyebutkan bahwa, “non formal education is any organized and sustained educational activities that do not coorespond exectly to the definition of formal education. non formal education may therefore take place both within and outside educational institutions, and cater to persons of all ages. depending on country contexts, it may cover educational programmes to import adult literacy, basic education for out of school children, lifeskills, work skills, general culture. non formal education programmes do not necessarily follow the ‘ladder’ system, and may have differing durationsm and may or may not confer certification of the learning achieved” (unesco, 1997). ini menjelaskan bahwa proses pembelajaran bukanlah semata-mata karena kebutuhan pada tanda kredensial semata (ijazah, sertifikat dan sebagainya), melainkan karena tuntutan dan tantangan kehidupan itu sendiri. permasalahan umumnya adalah ketika masyarakat, justru tidak dapat memahami apa itu belajar, bagaimana mereka belajar, dan apa yang bisa dirubah dalam kehidupannya, melalui proses pembelajaran. bila jawaban ini belum dapat dikembangkan dalam kehidupan masyarakat secara umum, sangat mungkin mereka hanya bisa menjawab bahwa pembelajaran adalah sebuah proses pendidikan yang berjalan di tengah masyarakat. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 54 dan tidak ada implikasinya sama sekali terhadap kehidupan yang tengah mereka jalani saat ini. berbagai negara yang tengah mengalami proses pembangunan (negara berkembang), mengalami kendala dimana sistem sekolah formal tidak memiliki kapasitas untuk menangani seluruh anak-anak dan remaja atau anak-anak tidak dapat memperoleh keuntungan dari sistem tersebut, terutama karena sekolah formal, membatasi secara tergas, input yang dapat diterima dalam prosesn pendidikan di dalamnya. orang tua dan anak seperti halnya guru dengan otoritas pendidikan cenderung untuk mencari solusi tercepat dari proses pendidikan formal untuk mengganti proses persekolahan yang terhambat. berbagai program pendidikan luar sekolah memberikan akses bagi para pemuda dan anak-anak terhadap pembelajaran nonformal dan informal, yang berfungsi untuk menguatkan harga diri dan menolong mereka untuk menemukan jalan dalam memberikan kontribusi untuk masyarakatnya. dalam beberapa kasus, aktivitas ini mungkin juga sebagai jembatan untuk menolong anak-anak dan pemuda dalam memperbaiki keterampilan akademiknya secara langsung dan pada akhirnya, mereka akan memperoleh pengakuan atas kecakapan yang dimilikinya, sebagaimana bagi mereka yang telah menyelesaikan jenjang pendidikan formalnya. berbagai aktivitas pendidikan luar sekolah dapat mengambil bentuk seperti program keaksaraan, aktivitas budaya seperti musik, tarian atau drama, program kegiatan olah raga, pendidikan populer dan berbagai konteksnya, pendidikan nonformal juga termasuk di dalamnya program pembelajaran akselerasi yang bertujuan agar anak-anak dan remaja yang mengalami hambatan dalam program pendidikan formalnya, dapat difasilitasi untuk mampu mengejar ketertinggalannya. pendidikan luar sekolah juga dapat digunakan sebagai suplemen penting untuk siswa yang terdaftar di sekolah formal. dalam beberapa situasi yang lebih genting, kurikulum sekolah formal sering kali telah mencakup subjek inti hanya atau hanya beberapa topik penting untuk dapat bertahan hidup dalam lingkungan yang baru. waktu sekolah yang pendek disebagian besar permulaan situasi keadaan darurat membuatnya sulit untuk menambah subjek lebih banyak dalam kurikulum. sebagai jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 55 alternatif yang dapat diraih oleh beberapa siswa untuk mendapatkan ekstra kurikuler dalam aktivitas pembelajaran non formal. dalam situasi konflik, atau setelah bencana alam, aktivitas pendidikan non formal mungkin diperlukan untuk lebih fokus pada subjek spesifik, seperti halnya pendidikan lingkungan, kepedulian alam, pendidikan perdamaian dan resolusi konflik, kesehatan produksi, kebersihan, pencegahan penyakit atau wabah, kepedulian dan pencegahan hiv/aids, kepedulian psikologis, dan hak asasi manusia. pendidikan luar sekolah memberikan kesempatan kepada para siswa untuk dapat mengembangan pemahaman dan penyadaran mengenai implikasi kehidupan itu sendiri. inilah yang akan membantu mereka untuk menemukan karakter dalam dunia pendidikan, bukan hanya sebatas capaian kompetensi tertentu yang sangat mungkin jauh dari apa yang mereka harapkan dalam kehidupan nyata di tengah masyarakat. satu tantangan dalam kehidupan bermasyarakat dewasa ini adalah, teknologi yang semakin maju dan makin banyak digunakan dalam masyarakat, pekerjaan rutin semakin langka, sedangkan pekerjaan yang non rutin menuntut kualifikasi tinggi. kini, pendidikan formal semakin lama semakin mudah tergapai oleh semua orang, sehingga mobilitas sosial semakin tinggi dan cepat. semakin besar persamaan hak atas kesempatan belajar yang tersedia bagi siapa saja yang ingin maju dan semakin banyak perhatian yang diberikan pemerintah kepada peranan bakat, semakin banyak dan semakin matanglah bakat yang akan dihasilkan untuk memenuhi tuntutan kerja di segala lapisan masyarakat. masyarakat moderen juga ditandai dengan perubahan dan mobilitas yang tinggi, dan yang paling menonjol adalah mobilitas kependudukan sebagai akibat rasionalisasi ekonomi dan teknologi yang juga tinggi. perkembangan cakrawala pengalaman individu pun bertambah luas dengan dukungan media masa, sehingga saat ini siapapun dapat bersentuhan dan mengenal bahasa-bahasa internasional yang menyebabkan orang lebih banyak bepergian dibandingkan dengan orang tua dan nenek moyangnya dahulu. pendidikan luar sekolah memberikan perluasan akses kepada seluruh lapisan masyarakat untuk dapat mengembangkan kemampuan dan daya kreatifnya jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 56 untuk membangun sebuah kerangka yang lebih luas dalam meningkatkan kualitas kehidupannya. berbagai ulasan, sebagaimana diungkapkan sebelumnya, mengindikasikan bahwa perlu adalah optimalisasi peran pendidikan luar sekolah dalam pemberdayaan masyarakat. freire (1974) menyatakan bahwa penyadaran adalah fundamen utama dalam membangun karakter masyarakat yang sesungguhnya. dimana mereka dapat mengakses dan memanfaatkan berbagai kesempatan belajar yang ada, sehingga mereka dapat meningkatkan kualitas kehidupannya secara nyata. bukan sekedar menerima apa yang ada dan menutup diri terhadap berbagai fakta yang seharusnya mereka kritisi atau yang seharusnya mereka perbaiki. peningkatan kualitas kehidupan bertumpu pada kemampuan masyarakat itu sendiri dalam meningkatkan dan mengembangkan berbagai potensi yang dimilikinya, sehingga mereka dapat membangun sebuah sistem yang terstruktur dalam rangka peningkatan kualitas kehidupannya. penutup berdasarkan pembahasan di atas dapat disimpulkan hal-hal sebagai berikut. 1. pendidikan non formal (pnf) atau pls berperan dalam peningkatan pendidikan yang menyangkut perluasan layanan pendidikan melalui berbagai program dan satuan pendidikan luar sekolah yang memberikan kesempatan kepada masyarakat untuk dapat mengelola, memanfaatkan dan memelihara kualitas kehidupan masyarakat itu sendiri. 2. pendidikan luar sekolah harus dikembangkan berdasarkan kebutuhan masyarakat yang ada ditengah berbagai tantangan yang ada, dengan demikian mampu memperluas akses masyarakat terhadap peningkatan kualitas kehidupan yang lebih baik. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 57 referensi graham,o.l.1977.toward a planned society: from roosevelt to nixon. new york; oxford university press kamil, mustofa. 2009. pendidikan non formal. bandung: alfa beta. m. taqiyuddin. 2008. pendidikan untuk semua, dasar dan falsafah pendidikan luar sekolah. bandung: mulia press. tilaar.1997. pendidikan dan masyarakat madani indonesia. bandung; remaja rosdakarya jurnal empowerment; jurnal ilmiah program studi pendidikan luar sekolahvolume 10, nomor 2 september 2021,p-issn no. 2252-4738 e-issn : 2580-7692 149 employee performance improvement through dream (digital room for e-learning modules) application training based on e-learning at bank btn cimahi branch shy. silaen1, m. afrillianto2, agus hasbi noor3 ikip siliwangi – cimahi – jawa barat – indonesia 1silaenharpend@gmail.com, 2muhammadafrillianto1@gmail.com, 3agushasbinoor@gmail.com received: agustus, 2021; accepted: september, 2021 abstract the purpose of this research is to study the performance of employees of bank btn cimahi branch through dream application training based on e-learning. this study is quantitative research. the type of data used in this study is quantitative data with data sources are primary data and secondary data. methods of data collection using the registration document. location research was conducted at bank btn branch cimahi with the selection of a random sample of 3 different units as many as 30 people employees. data were analyzed using inferential statistics, with test one sample t-test (one group) with spss version 22.0. based on the results of data analysis obtained sig. (2-tailed) n-gain = 0.00 < α = 0.05. this shows that there is an increase in the performance of employees of bank btn cimahi branch through dream application training based on e-learning. keywords: training, dream, e-learning, performance of employees abstrak tujuan dari penelitian ini adalah untuk menelaah kinerja pegawai bank btn cabang cimahi melalui pelatihan aplikasi dream berbasis e-learning. penelitian ini merupakan penelitian kuantitatif. jenis data yang digunakan pada penelitian ini ialah data kuantitatif dengan sumber data adalah data primer dan data sekunder. metode pengumpulan data menggunakan pencatatan dokumen. lokasi penelitian dilaksanakan di bank btn cabang cimahi dengan pemilihan sampel secara acak dari 3 unit yang berbeda sebanyak 30 orang pegawai. teknik analisis data menggunakan statistika inferensial, dengan uji one sampel t-test (one group) dengan bantuan program spss versi 22.0. berdasarkan hasil analisis data diperoleh sig. (2-tailed) n-gain = 0,00 < α = 0,05. hal ini menunjukkan bahwa terdapat peningkatan kinerja pegawai bank btn cimahi melalui pelatihan aplikasi dream berbasis elearning. kata kunci: pelatihan, dream, e-learning, kinerja pegawai how to cite: silaen, shy., afrilianto, m., noor, a.h. (2021). employee performance improvement through dream (digital room for e-learning modules) application training based on e-learning at bank btn cimahi branch. empowerment: jurnal ilmiah program studi pendidikan luar sekolah 10 (2), 149-159. introduction competition between companies is getting tighter and advanced technology has resulted in challenges for companies to make changes in various aspects of company management. facing these changes and competition at national and international levels, each employee must adapt to changes in technology, such as the emergence of new technology or new work methods in the company. this situation makes companies need human resources who have high knowledge, skills, abilities and are trained who can prioritize employee abilities on duties and responsibilities for the company (triasmoko and mukzam, 2014). silaen, afrillianto & noor. employee performance improvement through dream (digital room fore-learning modules) application training based on e-learning at bank btn cimahi branch 150 the bank is a business entity that collects funds from the public in the form of deposits and distributes them to the public in the form of credit and or other forms to improve people's living standards (ojk, 2017). to operate properly, banking as a business entity that also has a social function needs to be supported by the most important thing, namely human resources. human resources are resources that have reason, feelings, desires, skills, knowledge, encouragement, power, and work (lestari, 2017). hr must be managed comprehensively and strategically from planning to employees, hiring employees to develop. in one article in the uin journal, it was explained that training or training is a learning process that involves the acquisition of a skill, regulation, concept, or attitude so that employee performance can increase (kasmawati, 2019). optimizing employee training is the main focus of the organization in improving performance. global changes and developments present their challenges to education or training. rapid and massive transformation in the economic, technological, and social fields requires educational changes to be able to answer the need for human development who can take part in the era of globalization and also generate creativity and potential to innovate in many areas of life (arifah et al., 2018). the development of human resources (hr) in education is very important. training is one of the efforts to increase the value of human resources (verayanti, 2014). education becomes more flexible, constructivist and collaborative, and is supported by the use of information and communication technology. although in general, the use of information technology in education is not as fast as in other sectors, such as in trade, there has been a paradigm shift from the conventional education system that requires face-to-face meetings, to a system that is more flexible in both the implementation of learning and the assessment of learning outcomes. a large company such as banking at this time is in dire need of qualified and wellperforming employees. human resources are the key that determines the development of the company. hr functions as capital and valuable company assets to develop the company. the existence of this requires companies to train and develop their human resources. holding training and hr development will be of positive benefit for the company and will increase the company's profit (vizzya and afrianty, 2017). employees or employees in a company or institution still have a duty to continue to develop their knowledge and abilities. that is the reason why many companies or institutions create a training or training division (education and training). to help employees to continuously develop their knowledge and abilities so that they are useful for development in their careers (pratiwi, 2016). education can provide broader insight into initiating and innovating. for this reason, electronic learning (e-learning)-based training is needed to quickly increase employee knowledge in carrying out their work so that the knowledge and skills of these employees become better which in the end achieves the work performance that has been determined by the company management. due to the rapid development of information technology (it), the need for an it-based teaching and learning (education) concept and mechanism is a must. the concept, hereinafter known as e-learning, brings a lot of influence in the process of changing conventional education into digital form, both in content and system (susanti, 2020). silaen, afrillianto & noor. employee performance improvement through dream (digital room fore-learning modules) application training based on e-learning at bank btn cimahi branch 151 e-learning training is a form of distance education that is carried out through the internet, so e-learning refers to the use of internet technology to deliver a series of solutions that can improve knowledge and skills. ananda hadi elyas (elyas, 2018) explains that according to onno w purbo (2002) the definition of "e" stands for electronics in e-learning which is used as a term for all technologies used to support all learning efforts through electronic technology on the internet. in a general journal article (sukmawari et al., 2013) according to mangkunegara (2007) employee performance is the result of work in quality and quantity achieved by an employee in carrying out his duties by the responsibilities given to him. sukmawati also explained that individual performance is the result of the work of employees in terms of quality or quantity based on predetermined work standards. in his book simamora (2004) based on the fact that an employee will need a developed set of knowledge, skills, and abilities to work well and a succession of positions encountered during his career, hr development is a very important part to do to change the human resources owned. the company, from one situation to another better through long-term education and learning experiences to prepare employees to be more responsible in the future.human resource development aims to produce organizational human resources that are reliable and have competencies that are following the needs of the organization (notoatmodjo, 2003). the purpose of human resource development, in the end, is to create employees who have good performance by increasing their ability to be able to perform better at work. in his book (notoatmodjo, 2003) it is also written that if the previous employee's work performance was positive, then the development provided aims to further improve the employee's performance in the process of undergoing a career path. so if past work performance was negative, then the purpose of human resource development is to improve it so that it becomes better or becomes positive. according to the book human resource management (simamora, 2004), training is a shared responsibility between employees and the organization. so according to simamora, all employees must attend every training held by the company because this is to develop their knowledge of abilities so that they can have a better career path in the future. the performance of employees is a very important thing in the company's efforts to achieve company targets. with the high performance of employees, it is hoped that the desired company goals can be achieved (yusnita, 2015). therefore, training for employees or employees can be used as a way for companies to order or add to the expertise possessed by employees in improving performance following the standards set by the company (anggereni, 2019). education and training in his article (hendriani et al., 2013) is one of the tools to adjust the task and work with the abilities, skills, and expertise of employees and is an effort to improve the performance of employees which as part of the task for the introduction of certain jobs for the person concerned. whether or not employee performance will affect the stability of an organization in achieving the goals set (hendriani et al., 2013). bank btn cimahi branch has never evaluated the impact of training, so the performance of employees is not known for certain whether the training activities that have been carried out silaen, afrillianto & noor. employee performance improvement through dream (digital room fore-learning modules) application training based on e-learning at bank btn cimahi branch 152 provide benefits or not. evaluation of the benefits of training is very important to be carried out by the company because it aims to find out how much the benefits of training activities are as well as an assessment of the effectiveness of the training programs that have been carried out and ultimately provide opportunities for employees to improve their performance. based on empirical studies, data was also obtained, namely before conducting training some complaints and inputs were often submitted by customers either through the call center or through the customer complaint system. complaints or inputs that are often submitted include: a) lack of information to the public about subsidized housing. b) the information provided by the bank officer is inaccurate or incomplete. c) product knowledge and explanations by bank employees are still lacking. d) complaints and other inputs are minor which also cannot be ignored. the complaints and inputs mentioned above are submitted to the frontline unit or section, namely customer service, teller, and loan service sections. this is because these customers have a lot to do with the section above. complaints and suggestions or input will have an impact on the company's performance, so improvements need to be made in providing services to customers. the performance of the frontline units or sections mentioned above is closely related to providing the best service for customers so that it will minimize the level of customer complaints and be able to attract customer's interest to make transactions in using banking services. therefore, one of the company's ways to improve employee performance is to conduct training for all employees. by conducting training to employees, the knowledge and skills of employees can be improved properly. by carrying out training, employees will work better in terms of quantity and quality of their work. furthermore (samsudin, 2009) stated that "training is an effort to improve mastery of various skills on the job in a relatively short time". the previous training that was carried out was face-to-face (offline) based training by gathering several employees from several areas in one place to carry out education or training (training). this makes not all employees receive the same training at the same time, because it will be carried out in stages. so that e-learningbased training is made that can be carried out anywhere and is not limited in time and number of participants. in 2019, an application-based e-learning training module was created called digital room for e-learning modules, which is abbreviated as dream. the teaching and learning materials delivered through the dream application, apart from text and graphics, will also be developed in 2021 with animation, simulation, audio, and video. through this elearning, online exams can be conducted after online training. inline to implement training by the company, what is of concern is the benefits resulting from training. measurement of the impact of training can be measured using the performance produced by employees before and after the activities of the training are carried out. from this training, employees are also expected to be able to socialize subsidized housing which is a government program to the community in homeownership. departing from this step, the appropriate training method can be determined, the material from the training, who the participants are, and so on. so that when evaluating the training it is also known whether the objectives of the training have been achieved and also whether or not there are benefits for individuals, companies, and the community. silaen, afrillianto & noor. employee performance improvement through dream (digital room fore-learning modules) application training based on e-learning at bank btn cimahi branch 153 after training with the dream application, employees are also expected to be able to carry out sales in various ways, one of which is socialization to the public about subsidized housing from the government. this socialization is carried out so that the community understands and knows the importance of owning their own home. and the ownership of the house is subsidized by the government. this is related to government programs, namely so that all people or communities have houses, especially livable houses. this is also in line with the concept of education for the community, namely with this socialization, people understand the importance of owning their own house rather than living in a rented house or rental house where the cost is more or less the same as the cost for subsidized housing installments. with the holding of socialization to the community, especially workers or factory employees, this is the development of public education on the importance of a house as a primary need. therefore, the desired benefit of this training, apart from improving performance, is also to increase public understanding of the importance of housing as a primary need, especially subsidized housing whose prices are affordable by people's income. the research objectives are expected to describe the performance of employees of bank btn cimahi branch before the training and the benefits of training on the performance of employees of bank btn cimahi branch after the training. this research is expected to provide two benefits, namely theoretical benefits and practical benefits. theoretically, this research is expected to increase the knowledge and insight of all students or students, especially students majoring in public education, to the theory of training in improving performance. practically, this research is expected to provide experience and insight in applying the knowledge that has been obtained through theories that have been obtained during college with the reality in the field, especially regarding training to improve performance, and can be used in terms of making further policies, especially in terms of types of the training which will later be held as an effort to improve the performance of the employees of bank btn cimahi branch as well as the training held is also useful for the development of public education both for housing and for saving savings method this study is quantitative research. this study aims to determine the impact of the training provided by the company to employees and then evaluate the impact of the training whether the training activity is considered successful or not and compare the impact after the training. the type of data in this study uses quantitative data. because the data used is in the form of numbers. the data sources of this research are primary data sources, namely data from training results before and after using the dream application and secondary data, namely those obtained from the finance department in the form of credit achievement data collected by employees and company profits before and after training which is a form of employee performance. . the data collection method used the document recording method, then the data analysis method used paired difference test analysis. the subjects of this research are employees of bank btn cimahi branch, while the object of this research is the impact after the training. the population in this study were employees of the cimahi branch of bank btn, amounting to 75 people. samples were selected randomly from 3 units at bank btn cimahi as many as 30 employees. the type of data in this study uses quantitative data with primary and secondary data sources. the data collection method uses the document recording method. silaen, afrillianto & noor. employee performance improvement through dream (digital room fore-learning modules) application training based on e-learning at bank btn cimahi branch 154 the data analysis technique used inferential statistics, with the one sample t-test (one group) test with the help of the spss version 22.0 program. results and discussion results based on the results of data collection in the form of recording documents obtained from bank btn cimahi branch about credit sales made by employees which are the performance of employees before the training is held, then the benefits obtained by the company before and after the training and measuring public understanding of the importance of having subsidized housing, and test the hypothesis using inferential statistics and test analysis one sample t-test with the help of spss 22.0 can be shown in table 1 and table 2. the data on the results of the training values before and after using the dream application is as shown in the following table: table 1. training results no training data n-gain category credit sales first training value final training value first performance final performance 1 65 75 0.286 low 450,500,000 1,950,000,000 2 60 75 0.375 medium 430,000,000 1,900,000,000 3 65 80 0.429 medium 742,500,000 2,750,000,000 4 70 85 0.500 medium 850,500,000 3,150,000,000 5 65 80 0.429 medium 540,000,000 2,000,000,000 6 70 90 0.667 medium 958,500,000 3,550,000,000 7 50 75 0.500 medium 540,000,000 2,000,000,000 8 65 85 0.571 medium 226,500,000 1,950,000,000 9 75 85 0.400 medium 650,500,000 3,150,000,000 10 70 95 0.833 high 399,000,000 3,700,000,000 11 45 65 0.364 medium 170,000,000 1,000,000,000 12 50 70 0.400 medium 526,500,000 1,950,000,000 13 65 75 0.286 low 240,000,000 2,000,000,000 14 70 85 0.500 medium 150,500,000 3,150,000,000 15 70 90 0.667 medium 358,500,000 3,550,000,000 16 65 95 0.857 high 299,000,000 3,700,000,000 17 85 100 1.000 high 474,600,000 3,980,000,000 18 65 75 0.286 low 567,310,000 2,000,000,000 19 65 85 0.571 medium 850,500,000 3,150,000,000 20 60 75 0.375 medium 140,000,000 2,000,000,000 21 60 75 0.375 medium 240,000,000 2,000,000,000 22 55 70 0.333 medium 526,500,000 1,950,000,000 23 65 95 0.857 high 539,500,000 3,850,000,000 24 65 90 0.714 high 685,500,000 3,650,000,000 25 55 85 0.667 medium 750,500,000 3,150,000,000 silaen, afrillianto & noor. employee performance improvement through dream (digital room fore-learning modules) application training based on e-learning at bank btn cimahi branch 155 no training data n-gain category credit sales first training value final training value first performance final performance 26 50 70 0.400 medium 111,490,000 487,000,000 27 70 100 1.000 high 574,600,000 3,980,000,000 28 55 80 0.556 medium 742,500,000 2,750,000,000 29 65 95 0.857 high 499,000,000 3,700,000,000 30 75 90 0.600 medium 458,500,000 3,550,000,000 sum 1910 2490 14,693,000,000 81,647,000,000 average 63.67 83.00 489,766,666.67 2,721,566,666.67 ideal maximum score (smi) = 100 from the 30 employees who carried out the training, there was an increase in the average value of the training results, from 63.67 to 83.00. employee performance before training in the consumer loan portfolio amounted to rp.14.693.000.000 until 28 february 2021. the training was held after the employee's performance is equal to rp.81.647.000.000 until 27 april 2021, so that such data can be known from the impact of training with an increase in performance employees in disbursing loans to rp.66,954,000,000 or an increase from the end of february 2021. this means that there is an increase in performance after training at the bank btn cimahi branch. the results of hypothesis testing using test analysis one sample t-test with spss 22.0 can be displayed in the following table: table 2. test results mean difference n-gain data employee performance one-sample test test value = 0 t df sig. (2-tailed) mean difference 95% confidence interval of the difference lower upper first training value 11.762 29 .000 489766666.667 404605664.53 574927668.80 final training value 15.963 29 .000 2721566666.667 2372861232.01 3070272101.33 n-gain 14.224 29 .000 .555167 .47534 .63499 test research hypothesis formulation in one-sample t-test: h0 = there is no employee performance improvement of bank btn cimahi branch through training of application dream based on e-learning ha = there is an employee performance improvement of bank btn cimahi branch through training of application dream based on e-learning silaen, afrillianto & noor. employee performance improvement through dream (digital room fore-learning modules) application training based on e-learning at bank btn cimahi branch 156 h0 is accepted if significance (2-tailed) n-gain > α = 0.05. based on table 2 above, the value of sig. (2-tailed) n-gain = 0.00. because of sig. (2-tailed) n-gain = 0.00 < α = 0.05, then the hypothesis testing results show that the h0 is rejected and ha accepted. these results show that there is an employee performance improvement of the bank btn cimahi branch through training of application dream based on e-learning. then the impact value before training (first performance = μ1) is 11.762 and the impact value after training (final performance = μ2) is 15.963. so that from table 2 shows that μ1 < μ2, which means that the performance of employees after training is greater than the performance of employees before training. after conducting training, employees are required to conduct socialization with the community or public. this socialization was carried out by bank btn employees who had received the training. the main targets are employees or factory workers, many of whom do not yet own a house. initial socialization was carried out for factory employees. bank btn employees in collaboration with subsidized housing developers explain about subsidized housing. the average installment for this subsidized house is in the range of idr 950,000 to idr 1,100,000 for 15 years of a period. so that after various socializations there is an understanding of the community about the importance of having their own home. with this understanding, at the initial stage, 400 factory employees entered into credit contracts to own subsidized houses in various places. thus, after the training at bank btn cimahi branch was held, the training provided was very good to be continued in the future. this is because the training provides an impact on improving employee performance which can be seen from the increase in credit sales and increasing company profits as well as the increasing number of people who enter into credit contracts for subsidized housing. discussions bank btn cimahi branch to provide good service to customers, it is very necessary to increase employee competence and this is very important to be carried out continuously. this condition encourages companies to provide education and training to improve the capabilities of their employees. after the training is carried out, of course, the company needs to know the extent of the contribution of the training to changes or improvements in the performance of employees and the company as a whole. this is important because the training provided may not always provide effective results as expected by the company. for this reason, it is necessary to evaluate to measure the effectiveness of the training towards the objectives to be achieved. based on this, bank btn cimahi branch needs to evaluate the benefits of training to find out the contribution made by employees to the company after the training. based on the results of the study, it shows that there is an increase in the value of training results, an increase in employee performance, an increase in credit sales so that the company's profits increase and the public's understanding of the importance of having subsidized housing increases as evidenced by the increasing number of subsidized housing loan contracts. this is in line with sumarsono's (2009) theory that training is one of the most important factors in human resource development where training does not only increase knowledge but silaen, afrillianto & noor. employee performance improvement through dream (digital room fore-learning modules) application training based on e-learning at bank btn cimahi branch 157 can also improve work skills, thereby increasing performance. based on research findings, it is known that training provides increased profits for the company. these benefits increase when compared to the benefits before the training. this is also following efendi's opinion in his article (efendi, 2017) that one of the beginnings of this type of non-formal education is training, training activities provide considerable benefits for training participants if managed properly. in his book, atmodiwirio (2002) describes that training is learning that is prepared so that the implementation of current work can increase (work performance). the conclusion of the article also (rahayu, 2017) explains that this training at least provides its own experience for the participants, especially in terms of improving performance in institutions. based on the results of the research above, there is an increase in the value of training with an average value from 63.67 to 83.00. there is also an increase in consumer credit distribution, which is rp. 66.954 million. based on the results of the analysis of the different test onesample t-test using spss 22.0, the results obtained were h0 rejected and ha accepted, which means that there was an increase in the performance of bank btn cimahi employees through e-learning-based dream application training with a sig value. (2-tailed) n-gain =0.00 < α = 0.05. and table 2 shows that μ2 > μ1 which means that the performance of employees after training is greater than the performance of employees before training. andi nugraha also in his article (nugraha, 2017) advises that the participation of training programs for employees will increase employee knowledge and abilities which in turn will have an impact on improving performance in doing work. it can also be assumed that training is very important for the workforce to work more mastery and better at the workshop held or will be held later (arifah et al., 2017). the results of simple linear regression analysis show that training has a positive and significant effect on employee performance. these results are following research conducted (gunawan, 2009) that with training there is an increase in company profits where the increase in profits is also followed by an increase in employee income and welfare. the conclusion of the article (sari & hadijah, 2016) also explains that to improve employee performance, you must first increase the factors that cause employee performance improvement. based on the results of the research, this training is also able to improve the way of selling employees, namely being able to socialize to the public about subsidized residential houses from the government. and employees can explain to the community that the importance of the house for the welfare of life. the main targets are employees or factory workers, many of whom do not yet own a house. where the average is still living in a rented house or rented house. this socialization provides an understanding to the community that there are subsidized houses that can be purchased on credit or in installments where the installments are almost the same as the cost of the contract or house rental. so that at the initial stage 400 people made credit contracts for subsidized housing ownership. therefore, from the results mentioned above, the training provided by bank btn cimahi branch is very good to continue its implementation in the future. the findings of this research imply that to improve employee performance, companies must continue to hold a training system for employees. in this research, of course, there are some limitations or weaknesses of the results of this study include: silaen, afrillianto & noor. employee performance improvement through dream (digital room fore-learning modules) application training based on e-learning at bank btn cimahi branch 158 a) the results of the study can only be used in one company at bank btn cimahi branch, it is hoped that the next researcher will examine in more complex companies. b) the number of operational variables is limited, namely only training benefits, c) the research population is still small so it is expected to use more research samples. conclusion based on the results of research and discussion, the following conclusions can be drawn: the performance of employees before training in distributing consumer loans has not reached the target, which is only rp. 14.693 million. there is an increase in the average value of the training results from 63.67 to 83.00. the training provided benefits to the performance of employees in distributing consumer loans, which increased by rp. 66.954 million. with a profit of rp. 11.590 million. then the results of data analysis show that there is an increase in the performance of bank btn cimahi branch employees through dream application training based on e-learning. based on the conclusions that have been put forward, it is for the cimahi branch of bank btn to further maintain performance by continuing to provide training because based on research results it is proven that it can affect employee performance and the ability of employees to socialize with government programs to the public. the implementation of a good training system will be able to help achieve the goals of obtaining, maintaining the company, and keeping employees optimally. for researchers, especially those who are interested and interested in exploring training on employee performance, it is expected to develop this research by adding a wider sample or population to test other variables that are strongly suspected to affect employee performance such as job satisfaction, work discipline, work motivation, enthusiasm for work and other things. acknowledgments thank you to the beloved campus of ikip siliwangi, especially the pendidikan masyarakat study program for all the knowledge and knowledge that has been given to the author. thanks also to the lecturers who have guided in the creation and completion of this article. also to the management of bank btn cimahi branch who has helped so that this article can be completed properly. references anggereni, n. w. e. s. 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(2016). peningkatan kinerja pegawai melalui kepuasan kerja dan disiplin kerja (reach employee performance by job performance and work discipline). pendidikan manajemen perkantoran, 1(1), 204–214. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 1 desain paud accessible bagi semua lenny nuraeni program studi pg paud stkip siliwangi bandung lennynuraeni86@gmail.com abstrak pendidikan anak usia dini (paud) adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. pendidikan adalah hak warga negara, tidak terkecuali pendidikan di usia dini merupakan hak warga negara dalam mengembangkan potensinya sejak dini. berdasarkan berbagai penelitian bahwa usia dini merupakan pondasi terbaik dalam mengembangkan kehidupannya di masa depan. selain itu pendidikan diusia dini dapat mengoptimalkan kemampuan dasar anak dalam menerima proses pendidikan di usia-usia berikutnya. pada dasarnya setiap anak berpotensi mengalami problema dalam belajar, hanya saja problema tersebut ada yang ringan dan tidak memerlukan perhatian khusus dari orang lain karena dapat diatasi sendiri oleh anak yang bersangkutan dan ada juga yang problem belajarnya cukup berat sehingga perlu mendapatkan perhatian dan bantuan dari orang lain. pembelajaran untuk anak berkebutuhan khusus (student with special needs) membutuhkan suatu strategi tersendiri sesuai dengan kebutuhan masing – masing . dalam penyusunan progam pembelajaran untuk setiap bidang studi hendaknya guru kelas sudah memiliki data pribadi setiap peserta didiknya. data pribadi yakni berkaitan dengan karateristik spesifik, kemampuan dan kelemahanya, kompetensi yang dimiliki, dan tingkat perkembanganya. karakteristik spesifik student with special needs pada umumnya berkaitan dengan tingkat perkembangan fungsional . karaktristik spesifik tersebut meliputi tingkat perkembangan sensori motor, kognitif, kemampuan berbahasa, ketrampilan diri, konsep diri, jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 2 kemampuan berinteraksi social serta kreativitasnya. pendidikan inklusif sebagai suatu trend baru dalam sistem pendidikan hadir sebagai konsekuensi logis dari adanya demokrasi pendidikan dan tegaknya hak asasi manusia di seluruh dunia. pendidikan inklusif semakin menjadi penting bagi agenda reformasi pendidikan setelah education for all dideklarasikan. pendidikan inklusif berimplikasi terhadap sistem persekolahan yang dapat dilihat melalui adanya modifikasi kurikulum dan program pendidikan, metode pembelajaran, media, lingkungan, bahkan sistem evaluasinya, sehingga keberadaan anak berkebutuhan khusus merasa mendapatkan tempat dan layanan pendidikan yang sesuai dengan apa yang menjadi kebutuhannya. demikianjuga, implementasi pendidikan inklusif menuntut model layanan bimbingan dan konseling yang efektif sehingga berhasil membawa misinya untuk membantu pertumbuhan dan perkembangan anak berkebutuhan khusus secara optimal. kata kunci: paud accessible bagi semua pendahuluan kebijakan pemerintah dalam penuntasan wajib belajar pendidikan dasar 9 tahun pada dasarnya disemangati oleh seruan intemasional education for all (efa) yang dikumandangkan unesco. sebagai kesepakatan global hasil world education forum di dakar, sinegal tahun 2000, bahwa penuntasan efa diharapkan tercapai pada tahun 2015. seruan ini senafas dengan semangat dan jiwa pasal 31 undangundang dasar 1945 tentang hak setiap warga negara untuk memperoleh pendidikan dan pasal 32 ljuspn nomor 20 tahun 2003 tentang pendidikan khusus dan pendidikan layanan khusus. harus diakui, pendidikan memegang peranan penting dalam meningkatlan sumber daya manusia yang unggul dan kompetitif dalam upaya menghadapi tantangan perubahan dan perkembangan zaman yang semakin tajam. untuk mencapai tujuan idealiems pendidikan, tentu diperlukan komitmen dalam membangun kemandirian dan pemberdayaan yang mampu menopang kemajuan pendidikan di masa mendatang. dalam menjalankan idealism tersebut, pemerintah mempunyai tugas dan tanggung jawab untuk merealisasikan visi dan misi pendidikan nasional yang reformatif dan berbasis kerakyatan. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 3 sementara itu pemerataan kesempatan belajar bagi anak berkebutuhan khusus dilandasi dengan pemyataan salamanca tahun 1994. pemyataan salamanca ini merupakan perluasan tujuan education for all dengan mempertimbangkan pergeseran kebijakan mendasar yang diperlukan untuk menggalakkan pendekatan pendidikan inklusif. demikianjuga diperkuat oleh deklarasi tentang indonesia menuju pendidikan inklusifyang dicetuskan di bandung, 11 agustus 2004. pendidikan inklusif diharapkan mampu mendorong sekolah-sekolah reguler dapat melayani semua anak, terutama mereka yang memiliki kebutuhan khusus. pendidikan inklusif merupakan wadah yang sangat ideal, yang diharapkan dapat mengakomodasi pendidikan bagi semua terutama anak-anak berkebutuhan khusus yang selama ini masih belum terpenuhi haknya untuk memperoleh pendidikan sebagaimana layaknya anakanak lain. walaupun demikian pendidikan inklusif secara berangsurangsur sudah mulai diterima sebagai bagian dari upaya yang memiliki nilai strategis dalam mengembangkan kebijakan pendidikan nasional. adapun tujuan dari pembuatan tugas ini adalah: . 1. bagi peserta didik bisa mengembangkan potensi diri melalui proses pembelajaran yang tersedia pada jalur dan jenjang pendidikan tertentu. 2. bagi guru/tenaga pengajar:mampu mengatur segala proses dan perencanaan pembelajaran bagi semua peserta didik sampai pada tahapan evaluasi serta guru dituntut sebagai figure yang benarbenar dipercaya dan diyakini dalam menumbuhkan sikap kebebasan terhadap anak didik untuk mengungkapkan problematikanya. dari hasil penelitian ini penulis berharap dapat memberikan manfaat sebagai berikut: 1. dari segi teoritis, tulisan ini diharapkan dapat memberikan sumbangan bagi pendidikan anak usia dini 2. dari segi praktis, tulisan ini diharapkan dapat membantu memberikan memberikan pencerahan bagi usaha-usaha yang dilakukan dalam peningkatan kualitas pendidikan dan pengembangan sumber daya manusia sejak dini sampai usia dewasa dalam bingkai pendidikan untuk semua dan pendidikan sepanjang hayat. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 4 isi kajian desain pembelajaran berbasis kompetensi yang accessible bagi semua peserta didik seyogyanya didasarkan pada kompetensi yang dimiliki oleh setiap peserta didik. desain ini dirancang berdasarkan kebutuhan nyata setiap peserta didik di lapangan. penerapan program berdasarkan kompetensi dimaksudkan untuk mengembangkan berbagai ranah pendidikan (pengetahuan, keterampilan, dan sikap) pada seluruh jenjang dan jalur pendidikan. pola ini terkait dengan “gerakan peningkatan mutu pendidikan” yang telah dicanangkan oleh menteri pendidikan nasional pada tanggal 2 mei 2002. kompetensi merupakan perpaduan dari pengetahuan, keterampilan, nilai dan sikap yang direfleksikan dalam kebebasan berfikir dan bertindak seperti yang dikemukakan oleh mcashan (1981: 54), sebagai berikut: “…is a knowledge, skills, and abilities or capabilities that a person achieves, which become part of his or her being to the extent he or she can satisfactory perform particular cognitive, affective and psychomotor behavior” kompetensi yang harus dikuasai oleh setiap peserta didik perlu dinyatakan agar dapat dinilai sebagai wujud hasil belajar. tentunya dengan mengacu pada pengalaman langsung melalui interaksi dengan lingkungan di sekitarnya baik benda-benda maupun orang. peserta didik perlu mengetahui tujuan akhir belajar dan tingkat-tingkat penguasaan yang akan digunakan sebagai kriteria pencapaian secara eksplisit dan memiliki kontribusi terhadap kompetensi-kompetensi yang sedang dipelajari. beberapa aspek atau ranah yang terkandung dalam konsep kompetensi menurut gordon (1988: 109 dalam mulyasa, e 2004: 39) yaitu sebagai berikut: 1. pengetahuan, merupakan kesadaran dalam bidang kognitif, misalnya seorang guru mengetahui cara melakukan identifikasi kebutuhan belajar dan bagaimana melakukan pembelajaran terhadap peserta didik sesuai dengan kebutuhannya. 2. pemahaman, merupakan kedalaman kognitif dan afektif yang dimiliki oleh individu. misalnya, seorang guru yang akan melaksanakan pembelajaran harus memiliki pemahaman yang baik jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 5 tentang karakteristik dan kondisi setiap peserta didik agar dapat melaksanakan pembelajaran secara efektif dan efisien. 3. kemampuan, adalah suatu yang dimiliki oleh individu untuk melakukan suatu tugas atau pekerjaan yang dibebankan kepadanya. misalnya, kemampuan guru dalam memilih dan membuat alat peraga sederhana untuk member kemudahan belajar kepada setiap peserta didik. 4. nilai, adalah suatu standar perilaku yang telah diyakini dan secara psikologis telah menyatu dalam diri seseorang. misalnya: standar perilaku guru dalam pembelajaran seperti kejujuran, keterbukaan, demokratis, dan sejenisnya. 5. sikap, merupakan perasaa senang tidak senang, suka tidak suka atau reaksi terhadap suati rangsangan yang datang dari luar. misalnya, reaksi terhadap krisis ekonomi, perasaan terhadap kenaikan upah/gaji dan sebagainya. 6. minat, adalah kecenderungan seseorang untuk melakukan sesuatu perbuatan. misalnya, minat untuk mempelajari atau melakukan sesuatu. keterampilan seorang guru seperti yang dinyatakan pada pernyataan tersebut, akan nampak pada saat berlangsungnya pembelajaran di kelas. keterampilan tersebut merupakan perilaku guru yang efektif, artinya guru hendaknya secara sistematik menyajikan kompetensi-kompetensi yang efektif untuk berbagai situasi belajar. pembelajaran yang efektif adalah pembelajaran yang mampu mencapai sasaran kompetensi dengan memanfaatkan kemampuan, minat dan kesiapan menerima pembelajaran dari setiap peserta didik. kompetensi-kompetensi sistem pembelajaran yang melandasi suatu proses pembelajaran efektif hendaknya mengacu pada konseptual model pembelajaran individual. elemen yang ada pada konseptual pembelajaran individual meliputi elicitors, behaviors, reinforces, terminal objective dan enroute. keenam elemen konseptual model tersebut sangat berperan dalam proses pembelajaran. pengertian keenam elemen tersebut sebagai berikut: 1. elicitors (e), merupakan peristiwa atau kejadian yang dapat menimbulkan atau menyebabkan perilaku. elicitors terjadi melalui peralatan pembelajaran seperti alat bermain atau toys, bentuk jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 6 permainan edukatif, buku, instrument tes, gambar-gambar, alat tulis seperti crayon. selain itu, elicitors dapat juga berupa bentuk-bentuk arahan atau perintah, permintaan, demonstrasi, atau seperangkat bentuk arahan atau petunjuk-petunjuk tertentu. juga melalui seseorang dengan berbagai macam bentuk seperti senyuman sebagai tanda persetujuan, atau kerutan dahi sebagai tanda tidak setuju. penyebab perilaku dapat terjadi oleh salah satu atau merupakan gabungan dari beberapa elicitors tersebut. 2. behaviors atau perilaku (b), merupakan kegiatan dari peserta didik, atau sesuatu yang dapat ia lakukan. misalnya berlari, berjalan, berbicara, menulis, menyusun atau memasangkan kembali suatu permainan dengan bentuk papan permainan atau puzzle, membaca, menjawab pertanyaan, menyimpan angka pada suatu penjumlahan dengan deret ke bawah atau kemampuan duduk di kursi. 3. reinforces atau penguatan (r), adalah suatu kejadian atau peristiwa yang muncul sebagai akibat dari perilaku dan dapat menguatkan perilaku tertentu yang dianggap baik. penguatan dapat berupa peningkatan kepuasan dari perilaku untuk masa depan. terhadap suatu stimulus atau rangsangan yang mengikuti perilaku yang tidak memuaskan atau yang tidak sesuai dengan haraan tidak akan diberikan penguatan. 4. entering behavior atau kesiapan menerima pembelajaran. sebelum guru memulai melakukan kegiatan pembelajaran terhadap peserta didik, sangat esensial jika guru mengetahui terlebih dahulu mengenai kesiapan setiap peserta didiknya. entering behavior ini sangat penting disebabkan guru harus mempertimbangkan secara matang dalam menyampaikan beberapa tugas akademik. hal ini hendaknya dapat menjawab pertanyaan “tugas akademik yang manakah dalam suatu kegiatan belajar yang diterapkan guru agar sesuai dengan perilaku-perilaku pembelajaran khusus?” artinya bentuk elicitors (e) mana untuk setiap peserta didik agar yang bersangkutan dapat melakukan tanggapan atau respon. “perilaku manakah yang dimunculkan oleh setiap peserta didik?” juga “dengan penguatan atau reinfors (r) yang manakah sehingga untuk dapat memperkuat respon-respon yang diinginkan atau dianggap berguna?” 5. terminal objective. beberapa program pembelajaran seharusnya dapat menghasilkan perubahan perilaku melalui antara (terminal objective) yang dapat dilanjutkan sebagai wujud outcome atau hasil akhir berupa keluaran pembelajaran yang telah dirancang oleh seorang guru. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 7 6. enroute objective. merupakan suatu langkah dari entering behaviors menuju ke terminal objectives yang terbagi ke dalam beberapa langkah kegiatan pembelajaran. setiap enroute objective dapat menggambarkan suatu pencapaian sasaran yang harus dicapai oleh setiap peserta didik sebelum mereka pindah ke encourate objective berikutnya. model konseptual secara nyata akan memunculkan suatu proses kegiatan pembelajaran. dalam kegiatan pembelajaran, seorang guru akan mampu mengidentifikasi peserta didiknya berkaitan dengan tingkat kemampuan akademik atau tingkat kemampuan sosial peserta didiknya, arah tujuan dari pembelajaran, dan langkah-langkah yang perlu dilakukan untuk mencapai sasaran yang telah ditentukan sebelumnya. model dari proses pembelajarannya memungkinkan seorang guru mampu melakukan pengidentifikasian secara tepat pada setiap titik sasaran. pengindentifikasian terhadap peserta didik disesuaikan dengan kesiapan dirinya untuk dapat menerima tugas-tugas pembelajaran atau entering behaviors encourate objective atau suatu keadaan yang sesuai dengan urutan pembelajaran dan sasaran antara yang dituju atau terminal objective. kompetensi-kompetensi sistem pembelajaran yang melandasi suatu proses pembelajaran efektif hendaknya mengacu pada konseptual desain pembelajaran individual. elemen yang ada pada konseptual pembelajaran individual meliputi elicitors, behaviors, reinforces, terminal objective dan enroute. inti model pembelajaran berdasarkan pada kurikulum berbasis kompetensi atau kbk yang accessable bagi semua peserta didik adalah pengembangan lingkungan belajar secara terpadu. pengembangan lingkungan secara terpadu dimaksudkan dengan lingkungan yang mempunyai prinsip-prinsip umum dan prinsip-prinsip khusus. prinsip-prinsip umum pembelajaran meliputi: motivasi, konteks, keterarahan, hubungan sosial, belajar sambil bekerja, individualisasi, menemukan dan prinsip pemecahan masalah. sedangkan prinsipprinsip khusus disesuaikan dengan karakteristik khusus dari setiap penyandang kelainan. misalnya untuk peserta didik dengan hambatan visual, diperlukan prinsip-prinsip kekongkretan, pengalaman yang menyatu, dan belajar sambil melakukan. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 8 untuk peserta didik yang mengalami kesulitan mendengar dan berbicara diperlukan prinsip-prinsip keterarahan wajah. peserta didik yang mengalami kesulitan dalam mengatasi perasaan emosinya diperlukan prinsip-prinsip kebutuhan dan keaktifan, kebebasan yang mengarah, pemanfaatan waktu luang dan kompensasi, kekeluargaan dan kepatuhan kepada orang tua, setia kawan dan idola, perlindungan, minat dan kemampuan disiplin, serta kasih sayang. peserta didik yang mengalami `kesulitan berfikir disebabkan adanya hambatan perkembangan fungsionalnya, maka prinsip-prinsip khusus yang diperlukan antara lain pengulangan, pemberian contoh dan arahan, ketekunan, kasih sayang, pemecahan materi menjadi beberapa bagian kecil atau task analysis. bagan future behavior (intended achievement at termination of program) (peter, l.j. 1957: 17) jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 9 bagan the conceptual model (peter, lj., 1975: 14) berdasarkan kedua prinsip tersebut, maka model pembelajaran yang accessible untuk semua dalam penerapan kurikulum berbasis kompetensi (kbk) diperlukan perhatian guru terhadap komponenkomponen resionalitas, visi dan misi pembelajaran berdasarkan kbk, tujuan pembelajaran, isi pembelajaran, pendukung sistem pembelajaran dan komponen dasar utama pembelajaran. penjelasan keenam komponen tersebut yakni sebagai berikut: 1. rasionalitas layanan pendidikan dan pembelajaran di indonesia, khususnya untuk sekolah luar biasa atau sekolah yang menerapkan pendidikan inklusif, seyogyanya sejalan dan tidak terlepas dari psinsip-prinsip umum dan khusus. kebijakan dan praktek pendidikan berkebutuhan khusus dalam mengaplikasikan gerakan, sejalan dengan prinsip pendidikan untuk semua atau education for all sebagai hasil konferensi dunia di salamanca pada tanggal 7 hingga 10 juni 1994. kemudian dilanjutkan dengan deklarasi dakar tahun 2000 yang merupakan kerangka kerja untuk merespon kebutuhan dasar belajar warga masyarakat yang menggariskan bahwa pendidikan harus dapat menyentuh semua lapisan masyarakat tanpa mengenal batas, ras, agama dan kemampuan potensial yang dimiliki oleh setiap peserta didik. perubahan tersebut sangat besar dan mendasar sehingga layanan pendidikan terhadap anak berkebutuhan khusus tidak menutup jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 10 kemungkinan terhadap kepentingan untuk memberikan hak guna mendapatkan kesempatan atau opportunity right, sebagai makhluk tuhan yang perlu mendapatkan kesejahteraan sosial atau human right, social and welfare right. 2. visi dan misi bertitik tolak dari hasil pengamatan dan harapan kebuthan di lapangan, maka model pembelajaran accessible mengarah kepada visi dan misi sebagai sumber pengertian bagi perumusan tujuan dan sasaran yang harus ditetapkan. visi pembelajaran berdasarkan kbk, adalah membantu peserta didik berkebutuhan khusus untuk dapat memiliki sikap dan wawasan serta akhlak tinggi, kemerdekaan dan demokrasi, toleransi dan menjunjung hak azasi manusia, saling pengertian dan berwawasan global (mulyana, e. 2004: 19) sasaran utama sebagai hasil keluaran atau outcome dari suatu program pembelajaran individual adalah kemampuan setiap peserta didik dalam mengembangkan sikap, pengetahuan dan keterampilan sebagai pribadi maupun anggota masyarakat dalam mengadakan hubungan timbal balik dengan lingkungan sosial, budaya dan alam sekitar, serta dapat mengembangkan kemampuan dalam dunia kerja atau mengikuti pendidikan lanjutan (kurikulum pendidikan luar biasa, 1994: 6). misi pembelajaran berdasarkan kbk terhadap anak berkebutuhan khusus” adalah suatu upaya guru dalam memberikan layanan pendidikan agar setiap peserta didik menjadi individu yang mandiri, beriman dan bertaqwa kepada tuhan yang maha esa, berbudi luhur, terampil, dan mampu berperan sosial (mulyana, e., 2004: 20). dalam rangka mengantisipasi kehidupan masa depan anak berkebutuhan khusus, maka intervensi khusus selama proses kegiatan pembelajaran harus mampu menyentuh semua aspek perkembangan perilaku dan kebutuhan setiap peserta didik. intervensi khusus berkaitan dengan kompetensi yang merupakan perpaduan dari pengetahuan, keterampilan, nilai dan sikap yang direfleksikan dalam kebiasaan berfikir dan bertindak. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 11 3. tujuan pembelajaran berdasarkan kbk berdasarkan visi dan misi pembelajaran berdasarkan kbk, dapat ditentukan tujuan pembelajaran, antara lain sebagai berikut: 1) agar dapat menghasilkan individu yang mampu melakukan kegiatan sehari-hari tanpa bantuan orang lain melalui kemampuan dirinya dalam menggunakan persepsi, pendengaran, penglihatan, taktil, kinestetik, fine motor dan grass motor. 2) agar dapat menghasilkan individu yang mempunyai kematangan diri dan kematangan sosial. misalnya, dapat berinisiatif, dapat memanfaatkan waktu luangnya, cukup atensi atau menaruh perhatian terhadao lingkungannya serta bersifat tekun. 3) menghasilkan individu yang mampu bertanggung jawab secara pribadi dan sosial. misalnya, dapat berhubungan dengan orang lain, dapat berperan serta, dan dapat melakukan suatu peran tertentu di lingkungan kehidupannya. 4) agar dapat menghasilkan individu yang mempunyai kematangan untuk melakukan penyesuaian diri dan penyesuaian terhadap lingkungan sosial. misalnya, mampu berkomunikasi dengan orang lain melalui kematangan berbahasa. 4. isi program pembelajaran isi program pembelajaran anak berkebutuhan khusus dengan memanfaatkan permainan therapeutic dikelompokkan sebagai berikut: 1) tingkat perkembangan kemampuan fungsional dari setiap siswa meliputi: sensori motor, kreativitas, interaksi sosial dan bahasa. 2) jenis-jenis permainan terapeutik meliputi permainan eksploratoris atau exploratory play, dan permainan memecahkan masalah melalui permainan keterampilan atau skill full play, permainan sosialisasi atau social play, permainan imajinatif atau imaginative play dan permainan memecahkan masalah melalui puzzle atau puzzle it-out play. 3) sasaran perkembangan perilaku adaptif atau target behavior dapat dicapai melalui sasaran antara atau terminal objective berupa pengembangan keterampilan psikomotor dari setiap siswa dalam melakukan kegiatan permainan tertentu sebagai bentuk terapeutik. selanjutnya target behavior diarahkan agar mampu mencapai tingkat perkembangan kognitif. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 12 5. pendukung sistem model pembelajaran dengan kbk komponen pendukung system adalah kegiatan-kegiatan manajemen yang bertujuan untuk memantapkan, memelihara dan meningkatkan program pembelajaran. kegiatan-kegiatannya diarahkan pada hal-hal berikut: 1) pengembangan dan manajemen program. manajemen program dilakukan dengan upaya-upaya berkaitan dengan perencanaan, pelaksanaan, penilaian, analisis dan tindak lanjut program. 2) pengembangan staf pengajar. dalam pengembangan ini tertuju pada penguasaan guru terhadap aspek-aspek kompetensi yang meliputi pengetahuan, pemahaman, kemampuan, nilai, sikap dan minat. 3) pemanfaatan sumber daya masyarakat dan pengembangan atau penataan terhadap kebijakan dan petunjuk teknis. 6. komponen dasar model pembelajaran berdasarkan pada visi dan misi, kebutuhan peserta didik, dan tujuan yang hendak dicapai dalam pembelajaran dengan menggunakan kbk maka isi layanan pembelajaran dapat dikelompokkan ke dalam bagianbagian sebagai berikut: 1) masukan, terdiri atas: (1) masukan mentah, berupa: elicitors, behaviors dan reinforces, 2) masukan instrumen, berupa: program, guru kelas, tahapan dan sarana, 3) masukan lingkungan, berupa: norma, tujuan, lingkungan dan tuntutan. 2) proses, terdiri atas program pembelajaran individual, pelaksanaan intervensi, refleksi hasil pembelajaran, dan kbk. 3) keluaran atau outcome, berupa perubahan kompetensi setiap peserta didik anak berkebutuhan khusus. untuk lebih memperjelas uraian berkaitan dengan pembelajaran individual anak berkebutuhan khusus melalui penerapan kurikulum berbasis kompetensi seperti yang telah diuraikan di atas, maka berikut ini, dapat dilihat model pembelajaran yang accessible bagi semua peserta didik. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 13 diagram model pembelajaran yang accessible bagi semua peserta didik kesimpulan dewasa ini, perhatian pemerintah terhadap tunas-tunas bangsa dalam bidang pendidikan harus diakui masih belum menunjukan perubahan yang signifikan. dalam hal ini masih terdapat system kategorisasi yang memisahkan antara anak normal dengan anak yang berkebutuhan khusus. kondisi ini merupakan potret ketidakadilan pendidikan yang seharusnya diberikan kepada seluruh tunas-tunas bangsa tanpa terkecuali. ini karena, semua warga indonesia berhak mengenyam pendidikan di lembaga formal dengan fasilitas yang memadai. pendidikan tidak hanya diprioritaskan bagi anak-anak yang memiliki tingkat kegeniusan tinggi maupun anak-anak yang berasal dari keluarga bangsawan, tetapi juga bagi mereka yang dianggap berbeda dan terbelakang dari anak-anak normal lainnya. jika pendidikan indonesia tidak memperhatikan masa depan anak yang berkebutuhan khusus, bila dipastikan mereka akan selalu termarginalkan dalam lingkungan mereka tinggal, apalagi untuk mendapatkan perlakuan khusus melalui pendidikan luar biasa yang memang diperuntukan bagi anak-anak yang berkelainan. ditengah permasalahan yang menimpa anak berkebutuhan khusus, paradigma pendidikan inklusif agaknya bisa menjadi solusi mereka untuk melanjutkan pendidikan tanpa harus merasa kurang percaya diri ketika harus berkumpul dengan mereka yang memiliki fisik normal. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 14 apalagi undang-undang sistem pendidikan nasional memberikan warna lain dalam penyediaan pendidikan bagi anak berkelainan. pendidikan inklusif sebagai suatu trend baru dalam sistem pendidikan hadir sebagai konsekuensi logis dari adanya demokrasi pendidikan dan tegaknya hak asasi manusia di seluruh dunia. pendidikan inklusif semakin menjadi penting bagi agenda reformasi pendidikan setelah education for all dideklarasikan. pendidikan inklusif berimplikasi terhadap sistem persekolahan yang dapat dilihat melalui adanya modifikasi kurikulum dan program pendidikan, metode pembelajaran, media, lingkungan, bahkan sistem evaluasinya, sehingga keberadaan anak berkebutuhan khusus merasa mendapatkan tempat dan layanan pendidikan yang sesuai dengan apa yang menjadi kebutuhannya. demikianjuga, implementasi pendidikan inklusif menuntut model layanan bimbingan dan konseling yang efektif sehingga berhasil membawa misinya untuk membantu pertumbuhan dan perkembangan anak berkebutuhan khusus secara optimal penutup dewasa ini, perhatian pemerintah terhadap tunas-tunas bangsa dalam bidang pendidikan harus diakui masih belum menunjukan perubahan yang signifikan. dalam hal ini masih terdapat system kategorisasi yang memisahkan antara anak normal dengan anak yang berkebutuhan khusus. kondisi ini merupakan potret ketidakadilan pendidikan yang seharusnya diberikan kepada seluruh tunas-tunas bangsa tanpa terkecuali. ini karena, semua warga indonesia berhak mengenyam pendidikan di lembaga formal dengan fasilitas yang memadai. pendidikan tidak hanya diprioritaskan bagi anak-anak yang memiliki tingkat kegeniusan tinggi maupun anak-anak yang berasal dari keluarga bangsawan, tetapi juga bagi mereka yang dianggap berbeda dan terbelakang dari anak-anak normal lainnya. jika pendidikan indonesia tidak memperhatikan masa depan anak yang berkebutuhan khusus, bila dipastikan mereka akan selalu termarginalkan dalam lingkungan mereka tinggal, apalagi untuk mendapatkan perlakuan khusus melalui pendidikan luar biasa yang memang diperuntukan bagi anak-anak yang berkelainan. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 15 ditengah permasalahan yang menimpa anak berkebutuhan khusus, paradigma pendidikan inklusif agaknya bisa menjadi solusi mereka untuk melanjutkan pendidikan tanpa harus merasa kurang percaya diri ketika harus berkumpul dengan mereka yang memiliki fisik normal. apalagi undang-undang sistem pendidikan nasional memberikan warna lain dalam penyediaan pendidikan bagi anak berkelainan. pendidikan inklusif sebagai suatu trend baru dalam sistem pendidikan hadir sebagai konsekuensi logis dari adanya demokrasi pendidikan dan tegaknya hak asasi manusia di seluruh dunia. pendidikan inklusif semakin menjadi penting bagi agenda reformasi pendidikan setelah education for all dideklarasikan. pendidikan inklusif berimplikasi terhadap sistem persekolahan yang dapat dilihat melalui adanya modifikasi kurikulum dan program pendidikan, metode pembelajaran, media, lingkungan, bahkan sistem evaluasinya, sehingga keberadaan anak berkebutuhan khusus merasa mendapatkan tempat dan layanan pendidikan yang sesuai dengan apa yang menjadi kebutuhannya. demikianjuga, implementasi pendidikan inklusif menuntut model layanan bimbingan dan konseling yang efektif sehingga berhasil membawa misinya untuk membantu pertumbuhan dan perkembangan anak berkebutuhan khusus secara optimal adapun rekomendasi adalah sebagai berikut : 1) pendidikan inklusi hendaknya dilakukan secara perlahan-lahan, selangkah demi selangkah dan dapat dimulai dari pendidikan anak usia dini 2) sebaiknya pihak sekolah yang hendak melaksanakan dan menerapkan pendidikan inklusi menggunakan nara sumber yang dapat memberikan bimbingan dan informasi yang dibutuhkan pihak sekolah 3) sekolah perlu untuk mengembangkan ruang dan pusat sumber belajar serta sarana dan prasarana agar dapat menunjang pelaksanaan pendidikan 4) guru atau tenaga kependidikan harus bersifat fleksibel, kreatif dan menghargai ke pluralitasan, mampu mengembangkan kurikulum yang sesuai dengan kebutuhan individual anak, dan dapat bekerjasama dalam satu tim kerja demi tercapainya pelaksanaan pendidikan yang optimal di sekolah, mengembangkan iklim belajar yang sehat di lingkungan sekolah. jurnal empowerment volume 5, nomor 1 februari 2016, issn no. 2252-4738 16 5) untuk berbagai pihak agar pendidikan inklusi ini dipahami dan dikembangkan dengan sebaiknya, karena jika kita jauh berkaca dengan daerah lain, pendidikan inklusi gencar dilakukan. selain itu juga harus ditunjang dengan sarana prasarana yang baik serta guru pendamping khusus yang benar-benar menguasai dan memiliki keahlian serta keterampilan dalam menangani anak berkebutuhan khusus sehingga tidak terbentur permasalahan dan tidak bingung sendiri dengan apa yang dihadapi. 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(1956). toward a reconstructed philosophy of education. new york: holt, delphie, b. (2003). gerak irama. edisi ketiga. bandung: mitra grafika diknas. (2003). undang-undang sistem pendidikan nasional no 20 tahun 2003 dan penjelasannya. jakarta: direktorat jenderal pendidikan tinggi. dutton, d.h., and d.l. dutton. (1990). "technology to support diverse needs in regular classes." in support networks/or inclusive schooling: interdependent integrated education, edited by w. stainback and s. stainback. baltimore: paul h. brookes. elmira&astati. (1984). gerak irama i dan ii. makalah penataran guru spglbciloto bogor. jamaris, martini. (2005). perkembangan dan perkembangan anak usia taman kanak-kanak. jakarta: prodi pendidikan anak usia dini unj. mulyoni, abdurrahman. (2007). paradigma pendidikan inklusif anak usia dini. jakarta: prodi paud pascasarjana unj. m. takdir illahi. (2013). pendidikan inklusif (konsep dan aplikasi). yogyakarta:ar-ruzz media. sujiono, yuliani nurani. (2009). konsep dasar pendidikan anak usia dini. jakarta: pt. indeks. rinehart, and winston. choate, j.s., and s. evans. (1992). "authentic assessment of special learners: problem or promise?" preventing school failure 37, 1: 6-9. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 37 manajemen pelatihan life skill dalam upaya pemberdayaan santri di pondok pesantren (studi deskriptif kualitatif di pondok pesantren misbahul falah desa mandalasari kecamatan cikalongwetan kabupaten bandung barat) rochmat koswara abstrak penelitian ini dilatar belakangi karena kurangnya pendidikan life skill di pondok pesantren sehingga pesantren kurang mampu memberdayakan santri agar dapat hidup mandiri.kurang berkembangnya pendidikan life skill disebabkan oleh tidak maksimalnya managemen pelatihan life skill di pesantren. tujuan penelitian ini diantaranya untuk mengetahui : gambaran tentang perencanaan, pelaksanaan dan evaluasi pelatihan life skill dalam upaya pemberdayaan santri di pondok pesantren misbahul falah. landasan teori dalam penelitian ini, peneliti merujuk kepada beberapa konsep yaitu : konsep manajemen pelatihan ,konsep life skill dalam satuan program pls, konsep pemberdayaan santri , konsep pondok pesantren , konsep dasar pendidikan luar sekolah. pendekatan yang digunakan dalam penelitian ini adalah pendekatan deskriftif kualitatif dengan menggunakan teknik pengumpulan data observasi, wawancara dan studi dokumentasi. hasil penelitian ini menunjukkan bahwa: manajemen pelatihan life skills di pondok pesantren misbahul falah ini ini belum sepenuhnya berjalan dengan baik, masih banyak yang perlu diperbaiki. hal ini dapat terlihat dalam proses perencanaannya yang kurang baik karena tidak tercatat/ terdokumentasikan dengan baik, berkaitan dengan pelaksanaannya kegiatan life skill dapat berjalan dengan baik sedangkan dalam kegiatan evaluasi kegiatan life skill kurang efektif karena tidak ada alat ukur penilaian yang jelas. memperhatikan hal tersebut kiranya dipandang perlu adanya penataan kembali manajemen pelatihan life skill agar pendidikan life skills di pondok pesantren misbahul falah dapat dilaksanakan dengan baik, sehingga mampu menciptakan jiwa santri yang lebih berkualitas dan kompetitif, memilki kecakapan hidup untuk menghadapi masa depan yang semakin kompleks.kesimpulan dari penelitian ini jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 38 diketahui bahwa pondok pesantren perlu mengadakan penataan dalam menyusun managemen pelatihan life skills di pondok pesantren misbahul falah dari segi tahap perencanaan, memerlukan pencatatan yang baik , tahap pelaksanaan sudah baik dan tahap evaluasi, tidak semua materi dalam mengevaluasi dapat terukur dengan baik. walaupun managemen pelatihan life skill kurang maksimal, pondok pesantren misbahul falah telah berhasil memberdayakan santrinya untuk dapat hidup mandiri dalam menghadapi kehidupannya dimasa yang akan datang. kata kunci: managemen pelatihan, life skill, pemberdayaan santri. a. pendahuluan pondok pesantren merupakan lembaga pendidikan tradisional yang memiliki peran yang sangat sentral sebagai lembaga pendidikan dalam pemahaman agama yang dapat memberikan peran yang sangat penting dalam meningkatkan kualitas sumber daya manusia. sebagai lembaga pendidikan nonformal bernuansa pendidikan tradisional religius, pesantren telah memberikan kontribusi positif bagi perkembangan sumber daya manusia , terutama dari segi potensi diri manusia yang mampu menghasilkan santri yang beriman dan bertaqwa. santri merupakan salah satu faktor yang penting dalam lembaga pesantren. apapun bentuk serta tujuannya, organisasi pesantren dibuat berdasarkan berbagai visi untuk kepentingan santri dan dalam pelaksanaan misinya dikelola dan diurus oleh santri pula dengan bimbingan kyai. jadi, santri merupakan faktor strategis dalam semua kegiatan organisasi pesantren. dalam perkembangannya pesantren kebanyakan hanya mengajarkan materi pendidikan agama islam saja sedangkan pembekalan ilmu lainya khususnya kemampuan life skill belum banyak diprogramkan. padahal melalui program life skill dapat membekali santri untuk dapat hidup mandiri, berkarya dan menghasilkan sesuatu yang berguna bagi bekal hidupnya kelak. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 39 perubahan atau dinamika zaman perlu direspon oleh pesantren dengan berbagai perubahan dalam pengelolaan pendidikannya. perubahan memang diperlukan dan hal itu sesuatu yang abadi sepanjang kehidupan manusia, selama itu hal yang baik. dalam dunia pesantren sebenarnya telah dipegang kaidah pewarisan agama yang tradisional akan tetapi saat ini tidak tabu untuk menerima sesuatu yang baru berkaitan dengan inovasi pendidikan di pesantren. adanya berbagai perubahan sosial yang demikian cepat sebagai akibat dari modernisasi menimbulkan berbagai tantangan baru, khususnya bagi perkembangan pesantren. karena itu, pesantren sebagai institusi sosial yang telah banyak memberikan konstribusi besar dalam pengembangan kehidupan rohaniah masyarakat muslim, dituntut untuk dapat menjawab segala persoalan yang ditimbulkan dari arus perubahan sosial tersebut. oleh karenanya, pesantren kedepan agar mempersiapkan santrinya memasuki dunia global, para santri perlu dibekali bukan saja hanya penguasaan ilmu-ilmu melalui kitab klasik (kitab kuning), tetapi pesantren sudah harus melakukan pembelajaran melalui sarana teknologi dan memperkenalkan santrinya dengan teknologi sehingga santri nantinya tidak kaget dalam menghadapi kemajuan teknologi ketika berbaur di tengah kehidupan masyarakat luas. manajemen pesantren khususnya dalam pengelolaan pendidikan di pesantren tradisional khususnya pesantren salafi kegiatan belajarnya lebih menekankan dalam bimbingan terhadap santri . santri lebih banyak dibekali dengan ilmu-ilmu agama ,padahal orang tua santri berharap agar santri yang belajar di pesantren diharapkan akan mendapatkan pendidikan yang berkualitas bertanggungjawab serta mampu untuk mengantisifasi masa depan kearah yang lebih baik, dalam arti bahwa para santri juga harus dibekali dengan program life skill agar dapat hidup mandiri. dengan demikian pesantren sekarang harus diposisikan sebagai sebuah lembaga pendidikan yang kualitasnya tidak kalah dengan lembaga pendidikan formal seperti sekolah. oleh karena itu di pesantren, disamping diajarkan teori-teori, juga sekaligus diajarkan praktek, baik dalam beribadah maupun dalam berbagai bidang lainnya khususnya pembinaan life skill. santri saat ini bukan lagi hanya merupakan sosok lemah dan tidak berpengalaman atau ketinggalan informasi, tetapi santri saat ini justru harus lebih kreatif dan produktif, dibandingkan dengan mereka yang berada di luar pesantren. berbagai keterampilan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 40 ternyata juga dapat muncul dan tumbuh subur di pesantren. karena itu tidak heran kalau saat ini sudah banyak program program yang diperuntukkan bagi santri, baik itu dalam hal pelatihan jangka pendek, pemberian bea siswa, sampai kepada pemberian modal usaha dan lainnya. pendeknya pesantren saat ini sudah menjadi sebuah lembaga pendidikan yang penuh dengan prestasi membanggakan dan tentu sebagai wahana pembinaan moral yang paling efektif. berdasarkan hal diatas secara jelas telah terdeskrifsikan bahwa peningkatkatan kualitas sumberdaya manusia pesantren sebagai lembaga pendidikan islam merupakan kebutuhan manjusia yang senantiasa berkembang sesuai dengan perkembangan tuntutan zaman karena manusia sebagai makhluk paedagogis dilahirkan dengan membawa potensi dapat di didik dan dapat mendidik sehingga mampu menjadi khalifah di bumi serta penolong dan pemegang kebudayaan. tugas pokok pesantren pada dasarnya adalah mewujudkan terbentuknya manusia dan masyarakat islam indonesia yang beriman dan bertaqwa kepada allah swt. keunggulan sumber daya manusia yang tidak hanya pada aspek kognitif ,afektif dan psikomotor. keunggulan sumberdaya manusia yang diinginkan adalah terwujudnya generasi muda yang cedas,beriman ,terampil dan memiliki kecakapan (life skill) sehingga mampu hidup mandiri dan berguna di masyarakat ketika mereka kembali hidup di masyarakat. manajemen pelatihan life skill yang dilakukan oleh pesantren merupakan upaya dalam pemberdayaan santri di pesantren.melalui program life skill ini merupakan salah satu upaya yang harus dilakukan dalam pengelolaan pendidikan di pesantren. pentingnya program life skill di pesantren merupakan sesuatu yang harus segera dilaksanakan dan harus merupakan sesuatu program yang mendesak karena hal ini diharapkan dapat meningkatkan sumberdaya manusia dalam hal ini santri sekaligus semakin meningkatnya peran dan fungsi pesantren di negeri ini. hal yang dilakukan oleh pesantren dalam mengimbangi perkembangan zaman adalah adanya pelaksanaan program life skill, pengelolaan pesantren saat ini pada umumnya masih belum optimal baik dalam perencanaan,pelaksanaan maupun evaluasinya. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 41 dalam studi tentang manajemen pelatihan life skill dalam pemberdayaan santri ini, penulis tertarik untuk mengadakan penelitian di pondok pesanten misbahul falah kecamatan cikalongwetan kabupaten bandung barat, karena peran pesantren ini telah memberikan manfaat yang sangat penting dalam upaya peningkatan sumberdaya manusia. sebenarnya dalam pengelolaan pesantren para pengelola pesantren juga harus menyadari pentingnya program life skill harus dikembangkan dipesantren untuk membekali santrinya dengan kemampuan hidup mandiri. memperhatikan pentingnya manajemen pelatihan di pesantren maka pelatihan life skill ini perlu ditata secara baik dalam upaya pemberdayaan bagi santri. memperhatikan hal ini maka pondok pesantren misbahul falah sebagai salah satu pendidikan non formal sangat diharapkan peran dan fungsinya untuk meningkatkan kualitas pendidikan khususnya pendidikan santri yang belajar di pesantren. memang hal ini merupakan tugas yang sangat berat dalam upaya meningkatkan pemberdayaan santri yang berkualitas. hal yang diharapkan dalam pelaksanaan pemberdayaan santri ini adalah adanya kemauan dari para pengelola pesantren dan juga para santri untuk dapat melaksanakan program dengan baik. disamping itu dari pihak pemerintah perlu adanya perhatian khusus untuk membantu berkembangnya pemberdayaan santri khususnya dalam penyadiaan sarana prasarana yang dibutuhkan untuk berkembangnya program life skill. pada umumnya saat ini pemerintah daerah kurang begitu optimal dalam upaya membantu pondok pesantren dalam penyiapan manajemen pelatihan program life skill, disamping itu tingkat pengetahuan para pengelola pesantren pada umumnya belum sepenuhnya menjalin kerjasama dengan pemerintah. kebanyakan dari pesantren biaya penyelenggaraannya adalah mandiri dari pihak pengelola atau ada kepedulian dari para alumni yang telah sukses di masyarakat. sehubungan dengan hal diatas pondok pesantren misbahulfalah telah melakukan inovasi pengelolaan pesantren dan pemberdayaan santri melalui program life skill. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 42 bila para santri selama di pesantren dibekali dengan program life skill sesuai dengan minat dan bakat santri, maka mereka akan menjadi generasi potensial yang mampu hidup mandiri didaerah masingmasing. keberhasilan program life skill disetiap pesantren belum dapat dievaluasi dengan baik. apakah program life skill ini dilaksanakan atau tidak oleh pesantren. berbagai jenis kegiatan yang telah dilakukan di pesantren misbahul falah adalah dengan telah diajarkannya berbagai jenis keterampilan kepada para santri misalnya menjahit, tukang bangunan, sablon,kaligrafi, marawis dan kewirausahaan yang diselenggarakan setiap satu minggu sekali. hal inilah menjadi salah satu alasan penulis memilih pesantren misbahul falah untuk melakukan penelitian. b. kajian teori konsep manajemen pelatihan konsep manajemen pelatihan menurut sudjana (2007: 4) menjelaskan bahwa manajemen pelatihan adalah kegiatan pihak penyelenggara pelatihan bersama atau melalui orang lain, baik perorangan maupun kelompok, dalam mencapai tujuan organisasi atau lembaga penyelenggara pelatihan. pengelolaan pelatihan dilakukan melalui fungsi-fungsi manajemen program pelatihan. menurut rohiat (2008 : 14) manajemen adalah melakukan pengelolaan sumber daya yang dimiliki oleh sekolah/ organisasi yang diantaranya adalah manusia,uang, metode, dan material yang dilakukan secara sistematis meliputi perencanaan, pengorganisasian,pengarahan, dan pengendalian. sedangkan pengertian manajemen menurut james a.f. stoner dan charles wankel dalam siswanto (2005 : 2) memberikan batasan manajemen bahwa manajemen adalah proses perencanaan, pengorganisasian, kepemimpinan, dan pengendalian upaya anggota organisasi dan penggunaan seluruh sumber daya organisasi lainnya demi tercapainya tujuan organisasi. sementara itu, e. mulyasa (2005 : 8) mengemukakan pendapat engkoswara bahwa manajemen adalah suatu ilmu yang mempelajari jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 43 bagaimana menata sumber daya untuk mencapai tujuan yang telah ditetapkan secara produktif dan bagaimana menciptakan suasana yang baik bagi manusia yang turut serta di dalam mencapai tujuan yang disepakati bersama. lebih lanjut dikemukakan bahwa penataan mengandung makna mengatur, memimpin, mengelola atau mengadministrasikan sumber daya yang meliputi perencanaan, pelaksanaan, pengawasan dan pembinaan. manajemen sebagai proses, oleh para ahli diberikan pengertian yang berbeda-beda. menurut daft (2002 : 8) manajemen adalah pencapaian sasaran-sasaran organisasi dengan cara efektif dan efisien melalui perencanaan, pengorganisasian, kepemimpinan, dan pengendalian sumber daya organisasi. berdasarkan definisi tersebut diatas, maka manajemen mempunyai tiga unsur pokok yaitu: (1) adanya tujuan yang ingin dicapai, (2) tujuan dapat dicapai dengan menggunakan kegiatan orang lain, dan (3) kegiatan-kegiatan orang lain itu harus dibimbing dan diawasi. dengan demikian manajemen dapat dipastikan adanya maksud untuk mencapai tujuan tertentu dari kelompok atau organisasi yang bersangkutan. sedangkan untuk mencapainya suatu perencanaan yang baik, pelaksanaan yang konsisten dan pengendalian yang kontinyu, dengan maksud agar tujuan yang diinginkan dapat tercapai dengan efisien dan efektif. efisien dapat dikatan suatu kondisi atau keadaan, dimana penyeiesaian suatu pekerjaan dilaksanakan dengan benar dan dengan penuh kemampuan yang dimiliki. sedangkan efektivitas adalah suatu kondisi atau keadaan dimana dalam memilih tujuan yang hendak dicapai menggunakan sarana ataupun peralatan yang tepat, disertai dengan kemampuan yang dimiliki, sehingga tujuan yang diinginkan dapat dicapai dengan hasil yang memuaskan. menurut abdurrokhman ginting (2011 :8) pelatihan adalah suatu proses belajar untuk menguasai keterampilan , pengetahuan dan sikap yang baru untuk mempersiapkan seseorang agar mampu melakukan pekerjaan yang saat ini menjadi tanggungjawabnya atau yang akan menjadi tanggungjawabnya kelak sebagai bagian dari perkembangan individu maupun perkembangan maupun organisasi dimana ia bekerja pengelolaan program pelatihan berdasarkan manajemen pendidikan non formal mempunyai fungsi-fungsi tersendiri. diantaranya dikemukakan oleh d. sujana (2004) dalam buku manajemen program pendidikan, bahwa fungsi-fungsi pendidikan luar sekolah yang direkomendasikan untuk digunakan dalam pengelolaan program jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 44 pelatihan adalah: (1) perencanaan (planning), (2) pengorganisasian (organizing), (3) penggerakan (motivating), (4) pembinaan (conforming) dengan sub-sub fungsi supervisi (supervising), pengawasan (controlling) dan pemantauan (monitoring), (5) penilaian (evaluating), dan (6) pengembangan (developing). keenam fungsi tersebut berdaur dan berurutan dimulai dari perencanaan dan diakhiri dengan pengembangan. pengembangan dapat menjadi titik awal bagi fungsi perencanaan selanjutnya dalam meningkatkan, memperluas atau menindaklanjuti program pelatihan. manajemen pelatihan, dalam konteks yang lebih luas manajemen pelatihan memiliki dimensi tentang bagaimana pengelolaan pelatihan, supaya pelatihan bisa berjalan dengan baik dan berhasil secara efektif dan efisien. manajemen pelatihan secara konsep bisa diartikan “proses perencanaan, pengorganisasian, penggerakkan dan pengevaluasian terhadap kegiatan pelatihan dengan memanfaatkan aspek-aspek pelatihan untuk mencapai tujuan pelatihan secara efektif dan efisien”. menurut sudjana (2007: 7) menyatakan bahwa proses manajemen pelatihan dimulai dengan analisis, yaitu analisis kebutuhan (need analysis) terhadap hal-hal yang akan menjadi objek pelatihan, kemudian dilanjutkan dengan desain program pelatihan, yaitu langkah mendesain program-program pelatihan. tahapan berikutnya adalah pelaksanaan dan penerapan, yaitu proses pelaksanaan dan penerapan programprogram pelatihan. kemudian diakhiri dengan evaluasi yaitu tahap untuk memberikan penilaian dan analisa pengembangan. pada setiap tahapan tersebut akan ada proses umpan balik, yang bertujuan untuk mengontrol efektivitas pelaksanaan dan proses pelatihan. apabila ditinjau dari segi evaluasinya pelatihan akan memiliki keberartian yang lebih mendalam. evaluasi ini akan memperlihatkan tingkat keberhasilan atau kegagalan suatu program. beberapa kriteria yang digunakan dalam evalusi pelatihan akan berfokus pada hasil kkhir. henry simamora (1987 : 320), menunjukkan bahwa kriteria yang efektif dalam mengevaluasi pelatihan adalah reaksi dari peserta, pengetahuan atau proses belajar mengajar, perubahan perilaku akibat pelatihan dan hasil atau perbaikan yang dapat diukur. kriteria tersebut dalam konteks yang lebih luas dapat dikembangkan untuk mengetahui dampak keberhasilan suatu program pelatihan yang sudah dilaksanakan. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 45 konsep life skill dalam satuan program pls menurut amin haedari (2004 : 163) pengertian life skill adalah upaya peserta didik atau santri mengembangkan kemampuan berfikir , menghilangkan kebiasaan yang kurang tepat, dan mengembangkan potensi diri agar dapat memecahkan masalah kehidupan sehari-hari secara konstruktif, inovatif dan kreatif sehingga dapat menghadapi realitas kehidupan dengan baik secara lahiriah maupun batiniah . pelaksanaan program life skill di pesantren merupakan sesuatu yang wajib dilaksanakan sebagai upaya meningkatkan peran pengembangan masyarakat, maka perlu dilakukan diversifikasi program dan kegiatan kecakapan hidup (life skills) di pesantren anwar (2006 : 8). peran pondok pesantren yang pada awalnya hanya mempelajari kitabkitab islam klasik perlu adanya inovasi agar dapat diberdayagunakan secara maksimal. melalui pendekatan ini, sumber daya atau unsur-unsur pondok pesantren termasuk guru atau kyai, masjid, santri, kitabkitab klasik hingga ilmu pengetahuan yang baru dapat didayagunakan dalam proses pendidikan life skills secara berkelanjutan untuk membangun manusia yang memiliki paham ilmu pengetahuan, potensi kemasyarakatan, dan pembangunan wilayah. hal ini berujung pada penciptaan sumber daya manusia yang produktif dan berdaya saing sehingga tidak hanya menjadi penempa nilai-nilai spiritual saja, tetapi juga mampu meningkatkan kecerdasan sosial, dan keterampilan dalam membangun masyarakat di sekitarnya. ini dimulai dari kemampuan pesantren memberdayakan potensi-potensi yang ada di lingkungannya yang dilakukan oleh sumber daya manusia yang ada di pesantren itu sendiri. selanjutnya ayi olim (2009 : 368) menjelaskan bahwa konsep kecakapan hidup merupakan konsep pemberdayaan diri dan kecakapan dapat dipelajari, dimodifikasi dan ditingkatkan bersamaan dengan pengembangan diri seseorang dan penyesuaian dengan tantangan kehidupan. dalam kontek pesantren pemberdayaan adalah suatu tindakan yang dilakukan oleh pesantren sebagai proses , cara perbuatanperbuatan memberdayakan serta membangkitkan kemauan, kemampuan dan kepercayaan pada diri sendiri, agar mereka khususnya para santri dapat jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 46 terlibat secara aktif dalam suatu gerakan masyarakat yang terlaksana secara metodis, efisien dan terorganisir dalam suatu program yang dilakukan oleh pesantren bersama masyarakat. dalam pandangan islam pemberdayaan harus merupakan sesuatu yang dijadikan pedoman dalam upaya kemandirian dalam merubah sikap ke hal yang lebih baik. hal ini sejalan dengan paradigma islam sendiri sebagai agama gerakan atau perubahan , dalam alqur’an allah berfirman : “sesungguhnya allah tidak akan mengubah suatu nikmat yang telah diberikan-nya kepada suatu kaum, sehingga kaum itu mengubah apa yang ada pada diri mereka sendiri. sungguh, allah maha mendengar, maha mengetahui”.(q.s. al-anfal: 53). itulah salah satu motto yang dilakukan oleh pengelola pesantren dalam mengubah paradigma belajar di pesantren menjadi lebih baik . dalam arti pesantren berhasil memberdayakan santri mengubah yang tadinya hanya menguasai ilmu agama saja berubah menjadi santri yang mampu hidup mandiri karena dibekali dengan life skill yang diterima selama mengaji di pondok pesantren. engking s hasan (2009 : 5) menjelaskan bahwa pemberdayaan berarti membagi kekuasaan dari orang atau kelompok yang berkuasa (powerful) kepada mereka yang tidak memilikinya (powerless) agar terjadi keseimbangan antara penguasa dan yang dikuasai sehingga kondisi-kondisi memperdayai (to disempower) tidak terjadi. pendapat yang lain menjelaskan bahwa pemberdayaan adalah sebuah proses sebagaimana orang menjadi cukup kuat untuk berpartisifasi, dalam berbagai pengontrol dan mempengaruhi terhadap kejadiankejadian serta lembaga-lembaga yang mempengaruhi kehidupannya. dalam pemberdayaan menekankan bahwa orang memperoleh keterampilan, pengetahuan, dan kekuasaan yang cukup untuk mempengaruhi kehidupannya dan kehidupan orang lain yang menjadi perhatian edi suharto (2005:8). metode penelitian yang dilakukan adalah metode penelitian kualitatif. diharapkan dengan menggunakan pendekatan kualitatif dan deskriftif ini akan mengungkap lebih luas dan lebih mendalam tentang perencanaan, pelaksanaan, tingkat keberhasilan (evaluasi) program life skill yang dilaksanakan di pondok pesantren misbahul falah. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 47 jumlah sampel berjumlah tiga belas orang terdiri dari 4 orang pengelola/ instruktur dan 9 orang peserta pelatihan. teknik pengumpulan data dilakukan melaui teknik observasi, wawancara dan studi dokumentasi. c. pembahasan 1. tahap perencanaan pelatihan life skill dalam pemberdayaan santri di pondok pesantren misbahul falah berkaitan dengan fungsi dan tahap perencanaan pelatihan life skill dipondok pesantren misbahul falah berdasarkan hasil wawancara dengan pimpinan pondok ,instruktur dan santri maka model perencanaan pelatihannya merupakan model pelatihan yang berpusat pada kebutuhan peserta didik /santri dan kepentingan masyarakat umum. hanya saja perencanaan tersebut tidak tercatat dengan baik. menurut hd.sudjana (1993 : 74 ) pengelolaan pelatihan yang berpusat pada peserta pelatihan dan masyarakat maka fungsi perencanaan terdiri atas langkah-langkah : mengidentifikasi kebutuhan, sumber-sumber dan kemungkinan hambatan pelatihan, merumuskan tujuan pelatihan,menyusun program pelatihan, menetapkan peraturan seleksi peserta pelatihan, menyusun alat penilaian awal dan akhir peserta pelatihan , dan melakukan pelatihan bagi pelatih. bila menganalisis tahapan perencanaan yang dilakukan di pondok pesantren dengan teori yang dikemukakan oleh hd.sudjana tersebut maka ada hal yang belum dilaksanakan oleh pengelola pesantren yaitu dalam menentukan rumusan tujuan pelatihan dan pelatihan bagi pelatih life skill. hal yang dilakukan adalah dengan mendatangkan instruktur dari luar pesantren. 2. pelaksanaan pelatihan life skill dalam upaya pemberdayaan santri di pondok pesantren misbahul falah. secara umum proses pelaksanaan kegiatan pendidikan life skills dapat terlaksana dengan cukup baik, hal ini dapat terlihat dari beberapa program life skills yang diberikan kepada santri sebagai bekal menghadapi masa depanya. dalam tahap pelaksanaan pendidikan life skills di pesantren misbahul falah. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 48 tahapan pelaksanaan life skill yang dilaksanakan secara bertahap sebagai berikut : penyusunan materi pelatihan,pengorganisasian santri,pengelolaan kelas, metode pembelajaran. dari segi pelaksanaan maka kegiatan life skill menjahit pelaksanaannya tergolong paling baik di bandingkan dengan kegiatan life skill yang lainnya. hal ini dikarenakan lengkapnya sarana-prasarana pendukung, serta adanya pelatih yang professional di bidangnya. suatu pelatihan dianggap berhasil apabila dapat membawa kenyataan atau performasi sumber daya manusia yang terlibat dalam organisasi pada saat ini kepada kenyataan atau performasi sumber daya manusia yang seharusnya atau yang diinginkan oleh organisasi penyelenggara pelatihan. beberapa kegiatan life skill yang lainnya pelaksanaannya kurang baik dikarenakan kurang siapnya instruktur dan pengelola serta kurangnya sarana prasarana yang ada. tabel pelaksanaan kegiatan life skill no keg. life skill pelaksanaan 1 menjahit baik 2 komputer cukup baik 3 memasak/tataboga baik 4 teknik bangunan cukup baik 5 holtikultura kurang baik 6 kaligrafi baik 3. evaluasi pelatihan life skill dalam upaya pemberdayaan santri di pondok pesantren evaluasi pelatihan life skill berhubungan dengan bagaimana mengetahui keberhasilan program life skill dalam memberdayakan santri agar dapat hidup mandiri. keberhasilan pelatihan terlihat sejauh mana santri mampu menghasilkan produk dari pelatihan yang dilakukan. dari beberapa santri yang mengikuti pelatihan ada beberapa santri yang sudah memahami kegiatan life skill yang telah ditentukan. untuk mendapatkan nilai secara kuantitatif evaluasi di pondok pesantren tetap dilaksanakan tetapi belum sepenuhnya dilaksanakan dengan baik,belum terukur dan terprogram. padahal evaluasi sangat penting dilakukan untuk mengetahui sejauhmana tujuan life skill tercapai. berkaitan dengan evaluasi menurut arikunto (1999: 290), program evaluasi adalah kegiatan yang direncanakan dengan seksama. sedangkan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 49 pengertian evaluasi program adalah suatu rangkaian kegiatan yang dilakukan dengan sengaja untuk melihat keberhasilan suatu program. dengan kata lain evaluasi program adalah kegiatan yang dimaksudkan untuk mengetahui seberapa tinggi tingkat keberhasilan dari kegiatan yang telah direncanakan. dengan demikian sebaiknya para instruktur harus segera membuat instrument evaluasi yang sesuai dengan kondisi lingkungan pesantren. d. kesimpulan managemen pelatihan life skill dalam upaya pemberdayaan santri di pondok pesantren ini belum sepenuhnya berjalan dengan baik, masih banyak hal yang perlu diperbaiki. hal ini dapat terlihat dalam proses perencanaannya yang kurang baik karena dari dokumentasi atau pencatatan belum dilakukan, akan tetapi proses pelaksanaan pembelajaran dapat berjalan dengan baik dan evaluasi pembelajaran kurang efektif karena belum dibuatnya instrument penilaian yang lengkap. melihat hal tersebut kiranya dipandang perlu adanya penataan kembali agar managemen life skills di pondok pesantren misbahul falah dapat dilaksanakan dengan baik, sehingga mampu menciptakan lebih banyak santri yang lebih berkualitas dan kompetitif. para santri di pesantren ini mendapatkan pelayanan pendidikan tidak hanya menerima kemampuan pemahaman keagamaan saja seperti majlis ta’lim (kajian kitab kuning dan kajian tafsir, qira’at sab’ah), program retorika da’wah ,da’i muda dan seni islami ( tetapi mereka diajarkan pula bagaimana mempersiapkan diri dalam menghadapi kehidupan di masa mendatang dengan beberapa program life skill yang bervariasi. diantaranya menjahit (tatabusana), memasak (tataboga), komputer, teknik bangunan, kaligrafi dan holtikultura. melalui pembekalan life skill di pondok pesantren pada akhirnya dapat memberikan suatu tambahan kompetensi atau kecakapan hidup bagi mereka dalam menghadapikehidupan santrin di masa mendatang. akan tetapi masih banyak yang harus dibenahi terkait dengan tahap perencanaan dan evaluasi dalam kegiatan pendidikan life skills di pesantren tersebut. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 50 daftar pustaka anwar. 2006. pendidikan kecakapan hidup. bandung: cv alfabeta. arikunto, s. 1999. prosedur penelitian suatupendekatan praktek. jakarta: rineka cipta. bandung: humaniora. haedari, amin. 2004. manajemen pondok pesantren. jakarta: ird press. hasan, s, engking. (2007). strategi menciptakan manusia yang bersunber daya unggul. bandung :pls upi. mulyasa, e.2005. menjadi kepala sekolah propesional.bandung : pt remaja rosdakarya. gintings, abdorrakhman. 2011. esensi praktis manajemen pendidikan dan pelatihan.bandung: humaniora. haedari, amin. 2004. manajemen pondok pesantren.jakarta: ird press. rohiat. 2008. manajemen sekolah. bandung : pt refika aditama. shihab,mq. 2009. tafsir al-misbah . lentera hati :jakarta. siswanto, b.s. (2002). manajemen tenaga kerja indonesia : pendekatan administratif dan operasional. jakarta : bumi aksara. sudjana, hd. (2007).sistem dan manajemen pelatihan bandung : falah production. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 32 pengaruh permainan egrang tempurung kelapa terhadap peningkatan kecerdasan kinestetik anak (penelitian pada siswa ba ‘aisyiyah kalinegoro kec. mertoyudan kabupaten magelang) 1 khusnul laely, 2 dede yudi 1,2 universitas muhammadiyah magelang abstrak penelitian ini bertujuan untuk mengetahui pengaruh permainan tradisional egrang tempurung kelapa terhadap peningkatan kecerdasan kinestetik anak ba „aisyiyah kalinegoro kecamatan mertoyudan kabupten magelang. penelitian ini menggunakan rancangan penelitian eksperimen dengan desain penelitian one group pre-postest design dengan melakukan pengukuran awal dan pengukuran akhir. variabel dalam penelitian ini adalah kelompok a di ba „aisyiah kalinegoro tahun ajaran 2014/2015 sebanyak 15 siswa. pengambilan sampel menggunakan teknik total sampling. metode pengumpulan data dengan menggunakan lembarobservasi dan unjuk kerja. teknik analisis data yang dipergunakan yaitu teknik analisis uji peringkat bertanda wilcoxon dengan bantuan komputer program spss for windows versi 19.00.hasil penelitian diperoleh kolom asymp.sig. (2-tailed)/asymptotic significance untuk uji dua sisi adalah 0,001. oleh karena kasus adalah uji satu sisi, maka probabilitas menjadi 0,001 / 2 = 0,0005. di sini didapat probabilitas bahwa 0,05 (0,0005<0,05). maka ho ditolak, atau ada perbedaan kecerdasan kinestetik anak pada pegukuran awal dan pengukuran akhir setelah diberikan kegiatan pembelajaran dengan permainan tradisional egrang tempurung kelapa. kata kunci : kecerdasan kinestetik anak, permainan egrang tempurung kelapa pendahuluan akhir-akhir ini kegiatan bermain tradisional berbasis kearifan lokal mulai tergerus dengan hadirnya permainan-permainan modern yang siap pakai dan cenderung individualis. padahal permainan tradisional sangat erat dengan nilai etika, moral, dan budaya masyarakat pendukungnya. bahkan model permainan semacam ini banyak menstimulasi kecerdasan jamak, merangsang system panca indra anak, menyerap berbagai informasi, melatih kemampuan dan proses berpikir serta memahami berbagai aturan. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 33 belum lagi munculnya kebijakan pemerintah mengenai kabupaten dan kota layak anak yang bertujuan untuk mengintegrasikan sumber daya pembangunan dalam upaya pemenuhan hak-hak anak. pendidikan untuk semua sebagai salah satu prinsip terselenggaranya kabupaten layak anak dipandang masih perlu ditinjau dan dibenahi yaitu dengan menerapkan permainan egrang tempurung kelapa untuk mengoptimalkan kecerdasan kinestetik anak yang diharapkan mampu membantu program pemerintah dan mengoptimalkan kecerdasan kinestetik pada berbagai tataran pendidikan. berdasarkan hasil observasi di ba „aisyiyah kalinegoro kec. mertoyudan kab. magelang, kecerdasan kinestetik anak masih rendah. anak cenderung enggan untuk melakukan gerakan tubuh secara terkoordinasi untuk melatih kelenturan, keseimbangan, dan kelincahan; enggan melakukan koordinasi gerakan kaki-tangankepala dalam menirukan tarian atau senam; enggan melakukan permainan fisik dengan aturan; serta kurang terampil menggunakan tangan kanan dan kiri. disisi lain permainan tradisional di ba „aisyiyah kalinegoro kec. mertoyudan kab. magelang jarang digunakan, diantaranya permainan egrang tempurung kelapa. padahal permainan tersebut sangat bagus untuk diperkenalkan pada anak usia dini, dan manfaatnya sangat banyak, diantaranya yaitu terhadap peningkatan kecerdasan kinestetik. bertitik tolak dari persoalan diatas, maka peneliti tertarik untuk melakukan penelitian eksperimen dengan judul “pengaruh permainan tradsional egrang tempurung kelapa terhadap peningkatan kecerdasan kinestetik anak ba „aisyiyah kalinegoro kecamatan mertoyudan kabupten magelang”. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 34 peningkatan kecerdasan kinestetik amstrong (2002:3) berpendapat bahwa kecerdasan kinestetik atau kecerdasan fisik adalah kecerdasan di mana saat menggunakannya seseorang mampu atau terampil menggunakan anggota tubuhnya untuk melakukan gerakan seperti, berlari, menari, membangun sesuatu, melakukan kegiatan seni, dan hasta karya. kecerdasan fisik adalah suatu kecerdasan dalam hal melakukan gerakangerakan yang bagus seperti berlari, menari, membuat berbagai karya seni. banyak orang berbakat secara fisik dan terampil menggunakan tangan tidak menyadari bahwa mereka menunjukkan bentuk kecerdasan yang tinggi. materi program dalam kurikulum yang dapat mengembangkan kecerdasan fisik diantaranya pantomim, menari, gerak tubuh (kemdiknas, 2010: 12). campbell, campbell dan dickinson (2002:77-96) menjelaskan bahwa tujuan materi program dalam kurikulum yang dapat mengembangkan kecerdasan fisik antara lain : berbagai aktifitas fisik, berbagai jenis olahraga, modeling, dansa, menari, body language. sujiono dan sujiono (2004:290-292) menguraikan cara menstimulasi kecerdasan fisik pada anak, antara lain sebagai berikut. a. menari. anak anak pada dasarnya menyukai musik dan tari. untuk mengasah kecerdasan fisik ini dapat dilakukan dengan mengajak anak untuk menari bersama karena menari menuntut keseimbangan, keselarasan gerak tubuh, kekuatan, dan kelenturan otot, b. bermain peran/drama. melalui kegiatan bermain peran, kecerdasan gerakan tubuh anak juga dapat terangsang. kegiatan ini menuntut bagaimana anak menggunakan tubuhnya menyesuaikan dengan perannya, bagaimana ia harus berekspresi, termasuk juga gerakan tangan. kemampuan sosialisasinya pun berkembang karena ia dituntut bekerja sama dengan orang lain, c. latihan ketrampilan fisik. berbagai latihan fisik dapat membantu meningkatkan ketrampilan motorik anak, tentunya latihan tersebut disesuaikan dengan usia anak. misalnya, aktifitas berjalan di atas papan titian. aktifitas ini dapat jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 35 dilakukan saat anak berusia 3-4 tahun. selain melatih kekuatan otot, aktifitas ini juga melatih untuk belajar keseimbangan, d. olahraga. berbagai kegiatan olah raga dapat meningkatkan kesehatan dan juga pertumbuhan. olahraga harus dilakukan sesuai dengan perkembangan motorik anak, seperti berenang, sepakbola mini, main tenis, bulu tangkis ataupun senam. seluruh cabang olahraga pada dasarnya merangsang kecerdasan gerakan tubuh, mengingat hampir semuanya menggunakan anggota tubuh. beberapa indikator tingkat pencapaian perkembangan fisik dalam peraturan menteri pendidikan nasional nomor 58 (2009:10) untuk anak usia 5-6 tahun diantaranya yaitu: melakukan gerakan tubuh secara terkoordinasi untuk melatih kelenturan, keseimbangan, dan kelincahan; melakukan koordinasi gerakan kaki-tangan-kepala; melakukan permainan fisik dengan aturan; serta terampil menggunakan tangan kanan dan kiri. permainan egrang tempurung kelapa egrang tempurung kelapa adalah permainan tradisional indonesia yang belum diketahui secara pasti dari mana asalnya, tetapi dapat dijumpai di berbagai daerah dengan nama berbeda-beda, seperti tengkaktengkak (sumatera barat), ingkau (bengkulu), jangkungan (jawa tengah), atau batungkau (kalimantan selatan). kata egrang sendiri berasal dari bahasa lampung yang berarti terompah pancung yang terbuat dari bambu bulat panjang. egrang terbuat dari batang bambu dengan panjang kurang lebih 2,5 meter. sekitar 50 cm dari bawah dibuat tempat berpijak kaki yang rata dengan lebar kurang lebih 20 cm. sedangkan egrang tempurung kelapa terbuat dari dua tempurung kelapa yang dihubungkan dengan tali. cara memainkannya dengan berlomba berjalan menggunakan egrang tempurung kelapa tersebut dari satu sisi lapangan ke sisi lainnya. pemain yang paling cepat dan tidak terjatuh dialah pemenangnya (madyawati, 2014:4). permainan tradisional egrang tempurung kelapa ini dimainkan sebagai pengisi waktu luang, bermain-main sambil mempertahankan budaya permainan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 36 rakyat serta meningkatkan kemampuan motorik. permainan yang dapat dimainkan oleh anak-anak dan remaja ini muncul sebelum kemerdekaan republik indonesia, tepatnya di masa penjajahan belanda. egrang tempurung kelapa tidak memerlukan tempat (lapangan) yang khusus, dapat dimainkan di mana saja, asalkan di atas tanah. dapat dimainkan di tepi pantai, di tanah lapang, atau di tepian jalan. permainan tradisional ini hanya memerlukan arena seluas 715 meter dengan lebar 34 meter. permainan ini dapat dilakukan oleh pria dan wanita dengan memakai pakaian olah raga yang pantas. permainan egrang tempurung kelapa dapat dikategorikan sebagai permainan anak-anak. bila permainan berupa adu kecepatan (lomba lari), permainan ini diawali dengan berdirinya 3-4 pemain di garis start sambil menaiki bambu / alat permainan masing-masing. bagi pemain yang kurang tinggi atau sebagai pemain egrang pemula, mereka dapat menaikinya dari tempat yang agak tinggi atau menggunakan tangga dan baru berjalan ke arah garis start. jika telah siap, orang lain yang tidak ikut bermain akan memberikan aba-aba untuk segera memulai permainan. mendengar aba-aba itu, para pemain akan berlari menuju garis finish. pemain yang lebih dahulu mencapai garis finish dinyatakan sebagai pemenangnya. adapun prosedur dalam permainan ini sebagai berikut: (a) adanya peserta yang akan ikut bermain, (b) setiap pemain disertai tempurung kelapa yang dihubungkan tali sebagai penyambung kaki mereka, (c) membuat garis batas tempat dimulainya bermain dan garis finish tempat berakhirnya perlombaan, (d) bila pemain terdiri dari 10 orang anak, maka tahap bermain dibagi ke dalam beberapa kelompok (misalnya menjadi 2 buah kelompok), (e) melakukan pengundian pemain/ kelompok yang terlebih dahulu mengikuti perlombaan. tahap-tahap permainan diantaranya yaitu: (a) perkelompok diperlombakan dalam seri,dari garis start hingga garis finish dipimpin oleh juri star dan waktu yang digunakan bermain dicatat oleh petugas pencatat waktu, (b) sebelum perlombaan dimulai, para pemain berdiri di belakang garis start dengan memegang egrang, (c) jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 37 aba-aba perlombaan oleh wasit/ juri start adalah: „bersedia, siap, ya‟. pada aba-aba bersedia, tangan memegang egrang tempurung kelapa (kanan dan kiri), aba-aba siap dua kaki (kanan atau kiri) di atas tempat berpijak dan setelah aba-aba „ya‟ lari, (d) para pemain dinyatakan gugur bila menginjak garis lintas lebih dari dua kali dan kaki jatuh menyentuh tanah/ lantai lebih dari dua kali, dan dengan sengaja mengganggu atlet lain. pengaruh permainan egrang tempurung kelapa terhadap peningkatan kecerdasan kinestetik. penggunaan permainan sangat berperan penting dalam mencapai tujuan pembelajaran. keberhasilan dalam pembelajaran sangat ditentukan oleh kreatifitas seorang guru dalam mengemas proses pembelajaran dalam bentuk permainan. bermain merupakan kegiatan yang anak-anak lakukan sepanjang hari karena bagia anak bermain adalah hidup dan hidup adalah permainan (mayesti, 1990:196-197). anak usia dini tidak membedakan antara bermain, belajar, dan bekerja. anak-anak umumnya sangat menikmati permainan dan akan terus melakukannya dimanapun mereka memiliki kesempatan. kenyataan yang terjadi dilapangan menunjukkan bahwa dalam peningkatan kecerdasan khususnya kecerdasan kinestetik, guru hanya mengajak anaknya dengan bermain lempar tangkap bola secara terus menerus sehingga anak merasa bosan. selain itu pada saat ini minat anak hanya tertuju pada keinginan bermain di depan komputer saja. melalui permainan egrang tempurung kelapa, kecerdasan kinestetik anak akan terlatih dan permainan ini mengajak anak untuk bermain di luar ruangan sehingga akan memberikan semangat yang berbeda dari biasanya serta anak akan tertarik dan merasa senang. adanya ketertarikan dan anak merasa senang dengan permainan egrang tempurung kelapa ini, kecerdasan kinestetik anak akan terlatih dan meningkat. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 38 metode penelitian penelitian ini menggunakan rancangan penelitian eksperimen dengan desain penelitian one group pre-postest design. eksperimen dilakukan pada suatu kelompok saja tanpa kelompok pembanding. kelompok eksperimen pada penelitian ini diberikan perlakuan selama jangka waktu tertentu dan selanjutnya dilakukan pengukuran kembali untuk melihat hasil penelitian. rancangan ini dapat digambarkan sebagai berikut: one group pre-postest design t1 x t2 tabel 1 desain penelitian eksperimen keterangan: t1 : pengukuran awal kecerdasan kinestetik sebelum diberi perlakuan permainan egrang tempurung kelapa x : perlakuan/ treatment, berupa permainan egrang tempurung kelapa t2 : pengukuran akhir kecerdasan kinestetik setelah diberi perlakuan permainan egrang tempurung kelapa variabel dalam penelitian ini adalah kelompok a di ba „aisyiah kalinegoro tahun ajaran 2014/2015 sebanyak 15 siswa. pengambilan sampel menggunakan teknik total sampling. metode pengumpulan data dengan menggunakan lembar observasi dan unjuk kerja. teknik analisis data yang dipergunakan yaitu teknik analisis uji peringkat bertanda wilcoxon dengan bantuan komputer program spss for windows versi 19.00. hasil dan pembahasan dapat diketahui bahwa ke 15 subyek pada pengukuran awal kemampuan berhitung mean mencapai 11,6, nilai minimal mencapai 8 dan nilai maksimal hanya mencapai 14, selanjutnya setelah diberikan tindakan pembelajaran dengan permainan tradisional egrang tempurung kelapa pada pengukuran akhir maka mean jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 39 mencapai 23, nilai minimal sebesar 8, serta nilai maksimal mencapai 27. dengan demikian kecerdasan kinestetik pada anak meningkat. hal itu menunjukkan bahwa pembelajaran dengan permainan radisional egrang tempurung kelapa telah mampu meningkatkan kecerdasan kinestetik anak. banyak faktor yang mempengaruhi kecerdasan kinestetik anak, pembelajaran di sekolah dengan peran serta dari guru menjadi salah satu faktor berkembangnya kecerdasan kinestetik anak, salah satu pembelajaran yang terbukti dapat meningkatkan kecerdasan kinestetik anak adalah pembelajaran dengan permainan tradisional egrang tempurung kelapa. hasil penelitian menunjukkan adanya peningkatan kecerdasan kinestetik anak setelah diberikan pembelajaran dengan permainan tradisional egrang tempurung kelapa. dimulai dari kondisi awal dimana semua subyek penelitian mempunyai kecerdasan kinestetik rendah kemudian diberikan perlakuan pembelajaran dengan permainan tradisional egrang tempurung kelapa, selanjutnya dilakukan pengukuran akhir, untuk membandingkan dengan kondisi awal. berikut akan dijelaskan perbandingan kondisi awal dan akhir setelah diberi pembelajaran dengan permainan tradisional egrang tempurung kelapa. pada kondisi awal subyek memiliki kecerdasan kinestetik dengan nilai tertinggi hanya mencapai 14. hal ini menunjukkan kecerdasan kinestetik subyek rendah, akan tetapi setelah dilakukan perlakuan pembelajaran dengan permainan tradisional egrang tempurung kelapa telah terjadi peningkatan yang signifikan. hal ini terlihat dari hasil pengukuran akhir subyek dengan niliai tertinggi sebesar 27. hasil penelitian menggunakan pembelajarn dengan permainan tradisional egrang tempurung kelapa benar-benar dapat meningkatkan kecerdasan kinestetik anak. karena dalam pembelajaran dengan permainan tradisional egrang tempurung kelapa dengan prosedur subyek diminta langsung untuk mampu melakukan tarik ulur tali egrang, mampu berjalan dengan seimbang dengan egrang tempurung kelapa tanpa jatuh, mampu melakukan koordinasi kaki kanan dan kaki kiri, mampu melakukan koordinasi tangan kiri dan tangan kanan, mampu berjalan dengan egrang 10 m tanpa jatuh, mempu berjalan dengan egrang 20 m tanpa jatuh, dan tangan kanan dan tangan kiri tidak lepas dari egrang saat jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 40 hasil penelitian diatas meyakini bahwasanya permainan tradisional egrang tempurung kelapa mampu meningkatkan kemampuan motorik kasar. hal ini sejalan dengan apa yang dikemukakan oleh campbell, campbell dan dickinson (2002 : 7796) bahwa tujuan materi program dalam kurikulum yang dapat mengembangkan kecerdasan fisik antara lain : berbagai aktifitas fisik, berbagai jenis olahraga, modeling, dansa, menari, body language. dan dalam tataran operasionalnya permainan egrang tempurung kelapa ini menstimulan berbagai aktifitas fisik. sementara itu, sebagaimana diutarakan oleh sujiono dan sujiono (2004 : 290-292) terdapat berbagai cara dan upaya dalam meningkatkan kecerdasan fisik pada anak, diantaranya melalui menari, bermain peran, latihan keterampilan fisik dan olahraga. permainan tradisional egrang tempurung kelapa ini masuk pada latihan keterampilan fisik. daftar pustaka amstrong, thomas. 2002. sekolah sang juara: menerapkan multiple intelligence di dunia pendidikan 2 nd , terjemahan yudhi murtanto. bandung: kaifa. campbell, linda, bruce campbell dan dee dickinson.2002. teaching and learning through multiple intelligences (terjemahan tim inisiasi). depok: inisiasi press. madyawati, lilis. 2002. bermain dan permainan i (untuk anak). jakarta: prenada group mayesty, mary. 1990. creative activities for young children 4 th ed: play, development, and creativity. new york: delmar publishers inc., peraturan mentri pendidikan nasional nomor 58. 2009. standar pendidikan anak usia dini. direktorat pendidikan anak usia dini. santoso, singgih, 2009. panduan lengkap menguasai statistik dengan spss 17. jakarta : pt elex media komputindo. sujiono, bambang dan yuliani nurani sujiono.2004. mencerdaskan perilaku anak usia dini. jakarta: elexmedia computindo. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 41 kementrian pendidikan nasional. 2010. tingkat pencapaian perkembangan anak taman kanak-kanak. direktorat jendral manajeman pendidikan dasar dan menengah direktorat pembinaan tk dan sd. tomkins, patricia k. 1997. role playing/ simulation. journal tesl. vol. iv no.8. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 67 peran ibu karir dalam pendidikan keluarga di lingkungan persit kartika chandra kirana (studi kasus pada ibu karir anggota persit kartika chandra kirana cabang xxxviii yonzipur 3 pd iii/ siliwangi) siwi astini siwiastini@yahoo.co.id sma kartika siliwangi xix-2 bandung abstrak saat ini, peran wanita telah bergeser dari peran tradisional menjadi modern. dari hanya memiliki peran tradisional untuk melahirkan anak dan mengurus rumah tangga, kini wanita mempunyai peran sosial dimana dapat berkarir dalam bidang kesehatan, ekonomi, sosial, maupun politik dengan didukung pendidikan yang tinggi. hal ini dapat mengakibatkan terjadinya konflik peran ganda sebagai pekerja dan ibu rumah tangga bagi wanita yang telah berkeluarga, sehingga mudah menimbulkan konflik kepentingan dalam pelaksaan tugasnya sebagai ibu juga sebagai wanita karir. hal ini membutuhkan kajian yang lebih menyeluruh mengenai bentuk-bentuk permasalahan, solusi dan dampak dari setiap nilai yang berhubungan dengan kehidupan ibu dan dunia pekerjaan. metode yang digunakan adalah analisis deskriptif kualitatif, sehingga mampu menjelaskan konteks kehidupan keluarga, pendidikan dan kehidupan profesional. dalam fakta temuan lapangan ditemukan bahwa kehidupan ibu karir telah mampu menjawab tantangan dunia kerja maupun keluarga secara tepat dan seimbang. kata kunci : ibu karir, pendidikan keluarga pendahuluan dalam kurun waktu lima tahun terakhir, terlihat adanya berbagai kemajuan yang dicapai kaum perempuan di berbagai bidang pembangunan. namun bila dibandingkan dengan laki-laki masih banyak yang perlu dilakukan untuk mewujudkan kesetaraan gender. di era modernisasi ini, ternyata masih terlihat begitu banyak masalah perempuan indonesia. di bidang pendidikan, menurut data bkkbn (2008) angka buta huruf perempuan 14,5 % lebih besar dari laki-laki yaitu 6,9%, di bidang kesehatan, status gizi perempuan merupakan masalah utama dan masih tingginya angka kematian ibu (aki) yaitu 228 per seratus ribu kelahiran jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 68 hidup, di bidang ekonomi, tingkat partisipasi angkatan kerja (tpak) laki-laki jauh lebih tinggi (86,5%) dari perempuan (50,2%), di bidang politik atau kekuasaan / pengambil keputusan keterwakilan perempuan 11% untuk dpr, dan 19,8% untuk dewan perwakilan daerah (dpd) dan dalam bidang hukum masih banyak dijumpai substansi, struktur, dan budaya hukum yang diskriminatif gender. begitupun kondisi di jawa barat yang menunjukkan bahwa wanita mengalami ketidakberuntungan lebih banyak dibandimg pria, diantaranya di bidang pendidikan, kesehatan, ketenagakerjaan, penguasaan dan pemanfaatan ilmu pengetahuan dan teknologi. dari segi kuantitatif perempuan melebihi setengah penduduk yang ada, dari segi kualitatif lebih banyak menentukan kualitas generasi yang akan datang, karena kodratnya sebagai pengemban terbesar fungsi reproduksi dan pembinaan sumberdaya manusia (e. komariah, 2011; 34). ini menjadi salah satu pendorong tingginya kesempatan perempuan untuk terlibat dalam proses pembangunan, dalam berbagai tingkat. peningkatan partisipasi perempuan dalam proses pembangunan telah menjadi salah satu bagian penting dalam menumbuhkan sikap dan proses perkembangan sebuah bangsa dan negara. pada satu sisi, perempuan memiliki hak yang sama yang proses pembangunan, namun dalam sisi yang lain, perempuan juga memiliki kodrat sebagai pilar utama pendidikan keluarga. menurut baqir sharif al-qarashi (2003 : 64), bahwa para ibu merupakan sekolah-sekolah paling utama dalam pembentukan kepribadian anak, serta saran, untuk memenuhi mereka dengan berbagai sifat mulia, sebagaimana sabda nabi muhammad saw. yang artinya: “surga di bawah telapak kaki ibu”. secara ontologis sabda rasulullah saw tersebut menggambarkan tanggung jawab ibu terhadap masa depan anaknya (zakiyah daradjat, 1995 : 50). dalam konteks ini, peran perempuan sebagai seorang ibu dalam lingkungan keluarga menjadi sangat penting dan tidak bisa digantikan perannya oleh sekolahsekolah atau tempat penitipan anak termahal sekalipun. oleh karenanya, perlu untuk mengkaji pengembangan peran perempuan sekaligus para ibu dalam konteks pembangunan modern saat ini. perempuan menjadi pilar, sekaligus menjadi salah jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 69 satu kekuatan dalam pembangunan, sekaligus memiliki peran sebagai pilar utama sebuah keluarga. dalam kondisi dewasa ini, menjadi ibu karir adalah sebuah tantangan sekaligus peluang bagi kaum perempuan di indonesia. memikiki jenjang karir adalah salah satu bentuk partisipasi kaum perempuan dalam pembangunan di indonesia. namun pada sisi lainnya, para ibu bertanggungjawab menyusun wilayahwilayah mental serta sosial dalam pencapaian kesempurnaan serta pertumbuhan anak yang benar. sejumlah kegagalan yang terjadi diakibatkan oleh pemisahan wanita dari fungsi-fungsi dasar mereka. pembahasan dalam konteks pendidikan keluarga yang dilaksanakaan di lingkungan keluarga dengan ibu yang juga berkarir, hal ini merupakan salah satu bentuk dari adanya tuntutan gender yang sudah demikian kuat. zakiyuddinbaidawi (1997: 8) menyebutkan bahwa : tuntutan gender disebabkan karena adanya perbedaan dan sempitnya gerakan wanita serta membatasinya pada bagian tertentu sesuai dengan kodratnya sebagai wanita, sehingga wanita merasa bahwa pada prinsipnya dalam kehidupan dunia untuk berkarir dan memimpin mempunyai hak sebagaimana laki-laki. hal ini mendorong kaum perempuan untuk dapat mengembangkan dirinya sendiri dalam berbagai bidang untuk mencapai derajat kesetaraan dalam kehidupannya, baik dalam konteks dunia pekerjaan maupun dalam kondisi sosial. pendapat diatas senada dengan pendapat ali yahya (2000: 19) yang menyebutkan bahwa : wanita karir dalam dunia barat laki-laki dan perempuan mempunyai hak yang sama untuk menjadi segala sesuatu yang diinginkan sesuai dengan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 70 bakatnya untuk bisa berkarir dengan laki-laki, begitu juga untuk menjadi pemimpin. namun dalam kondisi lainnya, perempuan juga dihadapkan pada beberapa permasalahan yang berhubungan dengan kodratnya sebagai ibu dan perempuan. pada saat kaum perempuan memiliki anak, maka fungsinya berganti menjadi seorang ibu. proses pendidikan keluarga menekankan pada bagaimana membentuk seorang anak agar dapat mencapai tujuan-tujuan kehidupannya, sesuai dengan derajat kemanusiaannya. soerjono soekanto (2003: 45) mengungkapkan bahwa pendidikan anak adalah pengarahan yang lebih baik, pembelajaran terhadap anak. dengan demikian menurut pendapat tersebut, anak yang mendapat stimulasi terarah dan teratur akan lebih cepat berkembang dibandingkan dengan anak yang kurang atau tidak mendapat stimulasi. oleh karena itu, peran ibu menjadi demikian penting untuk membangun karakter anak, bahkan membangun karakter kehidupan masyarakat di masa yang akan datang. perang orang tua, termasuk ibu karir, memiliki dampak yang sangat signifikan dalam perkembangan kehidupan seorang anak. nurkholis majid (2001; 87) mengatakan bahwa, “peran orang tua adalah peran tingkah laku, teladan, dan pola-pola hubungannya dengan anak yang dijiwai dan disemangati oleh nilai-nilai keagamaan menyeluruh”. dalam kehidupan, sejatinya orang tua baik itu berkarir ataupun tidak harus menjadi model dalam pengembangan kualitas individu, terutama dalam lingkungan keluarga. namun, tuntutan dunia pekerjaan seiring dengan semakin bersanya tantangan peningkatan kualitas kehidupan masyarakat menjadi hal yang sangat penting. dalam konteks ini, ibu karir diharapkan pada peluang dan tantangan yang sama-sama memiliki dampak yang sangat besar terhadap keluarganya, terutama dalam mempersiapkan anak-anaknya dalam menghadapi kehidupan di masa yang akan datang. secara umum karier secara sederhana dapat diartikan sebagai pekerjaan yang dijalani seseorang secara menetap setelah terlebih dahulu menjalani persiapan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 71 untuk itu (strong & vault, 1998). ini berarti,bahwa karier merupakan pekerjaan tetap.bilamana dikaitkan dengan wanita/ kaum ibu, maka ibu karier adalah wanita memiliki pengalaman pendidikan/pelatihan atas suatu pekerjaan dan bekerja dalam bidang tersebut dalam waktu yang sudah lama meskipun mereka sudah berkeluarga. menurut tofler (1995) menjalani pekerjaan tradisional sebagai ibu rumah tangga telah menjadi hal yang menakutkan bagi wanita sendiri. dengan semakin banyaknya wanita menjadi wanita karier,maka sudah tentu akan menghadapkan wanita tersebut ke dalam peran ganda, sebagai ibu sekaligus sebagai pekerja. persoalan ini tidak hanya menyangkut dirinya sendiri, tetapi para suami serta anak-anaknya. misalnya persoalan pasangan, hubungan suami isteri, melahirkan anak, pengasuhan anak, sampai perpisahan tempat tugas. 1. pendidikan keluarga pendidikan keluarga, dalam konteks peraturan perundang-undangan disebut sebagai pendidikan informal. dalam pasal 27 ayat 3 uu sistem pendidikan nasional, pendidikan informal adalah kegiatan pendidikan yang dilakukan oleh keluarga dan lingkunganberbentuk kegiatan belajar secara mandiri.hasil pendidikan informal diakui sama dengan pendidikan formal dan nonformal setelah peserta didik lulus ujian sesuai dengan standar nasional pendidikan. secara sosiologis, keluarga merupakan unit sosial terkecil, dalam arti keluarga merupakan sel-sel utama dalam sistem sosial (s. soekanto, 2003). hal ini berarti bahwa bentuk-bentuk pendidikan dalam keluarga akan mempengaruhi sistem sosial secara keseluruhan, dan berdampak terhadap kehidupan masyarakat itu sendiri. sedangkan m.i. soelaeman (2004: 17) menyebutkan bahwa keluarga adalah sarana pendidikan pertama dan utama dalam kehidupan anak. fungsi keluarga dan pendidikan di dalamnya tidak bisa digantikan oleh lembaga-lembaga pendidikan lainnya, walaupun dalam situasi dan kondisi yang lebih baik sekalipun. 2. pendidikan nilai kehidupan pendidikan nilai memiliki nilai yang penting dalam kehidupan manusia, termasuk kehidupan anak di masa yang akan datang. dahlan (2007:5) mengartikan pendidikan nilai sebagai suatu proses kegiatan yang dilaksanakan secara sistematis jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 72 untuk melahirkan manusia yang memiliki komitmen kognitif, komitmen afektif dan komitmen pribadi yang berlandaskan nilai-nilai agama. sementara itu, soelaeman (1987: 14) menambahkan bahwa pendidikan nilai adalah bentuk kegiatan pengembangan ekspresi nilai-nilai yang ada melalui proses sistematis dan kritis sehingga mereka dapat meningkatkan atau memperbaiki kualitas kognitif dan afektif peserta didik. pendidikan nilai memiliki tujuan tersendiri dalam proses pendidikan keluarga. secara sederhana, suparno (2002: 75) melihat bahwa tujuan pendidikan nilai adalah menjadikan manusia berbudi pekerti. sedangkan, hakam (2000: 8) dan mulyana (2004: 119) menambahkan bahwa pendidikan nilai bertujuan untuk membantu peserta didik mengalami dan menempatkan nilai-nilai secara integral dalam kehidupan mereka. 3. tumbuh kembang anak pertumbuhan merupakan peningkatan jumlah dan besar sel di seluruh bagian tubuh selama sel-sel tersebut membelah diri dan menyintesis protein-protein baru; menghasilkan penambahan jumlah dan berat secara keseluruhan atau sebagian. sedangkan perkembangan adalah perubahan secara berangsur-angsur dan bertambah sempurnanya fungsi alat tubuh, meningkat dan meluasnya kapasitas seseorang melalui pertumbuhan, kematangan atau kedewasaan (maturation), dan pembelajaran (learning) (wong, 2000; 45). konteks tumbuh kembang anak, berpengaruh terhadap pembangunan karakter pendidikan di dalam keluarga. oleh karenanya diperlukan kajian khusus dalam pembangunan karakter pendidikan keluarga yang dilaksanakan di tengah lingkungan ibu karir. 4. pendidikan keluarga paul b houton dan chester l. hunt (1987: 267) mengungkapkan bahwa keluarga adalah : 1) suatu kelompok yang mempunyai nenek moyang yang sama jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 73 2) suatu kelompok kekerabatan yang disatukan oleh darah atau perkawinan 3) pasangan perkawinan dengan atau tanpa anak 4) pasangan tanpa nikah yang mempunyai anak 5) satu orang dengan beberapa anak. di indonesia sendiri, keluarga telah diatur dalam berbagai peraturan atau undang-undang ri nomor 10 tahun 1992 tentang perkembangan kependudukan dan pembangunan keluarga sejahtera, mendefinisikan keluarga sebagai, ”keluarga merupakan wahana pertama seorang anak mendapatkan pengetahuan dan keterampilan yang diperlukan bagi kelangsungan hidupnya”. sedangkan pendidikan keluarga menurut mi. soelaeman (1994: 56) dapat diartikan sebagai pendidikan yang terjadi di dalam lingkungan keluarga, sebagai salah satu fungsi dasar yang terdapat dalam keluarga sebagai satuan sosial terkecil dalam masyarakat. dalam hal ini, pendidikan keluarga menjadi salah satu fungsi yang muncul setelah keluarga terbentuk melalui proses pernikahan. 5. peran ibu karir peran ibu karir dalam penelitian ini, difokuskan pada upaya untuk bagaimana bentuk peran ibu karir dalam melaksanakan tugas dan fungsinya sebagai istri, ibu, pegawai karir, juga sebagai anggota masyarakat yang melaksanakan tugas dan fungsinya sebagai wanita. toefler (1995; 132) menyebutkan bawah tantangan terbesar bagi para ibu karir adalah berusaha untuk menyeimbangkan berbagai perannya di tengah tantangan dunia pekerjaan. dalam kondisi seperti ini kaum ibu ditantang untuk dapat mengembangkan peran yang begitu kompleks dimana dalam berbagai sisi kehidupannya saling berhadapan, bahkan pada saat yang bersamaan. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 74 penutup kondisi objektif keluarga yang memiliki ibu karir dapat berjalan dengan baik, selama peran ibu dan bapak dapat dipenuhi. walaupun dengan intensitas yang berbeda, namun kualitas hubungan dan komunikasi antar anggota keluarga dapat menjadi salah satu bagian penting dalam membangun keluarga yang harmonis, walaupun kondisi ibu karir harus mampu membagi waktu. dengan intensitas kerja yang sangat mendesak dan tuntutan pekerjaan yang sangat besar, maka tantangan bagi para ibu menjadi demikian besar pula. namun, dengan perjuangan yang didukung pula dengan kehadiran orang-orang yang ada disekitarnya, membuat peran ibu karir masih dapat dilaksanakan dengan baik, sebagai salah satu kunci utama pembentukan karakter anak dalam proses pendidikan di dalam keluarga. daftar pustaka alvin and heidi toffler. 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(1995). problema remaja di indonesia. jakarta; penerbit bulan bintang. dickert, willliam. (1996). qualitative research. new york; parentice hall. haryono. (2007). perilaku bersih; saka krida husada. bandung; pustaka setia hatimah. i. (2000). pendidikan keluarga. alfabeta; bandung hatimah, ihat, dkk. (2007), pembelajaran berwawasan kemasyarakatan. jakarta; universitas terbuka. hasbulloh. (1997). dasar-dasar ilmu pendidikan. jakarta; rajagrafindo persada hurlock, e. (1999). psikologi perkembangan. bandung; erlangga horton, paul b. & hunt, cester l. (1987). sosiologi; alih bahasa : ram aminudin. jakarta; erlangga. idris. (1986). shalih bin ahmad al ghazali, romantika rumah tangga. yogyakarta; penerbit cendekia sentra muslim. ihromi. (2004). konsep dasar pendidikan anak usia dini. yogyakarta: penerbit galah ihsan. (2005). dasar-dasar kependidikan. jakarta; penerbit rineka cipta. kaelan. (2004). pendidikan pancasila. yogyakarta; penerbit paradigma kesuma, darma, dkk. (2011). pendidikan karakter. bandung; remaja rosdakarya. kussudyarsana dan soepatini. 2008. pengaruh karier objektif pada wanita terhadap konflik keluarga-pekerjaan. jurnal penelitian humaniora, vol. 9, no. 2, agustus 2008: 128-145. universitas muhammadiyah surakarta. mu’in. (2011). pendidikan karakter; konstruksi teori dan praktik. bandung; pustaka setia majid, nurcholis et.al. (2002). kehampaan spiritual masyarakat modern respon dan transformaso nilai-nilai islam menuju masyarakat madani (cet. i). jakarta; penerbit media cita megawangi, ratna. (2003). semua berakar pada karakter. jakarta; lembaga penerbit fe universitas indonesia. mangkuprawira, s. dan vitalaya, a. (2007). manajemen sumber daya manusia strategik. cetakan ketiga. ghalia indonesia, jakarta. mulyana, r. (2004). mengartikulasikan pendidikan nilai. bandung: alfabeta. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 76 munandar; utami. (2001). wanita karir; tantangan dan peluang. bandung; penerbit angkasa moses, con. (1989). gender planning in the third world; meeting practical and strategic gender needs. world development vol. 17, no. 11. m. ngalim, p. (2007). psikologi pendidikan. bandung; remaja rosdakarya novianto, eko nugroho. (2011). inspiring stories: kisah inspiratif keluarga dahsyat. jakarta; media grafika utama. partowisastro. (1983). psikologi keluarga. jakarta; rineka cipta rahardjo, mudjia. 2002. pengantar penelitian. malang; penerbit cendekia paramulya. rezky. (2010). tahapan mendidik anak teladan rasulullah saw. semarang; pustaka rizki samani. (2012). pendidikan karakter; konsep dan model. bandung; remaja rosdakarya. salvicion dan celis. (1989). pendidikan keluarga; terjemah : dwi putri. mandar maju; bandung sharif al-qarashi, baqir. (2003). seni mendidik islami. jakarta; pustaka zahra s.c. utami munandar. (2001).wanita karir tantangan dan peluang, ”wanita dalam masyarakat indonesia akses, pemberdayaan dan kesempatan”, yogyakarta: sunan kalijaga press. soedomo. (1989). pendidikan luar sekolah. jakarta; penerbit depdikbud soekanto, soerjono. (2003). sosiologi; suatu pengantar. jakarta; rineka cipta. soelaeman, m.i. (1994). pendidikan dalam keluarga. bandung; penerbit alfabeta. sudjana, d. (2003). pendidikan luar sekolah. bandung; falah production sugiyono. (2009). metode penelitian kuantitatif, kualitatif dan r&d. bandung; alfabeta suprijanto. (2007). pendidikan orang dewasa. jakarta: bumi aksara. suparno, p. (2002). reformasi pendidikan. yogyakarta: kanisius. surrachmad, w. (1986). dasar-dasar penelitian. bandung; jemmars jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 77 suma’mun. (1981). hiperkes, keselamatan kerja dan agronomi. jakarta; dharma bhakti muara agung. suwaid. (2010). prophetic parenting. yogyakarta; pro u media trisnamansyah, sutaryat. (2003). materi pokok perkuliahan filsafat, teori, dan konsep dasar pls. bandung: makalah tidak diterbitkan wirdatul,’aini. (2006). bahan ajar konsep pendidikan luar sekolah. universitas negeri padang: jurusan pendidikan luar sekolah, fakultas ilmu pendidikan. wong, l. (2000). pengantar ilmu kesehatan anak untuk pendidikan kebidanan. penerbit egc; jakarta. worth. (2008). psikologi perkembangan anak tiga tahun pertama. bandung; yayasan crest yahya, ali. (2000). dunia wanita dalam islam. jakarta; penerbit lentera. zakiyuddin, baidawi. (1997). wacana teologi feminis. jakarta; pustaka pelajar. internet : iklima. (2014). peran wanita karir dalam melaksanakan fungsi keluarga (studi kasus pns wanita yang telah berkeluarga di balai kota bagian humas dan protoikol samarinda). e-journal sosiatri integratif, vol 2/ 3: 77-89. tersedia : e-journal.ilmu.sosiatri.or.id. diakses : 12 desember 2014. komariah, euis. (2011). peranan wanita dalam pembangunan berwawasan jender. tersedia : http://jabar.bkkbn.go.id/lists/artikel/dispform.aspx?id=571&contenttypei d=0x01003dcababc04b7084595da364423de7897. diakses : 12 januari 2014 http://jabar.bkkbn.go.id/lists/artikel/dispform.aspx?id=571&contenttypeid=0x01003dcababc04b7084595da364423de7897 http://jabar.bkkbn.go.id/lists/artikel/dispform.aspx?id=571&contenttypeid=0x01003dcababc04b7084595da364423de7897 jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 93 pelatihan model pembelajaran quantum teaching untuk meningkatkan kompetensi guru paud di kota cimahi rohmalina stkip siliwangi bandung linaitok@gmail.com abstrak penelitian ini mengangkat permasalahan tentang : program studi pendidikan luar sekolah program pasca sarjana sekolah tinggi keguruan dan ilmu pendidikan stkip siliwangi bandung dengan judul “pelatihan model pembelajaran quantum teaching untuk meningkatkan kompetensi guru pauddi kota cimahi“. tujuan yang ingin dicapai melalui penelitian ini adalah untuk mengetahui dan mendeskripsikan : untuk mendeskripsikan penerapan proses pembelajaran di paud kota cimahi.untuk mendeskripsikan kompetensi pedagogik pendidik di paud kota cimahi. untuk mendeskripsikan upaya pengelola dalam pengendalian mutu proses pembelajaran melalui peningkatan kompetensi pedagogik pendidik paud di paud kota cimahi.”.penelitian ini dilaksanakan dengan pendekatan yang digunakan dalam penelitian ini adalah pendekatan penelitian kualitatif. sugiyono(2009: 21-22). sumber data penelitian ini adalah anak dan guru paud siaga. penerapan upaya pengelola di paud kota cimahi untuk meningkatkan kompetensi dilihat dari perencanaan pembelajaran dan pelaksanaan pembelajaran sangat berpengaruh besar terhadap proses pembelajaran serta dalam peningkatan kompetensi pendidik dalam hal tersebut pengelola sebagai manajer diharapkan dapat mengelola pendidik dalam proses pembelajaran kea rah peningkatan mutu dan kualitas pendidikan dan kompetensi pedagogik. pelaksanaan upaya pengelola dalam meningkatkan kompetensi pendidik dilaksanakan diluar ruang dan didalam yaitu di sekolah dan dilembaga-lembaga pemerintah maupun swasta penyelenggara pelatihan dalam rangka meningkatkan kualitas dan mutu pendidik paud kota cimahi diharapkan berpengaruh terhadap proses pembelajaran dikarenakan untuk meningkatkan kompetensi pendidik untuk itu pengelola mengikut sertakan pendidik dalam rangka peningkatan kompetensi melalui pelatihan-pelatihan hal ini berdampak baik terhadap tutor dari pada sebelum diadakan penerapan pengelola dalam upaya peningkatan kompetensi pendidik. dengan demikian dapat disimpulkan bahw apertanyaan penelitian ini yang menyatakan pelatihan model pembelajaran quantum teaching untuk meningkatkan kompetensi guru paud dapat diterima. kata kunci : quantum teaching mailto:linaitok@gmail.com jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 94 a. pendahuluan dalam uu sisdiknas no.20 tahun 2003, bab i pasal 1 disebukan bahwa pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. pendidikan anak usia dini diselenggarakan sebelum jenjang pendidikan dasar dan dapat diselenggarakan melalui jalur pendidikan formal, nonformal atau informal. dalam hal ini, paud (pendidikan anak usia dini) merupakan salah satu jalur pendidikan nonformal yang diselenggarakan untuk anak usia dini dalam rangka mengembangkan potensi mereka dengan sistem bermain sambil belajar. berdasarkan uraian-uraian di atas tentang pendidikan anak usia dini, maka manajemen kurikulum yang jelas dan sistematis tentunya harus sangat diperhatikan dalam pendidikan usia dini, karena harus selalu memperhatikan tingkat perkembangan dan psikologi anak didik. karena setiap anak adalah unik, dalam arti pola dan saat pertumbuhan dan perkembangan, baik kepribadian, gaya pembelajaran dan latar belakang keluarga. kurikulum dan interaksi orang dewasa-anak seharusnya di sesuaikan dengan masing-masing individu. pembelajaran pada anak usia dini adalah hasil dari interaksi antara pemikiran anak dan pengalamannya dengan materi-materi, ide-ide dan orang di sekitarnya. pendidik dapat menggunakan pengetahuan tentang perkembangan anak guna mengidentifikasi tentang ketepatan tingkah laku, aktivitas dan materimateri yang diperlukan untuk suatu kelompok usia, yang sekaligus dapat dipergunakan untuk memahami pola perkembangan anak, kekuatan, minat dan pengalaman serta guna merancang lingkungan pembelajaran yang sesuai. walaupun gaya pembelajaran ditentukan oleh berbagai faktor antara lain tradisi, nilai sosial-budaya, harapan orang tua dan strategi guna mencapai perkembangan yang optimal yang harus disesuaikan dengan usia dari masing-masing individu. dikalangan para pendidik sudah ada kesepahaman bahwa anak bukanlah orang dewasa dalam ukuran kecil.oleh sebab itu, anak harus di perlakukan sesuai dengan tahap-tahap perkembangannya.hanya saja dalam praktek pendidikan seharijurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 95 hari tidak selalu demikian yang terjadi.banyak contoh yang menunjukkan betapa peran orang tua dan masyarakat pada umumnya memperlakukan anak tidak sesuai dengan tingkat perkembangannya. walaupun dalam peraturuan pemerintah terlihat perbedaan yang jelas antara paud dan sd, dalam kenyataan di lapangan kedua jenjang pendidikan tersebut tidak banyak membedakan materi maupun metodologi pembelajarannya.di banyak tempat, sistem pembelajaran di paud tidak banyak berbeda dengan di sekolah dasar. jika praktik pendidikan seperti ini di teruskan, di khawatirkan akan terjadi dampak-dampak negatif pada perkembangan anak di kemudian hari. oleh karena itu, dalam pendidikan usia dini harus selalu memperhatikan aspek-aspek perkembangan anak, yakni: kurikulum yang digunakan. berdasarkan uraian di atas, maka penulis mencoba untuk membahas akan perkembangan pendidikan anak usia dini di indonesia dengan mengangkat judul, “upaya pengelola dalam pengendalian mutu proses pembelajaran melalui peningkatan kompetensi pedagogik pendidik di paud kota cimahi.” b. tinjauan pustaka 1. standar pendidik dan tenaga kependidikan pendidik anak usia dini adalah profesional yang bertugas merencanakan, melaksanakan proses pembelajaran, dan menilai hasil pembelajaran, serta melakukan pembimbingan, pengasuhan dan perlindungan anak didik. pendidik paud bertugas di berbagai jenis layanan baik pada jalur pendidikan formal maupun nonformal seperti tk/ra, kb, tpa dan bentuk lain yang sederajat. pendidik paud pada jalur pendidikan formal terdiri atas guru dan guru pendamping; sedangkan pendidik paud pada jalur pendidikan nonformal terdiri atas guru, guru pendamping, dan pengasuh. tenaga kependidikan bertugas melaksanakan administrasi, pengelolaan, pengembangan, pengawasan, dan pelayanan teknis untuk menunjang proses pendidikan pada lembaga paud. tenaga kependidikan terdiri atas pengawas/penilik, kepala sekolah, pengelola, administrasi, dan petugas jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 96 kebersihan. tenaga kependidikan pada paud jalur pendidikan formal terdiri atas: pengawas, kepala tk/ra, tenaga administrasi, dan petugas kebersihan. sedangkan tenaga kependidikan pada paud jalur pendidikan nonformal terdiri atas: penilik, pengelola, administrasi, dan petugas kebersihan. 1) standar pendidik a) kualifikasi akademik dan kompetensi guru kualifikasi dan kompetensi guru paud didasarkan pada peraturan menteri pendidikan nasional republik indonesia nomor 16 tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru beserta lampirannya. bagi guru paud jalur pendidikan formal (tk, ra, dan yang sederajat) dan guru paud jalur pendidikan nonformal (tpa, kb, dan yang sederajat) yang belum memenuhi kualifikasi akademik dan kompetensi disebut guru pendamping dan pengasuh. b) kualifikasi akademik dan kompetensi guru pendamping kualifikasi akademik yang harus dimiliki oleh guru pendamping, yaitu : 1) memiliki ijazah d-ii pgtk dari perguruan tinggi terakreditasi; atau 2) memiliki ijazah minimal sekolah menengah atas (sma) atau sederajat dan memiliki sertifikat pelatihan/pendidikan/ kursus paud yang terakreditasi. 2. model pembelajaran quantum quantum teaching adalah pengubahan belajar yang meriah dengan segala nuansanya. dalam quantum teaching juga menyertakan segala kaitan interaksi dan perbedaan yang memaksimalkan momen belajar. quantum teaching berfokus pada hubungan dinamis dalam lingkungan kelas.interaksi yang menjadikan landasan dan kerangka untuk belajar (de porter.b, 2004). dengan demikian, dapat disimpulkan bahwa quntum teaching adalah orkrestasi atau simfoni bermacam-macam interaksi yang ada mencakup unsur-unsur untuk belajar efektif yang mempengaruhi kesuksesan siswa. unsur tersebut terbagi menjadi dua kategori yaitu: konteks dan isi. konteks adalah latar belakang pengalaman guru. sedangkan isi adalah bagaimana tiap frase musik dimainkan (penyajian) seperti fasilitasi dari ahli sang jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 97 maestro terhadap orchestra dan pemanfaatan dari bakat setiap pemain musik dan potensi setiap instrumen. interaksi dari konteks dan isi dapat mengubah kemampuan dan bakat alamiah siswa menjadi cahaya yang akan bermanfaat bagi mereka sendiri dan orang lain. jika dikaitkan dengan situasi belajar-mengajar sekolah, unsur-unsur yang sama tersusun dengan baik yaitu suasana, lingkungan, landasan, rancangan, penyajian, dan fasilitas. 3. asas utama pembelajaran quantum teaching menurut de porter. b (2004), asas utama quantum teaching adalah “bawalah dunia mereka kedunia kita dan antarkan dunia kita ke dunia mereka”. dari asas utama ini, dapat disimpulkan bahwa langkah awal yang harus dilakukan dalam pengajaran yaitu mencoba memasuki dunia yang dialami oleh peserta didik. cara yang dilakukan seorang pendidik meliputi: untuk apa mengajarkan dengan sebuah peristiwa, pikiran atau perasaan yang diperoleh dari kehidupan rumah, sosial, musik, seni, rekreasi atau akademis mereka. setelah kaitan itu terbentuk, maka dapat membawa mereka kedalam dunia kita dan memberi mereka pemahaman mengenai isi dunia itu. “dunia kita” dipeluas mencakup tidak hanya para siswa, tetapi juga guru. akhirnya dengan pengertian yang lebih luas dan penguasaan lebih mendalam, siswa dapat membawa apa yang mereka pelajari kedalam dunia mereka dan menerapkannya pada situasi baru. 4. prinsip-prinsip pembelajaran quantum teaching ada 5 prisip quantum teaching yaitu: a. segalanya berbicara artinya segalanya dari lingkungan kelas hingga bahasa tubuh guru, dari kertas yang dibagikan hingga rancangan pembelajaran, semuanya mengirimkan pesan tentang belajar. b. segalanya bertujuan semuanya yang terjadi dalam proses belajar mengajar mempunyai tujuan. c. pengalaman sebelum pemberian nama http://aadesanjaya.blogspot.com/2011/01/makalah-profesi-guru.html jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 98 berarti sebelum mendefinisikan, membedakan, siswa terlebih dahulu telah memiliki atau telah diberikan pengalaman informasi yang terkait dengan upaya pemberian nama. d. akui setiap usaha berarti apapun usaha yang telah dilakukan siswa haruslah mendapat pengakuan dari guru maupun siswa lainnya. e. jika layak dipelajari, maka layak pula dirayakan setiap usaha belajar yang dilakukan layak untuk dirayakan untuk memberi umpan balik dan meningkatkan asosiasi emosi positif dengan belajar. 4. model pembelajaran quantum teaching menurut de porter, b (2004), quantum teaching mempunyai dua bagian penting yaitu dalam seksi konteks dan dalam seksi isi. dalam seksi konteks, akan menemukan semua bagian yang dibutuhkan untuk mengubah: suasana yang memberdayakan, landasan yang kukuh, lingkungan yang mendukung, dan rancangan belajar yang dinamis. sedangkan dalam seksi isi, akan menemukan keterampailan penyampaian untuk kurikulum apapun, disamping strategi yang dibutuhkan siswa untuk bertanggung jawab atas apa yang mereka pelajari: penyanjian yang prima, fasilitas yang luwes, keterampilan belajar untuk belajar, dan keterampilan hidup. c. metode penelitian penelitian ini dimaksudkan untuk memperbaiki dan meningkatkan proses pembelajaran yang sudah dilaksanakan oleh tutor serta mengatasi permasalahan. pendekatan yang digunakan dalam penelitian ini adalah pendekatan penelitian kualitatif. sugiyono (2009: 21-22) menyebutkan bahwa : 1. metode penelitian kualitatif dilakukan pada kondisi yang alamiah, langsung ke sumber data dan peneliti adalah instrumen kunci. 2. penelitian kualitatif lebih bersifat deskriptif. data yang terkumpul berbentuk kata-kata atau gambar, sehingga tidak menekankan pada angka. 3. penelitian kualitatif lebih menekankan pada proses daripada produk atau jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 99 outcome. 4. penelitian kualitatif melakukan analisis data secara induktif. 5. penelitian kualitatif lebih menekankan makna (data dibalik yang teramati). penelitian ini menggunakan metode deskriptif analitis dan komparatif, yaitu melakukan penelitian dengan tujuan ingin menggambarkan masalah dan melakukan analisis terhadap masalah. metode deskripsi merupakan metode penelitian non hipotesis sehingga dalam langkah penelitiannya tidak perlu menentukan hipotesis. dengan metode diatas, penulis akan menggambarkan mengenai implementasi kurikulum di paud siaga. d. pembahasan 1. perencanaan berdasarkan pelaksanaan a. keadaan tutor berdasarkan penerapan upaya pengelola dalam meningkatkan kompetensi pedagogik sangat baik sesuai dengan rencana kegiatan mingguan dan rencana kegiatan harian b. pelaksanaan penerapan upaya pengelola dalam meningkatkan kompetensi pedagogik dilaksanakan diluar ruang dan didalam yaitu di sekolah dan dilapangan sekitar paud kota cimahi dan berpengaruh terhadap proses pembelajaran dikarenakan pengelola mengikut sertakan pendidik dalam rangka peningkatan kompetensi melalui pelatihan-pelatihan hal ini berdampak baik terhadap tutor dari pada sebelum diadakan penerapan pengelola dalam upaya peningkatan kompetensi pedagogik. 2. analisis data berdasarkan analisis data dengan menggunakan tabel distribusi frekuensi diatas maka penulis melakukan penelitian pertanyaanya itu dengan menghitung seberapa besar pengaruh peran pengelola terhadap kompetensi pedagogik. melalui proses penghitungan tertinggi sebesar 50% mengikuti pembelajaran yang ditawarkan dalam upaya pengelola dalam meningkatkan kompetensi pedagogik bahwa peran tutor pengelola di sekolah berpengaruh dalam proses pembelajaran terlihat dari hasil jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 100 observasi yang dilakukan pada hari kamis tgl 10 april 2014 tutor mengikuti pelatihan dan bimbingan yang diberikan pengelola diharapkan tutor dapat meningkaykan kompetensi pedagogikan. hal ini sejalan dengan pendapat cooper (zahera, 1997), mengemukakan bahwa guru harus memiliki kemampuan merencanakan pengajaran, menuliskan tujuan pengajaran, menyajikan bahan pelajaran, memberikan pertanyaan kepada siswa, mengajarkan konsep, berkomunikasi dengan siswa, mengamati kelas, dan mengevaluasi hasil belajar kompetensi guru adalah “kemampuan atau kesanggupan guru dalam mengelola pembelajaran” (blog.elearning.unesa.ac.id/pdf.../arti-pengelolaan-kelas-paud.pdf). dengan demikian dapat disimpulkan bahwa pertanyaan penelitian ini yang menyatakan pelatihan pembelajaran quantum teaching sebagai upaya meningkatkan kompetensi guru paud dapat diterima. e. kesimpulan berdasarkan hasil penelitian, pembahasan dan analisis yang penulis peroleh dari berbagai temuan penelitian yang dijadikan dasar untuk menarik simpulan. maka pada akhirnya penulis dapat mengambil beberapa simpulan penelitianya itu sebagai berikut: 1. penerapan upaya pengelola di paud kota cimahi untuk meningkatkan kompetensi dilihat dari perencanaan pembelajaran dan pelaksanaan pembelajaran sangat berpengaruh besar terhadap proses pembelajaran serta dalam peningkatan kompetensi pendidik dalam hal tersebut pengelola sebagai manajer diharapkan dapat mengelola pendidik dalam proses pembelajaran kea rah peningkatan mutu dan kualitas pendidikan dan kompetensi pedagogik. 2. pelaksanaan upaya pengelola dalam meningkatkan kompetensi pendidik dilaksanakan diluar ruang dan didalam yaitu di sekolah dan dilembaga-lembaga pemerintah maupun swasta penyelenggara pelatihan dalam rangka meningkatkan kualitas dan mutu pendidik paud kota cimahi diharapkan berpengaruh terhadap proses pembelajaran dikarenakan untuk meningkatkan kompetensi pendidik untuk itu pengelola mengikut sertakan pendidik dalam rangka peningkatan kompetensi melalui pelatihan-pelatihan hal ini berdampak jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 101 baik terhadap tutor dari pada sebelum diadakan penerapan pengelola dalam upaya peningkatan kompetensi pendidik. daftar pustaka: anggraeni, r. (2011).pengaruh penggunaan media manipulatif terhadap kemampuan konsep bilangan pada anak usia dini.skripsi sarjana pada fip upi bandung.tidak diterbitkan arikunto, s. (2006). prosedur penelitian “suatu pendekatan praktik”. jakarta :rinekacipta depdiknas. (2007). pedoman permainan berhitung permulaan di taman kanak kanak. jakarta: depdiknas direktorat pembinaan tk dan sd depdiknas. (2007). pedoman penembangan bidang kognitif di taman kanak kanak. jakarta: depdiknas direktorat pembinaan tk dan sd engking s, hasan. (2008). penuntun penyusunan proposal penelitian dan penulisan skripsi. bandung: stkip siliwangi bandung. isjoni. (2009). model pembelajaran anak usia dini. bandung: alfabeta masitoh, dkk. (2005). pendekatan belajar aktif di taman kanak-kanak. jakarta: depdiknas dirjen perguruan tinggi direktorat pembinaan pendidikan kependidikan dan ketenagaan perguruan tinggi moeslichatoen. (2004). metode pengajaran di taman kanak-kanak. jakarta: rineka cipta nuraidah, i. (2009).penerapan metode proyek untuk meningkatkan keterampilan sosial anak. skripsi sarjana pada fip upi bandung. tidak diterbitkan roestiyah, n. k. (2008). strategi belajar mengajar. jakarta: rineka cipta sugiyono. (2009). metode penelitian pendidikan “pendekatan kuantitatif, kualitatif dan r&d”.bandung: alfabeta sudjana. (1982). metode statistik. bandung: tarsito. sujana, d. (1993). strategi belajar mengajar dalam pendidikan non formal. bandung: nusantra press. _________ (1993). pendidikan nonformal (wawasan, sejarah, azas), bandung: nusantara press. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 102 _________ (1992) pengantar manajemen pendidikan luar sekolah, bandung: nusantara press. _________ (1993). strategi pembelajaran persuasif dalam pendidikan luar sekolah, bandung: nusantara press. sujana, nana (1988) dasar-dasar proses belajar mengajar, bandung: sinar baru. __________ (1988). tununan penyusunan karya ilmiah, skripsi, tesis, disertasi, bandung : sinar baru. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 128 metode bermain lego dalam upaya menumbuhkembangkan kecerdasan kinestetik pada anak usia dini (sudi kasus di lembaga pendidikan manusia unggul) fitria yulianti ningtyas abstrak penelitian ini membahas tentang upaya menumbuhkembangkan kecerdasan kinestetik pada anak usia dini melalui metode bermain lego di lembaga pendidikan manusia unggul. melalui permainan lego, anak yang memiliki gaya belajar kinestetik akan terstimulasi kecerdasan dan kemampuannya, terutama kecerdasan kinestetiknya. sebab pada dasarnya, anak dengan gaya belajar kinestetik, memiliki kelebihan dalam ruang gerak serta berlebih energinya. sehingga saat belajar, anak membutuhkan ruang yang cukup luas, serta permainan yang menantang. penelitian ini bertujuan: 1) untuk mengetahui dan menganalisis bagaimana langkah-langkah dalam menerapkan metode bermain lego dalam upaya menumbuhkembangkan kecerdasan kinestetik pada anak usia dini di lembaga pendidikan manusia unggul. 2) untuk mengetahui dan menganalisis bagaimana pelaksanaan dalam menerapkan metode bermain lego dalam upaya menumbuhkembangkan kecerdasan kinestetik pada anak usia dini di lembaga manusia unggul. 3) untuk mengetahui dan menganalisis dampak dan hasil dari penerapan metode bermain lego dalam upaya menumbuhkembangkan kecerdasan kinestetik pada anak usia dini di lembaga pendidikan manusia unggul. 4) untuk mengetahui dan menganalisis apa saja faktor pendukung dan penghambat dalam menerapkan metode bermain lego dalam upaya menumbuhkembangkan kecerdasan kinestetik pada anak usia dini di lembaga manusia unggul. penelitian ini menggunakan pendekatan kualitatif naturalistik. ciri yang menonjol dari penelitian ini adalah cara pengamatan dan pengumpulan datanya dilakukan dalam latar/setting alamiah. artinya tanpa memanipulasi subyek yang diteliti. penelitian ini mencakup juga keyakinan terhadap sifat dasar dari realitas (yang diamati), hubungan antara orang yang mencoba mengetahui sesuatu (peneliti) dan hal yang mereka coba ketahui (yang diteliti), peranan/pengaruh dari nilai-nilai (yang dianut jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 129 peneliti) dan variable-variabel lainnya yang serupa itu.kajian data pada penelitian ini didapat dari hasil pengamatan langsung kegiatan belajar mengajar guru di lembaga pendidikan manusia unggul dan dari hasil wawancara. dari hasil penelitian dapat disimpulkan bahwa melalui metode bermain lego dalam upaya menumbuhkembangkan kecerdasan kinestatik anak usia dini, sangat berpengaruh. pola pikir anak lebih kreatif dan imaginatif. kata kunci: kecerdasan kinestetik, permainan lego. a. pendahuluan pendidikan di indonesia pada hakekatnya bertujuan untuk mencerdaskan kehidupan bangsa, dan setiap warga negara berhak mendapat pendidikan yang layak, hal ini tercantum dalam pembukaan undang-undang dasar 1945 alinea ke empat yang berbunyi: “kemudian dari pada itu untuk membentuk suatu pemerintah negara indonesia yang melindungi segenap bangsa indonesia dan untuk memajukan kesejahteraan umum, mencerdaskan kehidupan bangsa, dan ikut melaksanakan ketertiban dunia yang berdasarkan kemerdekaan, perdamaian abadi dan keadilan sosial.” dan undang-undang dasar pasal 31 ayat 1 yang berbunyi: "setiap warga negara berhak mendapat pendidikan". kini, pendidikan berlangsung dalam tiga jalur yakni pendidikan formal, non formal dan pendidikan informal (uu sisdiknas pasal 13,14, dan 15 ayat 1). pendidikan wajib pun tidak hanya sembilan tahun, tetapi pemerintah pun menganjurkan untuk melangsungkan pendidikan mulai dari usia 0-6 tahun yang dikenal dengan pendidikan anak usia dini (paud). menurut uu no. 20 tahun 2003: “pendidikan anak usia dini (paud) adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan anak untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut.” (dirjen pendidikan luar sekolah, 2002). seperti halnya pendidikan sd, sltp dan smu. pendidikan anak usia dini pun dilaksanakan melalui tiga jalur. pendidikan anak usia dini (paud) jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 130 formal yaitu pendidikan yang diselenggarakan di taman kanak-kanak (tk), raudatul athfal (ra). pendidikan anak usia dini (paud) non formal yaitu pendidikan yang diselenggarakan di tempat penitipan anak (tpa), kelompok bermain (kober/ kb), play group (pg), pos paud yang intergrasi dengan posyandu, satuan paud sejenis (sps) dan lain-lain (uu sisdiknas no. 20 th. 2003 pasal 28 ayat 4). sedangkan, pendidikan informal yaitu pendidikan yang dilakukan orang tua di rumah, home schooling pun termasuk di dalamnya. pembelajaran dalam pendidikan anak usia dini dilakukan dengan cara bermain sambil belajar. pembelajaran dikemas sedemikian rupa agar dapat memberikan suasana yang menyenangkan, memuaskan dan membekas. dalam hal ini guru merancang pembelajaran dengan tujuan untuk memberikan stimulasi dan membantu mengembangkan potensi seoptimal mungkin. karena pada usia ini menurut para ahli menyebutnya masa keemasan (golden age). hal ini sesuai dengan pendapat surya (1985 : 51) masa yang sangat penting dalam kehidupan manusia karena merupakan awal bagi anak mengenal sekolah, mulai berkelompok, masa menjelajah, bertanya, meniru, kreatif dan usia bermain. b. kajian teori dan metode menurut sarah smilanky, pada dasarnya memiliki tujuan utama yakni memelihara perkembangan atau pertumbuhan optimal anak usia dini melalui pendekatan bermain yang kreatif, interaktif dan terintegrasi dengan lingkungan bermain anak. semua anak usia dini memiliki potensi kreatif tetapi perkembangan kreatifitas sangat individual antar anak yang satu dengan anak yang lain. jadi dapat dikatakan bahwa dengan bermain anak dapat mengembangkan potensi kreatifnya, anak dapat berkreatifitas dalam setiap kegiatan bermainnya. smilanky dalam dockett dan fleer mengemukakan tahap bermain anak usia dini sebagai berikut: 1) bermain fungsional, gerakan sederhana dan berulangulang, 2) bermain memangun (constructive play), 3) symbolic atau make believe play. merupakan ciri periode operasional yang ditandai dengan bermain khayal (pura-pura). pada tahapan ini, anak sudah mulai dapat menggunakan berbagai benda sebagai simbol atau representasi benda lain, 4) social play games with rules. pada tahap ini anak menggunakan simbol yang banyak diwarnai nalar dan logika yang bersifat objektif dalam bermain. kegiatan anak lebih banyak jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 131 dikendalikan oleh aturan permainan, 5) games with rules and sports. aturan pada olahraga jauh lebih ketat dan kaku, namun pada tahap ini anak senang melakukan kegiatan ini berulang-ulang dan terpacu untuk mencapai prestasi sebaik-baiknya pada tahap ini, bukan hanya rasa senang saja yang menjadi tujuan tetapi ada suatu hasil akhir tertentu seperti ingin menang, memperoleh hasil kerja yang baik. metode penelitian kualitatif naturalistik digunakan untuk mengetahui apakah kecerdasan kinestetik anak usia dini melalui metode bermain sesuai dengan rumusan masalah, tujuan, dan manfaat penelitian. populasi anak usia dini yang tercatat di lembaga manusia unggul sebanyak 12 siswa. sedangkan jumlah sampel adalah 5 siswa yang khusus dijadikan bahan observasi dan studi kasus. terdiri dari 4 orang laki-laki dan 1 orang perempuan. instrumen yang digunakan adalah lembar observasi dan lembar wawancara, sedangkan prosedur pengolahan data terdiri dari 1) perencanaan, 2) pelaksanaan pengumpulan data, 3) pengolahan data. c. hasil dan pembahasan dari hasil pengamatan dapat diketahui bahwa para guru di lembaga manusia unggul terbilang baik, dalam mengimplementasikan metode bermain lego untuk menumbuhkan kecerdasan kinestetik anak usia dini. mereka mendemonstrasikan cara bermain lego dengan kreatifitas guru itu sendiri. mereka membimbing para siswa dan memberikan umpan balik dan memberikan kesempatan pada siswa untuk bermain lego berdasarkan imaginatif dan kreatifitas mereka sendiri. dan dapat diketahui bahwa rasa ketertarikan anak pada permainan lego, membuat anak sangat senang ketika bermain. hal ini sesuai dengan pendapat tedjasaputra (2001: 43) yang menyatakan bahwa pengenalan konsep pada anak usia prasekolah dilakukan sambil bermain, maka anak akan merasa senang dan tanpa dia sadari ternyata dia sudah banyak belajar. dalam hal ini, pada saat bermain lego, tanpa disadari keterampilan kreativitas dan imajinasi pada anak meningkat. peningkatan keterampilan kreativitas dan imajinasi melalui permainan lego, dapat dilihat dari cara anak menyusun permainan lego dengan bentuk dan hasil yang maksimal. mereka dapat menyusun lego dengan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 132 berbagai macam bentuk seperti membuat kendaraan, membuat robot, dan lain sebagainya. pada sesi wawancara kepada guru bernama miss nunik, penulis meminta tanggapan beliau tentang efek dan respon anak-anak terhadap metode yang beliau berikan. d. kesimpulan dari hasil penelitian dan pembahasan dapat disimpulkan bahwa melalui metode bermain lego dalam menumbuhkembangkan kecerdasan kinestetik anak usia dini di lembaga manusia unggul, sangat berpengaruh. pola pikir serta kreativitas anak meningkat dibandingkan sebelum menerapkan metode bermain sambil belajar. berdasarkan (uu sisdiknas pasal 13,14, dan 15 ayat 1). pendidikan wajib pun tidak hanya sembilan tahun, tetapi pemerintah pun menganjurkan untuk melangsungkan pendidikan mulai dari usia 0-6 tahun yang dikenal dengan pendidikan anak usia dini (paud). menurut uu no. 20 tahun 2003: “pendidikan anak usia dini (paud) adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan anak untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut.” (dirjen pendidikan luar sekolah, 2002). dari observasi yang dilakukan di kelas lembaga manusia unggul dengan jumlah murid 12 orang kegiatan bermain sambil belajar tetap dilakukan seperti biasa, dengan ditambahkan kegiatan konsentrasi dengan bermain lego, anak-anak lebih tertarik dan bersemangat. pelatihan yang diberikan kepada seluruh sampel meliputi dimensi motivasi, kreatifitas, kerjasama dan toleransi dalam bentuk presentasi dan bermain. rekomendasi salah satu metode pembelajaran yang menarik bagi anak usia dini adalah metode belajar sambil bermain. oleh karena itu, metode pembelajaran tersebut dapat diterapkan di lembaga kursus lainnya juga di sekolah formal dalam meningkatkan kecerdasan kinestetik pada anak usia dini. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 133 guru di lembaga kursus yang mengajarkan anak usia dini, perlu meningkatkan pelaksanakan kegiatan bermain, seperti bermain lego dalam pembelajaran. hal ini bertujuan agar kreativitas dan imajinasi anak berkembang. bagi siswa/ orangtua, metode bermain lego ini dapat juga dilaksanakan di rumah, sehingga diharapkan agar orangtua tidak membatasi anak dalam bermain lego dengan menyediakan media yang memadai. media yang berupa alat permainan tersebut, dapat menstimulus daya khayal anak dalam menyusun permainan tersebut dengan baik. daftar pustaka aisyah, siti, dkk. (2008). perkembangan dan konsep dasar pengembangan anak usia dini. jakarta: universitas terbuka amir daien indrakusuma. (1973). pengantar ilmu pendidikan. surabaya: usaha nasional arikunto, s. (1998). prosedur penelitian. jakarta: rineka cipta arikunto, s., suhardjono dan supardi. (2008). penelitian tindakan kelas. jakarta: pt. bumi aksara arikunto, suharsimi. (2002). prosedur penelitian suatu pendekatan praktek. jakarta: rineka cipta arsyad, azhiz. (2002). media pembelajaran edisi i. jakarta: pt raja grafindo persada budi, santoso totok. (2003). hubungan antara permainan dengan pola pikir anak di surakarta. penelitian reguler ums. departemen pendidikan nasional republik indonesia. (2003). buku undangundang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional. jakarta masitoh. (2006). strategi pembelajaran tk. jakarta: universitas terbuka moleong, l. j. (2006). metodologi penelitian kualitatif edisi revisi. bandung: pt. remaja rosdakarya jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 134 munandar, utami. (2002). kreativitas & keberbakatan. jakarta: gramedia nasution, s. (1988). metode penelitian naturalistik kualitatif. bandung: tarsito partini. (2010). pengantar pendidikan anak usia dini. yogyakarta: grafindo litera media s, sudjana. (2000). pendidikan non formal. bandung: falah production sugiono. (2013). memahami penelitian kualitatif. bandung: alfabeta tuckman, w. bruce. (1965). education psychology zaman, saeful,et.al. (2010). games kreatif pilihan untuk meningkatkan potensi diri dan kelompok. jakarta: gagasmedia jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 101 peran komite nasional pemuda indonesia (knpi) dalam memberdayakan para pemuda putus sekolah melalui pelatihan kecakapan hidup berbasis kewirausahaan oleh : dr. kusniada indrajaya,m.si dosen universitas negeri palangkaraya abstrak komite nasional pemuda indonesia (knpi) adalah merupakan salah satu lembaga non formal atau wadah berhimpunnya para pemuda yang salah satu perannya adalah untuk membekali atau mengembangkan kemampuan para pemuda. uraian ini sejalan dengan undang-undang no. 8 tahun 1985 yang mengukuhkan bahwa knpi merupakan satu-satunya wadah resmi tempat berkumpul atau berhimpunnya para pemuda. dengan tersedianya wadah tersebut diharapkan para pemuda akan dapat terkoordinir dengan baik dalam menjalankan pembangunan. konsep pengembangan kemampuan pemuda sebagai sdm mengacu pada pandangan holistik, yang juga mengacu pada upaya pemberdayaan melalui berbagai kegiatan yang menghasilkan nilai ekonomis seperti keterampilan dan berusaha. di samping tersedianya wadah atau oraganisasi kepemudaan, secara spesifik juga berbagai kebijakan baik politik maupun ekonomi harus mampu memberikan dukungan dan terobosanterobosan yang dapat memberikan pengaruh langsung pada peningkatan kualitas pemuda sebagai sumberdaya manusia, yang akhirnya akan berdampak pada peningkatan produktifitas dan mengurangi angka pengangguran. kata kunci : knpi, pemuda putus sekolah, pelatihan dan wirausaha latar belakang krisis multidimensi yang dialami bangsa indonesia, yang diawali sejak terjadimnya krisis ekonomi 1977, ternyata sangat berpengaruh terhadap jalannya pembangunan nasional sebagaimana yang diamanatkan dalam pembukaan uud 1945, yaitu mewujudkan masyarakat yang adil dan makmur dalam wadah negara kesatuan republik indonesia. pendidikan nasional sebagai salah satu sistem dalam kehidupan berbangsa dan bernegara mendapatkan imbas yang berat untuk memulihkan berbagai trauma yang dialami masyarakat, yang kemudian menyadarkan untuk bangkit dan membelajarkannya dengan ilmu dan keterampilan untuk menghadapi kehidupannya yang lebih baik. jalan yang ditempuh akibat terjadinya krisis multidimensional adalah dengan pemulihan ekonomi, yaitu dengan mengupayakan peningkatan kesejahteraan masyarakat agar terbebas dari belenggu kemiskinan. kemiskinan yang terjadi bukan semata-mata karena jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 102 ketidakberdayaan, melainkan juga karena dipengaruhi oleh kebijakan pemerintah yang kurang memberikan iklim kondusif bagi masyarakat untuk menjadi berdaya. ketidakberdayaan ini banyak terjadi hampir di semua lapisan masyarakat baik yang tinggal kota maupun desa. apalagi ketidakberdayaan yang dialami masyarakat tidak saja menimpa kaum tua, akan tetapi banyak juga menimpa para kaum atau genersi muda yang sesungguhnya memiliki tenaga potensial dalam pembangunan bangsa. kondisi seperti ini tidak mungkin akan dibiarkan begitu saja dan terjadi secara terus menerus, melainkan harus segera dicarikan jalan keluarnya. hal ini cukup beralasan karena pemuda sebagai generasi penerus dalam pelaksanaan pembangunan bangsa, merupakan aset dalam bentuk sumberdaya manusia (sdm) yang perlu diberdayakan dan dikembangkan kemampuannya. sejalan dengan konsep pengembangan kemampuan pemuda, gilley dan eggland (1989:6) mengungkapkan ada tiga kategori dalam konsep sdm. pertama, pemanfaatan sdm, ini berkaitan dengan hasil yang diinginkan dari setiap bidang yaitu peningkatan pengembangan, kompetensi, keahlian serta penyerapan perubahan sikap, pemberdayaan dan perbaikan. kedua, perencanaan dan forecast sdm, berkaitan dengan perkiraan sdm di masa yang akan datang dan perencanaan yang sesuai untuk penerimaan, seleksi, training, dan peningkatan karier. ketiga, pengembangan sdm, berkaitan dengan persiapan melalui kegiatan-kegiatan belajar dari sdm untuk posisi yang sekarang, tugas-tugas kerja di masa yang akan datang (pengembangan) selain meningkatkan secara pribadi (pendidikan). pemberian bekal berupa kemampuan bagi pemuda, sebagai upaya pengembangan sdm menurut schuler (1987) dalam tjiptoherijanto (1997) merupakan upaya untuk meningkatkan kinerja dengan memberikan bekal keterampilan dan pengetahuan yang relevan dengan kebutuhan. “development is any attempt to improve current or future employee performance by increasing, trough learning, and employee’s ability to perform, usuallly by increasing the employee’s skills and knowledge”. pemuda sebagai sdm dalam kegiatan organisasi, menurut campbell (1981:2) harus memahami benar bidang garapan organisasinya, apakah operasinya berskala besar, apakah ada marketnya, dan apakah telah dapat atau mampu berkompetisi dengan sdm lain dengan mengikuti aturan yang ada. dari berbagai uraian tentang keberadaan dan peran sdm terutama pemuda dalam pembangunan, maka keberadaan oraganisasi pemuda seperti knpi sangatlah penting. walaupun disisi lain tidak tertutup kemungkinan keberadaan organisasi pemuda seperti knpi masih perlu banyak mendapat jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 103 perhatian dan dukungan dari pemerintah baik pusat maupun daerah. lebih jauh tentang keberadaan dan kegiatan organisasi knpi dapat di uraikan sebagai berikut: 1. dasar kegiatan komite nasional pemuda indonesia (knpi) dalam undang-undang republik indonesia no. 20 tahun 2003 sebagai hasil revisi dari undang-undang no.2 tahun 1989 tentang sistim pendidikan nasional dijelaskan mengenai pengertian pendidikan secara umum yaitu merupakan usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. knpi sebagai salah satu organisasi nirlaba yang berfungsi melayani masyarakat dari berbagai organisasi kepemudaan juga dapat melaksanakan program pendidikan melalui berbagai kegiatan seperti pelatihan. pernyataan ini sesuai dengan semangat yang tertuang dalam gbhn 1999, yaitu memiliki peluang untuk melaksanakan visi dan misi pembangunan dalam meningkatkan kualitas sumber daya manusia. peningkatan yang ingin dicapai mencakup kualitas lembaga sebagai penyelenggara/pelaksana pelatihan yang efektif dan efisien dalam menghadapai berbagai tantangan perkembangan pengetahuan dan teknologi. serta mampu memecahkan berbagai permasalahan atau memenuhi kebutuhan yang menjadi kesenjangan dikalangan masyarakat. kedudukan dan fungsi tersebut sejalan dengan peraturan pemerintah republik indonesia nomor: 73 tahun 1991, yang tertuang pada bab ii pasal 2 tentang pendidikan luar sekolah yang sekarang menjadi pendidikan non formal menyebutkan, melayani dan membina warga belajar supaya dapat tumbuh dan berkembang, memiliki pengetahuan dan keterampilan guna meningkatkan martabat dan mutu kehidupannya, serta memenuhi kebutuhan belajar masyarakat. knpi sebagai organisasi pemuda yang bergerak di jalur pendidikan non formal dalam melaksanakan pelatihan atau pembelajarannya harus berdasarkan atas kebutuhan anggota. keberadaan knpi sendiri diantaranya bertujuan untuk membantu pemuda yang kebanyakan putus sekolah dari pendidikan formal, baik itu putus sekolah dasar, sekolah menengah pertama dan atas. sedangkan pelatihan yang diberikan kepada pemuda bertujuan untuk membantu memberi bekal pengetahuan dan keterampilan khusus, bagi mereka yang telah memiliki pengetahuan dan keterampilan tetapi ingin meningkatkan pengetahuannya sesuai kebutuhan dan perkembangan dunia ketenagakerjaan. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 104 2. kendala-kendala yang dihadapi knpi kota bandung. berdasarkan hasil studi yang dilakukan oleh knpi kota bandung, di kota bandung sendiri masih banyak ditemukan beberapa pemuda yang tergabung sebagai anggota knpi belum memiliki penghasilan. di samping itu dari kegiatan yang diikuti dalam organisasi belum sepenuhnya dapat memenuhi kebutuhan dirinnya apalagi untuk masyarakat di sekitarnya. sebagai akibatnya tidak jarang kalau knpi hanya dianggap sebagai tempat bermain dan bersenangsenang saja. hal ini disebabkan selain kurangnya fasilitas dan dana yang dimiliki knpi kota bandung, juga aksesibiltas organisasi kurang mampu menyentuh pada kepentingan masyarakat banyak. oleh sebab itu agar mampu memberikan pelayanan dengan kualitas yang baik kepada masyarakat, dirasa masih perlu ditingkatkatnya kemampuan dan kesejahteraan pemuda atau anggota melalui kegiatan usaha. kelemahan lain yang dirasakan knpi kota bandung adalah, bila dilihat dari sisi peranannya sebagai organisasi pemuda. seperti dengan masih banyaknya para pemuda dari latar belakang disiplin ilmu yang berbeda, belum mampu menemukan jenis usaha yang dapat dijadikan sebagai sumber penghasilan. di antara para pemuda juga masih banyak yang lebih senang menganggur daripada bekerja atau berusaha, karena lapangan pekerjaan yang ada belum sesuai dengan minat atau apa yang mereka harapkan. disinilah diperlukannya seorang tokoh atau sosok pemimpin pemuda sebagai agen perubahan yang mampu mengantisipasi keadaan tersebut, karena untuk menghasilkan suatu proses pembelajaran maupun pelatihan yang baik dan berkualitas sesuai tuntutan dan kebutuhan yang berkembang di masyarakat tidak terlepas dari kemampuan para pengurus organisasi itu sendiri. kemampuan merupakan paduan dari pengetahuan , keterampilan, nilai dan sikap yang direfleksikan dalam kegiatan berpikir dan bertindak. peningkatan kemampuan pemuda yang ingin dikembangkan terdiri dari empat golongan yaitu ; a) kemampuan individu, b) kemampuan vokasional, c) kemampuan akademik , dan d) kemampuan sosial. 3. kegiatan pelatihan dan wirausaha sebagai pendukung organisasi meskipun usaha-usaha pemberdayaan dan pengembangan kegiatan pemuda melalui berbagai kegiatan dan pelatihan terus digalakkan di knpi, namun dalam pelaksanaannya, masih ada yang belum mampu menyentuh sesuai harapan anggotanya baik itu secara individu maupun tim. kesan selama ini menunjukkan bahwa berbagai kegiatan maupun pelatihan-pelatihan yang dilaksanakan tidak lebih merupakan hasil desain secara top down yang tentunya belum tentu sesuai dengan kebutuhan yang diharapkan pemuda.. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 105 kecenderungan yang terlihat masih banyak para pemuda yang tergabung dalam knpi, masih merasa kesulitan dalam memenuhi kebutuhan hidupnya. para pemuda lebih banyak menganggur walupun telah menjadi anggota cukup lama, sedangkan para pengurus yang diharapkan dapat menjadi agen pembaharu dalam organisasi tidak mampu berbuat banyak. pelaksanaan pelatihan bagi pemuda yang dilaksanakan oleh knpi selama ini, kebanyakan dalam rancangannya kurang memperhatikan kebutuhan anggota dan lebih mengutamakan pada kebutuhan oraganisasi. hasil pelatihan semacam ini lebih banyak menekankan pada aspek sosial dan bukan pada kebutuhan pokok anggota, sedangkan keberadaan anggota secara umum, selain rata-rata putus sekolah juga tidak memiliki usaha atau matapencaharian. oleh sebab itu, diperlukan sutau jenis pelatihan yang dapat memotivasi dan menumbuhkan jiwa wirausaha bagi peserta, khusunya pemuda anggota knpi kota bandung. pemberian pelatihan dan wirausaha kepada para anggota bertujuan agar para pemuda tidak saja hanya sekedar terampil, tetapi juga mampu menerapkannya sebagai usaha untuk memenuhi kebutuhan hidupnya. program pelatihan dan wirausaha yang diberikan dapat berjalan dengan baik, juga ditunjang oleh hasil kegatan identifikasi kebutuhan yang tepat. a. identifikasi masalah berdasarkan uraian yang telah dikemukakan diatas ditemukan suatu rumusan yang menjadi permasalahan pokok di kalangan pemuda, yaitu : adanya kesenjangan antara kondisi atau kemampuan pemuda anggota knpi yang sekarang dengan kondisi atau harapan kemampuan pemuda yang seharusnya dimiliki. permasalahan tersebut difokuskan pada ; pertama, tentang bagaimana meningkatkan kompetensi/keterampilan pemuda agar disamping menjadi pengurus knpi juga mampu bekerja untuk meningkatkan penghasilan,. kedua, bagaimana pula bentuk proses pelatihan yang telah diterima pemuda sebelumnya, yang membuat pemuda tidak mampu menjalankan usaha. b. perumusan masalah menanggapi tentang perlunya pelatihan bagi pemuda dalam upaya meningkatkan pengetahuan keterampilan dan kemampuan berusaha, tampaknya perlu sebuah pemikiran tentang pelaksanaan model pelatihan yang dapat mengakomodasi kebutuhan para pemuda tersebut baik di knpi itu sendiri maupun di masyarakat. dari hasil pelatihan diharapkan para pemuda di lapangan mampu mengembangkan secara terus menerus dan berkelanjutan sesuai kebutuhannya masing-masing. sebagian besar para pemuda anggota knpi kota bandung, belum memiliki keterampilan atau kecakapan yang dapat dihandalkan untuk dijadkan sebagai sumber usaha yang dapat mendatangkan penghasilan. kenyataan ini disebabkan oleh selain pengetahuan dan jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 106 kemampuan berusaha yang sangat minim, juga mereka belum pernah diberdayakanan untuk menguasai jenis keterampilan tertentu dan menjadikannya sebagai sumber usaha. yang terjadi selama ini, para pemuda anggota knpi kota bandung hanya diberdayakan untuk mampu melaksanakana kegiatan-kegiatan yang bernuansa sosial saja, dan belum pada upaya atau kegiatan yang mampu mendatangkan penghasilan bagi mereka. dari beberapa permasalahan ini kemudian dijabarkan kedalam beberapa jenis pertanyaan penelitian sebagai berikut : 1. bagaimana kondisi kemampuan pemuda yang tergabung dalam wadah knpi kota bandung pada saat ini ? 2. bagaimana model konseptual pelatihan kecakapan hidup dan berwirausaha yang dapat meningkatkan keberdayaan pemuda knpi kota bandung? 3. bagaimana efektivitas model pelatihan kecakapan hidup dan berwirausaha dalam meningkatkan keberdayaan pemuda knpi kota bandung? c. definisi operasional untuk lebih mengarahkan dalam proses penelitian ini, ada beberapa konsep istilah yang digunakan dan perlu didefinisikan dalam penelitian ini seperti: 1. model pelatihan keterampilan bagi pemuda model pelatihan keterampilan bagi pemuda diartikan sebagai upaya untuk memperluas kemampuan, dan memajukan dari pola kegiatan peningkatan partisipasi individu, kelompok maupun masyarakat yang dilakukan dalam rangka memberi kekuatan dan keberdayaan diri sehingga dapat mengaktualisasikan diri secara optimal. 2. pemuda sebagai usia produktif pemuda sebagai usia produktif yang dimaksudkan dalam konteks penelitian ini merupakan individu dan atau kelompok masyarakat yang tergabung dalam suatu wadah atau organisasi kepemudaan knpi yang dilihat dari usia sekitar 15-30 tahun, dengan rata-rata memiliki latar belakang pendidikan, sosial dan ekonomi yang tidak memadai berdasarkan kriteria kelayakan kebutuhan hidup. 3. kemampuan menjalankan usaha (berwirausaha) kemampuan menjalankan usaha (berwirausaha) yang dimaksudkan dalam penelitian ini adalah kondisi sosiologis, psikologis dan ekonomis dari para pemuda yang tergabung dalam organisasi kepemudaan. kondisi seperti ini, dalam perspektif pls dikategorikan sebagai kelompok pemuda yang tidak jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 107 berdaya, artinya kelompok pemuda ini tidak mampu memenuhi kebutuhan hidupnya dikarenakan beberapa aspek yang mendasarinya seperti tidak memiliki pekerjaan, tidak ada penghasilan, keterampilan hidup yang tidak memadai, lapangan kerja yang sempit, dan modal usaha maupun modal kerja yang tidak ada. 4. model pelatihan kecakapan hidup dan berwirausaha untuk pemberdayaan pemuda model pelatihan kecakapan hidup dan berwirausaha untuk pemberdayaan pemuda anggota knpi kota bandung yang dimaksudkan dalam konteks penelitian ini adalah satu model pelatihan keterampilan secara terstruktur dan sistematis yang ditujukan memberikan bekal pengetahuan, keterampilan bagi pemuda atau anggota masyarakat dewasa khususnya yang tergabung dalam organisasi kepemudaan seperti knpi dengan senantiasa memperhatikan kebutuhan belajar, minat pekerjaan dan modal kemampuan yang dimiliki secara psikologis dan sosiologis guna pemenuhan kebutuhan hidup. sedangkan berwirausaha atau kegiatan menjalankan usaha yang dimaksudkan dalam pelatihan adalah, bahwa mereka yang tergabung dalam knpi atau yang akan diberikan pelatihan, saat ini belum memiliki keterampilan yang dapat diandalkan sebagai sumber penghasilan. d. tujuan dan manfaat penelitian a. tujuan penelitian ; penelitian ini secara umum bertujuan untuk menemukan model pelatihan yang dapat meningkatkan kemampuan pemuda sesuai kebutuhan dan perannya di organisasi. tujuan-tujuan tersebut dapat diperinci untuk : 1. memperoleh data kondisi kemampuan pemuda yang tergabung dalam wadah knpi kota bandung pada saat ini. 2. mengembangkan model konseptual pelatihan kecakapan hidup dan berwirausaha yang dapat meningkatkan keberdayaan pemuda knpi kota bandung. 3. menemukan efektivitas model pelatihan kecakapan hidup dan berwirausaha dalam meningkatkan keberdayaan pemuda knpi kota bandung b. manfaat penelitian ; secara teoritis, kegunan dari penelitian ini bila dilihat dari segi kontribusinya diharapkan mampu memberikan sumbangan terhadap pengembangan teori ilmu pendidikan, khususnya dalam pendidikan luar sekolah seperti konsep belajar sepanjang hayat. yang dalam pelaksanaannya harus relevan dengan kondisi pemuda dan masyarakat lingkungan yang memiliki berbagai macam karakteristik. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 108 secara praktis, penelitian ini bertujuan dapat memberikan masukan dalam membantu mengarahkan dan meningkatkan kemampuan pemuda, serta pengembangannya di organisasi kepemudaan seperti knpi seusai tugas pokok dan fungsinya seperti: 1. bagi organisasi atau knpi tentang pengkajian kembali terhadap pelatihan maupun berbagai program yang telah dilaksanakan, apakah pelatihan atau berbagai program yang dilaksanakan telah sesuai bila ditinjau dari segi manfaat dan kegunaanya baik bagi pemuda sendiri, organisasinya atau knpi maupun bagi masyarakat yang menerima secara tidak langsung. 2. bagi pemuda efektifitas program pelatihan dalam memberikan bekal maupun dalam meningkatkan kemampuan pemuda sebagai sumber daya manusia, baik dalam proses pelatihan itu sendiri maupun penerapan serta pengembangannya dilapangan dalam melaksanakan tugas sesuai tugas pokok organisasi maupun kebutuhan pemuda itu sendiri. 3. bagi masyarakat dan lingkungannya penyelenggaraan program-program pendidikan luar sekolah yang sesuai dengan kondisi dan kebutuhan masyarakat lingkungan dimana knpi itu berada, baik melalui pelatihan maupun pembinaan yang telah dilakukan. e. prosedur penelitian penelitian ini terdiri dari dua bentuk kegiatan, yaitu: (1) exploration, yang bersifat kualitatif, dan (2) experimental. kegiatan pertama, penelitian dilakukan secara exploratif-kualitatif dilakukan dengan langkah-langkah sebagai berikut; 1. studi pendahuluan; kegiatan ini merupakan studi awal yang bertujuan untuk merefleksi situasi yang terjadi di lapangan. 2. penyusunan model konseptual; dalam penyusunan model konseptual selalu mengacu pada hasil studi awal atau studi pendahuluan. pada tahap ini akan dikembangkan suatu model konseptual pelatihan keterampilan sebagai upaya pemberdayaan pemuda . 3. kegiatan validasi/verifikasi model konseptual; model konseptual yang telah disusun dilakukan vilidasi/verifikasi dengan melibatkan pakar di bidang pendidikan luar sekolah, nara sumber pelatihan, dan dengan anggota kelompok pemuda. kegiatan ini bertujuan untuk penyempurnaan model konseptual yang dilaksanakan melalui seminar, tukar pendapat dan sejenisnya. hasil dari kegiatan ini kemudian diikuti dengan melakukan cek silang (cross check) dengan temuan-temuan dari hasil studi lain yang memiliki hubungan. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 109 2. kegiatan revisi model konseptual; revisi model didasarkan atas saransaran dan masukan pakar dan praktisi, serta didukung oleh sumbersumber bacaan berupa literatur maupun hasil penelitian. selanjutnya, model revisi siap untuk diuji cobakan atau dieksperimenkan. kegiatan kedua, yaitu pelaksanaan uji coba dengan menggunakan metode preeksperimen. penelitian tahap ini merupakan implementasi model pemberdayaan pemuda melalui pelatihan keterampilan yang telah direvisi terhadap kelompok (pemuda) eksperimen. desain yang digunakan adalah onegroup pretest-posttest design. disain ini dilakukan dengan membandingkan hasil pre-test dengan hasil post-test ujicoba pada kelompok yang diujicobakan, dan tidak menggunakan kelompok kontrol. desain penelitian tersebut dapat dilihat pada gambar 3.1 sebagai berikut: gambar. 3.1. one-group pretest-posttest design keterangan : t1 = pre test t2 = post test x = perlakuan pelaksanaan eksperimen terhadap kelompok pemuda dilaksanakan dengan langkah-langkah sebagai berikut: 1. persiapan eksperimen; tahap ini merupakan kelanjutan dari studi pendahuluan, yang dilakukan sesudah melakukan studi awal. pada tahap persiapan ini juga dilakukan reviu hasil analisis studi pendahuluan. ramburambu pertanyaan yang akan digunakan dalam mereviu adalah, apa yang harus dilakukan, tentang apa, siapa melakukan apa, dimana, kapan, dan bagaimana kegiatan itu dilakukan. di tahap ini peneliti melakukan kolaborasi dengan pelatih/instruktur keterampilan yang ada sesuai kebutuhan di kota bandung dan kelompok-kelompok usaha kecil yang ada di kota bandung. 2. pelaksanaan eksperimen; dalam tahap ini masih diperlukan prinsip partisipatoris dan kolaboratif dari peneliti. sebelum dilakukannya pelaksanaan eksperimen, terlebih dahulu dilakukan pre-test. kegiatan ini bertujuan untuk memperoleh pemahaman terhadap anggota kelompok dalam pengimplementasian prinsip-prinsip pelatihan keterampilan, strategi pendekatan yang dilakukan, langkah-langkah, sumber belajar/instruktur, dan pemberdayaan unsur-unsur kerjasama dalam kelompok pemuda setelah eksperimen dilaksanakan. t1 x t2 jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 110 3. observasi pada kelompok eksperimen; selama kegiatan uji coba atau eksperimen berlangsung, dilakukan juga kegiatan monitoring atau pemantauan terhadap pelaksanaan eksperimen. observasi dilakukan secara langsung dan dengan mengunakan lembaran dalam bentuk terstuktur (sistematis), dengan tujuan untuk mengetahui perkembangan maupun penghambat kegiatan eksperimen. 4. tahap evaluasi; evaluasi dilakukan setelah diperoleh hasil dari kegiatan observasi dan monitoring pada tahap sebelumnya (perlakuan kelompok ekperimen). kegiatan evaluasi berisikan tentang analisis, interpretasi dan eksplanasi dari informasi yang diperoleh dari pengamatan atas pelaksanaan eksperimen pada kelompok eksperimen. untuk memperjelas alur pemikiran atau langkah-langkah yang ditempuh dalam penelitian dan pengembangan ini dapat dilihat pada gambar 3.2 berikut: kegiatan i kegiatan ii gambar . langkah-langkah penyusunan model penelitian pengembangan f. teknik pengumpulan dan analisis data teknik-teknik pelaksanaan pengumpulan data dilakukan dengan: observasi, dalam kegiatan ini dilakukan dan diupayakan agar peserta sebagai sasaran penelitian tidak merasa kalau dirinya sedang diobservasi. kegiatan ini dilakukan untuk mencermati beragam fenomena dari mulai tahap studi orientasi suasana lingkungan penelitian, implementasi, sampai evaluasi hasil. data observasi diperoleh melalui sumber belajar maupun dinas atau instansi terkait lainnya, serta dari anggota masyarakat. materi yang akan di jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 111 eksperimenkan meliputi ; (1) kegiatan nara sumber selama berinteraksi dengan calon peserta yang dilanjutkan dengan diskusi dalam pelatihan, (2) kegiatan nara sumber dalam menjelaskan materi selama diskusi berlangsung (3) kegiatan nara sumber dalam menciptakan suasana dalam kelompok, (4) aktifitas para pemuda (kelompok) selama mengikuti pelaksanaan eksperimen, dan (5) kegiatan implementasi komponen-komponen pelatihan di masyarakat. studi dokumentasi, kegiatan ini bertujuan untuk menjaring data atau dokumen tertulis yang ada kaitannya dengan penyelenggaraaan pelatihan yang akan dilaksanakan. data ini digunakan untuk melengkapi dalam upaya menemukan data yang benar. data yang diperoleh melalui hasil penelaahan serta interpretasi terhadap dokumen, dapat dijadikan sumber data yang dapat dimanfaatkan untuk menguji, bahkan untuk meramalkan data yang didapat dari dinas/instansi terkait maupun pemerintah kota bandung. wawancara, kegiatan ini bertujuan untuk mewawancarai sejumlah tokoh yang dianggap sebagai kunci dalam penelitian, seperti pemerintah kota, instansi terkait dan tokoh masyarakat tempat pemuda yang akan dijadikan sasaran. sedang kepada nara sumber berkisar tentang pengalaman, cara pengimplementasian dan metode yang digunakan dalam melaksanakan pelatihan di masyarakat. teknik ini dilakukan peneliti untuk mengamati masyarakat khususnya pemuda, melalui pengamatan data yang intensif dalam bentuk komunikasi vertikal sebagai proses interaksi peneliti dengan sumber data sebagai responden. teknis yang digunakan dalam pengumpulan data adalah dengan teknis saturasi atau kecukupan data dan trianggulasi. teknis ini disamping bertujuan untuk menguji apakah model yang diajukan sudah layak untuk diimplementasikan, juga untuk merefleksikan data melakukan interpretasi atas dasar acuan teori serta memberikan penguatan terhadap proses pelatihan. untuk menjaga viliditas, reliabilitas dan objektifitas temuan dilakukan melalui pengujian yang disebut; validitas internal (credibility), validitas eksternal (transferability), reliabilitas (dependability) dan objektifitas (confirmability). credibility (kepercayaan), dilakukan agar hasil-hasil temuan dapat dicapai kebenarannya oleh peneliti, untuk data dan informasi ganda atau yang memiliki penafsiran berbeda. penarikan keabsahan data dan informasi melalui upaya (1) activies increasing the probality that credible finding will be pruduced, (2) persistent observation , (3) triangulation, (4) peer debiefing, (5) referential adequacy, (6) negative case analysis dan (7) member checks. transferability (validitas eksternal), dilakukan untuk mengkaji sejauhmana hasil penelitian dapat diaplikasi atau digunakan dalam situasi berbeda. jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 112 trasferability ditempuh peneliti dengan mencari dan mengumpulkan kajiankajian empiris, yaitu model-model faktual dalam penyelenggaraan pelatihan, baik yang dilakukan oleh tenaga-tenaga pls, instansi terkait maupun kelompok-kelompok usaha serta lembaga swadaya masyarakat. dependability (ketergantungan), yaitu upaya untuk melihat sejauh mana hasil penelitian atau model pelatihan yang dikembangkan dan diujicobakan pada kondisi atau setting tertentu, sehingga model tersebut dinyatakan memiliki dependability. comfirmability (derajat keyakinan), ditempuh untuk melihat kebenaran data yang diperoleh melalui audit trail. audit trail dilakukan dengan (1) pemeriksaan terhadap semua catatan lapangan, laporan dan dokumen, (2) hasil analisis data, tabel, gambar dan konsep-konsep dan (3) catatan mengenai proses penelitian. pengujian efektifitas model dilakukan terhadap model konseptual yang dikembangkan sehingga dapat menjadi model empirik atau layak terap. sedangkan pengukuran antara data pre-test dan post-test dilakukan dengan uji beda dua data rata-rata berpasangan teknik yang dianggap cocok adalah teknik wilcoxon match pairs test atau uji wilcoxon (siegel,1997:93, sugiyono,1999:240, dan borg and gall, 1989:565). uji beda dilakukan untuk melihat sejauh mana perbedaan antara sebelum dan sesudah diberikan perlakuan pada kelompok ujicoba. h. temuan penelitian dan implikasi hasil penelitian 1. temuan penelitian dalam penelitian model pelatihan keterampilan kecakapan hidup dan berwirausaha ini peneliti menggunakan subjek penelitian yang diambil secara purposive, dan terpilih sebanyak 20 orang sebagai peserta belajar. untuk kegiatan analisis, seluruh peserta belajar yang terpilih digunakan seluruhnya. dari kegiatan analisis yang dilakukan secara kualitatif maupun kuantitatif, jawaban seluruh peserta belajar ditabulasikan kedalam tabel induk penelitian. berdasarkan tabel induk penelitian tersebut kemudian dianalisis secara rinci sesuai dengan rancangan analisis yang telah dikemukakan sebelumnya. hasil kegiatan analisis yang dilakukan secara kualitatif ditemukan bahwa seluruh peserta belajar tersebut mampu diberdayakan melalui pelatihan dan menjalankan berusaha. selesai mengikuti pelatihan peserta belajar dapat mengidentifikasi sumber-sumber yang dapat mendukung usaha mereka. sumber-sumber tersebut seperti penyandang dana atau modal, dan mitra kerja jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 113 dalam menjalankan usaha. target dari kegiatan pelatihan ini dirasa telah tercapai dan cukup memuaskan. hasilnya, ditandai dengan tingkat pemahaman peserta terhadap konsep dasar dan manfaat pelatihan kecakapan hidup termasuk dalam kategori baik. dampak dari pelatihan selain mampu meningkatkan keterampilan peserta belajar yang sebelumnya tidak mereka pahami, juga mampu mendatangkan pekerjaan tetap. jenis keterampilan/kecakapan hidup yang dijadikan usaha, selain sesuai dengan kondisi lingkungan setempat, juga tingkat kepedulian sesama peserta dalam bekerjasama menjalankan usaha kelompok semakin tinggi. jadi secara deskriptif tujuan pengimplementasian dari model yang dikembangkan telah tercapai. temuan hasil analisis kualitatif diperkuat oleh temuan kuantitatf. analisis kuantitatif dilakukan dengan tujuan untuk melihat hasil perbandingan dua subjek yang berpasangan yaitu peserta belajar sebelum dan sesudah pelatihan. dari hasil analisis kuantitatif diketahui bahwa telah terjadi perbedaan secara nyata antara pengetahuan dan kemampuan peserta belajar sebelum dan sesudah mengikuti pelatihan, sehingga dapat dikatakan bahwa pelatihan kecakapan hidup dan berwirausaha terbukti efektif dalam memberdayakan peserta belajar untuk menguasai keterampilan dan menjalankan usaha. di samping itu dari hasil analisis juga menunjukan bahwa kegiatan pelatihan ternyata membawa dampak posistif terhadap peserta belajar. diantara dampak yang ditimbulkan seperti dapat merubah persepsi maupun sikap dari peserta belajar dalam menjalankan usaha. secara detail desain temuan model konseptual pelatihan kecakapan hidup dan berwirausaha yang telah diujicobakan dan disempurnakan tersebut dapat dilihat dalam bentuk visualisasi sebagai berikut: dari hasil analisis deskriptif maupun uji non parametrik, keduanya menunjukan bahwa tujuan dari penelitian untuk memberdayakan masyarakat petani penggarap dalam menemukan dan menjalankan usaha baru dapat tercapai. dari hasil temuan di lapangan juga menunjukkan bahwa model pelatihan ini ternyata sesuai dan ideal bagi masyarakat petani penggarap dalam meningkatkan kemampuan berusaha. 2. implikasi hasil penelitian berkaitan dengan temuan penelitian yang telah dikemukakan, dapat juga dideskripsikan yang berkaitan tentang implikasi hasil pengembangan model pelatihan kecakapan hidup dan berwirausaha, yaitu: jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 114 pertama, pengembangan model pelatihan keterampilan kecakapan hidup dan berwirausaha yang dilakukan knpi kota bandung, merupakan model pembelajaran yang praktis dan strategis. praktis karena secara teknis mereka telah memiliki dasar-dasar keterampilan berusaha dan hasilnya dapat diaplikasikan dalam waktu singkat. strategis karena dapat membuka lapangan kerja baru dan meningkatkan perekonomian masyarakat khususnya pemuda. para peserta dapat mengembangkan pengetahuan dan keterampilan melalui konsultasi secara berkesinambungan dengan pihak knpi sebagai mitra belajar dan mitra usaha lainnya baik yang melalui jaringan knpi maupun yang tidak. tempat dan waktu kegiatan usaha dan pembelajaran dapat dilaksanakan di tempat kerja/usaha, di knpi kota bandung, di rumah atau di tempat lain yang dipandang strategis. kedua, pengembangan model pelatihan kecakapan hidup dan berwirausaha ini dalam implementasi model melalui pelatihan, dapat meningkatkan pengetahuan para peserta atau calon pengusaha. para peserta menjadi sadar akan arti pentingnya pendidikan dan pengembangan usaha, serta melalui pendidikan juga dapat meningkatkan motivasi belajar dan berwirausaha, sehingga berdampak semakin berkembangnya kemampuan para pemuda maupun usaha kecil, dan para pemuda menjadi lebih terbuka terhadap informasi dari luar, dan lebih mendidik generasi muda untuk menguasai berbagai jenis pengetahuan dan keterampilan. uraian diatas merupakan gambaran keberhasilan dari penyelenggaran sebuah model pelatihan kecakapan hidup dan berwirausaha yang telah dikembangkan. hasil penyelenggaraan pelatihan bagi pemuda pengurus dan anggota knpi yang ada di kota bandung, diharapkan dapat berekembang menjadi bentuk usaha. dengan adanya keberlanjutan program dalam bentuk usaha, maka para pemuda dapat menemukan jenis keterampilan baru yang dapat digunakan untuk meningkatkan pendapatan, yang akhirnya akan berdampak pada peningkatan kehidupan i. kesimpulan dan rekomendasi 1. kesimpulan secara umum, penelitian ini telah mencapai tujuan sesuai yang diharapkan yakni menemukan dan mengembangkan sebuah model pelatihan kecakapan hidup dan berwirausaha bagi pemuda di knpi kota bandung.. berdasarkan permasalahan dan tujuan yang dipaparkan dalam penelitian ini, kemudian dikaitkan dengan hasil temuan penelitian dan pembahasannya, maka secara garis besar dapat di buat beberapa kesimpulan sebagai berikut: jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 115 a. kondisi kemampuan pemuda yang tegabung dalam organisasi knpi di kota bandung dari hasil identifikasi terhadap kondisi pemuda yang tergabung di organisasi knpi peneliti menemukan: pertama: pada awalnya keberadaan organisasi knpi hanya membawa misi untuk kepentingan politis bagi sebagian golongan saja, namun seiring dengan perkembangan zaman organisasi tersebut dapat mengembangkan program-programnya ke berbagai kegiatan sosial lain, seperti memberikan pembinaan dan pelatihan kepada generasi muda. kedua: para pemuda yang tergabung dalam organisasi knpi di kota bandung masih banyak yang belum memiliki pengetahuan dan keterampilan yang dapat diandalkan. ketiga: para pemuda yang masuk menjadi anggota knpi rata-rata berpendidikan slta dan berusia sekitar 20 sampai 30 tahun. keempat: belum adanya dana khusus yang disediakan pemerintah maupun instansi terkait, yang dapat dgunakan sebagai program pembinaan dan pengembangan sumberdaya manusia bagi pengurus maupun anggota b. temuan model pelatihan kecakapan hidup dan berwirausaha bagi pemuda di knpi kota bandung. dari hasil ekplorasi di knpi kota bandung dalam upaya memberdayakan pemuda untuk dapat memiliki keterampilan dan mengembangkan menjadi usaha, maka langkah yang dirasa tepat adalah melalui pemberian pelatihan kecakapan hidup. model pelatihan kecakapan yang dikembangkan diarahkan pada pengembangan usaha produktif yang disesuaikan dengan kondisi lingkungan, dan kebutuhan anggota. dari hasil pengujian model yang dilakukan sebanyak dua kali membuktikan pengetahuan dan keterampilan peserta secara umum menunjukkan peningkatan. kalau pada uji coba tahap pertama peserta hanya baru mengetahui dan menguasai sebagian kecil mengenai keterampilan yang mereka praktekkan, namun pada uji coba tahap kedua seluruh peserta sudah dapat menguasai baik teori mauun praktek untuk menjamin kalau keterampilan yang mereka kuassai layak untuk dijadikan sumber usaha, tetap akan dilakukan pembinaan lanjutan melalui program pendampingan. c. keefektifan model pelatihan kecakapan hidup dan berwirausaha keefektifan dari model yang telah diterapkan dapat terlihat dari deskripsi hasil pengujian baik secara kualitatif maupun kuantitatif. berdasarkan temuan hasil uji coba dari model pelatihan yang dikembangkan dapat disimpulkan sebagai berikut : jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 116 1) konseptualisasi model pelatihan pertama: berangkat dari nilai-nilai budaya gotong royong yang ada di organisasi, ternyata mampu memberikan inspirasi yang kuat dalam melandasi kerangka kerja model konseptual pelatihan kecakapan hidup dan berwirausaha kedua: dalam penyusunan model konseptual, selalu diawali dengan pertimbangan kondisi objektif pada kelompok sasaran yaitu para pemuda yang belum memiliki keterampilan dan usaha. proses pelatihan dilakukan melalui tahapan pelatihan dalam dua tahap. ketiga: dalam melakukan pengembangan model, knpi kota bandung memiliki beberapa daya dukung seperti, keberadaan lembaga atau organisasi yang legal, letak knpi yang strategis, memiliki sdm yang berklasifikasi baik dan mampu berkembang, serta dimilikinya jaringan kemitraan baik kepada beberapa individu, kelompok kemasyarakatan, maupun para pengusaha. keempat: peserta pelatihan menganggap kalau model konseptual dan jenis keterampilan yang dikembangkan telah sesuai dengan kebutuhan mereka (peserta). kelima: implementasi model pelatihan kecakapan hidup yang dikembangkan terdiri dari dua tahapan: a) uji coba terbatas atau tahap pertama, yaitu bertujuan untuk melihat sejauh mana kemampuan awal yang dimiliki peserta pelatihan. b) uji coba tahap kedua, yaitu bertujuan untuk lebih memantapkan lagi dari hasil uji coba sebelumnya yang dianggap masih kurang. 2) validasi dan implementasi model konseptual validasi: untuk mendapatkan keyakinan kesesuaian dari rancangan model yang disusun dengan kebutuhan peserta pelatihan, dilakukan validasi model kepada berbagai pihak atau para ahli. instrumen validasi bagian-bagian yang divalidasi adalah struktur model konseptual dan relevansinya dengan objek dan subjek penelitian. hasil validasi dianalisis secara deskriptif untuk membuat keputusan dalam memperbaiki model konseptual yang telah dibuat untuk siap diuji-cobakan. implementasi: berdasarkan hasil implementasi atau uji coba yang dilakukan, model pelatihan keterampilan usaha terpadu telah dianggap sesuai untuk memberdayakan pemuda. dalam pelaksanaan dan hasil penilaian dari model jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 117 yang diujicobakan pada tahap pertama dan kedua, secara nyata mampu memberikan kontribusi yang positif dalam kehidupan pemuda/peserta belajar. hasil analisis data menunjukkan, disamping adanya kesadaran dari peserta untuk mengikuti, juga pengetahuan dan keterampilan dari peserta menjadi meningkat. secara kuantitatif menunjukkan telah terjadi peningkatan penguasaan pengetahuan dan aplikasi keterampilan. peningkatan rata-rata tersebut terlihat dari hasil pre-test ke post-test, yang diperoleh sebesar 36,9%,. dengan hasil tersebut juga menunjukkan bahwa secara keseluruhan telah terjadi peningkatan skor pencapaian pada masing-masing peserta, dalam arti bahwa telah terjadi peningkatan pengetahuan, keterampilan, dan sikap untuk berwirausaha pada diri peserta. 2. rekomendasi sehubungan dengan temuan penelitian dan teori-teori yang dijadikan pegangan sebagai landasan operasional dan pembahasan dalam penelitian ini, direkomendasikan beberapa hal. a) rekomendasi untuk penerapan model temuan model pengelolaan pelatihan kecakapan hidup dan berwirausaha terbukti selain efektif untuk meningkatkan kesadaran pemuda, juga dapat memotivasi pemuda untuk aktif dalam proses pelatihan. melalui model ini pemuda sebagai peserta juga telah dapat merencanakan kegiatan usahanya, mengorganisir diri dalam kelompok jaringan usaha, dan mengembangkan jenis dan kualitas produksi/layanan. hasil belajar dapat meningkatkan pengetahuan dan aspirasi pendidikan, keterampilan, dan sikap kewirausahaan. bagi para agen perubahan selayaknya mau dan mampu mendorong pelaksanaan pembelajaran di kalangan pemuda baik bagi yang tergabung dalam knpi maupun tidak, yang tingkat pengetahuan dan keterampilannya rendah. bila model ini akan diimplementasikan, maka para agen perubahan dan fasilitator perlu lebih awal melakukan proses pendekatan kepada organisasi knpi dan para pemuda secara langsung. hal ini bertujuan untuk dapat mengubah sikap tertutup yang dimiliki peseta untuk dapat berubah menjadi terbuka terhadap informasi dan bersedia mengikuti pembelajaran melalui pelatihan. proses pemilihan bahan belajar keterampilan hendaknya diorientasikan pada terwujudnya kepemilikan vocational skill kepada kelompok sasaran. untuk mewujudkannya, perlu melalui proses seleksi bahan latihan yang ada di tengah-tengah masyarakat maupun berupa inovasi jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 118 dari luar. sedangkan dalam upaya merekonstruksi konsep pendidikan secara umum, seperti dalam belajar dan pembelajaran, terutama memasuki era globalisasi, perlu juga mempertimbangkan rekomendasi unesco tentang empat pilar pendidikan sebagai upaya pengembangan pemuda. b) rekomendasi untuk penelitian lanjutan bagi peneliti lanjutana dapat direkomendasi untuk mengambil beberapa tema yang besumber dari hasil penelitian ini. baik yang bersifat replikasi atau perluasannya maupun yang berkenaan dengan fokus yang diteliti. secara spesifik rekomendasi ditujukan kepada peneliti lanjutan yang bergerak dalam bidang pengembangan program pendidikan luar sekolah, terutama yang bersumber dari penelitian ini adalah : pertama ; model pelatihan kecakapan hidup dan berwirausaha ini telah memadai untuk dikatakan sebuah model, karena telah melalui pengujian atau validasi baik secara teoritik dan empirik. namun demikian dalam ujicobanya masih dilakukan secara terbatas, baik itu dari sisi kelompok sasarannya, lokasi maupun siklus ujicobanya, untuk itu masih diperlukan kegiatan ujicoba yang lebih luas. kedua ; berkaitan dengan model penelitian, masih perlu dilakukan pengujian secara kuantitatif melalui desain penelitian eksperimental yang ketat. sebagai variabel kriteria dapat dipilih misalnya besarnya modal awal, tingkat pendidikan, jenis usaha, keterlibatan pihak lain, dan asal daerah peserta seperti kota atau desa. ketiga ; model yang dikembangkan dalam penelitian ini hanya dilakukan pengujian pada dua kelompok berpasangan yaitu sebelum dan sesudah diberikan pelatihan. sehubungan dengan itu untuk lebih meyakinkan keefektifan dari model ini, masih perlu dikembangkan lagi dengan memberikan bandingan melalui pembentukan kelompok kontrol (sebagai pembanding) diluar kelompok berpasangan yang telah diberikan pelatihan. keempat; model yang dikembangkan dalam pelatihan ini juga masih hanya pada dua jenis keterampilan saja, yaitu hanya pada perakitan dan pelayanan jasa perbaikan computer dan ponsel. bagi peneliti lanjutan masih memungkinkan untuk mengembangkan dalam jenis keterampilan lain kelima ; hasil model yang dikembangkan dalam penelitian ini tidak untuk digeneralisasikan kepada semua kalangan, namun demikian dapat jurnal ilmiah program studi pendidikan luar sekolah stkip siliwangi bandung, vol 1, no.1, februari 2012 119 juga diterapkan pada sasaran atau kelompok lain yang memiliki kesamaan karakteristik baik dari segi peserta maupun kondisi lingkungan seperti dalam penelitian ini (pemuda anggota knpi kota bandung). daftar 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(2001), dampak pelatihan terhadap peningkatan pendapatan lulusan pelatihan. tesis. sudjana, h.d.(1996). pendidikan luar sekolah, wawasan sejarah perkembangan falsafah & teori pendukung azas. bandung : nusantara press. ___________,(1993). strategi pembelajaran dalam pendidikan luar sekolah. bandung :nusantara press. ___________,(1993). metode dan teknik pembelajaran partisipatif dalam pendidikan luar sekolah. bandung : nusantara press. ____________ ,(1992). pengantar manajemen pendidikan luar sekolah. bandung : nusantara press. soedomo, m. 1993. “pendidikan luar sekolah ke arah sistem belajar masyarakat. jakarta: p2lptk-depdikbud. tilaar, h.a.r. 1999. beberapa agenda reformasi pendidikan nasional. jakarta: indonesia tera. trisnamansyah, sutaryat dkk. 1995. studi tentang karakteristik kebutuhan pendidikan pasca melek huruf dan pendidikan berkelanjutan dalam hubungan dengan kebutuhan tenaga kerja sektor industri di jawa barat. dalam mimbar penelitian. no. 26 juli 1995. (hal. 62-75). undang-undang republik indonesia nomor 20 tahun 2003. tentang sistem pendidikan nasional: jakarta, bp restindo mediatama. unesco. 1992. program berorientasi masa depan. jakarta: depdikbud. usman, sunyoto. 1998. pembangunan dan pemberdayaan masyarakat. yogyakarta: pustaka pelajar. zaltman, gerald dan r. duncam. 1987. creating social change. new york: holt reneihart dan winston, inc. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 48 metode bermain peran (role playing) dalam upaya menumbuhkembangkan keterampilan berbicara bahasa indonesia pada anak usia dini di tk bhayangkari 17 cimahi vera ayuningtiyas stkip siliwangi abstrak keterampilan berbicara selalu dibutuhkan sebagai sarana untuk berkomunikasi. berdasarkan pengamatan di lapangan, kemampuan berkomunikasi pada anak usia 5-6 tahun masih dalam taraf rendah, sehingga masih banyak kosakata yang harus dikuasai untuk dapat berkomunikasi dengan baik. peningkatan kemampuan komunikasi pada anak tersebut dapat dilakukan melalui metode bermain peran yang terdiri dari dua jenis yaitu metode bermain peran. penelitian ini bertujuan untuk mengetahui dan menganalisis proses perencanaan, penyelenggaraan serta evaluasi pembelajaran dengan metode bermain peran dalam upaya menumbuhkembangkan keterampilan berbicara bahasa indonesia pada anak usia dini. penelitian ini menggunakan metode kualitatif naturalistic. kajian data pada penelitian ini didapat dari hasil pengamatan langsung kegiatan belajar mengajar, dan dari hasil wawancara dengan guru-guru. dari hasil penelitian didapat kesimpulan bahwa tingkat keterampilan berbicara bahasa indonesia anak dengan metode bermain peran lebih tinggi dibandingkan dengan tingkat keterampilan berbicara anak dengan metode ceramah. kata kunci: metode bermain peran, keterampilan berbicara, anak usia dini. a. pendahuluan perkembangan merupakan proses perubahan yang terjadi pada anak secara fungsional. perkembangan anak meliputi beberapa aspek perkembangan. salah satu aspek yang penting dalam perkembangan anak adalah perkembangan bahasa dimana perkembangan bahasa ini berkaitan dengan perkembangan lainnya (halida, 2011: 27). perkembangan bahasa memerlukan beberapa kemampuan, yaitu berbicara, menyimak, membaca, menulis, dan menggunakan bahasa jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 49 isyarat. keterampilan berbicara merupakan hal yang paling kodrati dilakukan oleh semua orang, termasuk anak-anak. keterampilan berbicara selalu dibutuhkan setiap hari mulai kita bangun tidur hingga akan tidur kembali sebagai sarana untuk berkomunikasi. bicara adalah bentuk bahasa yang menggunakan artikulasi atau katakata yang digunakan untuk menyampaikan maksud. menurut hurlock (1978: 185) belajar berbicara mencakup tiga proses terpisah, tetapi saling berhubungan satu sama lain, yaitu mengucapkan kata, membangun kosakata, dan membentuk kalimat. kegagalan menguasai salah satunya akan membahayakan keseluruhan pola bicara. oleh karena itu, peraturan menteri no. 58 (2009: 10) menyebutkan bahwa tingkat pencapaian perkembangan anak usia dini tahun dengan lingkup perkembangan mengungkapkan bahasa meliputi menjawab pertanyaan yang lebih kompleks; menyebutkan kelompok gambar yang memiliki bunyi yang sama; berkomunikasi secara lisan, memiliki perbendaharaan kata, serta mengenal simbol-simbol untuk persiapan membaca, menulis dan berhitung; menyusun kalimat pada awal masa kanak-kanak masih dalam taraf rendah, sehingga masih banyak kosakata sederhana dalam struktur lengkap (pokok kalimat-predikatketerangan); memiliki lebih banyak kata-kata untuk mengekpresikan ide pada orang lain; serta melanjutkan sebagian cerita/ dongeng yang telah diperdengarkan. kemampuan berkomunikasi yang harus dikuasai untuk dapat berkomunikasi dengan baik (hurlock, 1990: 109). hal ini dapat dilihat berdasarkan pengamatan di lapangan, masih terdapat anak yang belum mampu mengekspresikan ide pada orang lain. sebagai contoh, pada saat guru meminta anak maju untuk menceritakan pengalaman anak, anak belum mampu menceritakan secara rinci. permasalahan ini perlu diatasi melalui peningkatan kemampuan komunikasi pada anak yang dapat dilakukan melalui metode bermain. metode bermain peran merupakan pembelajaran yang menyenangkan. menurut buku metodik di taman kanak-kanak (depdiknas, 2003: 41) dalam magfiroh (2011) salah satu tujuan dari bermain peran adalah melatih anak berbicara dengan lancar. berdasarkan pengamatan di lapangan pelaksanaan bermain peran belum maksimal. hal ini dapat dilihat dari intensitas bermain peran yang masih rendah. guru memberikan bermain peran hanya pada tema-tema tertentu. salah satu tema yang biasa digunakan untuk bermain peran adalah tema profesi. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 50 b. kajian teori perkembangan bahasa merupakan aspek perkembangan yang penting untuk dikuasai. bahasa terdiri dari bahasa lisan dan bahasa tertulis. bahasa lisan merupakan unsur penting dalam interaksi atau sosialisasi (dardjowidjojo, 2003: 17). menurut djiwandono (2008) dalam halida (2011) berbicara adalah mengungkapkan pikiran secara lisan. sejalan dengan pendapat djiwandono, tarigan dalam suhartono (2005: 20) mengatakan bahwa berbicara merupakan kemampuan mengucapkan bunyibunyi artikulasi untuk mengekspresikan serta menyampaikan pikiran dan perasaan. keterampilan berbicara pada hakikatnya merupakan keterampilan mereproduksi arus sistem bunyi artikulasi untuk menyampaikan kehendak, kebutuhan perasaan, dan keinginan pada orang lain. keterampilan ini juga didasari oleh kepercayaan diri untuk berbicara, sehingga dapat menghilangkan rasa malu, berat lidah, dan rendah diri (iskandarwassid, 2008). kemampuan berbicara merupakan pengungkapan diri secara lisan. unsur-unsur kebahasaan yang dapat menunjang keterampilan berbicara diungkapkan oleh djiwandono (1996) dalam halida (2011) yaitu unsur kebahasaan, unsur nonkebahasaan, dan unsur isi. unsur kebahasaan meliputi: (1) pengucapan lafal yang jelas, (2) penerapan intonasi yang wajar, (3) pilihan kata, (4) penerapan struktur/ susunan kalimat yang jelas. pengertian metode bermain peran diungkapkan oleh beberapa tokoh, diantaranya shim (2007) mengemukakan: “pretend play is generally defined in the research literature as an activity that involves role play, object substitution, and imaginary situations.” dengan maksud, bermain pura-pura adalah aktivitas yang bersangkutan dengan bermain peran, objek pengganti, dan situasi imajiner yang biasanya didefinisikan dalam kajian pustaka riset. bermain peran dikenal juga dengan sebutan bermain pura-pura, khayalan, fantasi, make believe, atau simbolik. menurut piaget, awal main peran dapat menjadi bukti perilaku anak. ia menyatakan bahwa bermain peran ditandai oleh penerapan cerita pada objek dan mengulang perilaku menyenangkan yang diingatnya. piaget menyatakan bahwa keterlibatan anak dalam bermain peran dan upaya anak mencapai tahap yang lebih tinggi dibandingkan dengan anak jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 51 lainnya disebut sebagai collective symbolism. ia juga menerangkan percakapan lisan yang anak lakukan dengan diri sendiri sebagai idiosyncratic soliloquies. selanjutnya sependapat dengan shim, tarigan (1996: 243) dalam halida (2011) mengatakan dalam bermain peran, anak bertindak, berlaku, dan berbahasa seperti orang yang diperankannya. dari segi bahasa, berarti anak harus mengenal dan dapat menggunakan ragam-ragam bahasa. c. metode penelitian definisi metode bermain peran yang lebih luas dikemukakan oleh supriyati dalam winda gunarti, dkk, (2008: 10.10) bahwa metode bermain peran adalah permainan yang memerankan tokoh-tokoh atau benda sekitar anak sehingga dapat mengembangkan daya khayal (imajinasi) dan penghayatan terhadap bahan kegiatan yang dilaksanakan. metode penelitian kualitatif digunakan untuk mengetahui apakah keterampilan berbicara anak usia dini melalu metode bermain peran sesuai dengan rumusan masalah dan tujuan penelitian. jumlah murid kelompok a yang ada pada tk bhayangkari sebanyak 26 anak yang terdiri 15 anak perempuan dan 11 anak laki-laki. instrumen yang digunakan adalah lembar observasi dan lembar wawancara, sedangkan prosedur pengolahan data terdiri dari 1) perencanaan, 2) pelaksanaan pengumpulan data, 3) pengolahan data. d. hasil dan pembahasan dari hasil pengamatan dapat diketahui bahwa rasa ketertarikan anak pada bermain peran membuat anak sangat senang ketika bermain. hal ini sesuai dengan pendapat tedjasaputra (2001: 43) yang menyatakan bahwa pengenalan konsep pada anak usia prasekolah dilakukan sambil bermain, maka anak akan merasa senang dan tanpa dia sadari ternyata dia sudah banyak belajar. dalam hal ini, pada saat bermain peran, tanpa disadari keterampilan berbicara pada anak meningkat. peningkatan keterampilan berbicara melalui metode bermain peran tersebut dapat terlihat dengan tercapainya indikator berkomunikasi jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 52 secara lisan dan memiliki perbendaharaan kata, panjang kalimat yang diucapkan anak terdiri dari 6-8 kata perkalimat, menyusun kalimat sederhana dalam struktur lengkap (pokok kalimat-predikatketerangan), melanjutkan sebagian cerita/ dongeng yang telah diperdengarkan, isi pembicaraan berpusat pada orang lain (sosialisasi), mengajukan pertanyaan sesuai dengan topik, berbicara lancar dengan kalimat sederhana, serta mengekspresikan diri melalui dramatisasi. e. kesimpulan hasil penelitian dan pembahasan dapat disimpulkan bahwa ada perbedaan rataan tingkat keterampilan berbicara antara kelompok anak yang diberi perlakuan dengan metode bermain peran dan kelompok anak yang diberi perlakuan dengan metode ceramah. tingkat keterampilan berbicara anak dengan metode bermain peran lebih tinggi dibandingkan dengan tingkat keterampilan berbicara anak dengan metode ceramah pada anak usia dini. rekomendasi salah satu metode pembelajaran yang menarik bagi anak usia dini adalah metode bermain peran. oleh karena itu, metode pembelajaran tersebut dapat diterapkan di sekolah dalam meningkatkan keterampilan berbicara pada anak dini. guru di taman kanak-kanak perlu meningkatkan pelaksanakan kegiatan bermain peran dalam pembelajaran. hal ini bertujuan agar anak terlibat secara aktif dalam kegiatan pembelajaran. melalui metode bermain peran ini, keterampilan berbicara, daya khayal, serta kemampuan sosialisasi anak dapat meningkat. bagi siswa/ orangtua, metode bermain peran ini dapat juga dilaksanakan di rumah, sehingga diharapkan agar orangtua tidak membatasi anak dalam bermain peran dengan menyediakan media yang mencukupi. media yang berupa alat permainan tersebut, dapat menstimulus daya khayal anak dalam melaksanakan bermain peran jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 53 daftar pustaka andresen, helga. 2005. role play and language development in the preschool years. journalculture psychology: 11 (4) 384-414. arikunto, suharsimi. 2010. prosedur penelitian. jakarta: pt rineka cipta. arriyani, neni & wismiarti. 2010. panduan pendidikan sentra untuk paud sentra main peran. jakarta timur: pustaka al-falah. azwar, saifuddin. 2011. metode penelitian. yogyakarta: pustaka pelajar. bergen, doris. 2002. the role of pretend play in childrens cognitive development. journal of early childhood research and practice: 4 (1). cook, thomas d; donald t. campbell. 1979. quasi-experimenation design &analysis issues for field settings. u.s.a: houghton miffilin company. depdiknas. 2002. kurikulum berbasis kompetensi pendidikan anak usia dini 4-6 th. jakarta pusat: pusat kurikulum, bolitbang depdiknas. _________.2003. metodik di taman kanak-kanak. jakarta pusat: depdiknas. _________.2012. kamus besar bahasa indonesia edisi ketiga. jakarta: pt. gramedia. gunarti, winda, dkk. 2010. metode pengembangan perilaku dan kemampuan dasar anak usia dini. jakarta: universitas terbuka. halida. 2011. metode bermain peran dalam mengotimalkan kemampuan berbicara anak usia dini (4-5 tahun). jurnal [online]. pontianak: paudfkipuniversitas tanjungpura. (http://jurnal.untan.ac.id/index.php/jckrw/article/view/270/27 5). jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 54 hurlock, elizabeth b. 1978. perkembangan anak jilid 1. jakarta: erlangga. _________________. 1990. alih bahasa. psikologi perkembangan. jakarta: erlangga. iskandarwassid, sunendar dadang. 2008. strategi pembelajaran bahasa. bandung: pt. remaja rosdakarya. khoiruddin. akhmad. 2010. belajar sambil bermain dan bermain sambil belajar. tersedia: cairudin, blogspot. com/…/belajar-sambil-bermain-atau-bermain.html (19 desember 2012) mujib, rahmawati nailur. 2012. permainan edukatif pendukung pembelajaran bahasa arab (2). yogyakarta: diva press. pane, eli tohonan tua 2013. pengaruh metode bermain peran dan konsep diri terhadap kemampuan berbicara anak usia dini di kelompok bermain kota medan. tesis. teknologi pendidikan. unimed. medan. priyatno, duwi. 2009. 5 jam belajar olah data dengan spss 17. yogyakarta: andi. rahayu, minto, 2007. bahasa indonesia di perguruan tinggi. jakarta: pt. grasindo. sudono, anggani. 1995. alat permainan dan sumber belajar tk. jakarta: depdikbud dikjen dikti. sugiyono. 2010. metode penelitian pendidikan. bandung: alfabeta. ________. (2010). statistika untuk penelitian. bandung: alfabeta. suhartono. (2005). pengembangan keterampilan bicara anak usia dini. jakarta: depdiknas. sujiono, nurani yuliani dan bambang sujiono. (2010). bermain kreatif berbasis kecerdasan jamak. jakarta: pt indeks. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 55 sukestiyarno & wardono. (2009). statistika. semarang: unnes press. suyadi. (2011). manajemen paud. yogyakarta: pustaka pelajar. suyanto, slamet. (2003). konsep dasar pendidikan anak usia dini. yogyakarta: universitas negeri yogyakarta. syakir, azhim abdul. (2002). membimbing anak terampil berbahasa. jakarta: gema insani. syaodih, ernawulan. (2005). perilaku sosial anak. bandung: universitas pendidikan indonesia. tedjasaputra, mayke.s. (1995). bermain, mainan, dan permainan. jakarta: depdikbud dirjen dikti. yus, anita. (2011). penilaian perkembangan belajar anak taman kanakkanak. jakarta: kencana. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 141 penerapan metoda bernyanyi dalam meningkatkan kecerdasan berbahasa pada pendidikan anak usia dini (studi deskriptif tentang penerapan metoda bernyanyi di paud al azhar syfa budi parahyangan) susilawati abstrak tujuan penelitian ini adalah : untuk mengungkap data tentang kondisi objektif dalam proses pembelajaran,tentang penggunaan metoda bernyanyi tentang hasil pembelajaran melalui metoda bernyanyi dalam menumbuhkan keterampilan anak usia dini di paud al azhar syfa budi parahyangan, landasan teori dalam penelitian ini, peneliti merujuk kepada beberapa konsep yaitu : konsep pendidikan anak usia dini, konsep pembelajaran, konsep bermain, konsep perkembangan bahasa, konsep perkembangan berbahasa, dan peran tutor dalam menumbuhkan bahasa anak.pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan menggunakan metoda studi kasus., teknik pengunpulan data yang digunakan adalah observasi, wawancara, studi dokumentasihasil penelitian ini adalah bahwa kondisi objektif pemebelajaran anak usia dini pada umumnya menggunakan prinsip bermain sambil belajar, pembelajaran dilaksanakan melalui perencanaan, yaitu melalui rencana kegiatan harian, penggunaan metoda bernyanyi dilakukan guna menumbuhkan keterampilan berbahasa anak usia dini, metoda bernyanyi adalah salah satu alternatif untuk meningkatkan keterampilan bahasa anak usia dini, sebab bahasa anak dapat berkembang cepat jika anak memilki kemampuan dan didukung oleh lingkungan yang baik.kesimpulan dari penelitian ini proses belajar dan pembelajaran yang dilakukan oleh kepala paud al azhar syfa budi parahyangan dan para tutornya yaitu melalui tahapan perencanaan, pelaksanaan kegiatan belajar melalui simulasi atau peraktek dengan bernyanyi kata kunci : metoda bernyanyi, menumbuhan keterampilan berbahasa . jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 142 a. pendahuluan pendidikan adalah hak warga negara, tidak terkecuali pendidikan di usia dini merupakan hak warga negara dalam mengembangkan potensinya sejak dini. berdasarkan berbagai penelitian bahwa usia dini merupakan pondasi terbaik dalam mengembangkan kehidupannya di masa depan. selain itu pendidikan di usia dini dapat mengoptimalkan kemampuan dasar anak dalam menerima proses pendidikan di usia-usia berikutnya. pendidikan anak usia dini merupakan salah satu bentuk penyelenggaraan pendidikan yang menitik beratkan pada peletakan dasar ke arah pertumbuhan dan perkembangan fisik (koordinasi motorik halus dan kasar), kecerdasan (daya pikir, daya cipta, kecerdasan emosi, kecerdasan spiritual), sosio emosional (sikap dan perilaku serta agama) bahasa dan komunikasi, sesuai dengan keunikan dan tahap-tahap perkembangan yang dilalui oleh anak usia dini. menurut direktorat padu (2002: 8) pendidikan anak usia dini adalah pendidikan yang berfungsi membantu pertumbuhan dan perkembangan jasmani dan rohani peserta didik yang dapat dilakukan di dalam maupun di luar keluarganya. hal senada juga terdapat dalam uu sisdiknas no. 20 tahun 2003 pasal 1 ayat 14, pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak-anak sejak lahir sampai dengan enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. lebih lanjut uu no. 20 tahun 2003 pasal 28 menyebutkan bentuk-bentuk pendidikan anak usia dini diantaranya: pertama, pendidikan anak usia dini diselenggarakan sebelum jenjang pendidikan dasar. kedua, pendidikan anak usia dini dapat diselenggarakan melalui jalur pendidikan formal, nonformal, dan/atau informal. ketiga, pendidikan anak usia dini pada jalur pendidikan formal berbentuk taman kanak-kanak (tk), raudatul athfal (ra), atau bentuk lain yang sederajat. keempat, pendidikan anak usia dini jalur pendidikan nonformal berbentuk kelompok bermain (kb), taman penitipan anak (tpa), atau bentuk lain yang sederajat. kelima, pendidikan anak usia dini pada jalur pendidikan informal berbentuk pendidikan keluarga atau pendidikan yang diselenggarakan oleh lingkungan. dengan terbitnya undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional (sisdiknas), keberadaan pendidikan usia dini jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 143 diakui secara sah. hal itu terkandung dalam bagian tujuh, pasal 28 ayat 1-6, di mana pendidikan anak usia dini diarahkan pada pendidikan prasekolah yaitu anak usia 0-6 tahun. dalam penjabaran pengertian, uu no. 20 tahun 2003 tentang sisidiknas menyatakan bahwa: “pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut”. para ahli psikolog berpendapat bahwa masa pendidikan anak usia dini merupakan masa usia emas (golden age). pemberian pendidikan yang tepat pada masa ini berpengaruh sangat signifikan bagi prestasi belajar pada jenjang pendidikan berikutnya. pendidikan anak usia dini dapat memberi andil bagi peningkatan mutu sumber daya manusia. pada fase emas ini anak mengalami perkembangan yang sangat pesat, baik menyangkut pertumbuhan fisik dan motoriknya, pekembangan watak dan moralnya, serta emosional dan intelektualnya. metode pembelajaran anak usia dini merupakan cara-cara atau teknik yang digunakan agar tujuan pembelajaran tercapai. kalau model pembelajaran merupakan pendekatan umum dalam satu proses pembelajaran dan biasanya dalam satu proses pembelajaran menggunakan satu model, sedangkan metode adalah langkah teknisnya dan dapat menggunakan lebih dari satu metode disesuaikan dengan model pembelajaran yang digunakan serta kebutuhan anak ketika pembelajaran berlangsung. dalam penyelenggaraan pendidikan anak usia dini metode pembelajaran adalah merupakan salah satu metoda didalam membentuk segala hal yang berkaitan dengan pertumbuhan anak, berbagai metode yang dilakukan oleh para pendidik diantaranya adalah metode bernyanyi. pada hekikatnya metode tersebut mendukung dalam proses perkembangan anak usia dini. pembelajaran yang berorientasi pada perkembangan mengacu pada tiga hal penting, yaitu : 1) berorientasi pada usia yang tepat, 2) berorientasi pada individu yang tepat, dan 3) berorientasi pada konteks social budaya. pembelajaran yang berorientasi pada perkembangan harus sesuai dengan tingkat usia anak, artinya pembelajaran harus diminati, kemampuan yang diharapkan dapat dicapai, serta kegiatan belajar jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 144 tersebut menantang untuk dilakukan anak di usia tersebut. manusia merupakan makhluk individu. perbedaan individual juga harus manjadi pertimbangan guru dalam merancang, menerapkan, mengevaluasi kegiatan, berinteraksi, dan memenuhi harapan anak. selain berorientasi pada usia dan individu yang tepat, pembelajaran berorientasi perkembangan harus mempertimbangkan konteks sosial budaya anak. untuk dapat mengembangkan program pembelajaran yang bermakna, guru hendaknya melihat anak dalam konteks keluarga, masyarakat, faktor budaya yang melingkupinya. pembelajaran untuk anak usia dini menggunakan prinsip belajar, bermain, dan bernyanyi. pembelajaran untuk anak usia dini diwujudkan sedemikian rupa sehingga dapat membuat anak aktif, senang, bebas memilih. anak-anak belajar melalui interaksi dengan alat-alat permainan dan perlengkapan serta manusia. anak belajar dengan bermain dalam suasana yang menyenangkan. hasil belajar anak menjadi lebih baik jika kegiatan belajar dilakukan dengan teman sebayanya. bernyanyi adalah salah satu cara yang tepat untuk mengembangkan kemampuan anak usia dini sesuai kompetensinya. melalui bernyanyi, anak memproleh dan memproses informasi mengenai hal-hal baru dan berlatih melalui keterampilan yang ada. nyanyian yang digunakan di paud merupakan nyanyian yang merangsang kreatifitas anak dan menyenangkan. anak-anak senantiasa tumbuh dan berkembang. mereka menampilkan ciri-ciri fisik psikologis yang berbeda untuk tiap tahap perkembangannya. masa anak-anak merupakan masa puncak kreatifitasnya, dan kreatifitas mereka perlu terus dijaga dan dikembangkan dengan menciptakan lingkungan yang menghargai kreatifitas yaitu melalui bernyanyi. b. kajian teori dan metode konsep pendidikan anak usia dini pendidikan anak usia dini adalah merupakan upaya pembinaan yang ditujuakan kepada anak sejak lahir sampai usia enam tahun yang dilakukan melalui pemberian stimulus pendidikan agar membantu perkembangan, pembentukan baik jasmani maupun rohani sehingga anak memilki kesiapan memasuki pendidikan yang lebih lanjut. pendidikan anak usia dini merupakan pendidikan yang paling mendasar dan menempati kedudukan sebagai golden age dan sangat strategis jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 145 dalam pengembangan seumber daya manusia . rentang anak usia dini sejak lahir sampai usia enam tahun adalah usia kritis sekaligus strategis dalam proses pendidikan dan dapat mempengaruhi proses serta hasil pendidikan seseorang elanjutnya artinya pada periode ini merupkn periode kondusif untuk menumbuh kembangkan berbagai kemampuan, kecerdasan, bakat, kemampuan fisik, kognitif, bahasa, sosio emosional, dan spiritual.“ sehat, cerdas, ceria, dan berakhlak mulia adalah sebait ungkapan yang sarat makna dan merupakan semboyan dalam pengasuhan, pendidikan dan pengembangan anak usia dini di indonesia” jalal, 2005 dalam martinus yamin (2012 : 1). konsep pembelajaran pembelajaran pada hakikatnya merupakan proses penciptaan kondisi dan pengorganisasian berbagai aspek yang mempengaruhi peserta didik, di dalam menguasai suatu kompetensi, dengan kata lain pembelajaran merupakan upaya penciptaan kondisi yang kondusif dalam arti membangkitkan kegiatan belajar yang efektif dikalangan para siswa (sukmara, 2005: 57). yulaelawati (2004: 48) menyatakan bahwa, pembelajaran merupakan proses keseluruhan tentang kebutuhan dan tujuan belajar serta sistem penyampaiannya, termasuk di dalamnya adalah pengembangan bahan dan kegiatan pembelajaran, uji coba, dan penilaian bahan, serta pelaksanaan kegiatan pembelajarannya. sedangkan menurut mulyasa (2003: 100), pembelajaran pada hakekatnya adalah “ proses interaksi antara peserta didik dengan lingkungannya, sehingga terjadi perubahan perilaku ke arah yang lebih baik” , dalam interaksi tersebut banyak sekali faktor yang mempengaruhinya, baik faktor internal yang datang dari individu, maupun faktor eksternal yang datang dari lingkungan. menurut sagala (2003: 64) pembelajaran adalah “ setiap kegiatan yang dirancang oleh guru untuk membantu seseorang mempelajari suatu kemampuan dan atau nilai yang baru dalam suatu proses yang sistematis melalui tahap rancangan, pelaksanaan, dan evaluasi dalam konteks kegiatan belajarmengajar”. berdasarkan definisi tersebut maka dapat dikatakan bahwa pada intinya kegiatan pembelajaran ini harus melibatkan dua pihak, baik itu peserta didik (pebelajar) dengan sumber belajar atau peserta didik dengan lingkungannya. untuk memperkuat arti pembelajaran, surya (2004: 7) mengungkapkan bahwa terdapat prinsip yang menjadi landasan pembelajaran, yaitu: jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 146 pembelajaran sebagai usaha memperoleh perubahan perilaku, hasil pembelajaran ditandai dengan perubahan perilaku secara keseluruhan, pembelajaran merupakan suatu proses, proses pembelajaran terjadi karena adanya sesuatu yang mendorong dan ada suatu tujuan yang akan dicapai, pembelajaran merupakan bentuk pengalaman. dengan demikian pembelajaran ialah suatu proses yang dilakukan oleh individu untuk memperoleh suatu perubahan perilaku yang baru secara keseluruhan, sebagai hasil dari pengalaman individu itu sendiri dalam interaksi dengan lingkungannya. sedangkan proses menurut syah (2004: 48) dapat diartikan sebagai “runtutan perubahan yang terjadi dalam perkembangan sesuatu”. oleh karena itu proses pembelajaran dapat diartikan sebagai proses individu mengubah perilaku dalam upaya memenuhi kebutuhannya. hal ini mengandung arti bahwa individu akan melakukan kegiatan belajar apabila ia menghadapi situasi kebutuhan. berkenaan dengan proses pembelajaran surya (2004: 14) mengemukakan bahwa proses pembelajaran akan merupakan suatu rangkaian aktivitas sebagai berikut: individu mempunyai kebutuhan dan melihatnya sebagai tujuan yang ingin dicapai, kesiapan (readiness) individu untuk memenuhi kebutuhan dan mencapai tujuan, memahami segala situasi yang ada di lingkungan individu dan mempunyai hubungan dengan aktivitas individu dalam memenuhi kebutuhan dan mencapai tujuannya, menafsirkan berbagai aspek yang terdapat dalam situasi, adanya respon individu untuk melakukan aktivitas dalam memenuhi kebutuhan dan mencapai tujuan, individu akan memperoleh umpan balik dari apa yang telah dilakukannya. konsep bernyanyi menurut jamalus (1988 : 46) “kegiatan bernyanyi adalah merupakan kegiatan dimana kita mengeluarkan suara secara beraturan dan berirama baik diiringi oleh iringan musik ataupun tanpa iringan musik”. bernyanyi berbeda dengan berbicara bernyanyi memerlukan teknikteknik tertentu sedangkan berbicara tanpa perlu menggunakan teknik tertentu. bagi anak kegiatan bernyanyi adalah kegiatan yang menyenangkan bagi mereka, dan pengalaman bernyanyi ini memberikan kepuasan kepadanya. bernyanyi juga merupakan alat bagi anak untuk mengungkapkan pikiran dan perasaannya. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 147 metoda bernyanyi adalah metoda pengajaran yang dilakukan dengan cara berdendang, dengan menggunakan suara yang merdu, nada yang enak didengar dan kata-kata yang mudah dihapal. nyanyian merupakan alat untuk mencurahkan pikiran dan perasaan untuk berkomunikasi. nyanyian memiliki fungsi sosial selama nyanyian itu dikomunikasikan. kekuatan nyanyian pada fungsi ini dapat kita lihat pada pendidikan. melalui nyanyian, kita berupaya membantu diri anak menuju kedewasaan dalam hal menumbuhkembangkan aspek fisik, intelegensi, emosi dan rasa sosial anak. strategi pembelajaran melalui bernyanyi honig, dalam masitoh dkk. (2005: 11.3) menyatakan bahwa bernyanyi memiliki banyak manfaat untuk praktik pendidikan anak dan pengembangan pribadinya secara luas karena : 1) bernyanyi bersifat menyenangkan, 2) bernyanyi dapat dipakai untuk mengatasi kecemasan, 3) bernyanyi merupakan media untuk mengekspresikan perasaan, 4) bernyanyi dapat membantu membangun rasa percaya diri anak, 5) bernyanyi dapat membantu daya ingat anak, 6) bernyanyi dapat mengembangkan rasa humor, 7) bernyanyi dapat membantu pengembangan keterampilan berpikir dan kemampuan motorik anak, dan bernyanyi dapat meningkatkan keeratan dalam sebuah kelompok. nyanyian yang sesuai untuk anak-anak, adalah antara lain :a. nyanyian yang dapat membantu pertumbuhan dan perkembangan diri anak (aspek fisik, intelegensi, emosi, sosial). b. nyanyian itu bertolak dari kemampuan yang telah dimiliki anak : 1) isi lagu sesuai dengan dunia anak-anak 2) bahasa yang digunakan sederhana 3) luas wilayah nada sepadan dengan kesanggupan alat suara dan pengucapan anak. 4) tema lagu : mengacu pada gbpkbtk. konsep perkembangan bahasa perkembangan merupakan suatu perubahan yang berlangsung seumur hidup dengan bertambahnya struktur dan fungsi tubuh yang lebih kompleks dalam kemampuan gerak kasar, gerak halus, bicara dan bahasa serta sosialisasi dan kemandirian. ciri-ciri perktumbuhan dan perkembangan anak antara lain, menimbulkan perubahan, berkolerasi dengan pertumbuhan, memiliki tahap yang beruutan dan mempunyai pola yang tetap. perkembangan berbicara dan menulis merupakan suatu proses yang menggunakan bahasa ekspresif dalam membentuk arti. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 148 perkembangan berbicara pada awal dari anak yaitu menggumam maupun membeo. salah satu perkembangan yang penting adalah aspek perkembangn bahasa. perkembagan kemampuan bahasa bertujuan agar anak mampu berkomunikasi secara lisan dengan lingkungan. menurut elizabeth b. hurlock (1999: 186) “perkembangan bahasa anak usia dini ditempuh melalui cara yang sitematis dan berkembang bersama-sama dengan pertambahan usianya”. anak mengalami tahapan perkembangan yang sama namun yang menbedakan antara lain: sosial keluarga, kecerdasan, kesehatan, dorongan, hubungan, dengan teman yang turut mempengahurinya, ini berarti lingkungan turut mempengaruhi perkembangan bahasa anak, lingkugan yang baik maka perkembangan anak akan baik, namun sebaliknya jika tidak maka anak juga akan ikut dalam lingkungan tersebut. hal ini lah yang menjadi tolak ukur atau dasar mengapa anak pada umur tertentu sudah dapat berbicara, atau pada umur tertentu belum bisa berbicara. c. metode penelitian metode penelitian yang digunakan adalah metode deskriptif kualitatif. pendekatan kualitatif dalam menelaah masalah penelitian ini dipilih karena masalah yang diteliti memerlukan suatu pengungkapan yang bersifat deskriptif. menurut moleong (2004: 6) “ penelitian kualitatif adalah penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subyek penelitian secara holistic dan dengan cara deskriptif dalam bentuk kata-kata dan bahasa, pada suatu konteks khusus yang alamiah dan dengan memanfaatkan berbagai metode alamiah” . d. hasil dan pembahasan penelitian proses belajar dan pembelajaran, perencanaan dalam menyiapkan proses pembelajaran dalam meningkatkan keterampilan berbahasa, menurut nina herliana oktaviana, se, s.pd bahwa perencanaan pembelajaran di persiapkan melalui program tahunan, program semester, program mingguan, dan program harian yang telah tersusun secara sistematik, perencanaan adalah menyusun langkah – langkah yang akan dilaksanakan untuk mencapai tujuan yang telah ditentukan. perencanaan tersebut di buat dan disusun bersama guru, yayasan penyelenggara, perwakilan komite sekolah, dan seluruh karyawan yang jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 149 terlibat di unit kerja disepakiti bersama untuk dilaksanakan sesuai prosedur. hal tersebut senada dengan pendapat terry (1993 : 17) dalam abdul madjid (2012 : 15) menyatakan bahwa “ perencanaan adalah menetapkan pekerjaan yang harus dilakukan oleh kelompok untuk mencapai tujuan.” seorang guru paud merencanakan kegiatan program pendidikan yang dituangkan dalam rancangan kegiatan harian atau di singkat rkh. peran guru dalam mengaplikasikan rkh yang di kemas harus menarik sehingga anak didik setiap hari bergairah dan termotivasi untuk melakukan kegiatan pembelajaran dan senang belajar sambil bermain di sekolah. menurut permen ri no.58 tahun 2009 tentang standar paud seorang guru paud dalam melaksanakan proses pendidikan harus memiliki indikator sebagai berikut : a) mengelola kegiatan sesuai dengan rencana yang di susun berdasarkan kelompok usia, b) menggunakan metode pembelajaran melalui bermain sesuai dengan karakteristik anak, c) memilih dan menggunakan media yang sesuai dengan kegiatan dan kondisi anak, d) memberikan motivasi untuk meningkatkan keterlibatan anak dalam kegiatan, e) memberikan bimbingan sesuai dengan kebutuhan anak. menurut elis wartini, s.pd mengemukakan penggunaan metode bernyanyi. kegiatan bernyanyi dilakukan agar anak dapat mengembangkan kemampuan dan aspek perkembangan, khususnya bahasa, emosi dan kreatifitas. dengan bernyanyi secara tidak langsung anak dikenalkan dengan bahasa yang lebih kompleks dan beragam sehingga perbendaharaan katanya pun akan bertambah. dengan penerapan metode bernyanyi yang diterapkan, mempunyai pengaruh terhadap kemampuan berbahasa terhadap anak, menurut herliana oktaviana, se, s.pd bahwa pelafalan kata menjadi lebih sempurna, kosakata jadi bertambah banyak dan bervariasi, pemahaman terhadap kata jadi meningkat. hal ini sesuai dengan pendapat tantranurandi (2008:31) yang mengungkapkan bahwa metode bernyanyi merupakan suatu metode yang melafadzkan suatu kata/ kalimat yang dinyanyikan. terdapat manfaat dari metode menyanyi yaitu membantu mencapai kemampuan dalam pengembangan daya pikir, membantu menyalurkan emosi seperti senang atau sedih melalui isi syair lagu/nyanyian, dan membantu menambah perbendaharaan kata baru melalui syair lagu/nyanyian (supriadi, 2003:96) . proses pembelajaran melalui bernyanyi telah mampu mengembangkan aspek kebahasaan anak didik dalam mengungkapkan bunyi – bunyi artikulasi atau katakata yang bertujuan untuk berkomunikasi. kondisi jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 150 seperti ini sangat berarti bagi anak didik yang memerlukan keterampilan berbicara/ berkomunikasi bertindak sebagai komunikator sebagaimana diungkapkan oleh omay,u septiadi, jalaludin rachmat (dalam cucup rabjane 2013 : 15) bahwa komunikator credible harus memilki keahlian dan dipercaya dalam komunikasi. cucup rabjawe (2013 : 18) melengkapi dengan prinsip – prinsip smile yaitu komunikator santun, menarik, impresive, loyal dan enjoy. e. kesimpulan perencanaan pembelajaran yang dilakukan di paud al azhar syfa budi parahiyangan dalam mengatasi permasalahan siswa berkenaan dengan keterampilan berbahasa anak, maka guru menetapkan penggunaan metode bernyanyi. dalam perencanaan penggunaan metode bernyanyi tersebut merujuk kepada rencana kegiatan harian, rencana kegiatan mingguan (rkh, rkm), pelaksanaan pembelajaran dengan menggunakan metode bernyanyi di paud al azhar syfa budi parahyangan dalam menumbuhkan keterampilan berbahasa anak. hasil pembelajaran melalui metode bernyanyi dalam menumbuhkan keterampilan berbahasa anak usia dini, 1) anak lebih antusias dengan menggunakan metode bernyanyi, 2) keterlibatan peserta didik pada saat pelaksanaan metode bernyanyi, 3) komunikasi antar peserta didik terjalin secra komunikatif, 4) komunikasi antar guru dengan peserta didik terlihar efektif dan komunikatif dengan, 5) dengan menerapkan metode bernyanyi nampak meningkat keterampilan berbahasa anak hal ini terlihat pada dua anak yang dijadikan objek penelitian daftar pustaka direktorat padu. (2002). bahan sosialisasi padu. jakarta : depdiknas direktorat plp. djamariah bahri syaiful dan zain aswan, (2006). strategi belajar mengajar. jakarta : rineka cipta. ernawulan dan agustin mubiar, (2010). bimbingan konseling untuk anak usia dini. jakarta : universitas terbuka. fadillah dan khordi mualifatu lilif, (2013). pendidikan karakter anak usia dini. yogjakarta : ar-ruzz media. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 151 hamalik, o. (2003). kurikulum dan pembelajaran. jakarta : pt. bumi aksara hartati sofia, (2007). how to be a good teacher abd to be a good mother. jakarta : enno media. hasan, m. i. (2002). pokok-pokok materi metode penelitian dan aplikasinya. jakarta : ghalia indonesia. hurlock b elizabeth, (1999 ). perkembangan anak edisi keenam. jakarta : erlangga. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 1 implementasi kekuatan motivasi belajar dalam pendekatan andragogi 1anita rakhman, 2dewi safitri elshap stkip siliwangi bandung abstrak pengembangan program pembelajaran tidak lepas dari situasi dan kondisi yang ada pada tiap individu, terutama dorongan pribadi dalam mencapai tujuan tertentu. dalam kenyataannya, manusia dewasa memiliki kekhususan tersendiri dalam mengembangkan dan membangun proses belajarnya, sehingga dapat membangun dan mengembangkan sendiri pendekatan, program bahkan metode belajarnya sendiri, secara teori, andragogi mendukung hal tersebut. proses penelitian ini menggunakan pendekatan kualitatif deskriptif untuk memberikan gambaran mengenai bentuk dan dasar pendekatan yang berhubungan dengan pembentukan motivasi belajar mahasiswa program studi pendidikan luar sekolah yang menjadi objek dalam penelitian ini. berdasarkan penelitian diperoleh hasil bahwa proses pembelajaran yang menggunakan pendekatan andragogi memberikan dampak yang cukup besar dalam membangun motivasi belajar mahasiswa, terutama yang ditunjukkan dalam intensitas perhatian selama perkuliahan, konsistensi dalam mengerjakan tugas dan evaluasi perkuliahan, serta capaian kriteria kelulusan mata kuliah yang membaik. kata kunci : motivasi belajar, andragogi pendahuluan belajar merupakan kegiatan sehari-hari bagi manusia dan dapat dilakukan dimana saja, kapan saja. tanpa belajar mungkin manusia akan mengalami kesulitan dalam menyesuaikan diri dengan lingkungannya. menurut hamalik (2001:27), belajar adalah modifikasi atau memperteguh kelakuan melalui pengalaman (learning is defined as the modification or strengthening of behavior through experiencing). belajar merupakan suatu proses untuk mencapai tujuan. dan salah satu bentuk pendidikan luar sekolah adalah pendidikan orang dewasa. belajar bagi orang dewasa berkaitan dengan bagaimana mengarahkan diri sendiri untuk bertanya dan mencari jawabannya sendiri. orang dewasa yang mempunyai banyak pengalaman dan pengetahuan, orang dewasa yang cenderung susah berkonsentrasi, sensitif, tidak percaya diri dan selalu ingin dihargai merupakan tantangan bagi para pendidik jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 2 dalam mengelola kegiatan pembelajaran supaya dapat melaksanakan pengajaran dengan baik. untuk itu, dalam belajar dibutuhkan motivasi, baik itu dari keluarga, pendidik, diri sendiri maupun lingkungan. secara umum motivasi merupakan tenaga dorong selama tahap-tahap proses belajar. motivasi merupakan tenaga dorong untuk mencari dan menemukan informasi mengenai hal-hal yang dipelajari, menyerap informasi dan mengolahnya, mengubah informasi yang didapat ini menjadi suatu hasil seperti pengetahuan, perilaku, keterampilan, sikap, kreativitas dan menerapkan hasil ini dalam kehidupan. motivasi itu sangat penting, sebab dapat memberikan dorongan kepada seseorang untuk melaksanakan kegiatan. motivasi dipandang sebagai dorongan mental yang menggerakan dan mengarahkan perilaku manusia, termasuk perilaku belajar. dalam perilaku belajar terdapat motivasi belajar. penguatan motivasi-motivasi belajar tersebut berada di tangan pendidik dan anggota masyarakat lain. kehadiran peserta didik/ warga belajar di ruang belajar merupakan awal dari motivasi belajar. orang yang memiliki motivasi yang tinggi memperoleh hasil yang jauh berbeda dengan orang yang tidak memiliki motivasi (abdulhak, 2000: 9). rumusan masalah perumusan masalah dalam penelitian ini adalah “bagaimana implementasi kekuatan motivasi belajar dalam pendekatan andragogi?” pertanyaan penelitian dalam penelitian ini berfokus pada pertanyaan penelitian sebagai berikut : a. apakah mahasiswa mempunyai kemauan yang kuat dalam belajar? b. berapa lama jumlah waktu yang disediakan mahasiswa untuk belajar? c. bagaimana kemampuan mahasiswa dalam belajar setelah diberikan motivasi oleh dosen? tujuan penelitian tujuan dalam penelitian ini adalah : a. untuk mendeskripsikan kekuatan motivasi mahasiswa dalam proses pembelajaran b. untuk mengetahui kuantitas waktu yang disediakan mahasiswa dalam pembelajaran mandiri jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 3 c. untuk mendeskripsikan kemampuan belajar mahasiswa setelah diberikan treatment motivasi. landasan teori beberapa teori menjadi salah satu pendukung dalam pelaksanaan penelitian ini sebagai kerangka utama penelitian, diantaranya adalah : teori motivasi dalam pembelajaran motivasi merupakan suatu kekuatan, tenaga, daya atau keadaan yang kompleks dan kesiapsediaan dalam diri individu untuk bergerak ka arah tujuan tertentu baik disadari mapun tidak disadari. hal tersebut sesuai dengan definisi yang dikemukakan oleh makmun (2009:37) yang menyatakan bahwa motivasi belajar itu merupakan suatu kekuatan (power) atau tenaga (forces) atau daya (energi) atau suatu keadaan yang kompleks (a complex state) dan kesiapsediaan (preparatory set) dalam diri individu (organisme) untuk bergerak (to move, motion, motive) ke arah tujuan tertentu, baik disadari maupun tidak disadari (scubania et al, 2014). uno (2008:3) menjelaskan bahwa motivasi berasal dari kata motif yang dapat diartikan sebagai kekuatan yang terdapat dalam diri individu, yang menyebabkan individu tersebut bertindak atau berbuat. motif tidak dapat diamati secara langsung, tetapi dapat diinterpretasikan dalam tingkah lakunya, berupa rangsangan, dorongan, atau pembangkit tenaga munculnya suatu tingkah laku tertentu (balqis et al, 2014:28). menurut mulyasa (2003:112) motivasi adalah tenaga pendorong atau penarik yang menyebabkan adanya tingkah laku ke arah suatu tujuan tertentu. dalam proses belajar, motivasi sangat diperlukan sekali, sebab seseorang yang tidak mempunyai motivasi dalam belajar pastinya tidak akan mungkin melaksanakan aktivitas belajar. motivasi berasal dari kata “motif” yang diartikan sebagai daya upaya yang mendorong seseorang untuk melakukan sesuatu. menurut sardiman (2006:73) motif merupakan daya penggerak dari dalam untuk melakukan kegaiatan untuk mencapai tujuan (manuhutu, 2015). dorongan dan penggerak merupakan kata kunci motivasi dalam setiap perbuatan dalam belajar. hal tersebut sesuai dengan definisi yang dinyatakan oleh sardiman (2007:85) bahwa motivasi belajar memiliki 3 fungsi motivasi yaitu sebagai berikut: 1) mendorong manusia untuk jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 4 berbuat, jadi sebagai penggerak atau motor yang melepaskan energi. motivasi dalam hal ini merupakan motor penggerakan dari setiap kegiatan yang akan dikerjakan. 2) menetukan arah perbuatan, yakni kearah tujuan yang hendak dicapai. dengan demikian motivasi dapat memberikan arah dan kegiatan yang harus dikerjakan sesuai dengan rumusan tujuan. 3) menyeleksi perbuatan, yakni menentukan perbuatan-perbuatan apa yang harus dikerjakan yang serasi guna mencapai tujuan, dengan menyisihkan perbuatan-perbuatan yang tidak bermanfaat bagi tujuan tersebut. seseorang siswa yang akan menghadapi ujian dengan harapan dapat lulus, tentu akan melakukan kegiatan belajar dan tidak akan menghabiskan waktunya untuk bermain kartu atau membaca komik, sebab tidak serasi dengan tujuan (scubania et al, 2014). ada motif yang begitu kuat sehingga menguasai motif motif lainnya. motif yang paling kuat adalah motif yang menjadi sebab utama tingkah laku individu pada saat tertentu. menurut handoko (1992: 59), untuk mengetahui kekuatan motivasi belajar siswa, dapat dilihat dari beberapa indikator sebagai berikut : 1) kuatnya kemauan untuk berbuat 2) jumlah waktu yang disediakan untuk belajar 3) kerelaan meninggalkan kewajiban atau tugas yang lain 4) ketekunan dalam mengerjakan tugas. konsep andragogi dalam pembelajaran orang dewasa andragogi berasal dari bahasa yunani “andr” yang berarti orang dewasa dan “agogy” yang berarti memimpin sehingga andragogi dapat diartikan sebagai ilmu membimbing belajar orang dewasa (abdulhak, 2000:1). pendidikan orang dewasa atau andragogi didefinisikan sebagai seni dan ilmu pengetahuan untuk membantu orang dewasa melakukan kegiatan belajar (musa, 2005:27). pendidikan orang dewasa adalah suatu proses belajar yang sistematis dan berkelanjutan pada seseorang yang memiliki status dewasa (berdasarkan ciri utama peran sosialnya) dengan tujuan untuk mencapai perubahan pada pengetahuan, sikap, nilai dan keterampilannya. knowles (dalam sudjana, 2005: 62) mendefinisikan andragogi sebagai seni dan ilmu dalam membantu peserta didik (orang dewasa) untuk belajar (the science and arts of helping adults learn). jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 5 selanjutnya, knowles (1970; ayi olim, 2012) mengembangkan konsep andragogi atas empat asumsi pokok yang berbeda dengan pedagogi. keempat asumsi pokok itu adalah sebagai berikut: asumsi pertama, seseorang tumbuh dan matang konsep dirinya bergerak dari ketergantungan total menuju ke arah pengarahan diri sendiri. atau secara singkat dapat dikatakan pada anakanak konsep dirinya masih tergantung, sedang pada orang dewasa konsep dirinya sudah mandiri. karena kemandirian konsep dirinya inilah orang dewasa membutuhkan penghargaan orang lain sebagai manusia yang dapat mengarahkan diri sendiri. apabila dia menghadapi situasi dimana dia tidak memungkinkan dirinya menjadi self directing maka akan timbul reaksi tidak senang atau menolak. asumsi kedua, sebagaimana individu tumbuh matang akan mengumpulkan sejumlah besar pengalaman dimana hal ini menyebabkan dirinya menjadi sumber belajar yang kaya, dan pada waktu yang sama memberikan dia dasar yang luas untuk belajar sesuatu yang baru. oleh karena itu, dalam teknologi andragogi terjadi penurunan penggunaan teknik transmital seperti yang dipakai dalam pendidikan tradisional dan lebih-lebih mengembangkan teknik pengalaman (experimental-technique). maka penggunaan teknik diskusi, kerja laboratori, simulasi, pengalaman lapangan, dan lainnya lebih banyak dipakai. asumsi ketiga, bahwa pendidikan itu secara langsung atau tidak langsung, secara implisit atau eksplisit, pasti memainkan peranan besar dalam mempersiapkan anak dan orang dewasa untuk memperjuangkan eksistensinya di tengah masayarakat. karena itu, sekolah dan pendidikan menjadi sarana ampuh untuk melakukan proses integrasi maupun disintegrasi sosial di tengah masyarakat (kartini kartono, 1992). selajan dengan itu, kita berasumsi bahwa setiap individu menjadi matang, maka kesiapan untuk belajar kurang ditentukan oleh paksaan akademik dan perkembangan biologisnya, tetapi lebih ditentukan oleh tuntutan-tuntutan tugas perkembangan untuk melakukan peranan sosialnya. dengan perkataan lain, orang dewasa belajar sesuatu karena membutuhkan tingkatan perkembangan mereka yang harus menghadapi peranannya apakah sebagai pekerja, orang tua, pimpinan suatu organisasi, dan lain-lain. kesiapan belajar mereka bukan sematamata karena paksaan akademik, tetapi karena kebutuhan hidup dan untuk melaksanakan tugas peran sosialnya. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 6 asumsi keempat, bahwa anak-anak sudah dikondisikan untuk memiliki orientasi belajar yang berpusat pada mata pelajaran (subject centered orientation) karena belajar bagi anak seolah-olah merupakan keharusan yang dipaksakan dari luar. sedang orang dewasa berkecenderungan memiliki orientasi belajar yang berpusat pada pemecahan masalah kehidupan (problemcentered-orientation). hal ini dikarenakan belajar bagi orang dewasa seolah-olah merupakan kebutuhan untuk menghadapi masalah hidupnya. metode penelitian metode penelitian yang digunakan pada penelitian ini yaitu metode deskriptif dengan pendekatan kualitatif. peneliti mendeskripsikan dan menganalisis implementasi kekuatan motivasi belajar melalui pendekatan andragogi pada mahasiswa angkatan 2013 jurusan pendidikan luar sekolah stkip siliwangi bandung. pendekatan yang digunakan yaitu pendekatan kualitatif, di mana data-data yang dikumpulkan dalam bentuk uraian. penelitian kualitatif menghasilkan data deskriptif berupa ucapan, tulisan, dab perilaku orang-orang yang di amati. melalui penelitian kualitatif, peneliti dapat mengenali subjek dan merasakan pengalaman mereka dalam kehidupan sehari-hari (ghony & almanshur, 2012:13). dalam penelitian ini pun menggunakan populasi dan sampel yang menjadi objek penelitian. menurut spradley dalam penelitian kualitatif istilah populasi dinamakan situasi sosial. tempat berlangsungnya kegiatan penelitian ini di ruang g4 angkatan 2013 stkip siliwangi bandung. terdapat 20 mahasiswa di kelas non reguler angkatan 2013 program studi pendidikan luar sekolah stkip siliwangi bandung. sampel dalam penelitian ini peneliti memilih empat orang mahasiswa sebagai nara sumber. pengumpulan data dalam penelitian kualitatif dapat dilakukan dengan menggunakan teknik kondisi yang alami, sumber data primer, dan lebih banyak pada teknik observasi berperan serta, wawancara mendalam, dan dokumentasi. catherine marshall, gretchen b. rosmann (1995) yang dikutip oleh sugiyono, menyatakan bahwa: “... the fundamental methods relied on by qualitative reseachers for gathering informations are, participation in the setting, direct observation, indepth interviewing, document review” (ghony & almanshur, 2012:164). dalam penelitian jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 7 ini menggunakan observasi terus terang atau tersamar, yakni peneliti dalam melakukan pengumpulan data menyatakan terus terang kepada sumber data, bahwa ia sedang melakukan penelitian. peneliti menggunakan wawancara terstruktur, dimana peneliti bertanya sesuai dengan apa yang dipersiapkan sebelumnya. dalam penelitian ini dokumentasi berbentuk tulisan dan gambar. pembahasan peneliti melaksanakan tiga tahap penelitian yang dikembangkan sesuai dengan situasi, kondisi juga minat mahasiswa yang menjadi objek penelitian ini. adapun bentuk kegiatan yang dilaksanakan diujikan dengan menggunakan pendekatan yang hampir mirip, namun dengan variasi pendekatan yang berbeda. hal ini untuk menguji konsistensi perilaku yang ditunjukkan oleh mahasiswa. dalam setiap kegiatan pembelajaran, peneliti selalu menilai kegiatan belajar yang dilakukan oleh mahasiswa. sebelumnya peneliti selalu terbuka dengan skor yang diperoleh mahasiswa, sehingga mahasiswapun terpacu untuk melakukan lebih baik lagi dalam pembelajaran. penilaian yang dilakukan melalui kegiatan belajar seperti quiz, kerja kelompok yang meliputi merangkum, presentasi serta bermain peran, penilaian lain misalnya bertanya langsung ketika sedang menyampaikan materipun merupakan penilaian yang dilakukan oleh peneliti. penilaian secara kontinu akan mendorong mahasiswa untuk belajar, karena setiap manusia memiliki kecenderungan untuk mendapatkan hasil yang baik. berdasarkan kegiatan wawancara yang telah dilakukan, maka dapat diperoleh beberapa gambaran bahwasannya sebagian besar mahasiswa membaca materi perkuliahan. mereka disiplin dan mempunyediakan waktu untuk belajar dirumah. mereka juga mengerjakan dan mengumpulkan tugas perkuliahan tepat waktu. selama perkuliahan berlangsung, mahasiswa mampu mengungkapkan pendapat dan mampu menjawab pertanyaan dari teman sekelas yang bertanya tentang materi perkuliahan. selain bertanya kepada dosen, mahasiswa selalu melakukan tukar pendapat dengan teman di kelas apabila mereka mendapatkan kesuliatan dalam memahami materi. sebagian besar mahasiswa tidak keberatan dengan diberikan banyak tugas perkuliahan. mereka senang ketika diberi motivasi oleh dosen. rata-rata mahasiswa menyediakan waktu untuk membaca materi perkuliahan. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 8 dalam pembelajaran orang dewasa perlu ada pemahaman spesifik mengenai karakteristik orang dewasa. pada penelitian ini, peneliti melakukan pendekatan andragogi dengan menggunakan asumsi konsep diri. mahasiswa non reguler 2013 sebagai orang dewasa yang dibawa ke dalam situasi belajar diperlakukan dengan penuh penghargaan, maka mereka akan melakukan proses belajar tersebut dengan penuh pelibatan dirinya secara mendalam. sesuai dengan apa yang diungkapkan oleh musa (2015:30) bahwasanya dalam konsep diri orang dewasa menganggap dirinya mampu hidup mandiri. orang dewasa menuntut untuk dihargai, khususnya dalam pengambilan keputusan yang menyangkut diri dan kehidupannya. mereka menolak situasi belajar yang bersifat menggurui. menurut konsep diri, seseorang disebut dewasa apabila dapat mengambil keputusan sendiri, dapat memikul tanggung jawab dan sadar terhadap tugas dan perannya. motivasi sangat diperlukan dalam proses belajar, seseorang yang tidak mempunyai motivasi dalam belajar tidak akan melakukan aktivitas. menurut handoko (1992: 59), untuk mengetahui kekuatan motivasi belajar siswa, dapat dilihat dari beberapa indikator sebagai berikut: 1) kuatnya kemauan untuk berbuat, 2) jumlah waktu yang disediakan untuk belajar, 3) kerelaan meninggalkan kewajiban atau tugas yang lain, 4) ketekunan dalam mengerjakan tugas (manuhutu, 2015). terdapat beberapa bentuk reaksi mahasiswa yang ditimbulkan dari adanya beberapa rangsangan motivasi yang dilakukan oleh dosen, diantaranya adalah sebagai berikut : a. apakah mahasiswa mempunyai kemauan yang kuat dalam belajar? setelah peneliti melakukan observasi di lapangan dan melakukan wawancara dengan mahasiswa dapat disimpulkan bahwasannya mahasiswa kelas non reguler angkatan 2013 jurusan pendidikan luar sekolah stkip siliwangi bandung mempunyai kemauan kuat dalam belajar. hal ini dibuktikan dengan keterlibatan mahasiswa dalam kegiatan pembelajaran sebagai berikut: 1) melaksanakan quiz. pelaksanaan quiz ini tidak di sangka-sangka oleh mahasiswa. peneliti memberikan quiz tidak selalu pada akhir pemberian materi namun terkadang peneliti memberikan pertanyaan materi perkuliahan sebelum pembelajaran inti dimulai. sehingga mahasiswa terlihat mempersiapkan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 9 diri untuk belajar dan mau tidak mau mahasiswa berusaha berpartisipasi dalam pembelajaran. mereka mendengarkan, memperhatikan dan terkadang memberikan opini dalam setiap pembelajaran. pemberian quiz merupakan salah satu motivasi yang bertujuan supaya mahasiswa selalu berusaha yang terbaik dalam kegiatan belajarnya. dengan pemberian angka dapat mendorong mahasiswa belajar lebih baik lagi. 2) melaksanakan kerja kelompok. tugas kerja kelompok terbagi atas tiga antara lain: tugas merangkum di tulis tangan dan dikumpulkan pula softfile hasil rangkuman secara berkelompok, tugas presentasi, dan tugas bermain peran sebagai agen pemberdaya. jumlah mahasiswa kelas non reguler angkatan 2013 sebanyak 19 orang. peneliti membagi 3 kelompok, jumlah anggota untuk 2 kelompok berjumlah 6 orang mahasiswa dan 1 kelompok berjumlah 7 orang mahasiswa. 3) menghadiri jadwal perkuliahan. kehadiran mahasiswa dalam perkuliahan baik, khususnya untuk mahasiswa yang menjadi sampel penelitian ini yaitu sebanyak 5 orang. mereka menghadiri perkuliahan pada jam yang telah dijadwalkan. waktu perkuliahan dimulai pada pukul 11.00 – 12.30 setiap hari sabtu. b. berapa lama jumlah waktu yang disediakan mahasiswa untuk belajar? berdasarkan hasil wawancara yang dilakukan oleh peneliti, bisa disimpulkan bahwasannya mahasiswa menyediakan waktu untuk belajar sekitar ½ 1 jam sehari sebelum perkuliahan berlangsung. meskipun tidak pasti dalam jumlah waktu belajar namun mereka menyempatkan untuk membaca materi perkuliahan meskipun jumlah waktunya tidak secara signifikan. c. bagaimana dengan kerelaan mahasiswa dalam meninggalkan kewajiban atau tugas yang lain? sebagian besar mahasiswa non reguler angkatan 2013 telah mempunyai pekerjaan. mereka yang telah bekerja mempunyai rasa tanggung jawab yang besar terhadap perkuliahan. hal ini terbukti dengan banyaknya mahasiswa yang menghadiri jadwal perkuliahan dengan baik. mahasiswa bertanggung jawab atas kontrak kuliah yang telah ia ambil. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 10 oleh karena itu, mereka mengatur jadwal kuliah dan kerja supaya keduanya dapat berjalan dengan baik. d. bagaimana dengan ketekunan mahasiswa dalam mengerjakan tugas. berdasarkan pengamatan peneliti selama observasi, dapat disimpulkan bahwasannya mahasiswa sebagian besar tekun dalam belajar. mereka memperhatikan ketika dosen sedang menyampaikan materi pembelajaran, mereka rata-rata mampu menjawab pertanyaan dosen ketika sedang melaksanakan quiz dan ketika dosen memberikan shock therapy pada awal pembelajaran. hal ini membuktikan bahwasannya mereka mau membaca materi perkuliahan yang disampaikan oleh dosen. penutup mahasiswa kelas non reguler angkatan 2013 jurusan pendidikan luar sekolah stkip siliwangi bandung mempunyai kemauan kuat dalam belajar. hal ini dibuktikan dengan keterlibatan mahasiswa dalam kegiatan pembelajaran seperti: 1) melaksanakan quiz. 2) melaksanakan kerja kelompok. tugas kerja kelompok terbagi atas tiga antara lain: tugas merangkum di tulis tangan dan dikumpulkan pula softfile hasil rangkuman secara berkelompok, tugas presentasi, dan tugas bermain peran sebagai agen pemberdaya. 3) menghadiri jadwal perkuliahan. mahasiswa menyediakan waktu untuk belajar sekitar ½ 1 jam sehari sebelum perkuliahan berlangsung. meskipun tidak pasti dalam jumlah waktu belajar namun mereka menyediakan waktu untuk membaca materi perkuliahan meskipun jumlah waktunya tidak secara signifikan. sebagian besar mahasiswa non reguler angkatan 2013 mempunyai rasa tanggung jawab yang besar terhadap perkuliahan. meskipun sebagian besar dari mereka telah mempunyai pekerjaan, namun mereka mampu mengatur jadwal perkuliahan dan pekerjaaan berjalan dengan baik. sebagian besar mahasiswa tekun dalam belajar. mereka memperhatikan ketika dosen sedang menyampaikan materi pembelajaran. mereka mengikuti quiz dan mereka menyediakan waktu untuk membaca materi perkuliahan yang disampaikan oleh dosen. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 11 daftar pustaka buku : abdulhak, ishak. 2000. strategi membangun motivasi pembelajaran orang dewasa. bandung: cv andira. balqis, putri. nasir usman, sakdiah ibrahim. 2014. kompetensi pedagogik guru dalam meningkatkan motivasi belajar siswa pada smpn 3 ingin jaya. jurnal administrasi pendidikan. issn: 2302-0156 14 volume 2, no. 1, halaman 2538, pascasarjana universitas syiah kuala. dariyo, agoes. 2004. pengetahuan tentang penelitian dan motivasi belajar pada mahasiswa. jurnal psikologi. volume 2 no. 1. dosen fakultas psikologi universitas indonusa esa unggul daud, firdaus. 2012. pengaruh kecerdasan emosional (eq) dan motivasi belajar terhadap hasil belajar biologi siswa sma 3 negeri kota palopo. jurnal pendidikan dan pembelajaran volume 19, no. 2, unm makassar. dimyati & mudjiono. 2006. belajar dan pembelajaran. jakarta. pt rineka cipta. ghony, m. djunaidi & almanshur, fauzan. 2012. metode penelitian kualitatif. yogyakarta: ar-ruzz media. hamalik, oemar. 2001. proses belajar mengajar. jakarta. pt. bumi aksara musa, safuri. 2005. seni dan teknik fasilitasi pendidikan orang dewasa. bandung: y-pin indonesia malik, halim k. 2008. teori belajar andragogi dan aplikasinya dalam pembelajaran. jurnal inovasi, issn: 1693-9034, volume 5, no. 2, juni 2008. fakultas ilmu pendidikan universitas negeri gorontalo. manuhutu, silvia. 2015. analisis motivasi belajar internal siswa program akselerasi kelas viii smp negeri 6 ambon. jurnal promosi. issn: 2442-9449 volume 3, no.1, halaman 104-115. fkip-unpatti. sardiman, a.m. 2006. interaksi dan motivasi belajar mengajar. jakarta: grafindo. scubania, dian fawzia. saur m. tampubolon, sumardi. 2014. pengaruh disiplin belajar terhadap motivasi belajar siswa. program studi pendidikan guru sekolah dasar. fakultas keguruan dan ilmu pendidikan. universitas pakuan. sugiyono. 2013. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 12 internet : (https://id.wikipedia.org/wiki/andragogi di akses januari, 2016) olim, a. 2013. andragogi, edisi i. [online]. tersedia : https://ayiolim.wordpress.com/2011/03/09/andragogi/#more58. diakses : 12 januari 2015 jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 13 upaya meningkatkan kreativitas anak melalui alat permainan balok di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat ika kemalawati kha_kemalawati@yahoo.co.id taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat abstrak masalah pokok dalam makalah ini berfokus pada upaya meningkatkan kereativitas anak melalui alat permainan balok di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat. adapun tujuan penelitian ini adalah 1. agar dapat mengetahui langkah-langkah penerapan penerapan balok di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat. 2. agar dapat mengetahui hasil dari penerapan permainan balok di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat. 3. agar dapat mengetahui apa saja faktor pendukung dan penghambat penerapan permainan balok di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandug barat. landasan teoritis yang mendasari penelitian ini adalah konsep kreativitas, konsep anak usia dini, dan konsep permainan balok. penelitian ini di rancang dengan menggunakan metode penelitian kualitatif. penelitian kegiatan bermain balok dalam upaya meningkatkan kreativitas anak dimulai dari tahapan perencanaan kegiatan, serta evaluasi dan hasil kegiatan. teknik pengumpulan data yang digunakan adalah wawancara, observasi, studi dokumentasi, studi literatur, catatan lapangan, dan catatan hasil kegiatan. berdasarkan hasil penelitian menunjukan bahwa kegiatan bermain balok dapat meningkatkan kreativitas anak di taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat. adapun faktor penghambat kegiatan bermain balok ada faktor internal dan faktor eksternal dari taman kanak-kanak cipta mulia kecamatan cipatat kabupaten bandung barat. sedangkan faktor pendukung kegiatan bermain balok yaitu adanya kreativitas dan inovasi dari tenaga pendidik maupun orangtua murid itu sediri. kata kunci : anak usia dini, kreativitas, permainan balok. a. pendahuluan apabila dilihat dari berbagai aspek kehidupan, pengembangan kreativitas sangatlah penting. banyak permasalahan serta tangtangan hidup menuntut serta kemampuan adaptasi serta kreatif dan mailto:kha_kemalawati@yahoo.co.id jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 14 kepiawaian dalam mencari pemecahan masalah yang imajinatif. kreatifitas berkembang dengan baik akan melahirkan pola pikir yang solutif yaitu keterampilan dalam mengenali permasalahan yang ada, serta kemampuan membuat perencanaan-perencanaan dalam pemechan masalah. anak usia dini adalah sosok individu yang sedang menjalani suatu proses perkembangan dengan pesat dan fundamental bagi kehidupan selanjutnya, anak usia dini berada pada rentang usia 0-8 tahun (naeyc/ nasional association for the education of young children). pada masa ini proses dan pertumbuhan dan perkembangan dalam berbagai aspek sedang mengalami masa yang cepat dalam rentang perkembangan hidup manusia (dalam nurani sujiono : 2013. 6 mengutif dari berk : 1992. 18). setiap proses perkembangan dan pertumbuhan yang diajarkan harus melihat karakteristik dari segala aspek disetiap tahap perkembangan pada anak. balok adalah mainan yang tidak asing lagi, karena saat dulu (1979) sekolah di tk, balok juga sudah ada dimainkan disekolah. balok adalah potongan-potongan kayu yang polos (tanpa dicat). sama tebalnya dan dengan panjang duakali atau empat kali sama besarnya dengan satu unit balok. sedikit berbentuk kurva, silinder dan setengah dari potonganpotongan balok juga disediakan, tetapi semua dengan panjang yang sama yang sesuai dengan ukuran balok-balok dasar (diknas 2003, permainan edukatif untuk kelompok bermain). b. kajian teori pendidikan luar sekolah adalah pendidikan luar sekolah nonformal yang terorganisir dan sistematik berjangka pendek dan berkelanjutan untuk memberikan fasilitas yang memadai terhadap peserta didik dalam rangka mencapai tujuan belajar yang berkesinambungan dengan tujuan pendidikan nasional. landasan pendidikan luar sekolah adalah pancasila, uud 1945, uu ri no.2 tahun 1989, falsafah pendidikan/hakekat kehidupan, peraturan pemerintah no.73 tahun 1991, uu no.2 tahun 1989 pasal 10 ayat (3) dan seameo 1971. setiap upaya pendidikan dalam arti luas yang di dalamnya terdapat komunikasi yang teratur dan terarah, diselenggarakan di luar sekolah, sehingga seseorang atau kelompok memperoleh informasi mengenai pengetahuan, latihan dan bimbingan sesuai dengan tingkatan usia dan kebutuhan hidupnya. fungsi pendidikan luar sekolah jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 15 dihubungkan dalam pendidikan prasekolah adalah sebagai suplemen, sebagai tambahan, dan sebagai pelengkap. berdasarkan undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional berkaitan dengan pendidikan anak usia dini tertulis pada pasal 28 ayat 1 yang berbunyi “ pendidikan anak usia dini diselenggarakan bagi anak sejak lahir sampai dengan enam tahun dan bukan merupakan prasyarat untuk mengikuti pendidikan dasar “. selanjutnya pada bab 1 pasal 1 ayat 14 ditegaskan bahwa pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani anak agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut (depdiknas, uspn, 2004 : 4 ). secara teoritis berdasarkan aspek perkembangannya, seorang anak dapat belajar dengan sebaik-baiknya apabila kebutuhan fisiknya dipenuhi dan mereka merasa aman dan nyaman secara psikologis. selain itu, hal lain yang perlu diperhatikan adalah bahwa anak membangun pengetahuannya sendiri, anak belajar melalui interaksi sosial dengan orang dewasa dan anak-anak lainnya, anak belajar melalui bermain serta terdapat variasi individual dalam perkembangan dan belajar. tujuan pendidikan anak usia dini adalah membantu meletakkan dasar ke arah perkembangan sikap pengetahuan, keterampilan dan krativitas daya cipta yang diperlukan oleh anak untuk dapat menyesuaikan diri dengan lingkungannya dan untuk pertumbuhan dan perkembangan pada tahapan selanjutnya. dan fungsi pendidikan anak usia dini mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang martabat dalam dalam rangka mencerdaskan kehidupan bangsa. catron dan allen (1999 : 23-26) menyebutkan bahwa terdapat 6 (enam) aspek perkembangan anak usia dini. kreativitas tidak dipandang sebagai perkembangan tambahan, melainkan sebagai komponen yang integral dari lingkungan bermain yang kreatif. kegiatan pembelajaran pada anak usia dini pada hakikatnya adalah pengembangan kurikulum secara konkret berupa seperangkat rencana yang berisi sejumlah pengalaman belajar melalui bermain yang jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 16 diberikan pada anak usia dini berdasarkan potensi dan tugas perkembangan yang harus dimiliki oleh anak (sujiono dan sujiono , 2007 : 2006). bennet, at.al (1999: 91-100), menjelaskan bahwa pada dasarnya pengembangan program pembelajaran adalah pengembangan sejumlah pengalaman belajar melalui kegiatan bermain yang dapat memperkaya pengalaman anak tentang berbagai hal, seperti cara berfikir tentang diri sendiri, tanggap pada pertanyaan, dapat memberikan argumentasi untuk mencari berbagai alternatif. selain itu, hal ini membantu anakanak dalam mengembangkan kebiasaan dari setiap karakter yang dapat dihargai oleh masyarakat serta mempersiapkan mereka untuk memasuki dunia orang dewasa yang penuh tanggung jawab. tujuan program pembelajaran adalah membantu meletakkan dasar ke arah perkembangan sikap pengetahuan, keterampilan dan kretaivitas yang diperlukan oleh anak untuk dapat menyesuaikan diri dengan lingkungannya dan untuk pertumbuhan serta perkembangan pada tahapan berikutnya. untuk mencapai tujuan program pembelajaran tersebut, maka diperlukan strategi pembelajaran bagi anak usia dini yang berorientasi pada: (1) tujuan yang mengarah pada tugas-tugas perkembangan disetiap rentangan usia anak; (2) materi yang diberikan harus mengacu dan sesuai dengan karakteristik dan kebutuhan yang sesuai dengan taraf perkembangan anak (dap= developmentally approriate practice); (3) metode yang dipilih seharusnya bervariasi sesuai dengan tujuan kegiatan belajar dan mampu melibatkan anak secara aktif dan kreatif serta menyenagkan; (4) media dan lingkungan bermain yang digunakan haruslah aman, nyaman dan menimbulkan ketertarikan bagi anak dan perlu adanya waktu yang cukup untuk bereksplorasi; (5) evaluasi yang terbaik dan dianjurkan untuk dilakukan adalah rangkaian sebuah assesment melalui observasi partisipatif terhadap segala sesuatu yang dilihat, didengar dan diperbuat oleh anak (bredekamp, 1998:30-31). 1) fungsi program pembelajaran program pembelajaran memiliki sejumlah fungsi, diantaranya adalah : (1) untuk mengembangkan seluruh kemampuan yang dimiliki anak sesuai dengan tahap perkembangannya, (2) mengenalkan anak dengan dunia sekitar, (3) mengembangkan sosialisasi anak, (4) mengenalkan peraturan dan menanamkan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 17 disiplin pada anak, dan (5) memberikan kesempatan kepada anak untuk menikmati masa bermainnya. 2) tujuan dari program pembelajaran itu sendiri, berdasarkan paparan diatas yaitu untuk mengoptimalkan perkembangan anak secara menyeluruh berdasarkan berbagai dimensi perkembangan anak usia dini baik perkembangan sikap pengetahuan, keterampilan dan kreativitas yang diperlukan oleh anak untuk dapat menyesuaikan diri dengan lingkungannya serta untuk pertumbuhan dan perkembangan pada tahapan berikutnya. keterkaitan antara pendidikan anak usia dini dan pendidikan luar sekolah keterkaitan pendidikan nonformal (pls) dengan paud tentunya merupakan hal yang sangat berdampak positif bagi dunia pendidikan di indonesia, kenapa dikatakan demikian, hal ini dikarenakan bahwa menurut uu sisdiknas 2008 : 17 pasal 26 ayat 1 : “bahwa pendidikan nonformal diselenggarakan bagi warga masyarakat yang memrlukan layanan pendidikan yang berfungsi sebagi pengganti, penambah, dan atau pelengkap pendidikan formal dalam rangka mendukung pendidikan sepenjang hayat”. berdasarkan uu sisdiknas dia atas jelas bahwa pendidikan nonformal berfungsi sebagai pengganti, penambah, dan atau pelengkap pendidikan formal dalam rangka mendukung pendidikan sepenjang hayat, sepanjang hayat tentunya dimulai dengan pendidikan anak usia dini. menurut anna craft (2000 : 11) kreativitas anak adalah berkaitan dengan imajinasi atau manifestasi kecerdikan dalam pencarian yang bernilai. kreativitas anak disebut kemampuan yang mencerminkan kelancaran, keluwesan, dan orisinalitas dalam berfikir serta kemampuan untuk mengkolaborasikan (mengembangkan, memperkaya) suatu gagasan. menurut nursisto (1999 : 6-7), kemampuan belajar siswa jadi lebih baik jika kemampuan kreativitasnya juga ikut dilibatkan. pada dasarnya semua siswa memiliki kreatif dalam dirinya yang harus dikembangkan agar hidup jadi semangat dan produktif. kesadaran akan kemampuan kreativitas ini harus dilatih untuk memacu keberhasilan siswa demi menyongsong masa depan. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 18 1. tahap-tahap perkembangan kreativitas menurut kurikulum standar kompetensi pendidikan anak usia dini terdapat tahap perkembangan kreativitas yang tertuang dalam indikator dari aspek fisik motorik halus : mewarnai bentuk gambar sederhana dengan rapi. a. menggambar orang dengan lengkap dan proporsional. b. membuat gambar dengan teknik mozaik dengan memakai berbagai bentuk. c. membuat bentuk dari media balok, dll. 2. faktor-faktor yang mempengaruhi kreativitas hasil penelitian bebrapa ahli di atas menunjukan bahwa faktor-faktor dalam krativitas, meliputi : daya imajinasi, rasa ingin tahu dan orisinalitas (kemampuan menciptakan sesuatu yang baru dan tidak biasa) dapat mengimbangi kekurangan dalam daya ingat, daya tangkap, penalaran, pemahaman terhadap tugas dan faktor lain intelegensi. 3. ciri-ciri kreativitas sumanto (2005 : 39) anak yang kreatif cirinya yaitu punya kemampuan befikir kritis, ingin tahu, tertarik pada kegiatan / tugas yang dirasakan sebagai tantangan, berani mengambil resiko, tidak mudah putus asa, menghargai keindahan, mampu berbuat atau berkarya, menghargai diri sendiri dan orang lain. 4. metode pengembangan kreativitas sehubungan dengan perkembangkan kreativitas, utami munandar (2004 : 45) menyajikan ada empat aspek kreativitas yang dapat diperhatikan, yaitu pribadi (person); pendorong (press); produk (product); dan proses (process). dimana keempat aspek ini lebih dikenal dengan istilah 4p yang secara ringkas dapat dijelaskan sebagai berikut : 1) pribadi (person) 2) pendorong (press) 3) proses (process) 4) produk (product) 5. fungsi pengembangan kreativitas untuk anak usia dini pertama, fungsi pengembangan kreativitas terhadap perkembangan kognitif anak.melalui pengembangan kreativitas anak memperoleh kesempatan sepenuhnya untuk memenuhi kebutuhan berekspresi menurut caranya sendiri. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 19 kedua, fungsi pengembangan kreativitas terhadap kesehatan jiwa. craig mengemukakan dalam nursisto (1999 : 21) bahwa hasil penelitian dr. abraham h. maslow 1972, menunjukan suatu kesimpulan bahwa segala sesuatu yang mendukung pembangunan kreativitas seseorang secara positif akan mempengaruhi kesehatan mentalnya. ketiga, fungsi pengembangan kreativitas terhadap perkembangan estetika.disamping kgiatan-kegiatan brekspresi yang sifatnya mencipta, anak dibiasakan dan dilatih untuk menghayati bermacam-macam keindahan seperti keindahan alam, lukisan, tarian, musik dan sebagainya. dengan demikian kreativitas sangatlah penting karena dengan kreativitas orang dapat mewujudkan apresiasi dirinya, dan orang yang kreatif akan memudahkan hidupnya dalam memecahkan suatu masalah sehingga dapat meningkatkan kwalitas hidupnya. dalam sri nurhayati menurut mayke sugianto, t. (1995), mengemukakan bahwa alat permainan edukatif (ape) adalah alat permainan yang sengaja dirancang secara khusus untuk kepentingan pendidikan. dari pengertian tersebut dapat diambil sebuah kesimpulan bahwa pada pengembangan dan pemanfaatannya tidak semua alat permainan yang digunakan anak usia dini itu dirancang secara khusus untuk mengembangkan aspek-aspek perkembangan anak. contohnya permainan balok yang berbagai macam bentuk seperti kubus, kotak, puzzle dan sebagainya. 1. fungsi dan tujuan alat permainan edukatif alat-alat permainan yang dapat dikembangkan memiliki berbagai fungsi dan tujuan dalam mendunkung penyelenggaraan proses belajar anak. adapun fungsi dan tujuan tersebut, yaitu : 1) menciptakan situasi bermaian (belajar) yang menyenangkan bagi anak dalam proses pemberian perangsangan indikator kemampuan anak. 2) menumbuhkan rasa percaya diri dan membentuk citra diri anak yang positif. dalam suasana yang menyenangkan, anak akan mencoba melakukan permainan yang menurut mereka dianggap sulit dan seru. dalam diri anak ada permainan yang dengan tingkat kesulitan tertentu misalnya menyusun balok-balok menjadi suatu bentuk bangunan tertentu, pada saat tersebut ada suatu proses yang jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 20 dilalui anak sehingga anak mengalami suatu kepuasaan setelah melampaui suatu tahap kesulitan tertentu yang terdapat dalam alat permainan tersebut. proses-proses seperti itulah yang dapat mengembangkan rasa percaya diri karena mereka bisa membuktikan bahwa tiada suatu kesulitan yang tidak ditemukan penyelesaiannya. 3) memberikan kesempatan anak bersosialisasi, berkomunikasi dengan teman sebaya. alat permainan edukatif berfungsi memfasilitasi anakanak mengembangkan hubungan yang harmonis dan komunikatif dengan lingkungan disekitar misalnya dengan teman-temannya. 2. syarat alat permainan edukatif sebelum membuat alat permainan edukatif guru harus memperhatikan terlebih dahulu beberapa persyaratan pembuatannya : 1) syarat edukasi pembuatan alat permainan edukatif harus disesuaikan dengan program pendidikan yang berlaku sehingga pembuatannya akan sangat membantu pencapaian-pencapaian tujuan-tujuan yang terdapat di dalam program pendidikan yang disusun. adapun maksud dari syarat edukasi : a. ape yang dibuat disesuaikan dengan memperhatikan program kegiatan pendidikan (program pendidikan/ kurikulum yang berlaku). b. ape yang dibuat disesuaikan dengan didaktik metodik artinya dapat membantu keberhasilan kegiatan pendidikan, mendorong aktivitas dan kreativitas anak serta sesuai dengan kemampuan (tahap perkembangan anak). 2) syarat teknis persyaratan teknis yang harus diperhatikan dalam pembuatan alat permainan edukatif berkaitan dengan hal-hal teknis seperti pemilihan bahan,kwalitas bahan, pemilihan warna, dan kekuatan bahan dalam suhu-suhu tertentu. a. ape dirancang sesuai dengan tujuan, fungsi sarana (tidak menimbulkan kesalahan konsep) contoh dalam membuat balok bangunan, ketepatan bentuk dan ukuran yang akurat mutlak dipenuhi karena jika ukurannya tidak tepat akan menimbulkan kesalahan konsep. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 21 b. ape hendaknya multiguna walaupun ditujukan untuk maksud tertentu tidak menutup kemungkinan digunakan untuk tujuan pengembangan yang lain. c. ape dibuat dengan menggunakan bahan yang mudah didapat di lingkungan sekitar, murah atau dari bahan bekas/sisa. 3) syarat estetika persyaratan estetika ini menyangkut unsur keindahan alat permainan edukatif yang dibuat. hal-hal yang lebih rinci yang berkaitan dengan syarat estetis ini menyangkut hal-hal sebagai berikut : a. bentuk yang elastis, ringan (mudah dibawa anak); b. keserasian ukuran (tidak terlalu besar atau terlalu kecil); c. warna (kombinasi warna) serasi dan menarik. 3. prosedur pembuatan alat permainan edukatif prosedur pembuatan ape itu sendiri dapat dilakukan dengan mengikuti langkah-langkah sebagai berikut : 1) guru mengkaji dan memahami karakteristik anak yang ada di lembaga paud. jika guru akan membuat ape, guru perlu terlebih dahulu memahami karakteristik anak yang menjadi sasaran pembuatan ape yang dilakukan guru. 2) guru akan menelaah program kegiatan dan tujuan belajar anak. langkah selanjutnya yang harus diperhatikan guru dalam pembuatan alat permainan adalah menelaah program kegiatan dan tujuan belajar anak. program kegiatan dan tujuan belajar anak yang dimaksud adalah kurikulum yang digunakan di lembaga paud. 3) guru memilih isi/tema dan tujuan belajar dari tema tersebut. langkah berikutnya yang dilakukan guru dalam pembuatan ape adalah memilih tema dan yang terdapat di dalam kurikulum paud atau tema yang dirancang sendiri.tema adalah alat yang digunakan untuk mencapai berbagai berbagai aspek perkembangan anak. permainan balok bermain balok menurut b.e.f montolalu (2006 : 22) mengemukakan bahwa : balok mempunyai tempat dihati anak serta menjadi pilihan favorit sepanjang tahun, bahkan sampai ajaran tahun terakhir. ketika bermain balok banyak temuan-temuan terjadi.demikan pula pemecahan masalah terjadi secara ilmiah.bentuk konstruksi mereka dari yang sederhana sampai yang rumit dapat menunjukan adanya peningkatan pengembangan berfikir mereka. ada beberapa manfaat mainan edukatif balok untuk anak yaitu : jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 22 a. dengan mainan balok maka anak akan belajar menghitung jumlah. b. mainan balok akan mengajarkan kepada anak tentang dasar dan kecil, lebih dan kurang, tinggi, dan pendek. c. permainan balok akan membantu anak mengenal bentuk-bentuk geometri, seperti kubus, persegi panjang, kerucut, silinder. ada beberapa langkah-langkah untuk melakukan pembelajaran pada anak, yaitu perlunya pendampingan agar permainan terasa manfaatnya, orang tua perlu mendampingi anak tetapi jangan mudah memberikan bantuan. adapun langkah-langkah bermain balok menurut arifin (2009 : 82) dilakukan dengan urutan menata pijakan bermain balok yang terdiri dari : pijakan lingkungan, seperti merencanakan densitas dan intensitas yang memenuhi 3 jenis mainan,menyediakan alas untuk bermain, menyiapkan sejumlah balok unit dari kayu berwarna natural, menyiapkan sejumlah aksesoris. pikakan sebelum main, seperti duduk melingkar, membacakan gambar bangunan, berdialog tentang konsep bangunan “rumah”, “mesjid”, “kantor”, dll. menunjukan detail bangunan, menyebutkan macam bentuk balok, membuat kesepakatan aturan main, memberi nama anak pada msing-masing alas, dan mempersilahkan anak mengambil balok untuk bermain pembangunan. pijakan saat main digunakan oleh guru guna memberi penguatan pada karya anak, dilakukan observasi karya tanpa intervensi, memperkuat dengan pemberian aksesoris, semua kegiatan dan karya anak didokumentasikan, diingatkan batas waktu main, guru/pendidik bersama anak duduk membentuk lingkaran, setiap anak diminta mengingat kembali pengalaman mainnya, memberikan dunkungan dan motivasi, disampaikan harapan bermain yang akan datang akan seperti apa. hubungan antara kreativitas dengan permainan balok mengingat pentingnya pengembangan kreativitas dan kemampuan berhitung permulaan bagi anak untuk meningkatkan kwalitas hidup anak selanjutnya. dengan mengasah kreativitas anak melaui media balok dapat mengembangkan dimensi perkembangan anak yang lain secara optimal seperti perkembangan bahasa anak, perkembangan motorik anak juga perkembangan sosial anak. jelas disini terlihat bahwa antara kreativitas dan permainan anak saling berkaitan karena sama-sama untuk mengembangkan keampuan yang ada dalam diri anak. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 23 pendidikan moral agama ontologis, anak sebagai makhluk individu yang mempunyai aspek biologis (adanya perkembangan fisik yang berubah dari waktu ke waktu yang membutuhkan makanan, gizi, dan lain-lain), psikologi (adanya perasaan-perasaan tertentu yang terbentuk karena situasi, seperti : senang, sedih, marah, kecewa, dihargai, dan sebagainya) sosiologis (anak membutuhkan teman untuk bermain), antropologis (anak hisup dalam suatu budaya dari mana dia berasal). epistomologis, pembelajaran pada anak usia dini haruslah menggukan konsep belajar sambil bermain (learning by playing), belajar sambil berbuat (learning by doing), dan belajar melalui stimulasi (learning by stimulating). aksiologis, isi kurikulum haruslah benar dan dapat dipertanggungjawabkan dalam rangka optimalisasi seluruh potensi anak (etis) dan berhubungan dengan nilai seni,keindahan dan keselarasan yang mengarah pada kebahagiaan dalam kehidupan anak sesuai dengan akar budaya di mana mereka hidup (estetika) serta nilainilai agama yang dianutnya. konsep hasil belajar pedoman penilaian menurut depdiknas (2010 : 11) pedoman penilaian dengan menggunakan lambang bintang, maksudnya apabila anak dapat memnuhi semua kriteria maka diberi nilai bintang (****) artinya berkembang sangat baik / optimal, bintang (***) artinya berkembang sesuai harapan, sedangkan bintang (**) artinya mulai berkembang, dan bintang (*) artinya anak belum berkembang, dari bebrapa indikator / kriteria yang telah ditetapkan guru. 1. kriteria / indikator hasil belajar munandar (1999 : 71) menunjukan indikator untuk kreativitas, yang meliputi ciri-ciri antara lain memiliki rasa ingin tahu yang mendalam dan sering mengajukan pertanyaan yang baik, memberikan banyak gagsan atau usul terhadap suatu masalah juga bebas dalam menyatakan pendapat kemudian mempunyai rasa keindahan yang dalam dan menonjol dalam bidang seni serta mampu melihat suatu masalah dari berbagai segi atau sudut pandang, mempunyai rasa humor yang luas juga orisinal dalam ungkapan gagasan dan pemecahan masalah. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 24 tabel 2.2 indikator kreativitas no indikator 1 keterampilan membuat bentuk 2 kerapihan membuat bentuk 3 kemampuan untuk menambahkan bentuk lai pada bentuk yang ada peneliti melakukan penilaian pada anak dengan berpedoman pada depdiknas (2010 : 11) pedoman penilaian dengan menggunakan lambang bintang, apabila anak berkembang sanagt baik / optimal guru akan memberi nilai ****, apabila anak berkembang sesuai harapan guru maka nilainya bintang ***, apabila anak baru mulai berkembang maka nilainya bintang ** dan apabila anak belum berkembang pada tiap indikatornya sesuai harapan guru maka diberi nilai bintang *. c. pembahasan menurut anna craft (2000 : 11) kreativitas anak adalah berkaitan dengan imajinasi atau manifestasi kecerdikan dalam pencairan yang bernilai. kreativitas anak disebut kemampuan yang mencerminkan kelancaran, keleuwesan, dan orisinalitas dalam brfikir serta kemampuan untuk mengkolaborasikan (mengembangkan, memperkaya) suatu gagasan. kreatifitas menurut zainal abidin (2010 : 2) didefiniskan secara berbeda-beda oleh pakar berdasarkan sudut pandang maingmasing. menurut nursisto (1999 : 6-7), kemampuan belajar siswa jadi lebih baik jika kemampuan kreativitasnya juga ikut dilibatkan. pada dasarnya semua siswa memiliki kreatif dalam dirinya yang harus dikembangkan agar hidup jadi semangat dan produktif. kesadaran akan kemampuan kreativitas ini dilihat untuk memacu keberhasilan siswa demi menyongsong masa depan. menurut nursisto (1999 : 109) berkembangnya kemampuan siswa untuk menggali kreativitas akan menjadikan anak akan percaya diri, mengurangi rasa takut salah, serta rendah diri. apabila sudah timbul rasa percaya diri dan hilangnya rasa rendah diri maka siswa akan jadi optimis. dengan begitu siswa lebih semangat mengikuti semua pelajaran di sekolah. dengan tujuan an fungsi pengembangan kreativitas sebagaimana yang telah dipaparkan di atas maka ruang lingkup dalam pengembangan kreativitas harus ada pada pendidikan taman kanakkanak. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 25 menurut kurikulum standar kompetensi pendidikan anak usia dini terdapat tahap perkembangan kreativitas yang tertuang dalam indikator dari aspek fisik motorik halus : a. mewarnai bentuk gambar sederhana dengan rapi. b. menggambar orang dengan lengkap dan proporsional. c. membuat gambar dengan teknik mozaik dengan memakai berbagai bentuk. d. membuat bentuk dari media balok, dll. hasil penelitian beberapa ahli di atas menunjukan bahwa faktor-faktor dalam krativitas, meliputi : daya imajinasi, rasa ingin tahu dan orisinalitas (kemampuan menciptakan sesuatu yang baru dan tidak biasa) dapat mengimbangi kekurangan dalam daya ingat, daya tangkap, penalaran, pemahaman terhadap tugas dan faktor lain intelegensi. menurut b.e.f . montolalu, dkk (2009 : 3.8) ada bebrapa faktor lingkungan yang dapat menunjang dan menghambat kreativitas, yang dapat dilihat pada tabel 3.1 faktor lingkungan yang menunjang dan menghambat kreativitas, sebagai berikut : tabel 3.1 lingkungan yang mempengaruhi kreativitas jenis lingkungan yang terlibat lingkungan yang menunjang lingkungan yang menghambat sarana dan prasarana suasana kelas (pengaturan fisik dikelas) bersifat fleksibel suasana kelas kaku orang dewasa (guru, kepala sekolah) sering mengajukan pertanyaan terbuka (mengapa, bagaimana, kira-kira, pendapat kamu tentang........) selalu mengajukan pertanyaan tertutup program pembelajaran kegiatan-kegiatan yang disajikan penuh tantangan sesuai dengan usia dan karakteristik anak kegiatan yang disajikan sulit, membuat anak frustasi orang dewasa berperan sebagai model, fasilitator, mediator, inspiratory berperan sebagai instruksi orang dewasa mendorong anak untuk belajar mandiri cenderung membantu dan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 26 jenis lingkungan yang terlibat lingkungan yang menunjang lingkungan yang menghambat melayani program pembelajaran anak ikut ambil bagian pada pembelajaran tidak melibatkan anak secara aktif program pembelajaran menekankan pada proses belajar lebih mementingkan produk/hasil belajar orang dewasa menghindari memberikan contoh dan mengarahkan pemikiran anak cenderung memberikan contoh dan berada di depan anak untuk mengarahkan orang dewasa sebagai mitra belajar sebagai sumber belajar dan penyampai informasi satusatunya sumanto (2005 : 39) anak yang kreatif cirinya yaitu punya kemampuan befikir kritis, ingin tahu, tertarik pada kegiatan / tugas yang dirasakan sebagai tantangan, berani mengambil resiko, tidak mudah putus asa, menghargai keindahan, mampu berbuat atau berkarya, menghargai diri sendiri dan orang lain. pada dasarnya setiap orang memiliki kecenderungan berbakat dalam kreativitas dan memiliki kemampuan mengungkapkan dirinya secara kreatif, meskipun masing-masing orang tersebut dalam bidang dan kadar berbeda-beda sesuai dengan potensi yang dimilikinya masingmasing. sebagimana dikemukakan oleh devito dalam supriadi (2001 : 16), bahwa kreativitas merupakan suatu kemampuan yang dimiliki oleh setiap orang dengan tingkat yang berbeda-beda, setiap orang lahir dengan potensi kreatif, dan potensi ini dapat dikembangkan dan dipupuk. pada kurikulum berbasis kompetensi (kbk) 2004 pengembangan kreativitas terdapat pada bidang pengembangan seni, akan tetapi sekarang pada kurikulum tingkat satuan pendidikan (ktsp) pengembangan kreativitas terdapat pada bidang pengembangan fisik jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 27 motorik halus anak usia dini. menurut b.e.f. montolalu (2009 : 3-5) pelaksanaan pengembangan kreativitas pada anak merupakan salah satu sarana belajar yang menunjang untuk mengembangkan bebrapa aspek perkembangan anak. berdasarkan undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional berkaitan dengan pendidikan anak usia dini tertulis pada pasal 28 ayat 1 yang berbunyi “ pendidikan anak usia dini diselenggarakan bagi anak sejak lahir sampai dengan enam tahun dan bukan merupakan prasyarat untuk mengikuti pendidikan dasar “. selanjutnya pada bab 1 pasal 1 ayat 14 ditegaskan bahwa pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani anak agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut (depdiknas, uspn, 2004 : 4 ). pendidikan bagi anak usia dini adalah pemberian upaya untuk menstimulasi, membimbing, mengasuh dan pemberian kegiatan pembelajaran yang akan menghasilkan kemampuan dan keterampilan anak. pendidikan bagi anak usia dini merupakan sebuah pendidikan yang dilakukan pada anak yang baru lahir sampai dengan delapan tahun. perkembangan merupakan suatu proses yang bersifat kumulatif, artinya perkembangan terdahulu akan menjadi dasar bagi perkembangan selanjutnya (jamris : 2006. 19). oleh sebab itu, apabila terjadi hambatan pada perkembangan terdahulu maka perkembangan selanjutnya cenderung akan mendapat hambatan anak usia dini berada dalam masa keemasan di sepanjang rentang usia perkembangan manusia menurut hainstock dalam nuraini sujiono (2013 : 10) mengatakan bahwa masa ini merupakan periode sensitif (sensitive periods), selama masa inilah anak secara khusus mudah menerima stimulus-stimulus dari lingkungannya. masa keemasan masa dimana anak mulai peka untuk menerima berbagai stimulus dan terjadi pematangan fungsi-fungsi fisik dan psikis sehingga anak siap merespons dan mewujudkan semua tugas-tugas perkembangan yang diharapkan muncul pada pola perilakunya sehari-hari. balok adalah mainan yang tidak asing lagi, karena saat dulu (1979) sekolah di tk, balok juga sudah ada dimainkan disekolah. balok adalah potonganpotongan kayu yang polos (tanpa dicat). sama tebalnya dan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 28 dengan panjang dua kali atau empat kali sama besarnya dengan satu unit balok. sedikit berbentuk kurva, silinder dan setengah dari potongan-potongan balok juga disediakan, tetapi semua dengan panjang yang sama yang sesuai dengan ukuran balok-balok dasar (diknas 2003, permainan edukatif untuk kelompok bermain). bermain balok menurut b.e.f montolalu (2006 : 22) mengemukakan bahwa : balok mempunyai tempat dihati anak serta menjadi pilihan favorit sepanjang tahun, bahkan sampai ajaran tahun terakhir. ketika bermain balok banyak temuan-temuan terjadi.demikan pula pemecahan masalah terjadi secara ilmiah.bentuk konstruksi mereka dari yang sederhana sampai yang rumit dapat menunjukan adanya peningkatan pengembangan berfikir mereka. daya penalaran anak-anak akan bekerja aktif. konsep pengetahuan matematika akan mereka temukan sendiri, seperti nama bentuk, ukuran, warna, pengertian sama/tidak sama, seimbang, dan lain-lain. ada beberapa manfaat mainan edukatif balok untuk anak yaitu : a. dengan mainan balok maka anak akan belajar menghitung jumlah. b. mainan balok akan mengajarkan kepada anak tentang dasar dan kecil, lebih dan kurang, tinggi, dan pendek. c. permainan balok akan membantu anak mengenal bentuk-bentuk geometri, seperti kubus, persegi panjang, kerucut, silinder. d. dengan mainan balok maka akan belajar mengenai pengklasifikasian bentuk sesuai dengan tempatnya. anak tentunya akan belajar menyusun sesuai dengan pasangannya dan anak juga akan belajar menyusun rapi ketika anak sudah selesai bermain balok. e. anak akan belajar menyatukan balok-balok tersebut dalam ukuran yang berbeda-beda sehingga menjadi sebuah bentuk sesuai dengan daya imajinasinya dan daya kreasinya. f. anak akan banyak belajar mengenai pola yang akan mengasah daya kreativitasnya dalam membuat sebuah kreasi bentuk sesuai dengan ukuran balok yang tersedia. (alat permainan edukatif untuk kelompok bermain, diknas : 2003). ada beberapa langkah-langkah untuk melakukan pembelajaran pada anak, yaitu perlunya pendampingan agar permainan terasa manfaatnya, orang tua perlu mendampingi anak tetapi jangan mudah memberikan bantuan. adapun langkah-langkah bermain balok menurut arifin (2009 : 82) dilakukan dengan urutan menata pijakan bermain balok yang terdiri jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 29 dari : pijakan lingkungan, seperti merencanakan densitas dan intensitas yang memenuhi 3 jenis mainan,menyediakan alas untuk bermain, menyiapkan sejumlah balok unit dari kayu berwarna natural, menyiapkan sejumlah aksesoris. pikakan sebelum main, seperti duduk melingkar, membacakan gambar bangunan, berdialog tentang konsep bangunan “rumah”, “mesjid”, “kantor”, dll. menunjukan detail bangunan, menyebutkan macam bentuk balok, membuat kesepakatan aturan main, memberi nama anak pada msing-masing alas, dan mempersilahkan anak mengambil balok untuk bermain pembangunan. pijakan saat main digunakan oleh guru guna memberi penguatan pada karya anak, dilakukan observasi karya tanpa intervensi, memperkuat dengan pemberian aksesoris, semua kegiatan dan karya anak didokumentasikan, diingatkan batas waktu main, guru/pendidik bersama anak duduk membentuk lingkaran, setiap anak diminta mengingat kembali pengalaman mainnya, memberikan dunkungan dan motivasi, disampaikan harapan bermain yang akan datang akan seperti apa. d. kesimpulan kreativitas merupakan suatu kemampuan yang dimiliki oleh seseorang yang dapat dituangkannya , dapat berbeda dari yang lain, bahkan bisa menjandi inovasi baru. anak usia dini merupakan anak dimana dalam usia keemasannya membutuhkan bimbingan dari lingkungan sekitarnya terutama orang tua yang memiliki peranan yang sangat penting dalam mendidik anak dimasa keemasanya tersebut. permainan balok merupakan balok adalah mainan yang tidak asing lagi, karna saat dulu(1979) sekolah di tk, balok juga sudah ada dimainkan disekolah. balok adalah potongan-potongan kayu yang polos (tanpa dicat). sama tebalnya dan dengan panjang dua kali atau empat kali kama besarnya dengan satu unit balok. sedikit berbentuk kurva, silinder dan setengah dari potongan-potongan balok juga disediakan, tetapi semuah dengan panjang yang sama yang sesuai dengan ukuran balok-balok dasar (diknas 2003, permainan edukatif untuk kelompok bermain). e. daftar pustaka asfandiyar, a. 2009. kenapa guru harus kreatif. bandung : media utama mizan. nurhayati, s. 2015. dasar-dasar pembuatan dan pengembangan ape.cimahi : hsb publising house cet.ke-2 jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 30 sriningsih, n. 2009. pembelajaran matematika terpadu anak usia dini. pustaka sebelas, cet.ke-2,2009. sujiono, n. 2013. konsep dasar pendidikan anak usia dini. jakarta : pt indeks. yazid, b. 2012. panduan lengkap paud. bandung : citra publising. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 31 upaya guru meningkatkan motorik kasar melalui permainan tradisional pada anak usia dini usia 5-6 tahun dikober geger sunten mila karmila milakarmila017.@yahoo.com pkbm geger sunten abstrak tujuan penelitian ini adalah untuk mengetahui proses pembelajaran anak melalui permainan tradisonal pada anak usia dini usia 5-6 tahun di kober geger sunten , mengetahui tingkat motorik kasar anak melalui permainan tradisional dalam pembelajarannya , mengetahui faktor pendorong dan faktor penghambat dalam mengenalkan permainan tradisional pada anak usia dini , dan untuk mengenalkan dan melestarikan kembali budaya daerah melalui permainan tradisional pada anak usia dini. metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif hal ini dilakukan dengan mengkaji masalah yang sedang diteliti merupakan masalah yang sedang dihadapi pada masa sekarang , teknik pengumpulan data menggunakan angket , wawancara , observasi dan studi dokumentasi . objek penelitiannya itu sebanyak 20 orang. hasil pengolahan data diperoleh gambaran bahwa permainana tradisional memiliki peran yang sangat penting dalam merangsang perkembangan motorik kasar yang dimiliki oleh setiap anak , dan dapat mengembangkan kecerdasan intektual , emosional , dan kreatifitas anak . namun , permainan tradisional ini masih jarang dilakukan oleh tutor dan orang tua sebagai media pembelajaran pada anak dikarenakan terdapat faktor penghambat seperti kurangnya pemahaman tutor dan orang tua akan manfaat permainan tradisional , kurangnya alat permainan , tempat yang kurang sesuai untuk melakukan permainan tradisional . meskipun demikian terdapat faktor pendorongnya yaitu : minat anak yang cukup tinggi , alat permainan yang dapat dibuat dengan memanfaatkan barang –barang bekas maupun yang ada disekitar alam sekitar , dan halaman yang dapat dijadikan tempat untuk bermain bagi anak . kata kunci : pembelajaran aud , pendidikan anak usia dini , permainan tradisional . a. pendahuluan pendidikan anak usia dini merupakan salah satu bentuk layanan pendidikan bagi anak usia dini yang menitik beratkan pada peletakan dasar kearah pertumbuhan dan perkembangan melalui 9 aspek kecerdasan anak , yaitu kecerdasan linguistik, logika matematika, cisual– jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 32 spasial, musikal, kinestetik, naturalis, interpesonal, dan spiritual dengan menggunakan strategi belajar sambil bermain yang berpusat pada anak. banyak cara yang adapat dilakukan dalam memberi rangasangan pada anak usia dini, salah satunya melalui pendekatan berbasis alam seperti permainan tradisional . permainan tradisional bagi anak mengandung nilai–nilai pendidikan yang dapat menumbuhkan dan mengembangkan 9 kecerdasan anak. nilainilai pendidikan dalam permainan tradisional tersebut terkandung dalam permainan, gerak, syair lagu maupun tembangnya. sebagaimana yang dinyatakan oleh montessori (2001) bahwa bermain dapat menyenangkan hati anak, meningkatkan keterampilan anak dan meningkatkan perkembangan anak. pada saat sekarang ini anak–anak cenderung dituntut untuk menyelesaikan pendidikan formalnya, tanpa memperhatikan kondisi psikologis perkembangan anak. sebagai contohnya pada pendidikan anak usia dini seorang anak sudah dituntut untuk bisa membaca dan berhitung dari pada bermaian. hal ini tentu saja bertentangan dengan kondisi anak yang seharusnya bisa bermaian sambil belajar. menurut montessori (2001) sebagaimana dikutip britton menyatakan bahwa : “ bagi anak, permaianan adalah sesuatu yang menyenangkan, suka rela, penuh arti, dan aktivitas secara spontan. permainan sering juga dianggap kreatif, menyertakan pemecahan masalah, belajar keterampilan sosial baru, bahasa baru dan keterampilan fisik yang baru. dari peramainan yang mereka lakukan anak memperoleh stimulasi yang cukup banyak . stimulasi yang diperoleh anak seharusnya tidak hanya sekedar stimulasi bagi kognisi saja tetapi juga uang yang cukup untuk memperolehnya. dengan demikian, permainan tradisional sebagai salah satu hasil budaya bangsa perlu digali, dikembangkan dan bahkan dilestarikan keberadaanya agar tidak mengalami kepunahan . upaya pelestarian permainan tradisional berarti upaya menjadiakan permainan tradisional tetap ada juga dengan kondisinya, namun juga digemari anak. hal ini bukan hal yang mudah, mengingat kondisi sekarang yang penuh dengan inovasi teknologi ynag tentu saja ikut berpengaruh terhadap keberadaan permainan tradisonal ini. upaya ini dapat tercapai apabila semua pihak ikut terlibat, baik pihak pemerintah maupun masyarakat itu sendiri. atas dasar itulah, penulis mencoba melakukan penelitian tentang upaya jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 33 guru meningkatkan motorik kasar melalui permainan tradisional pada anak uisa dini usia 5-6 tahun di kober geger sunten. b. landasan teori pengertian pendidikan luar sekolah, arahnya telah cukup jelas sebagaimana disebutkan dalam uu sistem pendidikan nasional no.20 tahun 2003 bab 1 pasal, yaitu “ pendidikan informal adalah jalur pendidikan keluarga dan lingkungan “. pengertian dari perundang – undangan tersebut, mengandung makna bahwa pendidikan luar sekolah merupakan suatu proses pembelajran yang dilakukan secara terorganisir dan sistematis dengan tidak dibatasi oleh ruang dan waktu, dilakukan diluar sistem pendidikan persekolahan. ruang lingkup pendidikan luar sekolah meliputi pertama, pendidikan anak usia dini yang dilakukan melalui kelompok bermain dan taman penitipan anak. kedua, pendidikan keaksaraan merupakan garapan utama program keaksaraan fungsional. ketiga, pendidikan kesetaraan melalui program paket a setara sd, paket b setara sltp, dan paket c setara sma. keempat, pendidikan kecakapan hidup yang menjadi bidang garapan program kelompok belajar usaha (kbu), kursus-kursus pelatihan keterampilan, magang, sanggar, padepokan, dan sebagainya. kelima, pendidikan kepemudaan. keenam, pendidikan pemberdayaan perempuan. ketujuh, pendidikan orang usia lanjut. dengan demikian, program – program pendidikan luar sekolah bersifat horizontal dan dapat pula vertikal, berbeda dengan program – program pendidikan nonformal yang bersifat vertikal sesuai dengan satuannya yaitu pendidikan dasar, pendidikan menengah, dan pendidikan tinggi. berdasarkan peraturan pemerintah no. 73 tahun 1991 tentang pendidikan luar sekolah menegaskan mengenai tujuan pendidikan luar sekolah sebagai berikut : melayani warga belajar supaya dapat tumbuh dan berkembang sedini mungkin dan sepanjang hayatnya guna meningkatkan martabat dan kehidupannya. membina warga belajar agar memiliki pengetahuan, keterampilan, dan sikap mental yang diperlukan untuk meningkatkan diri, bekerja mencari nafkah atau melanjutkan ketingkat atau jenjang yang lebih tinggi. memenuhi kebutuhan belajar masyarakat yang tidak dapat dipenuhi dalam jalur pendidikan sekolah. dari kutipan diatas dapat dijelaskan bahwa pendidikan luar sekolah dalam kehidupan masyarakat tiada lain adalah untuk memecahkan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 34 masalah–masalah keterlantaran pendidikan baik bagi mereka yang belum pernah belajar disekolah dan dan drop out, yang memberikan bekal sikap, keterampilan, dan pengetahuan yang praktis yang relevan dengan kebutuhan hidup. berdasarkan karakteristik atau ciri-cirinya, djudju sudjana (1989 : 48) mengemukakan ciri pendidikan luar sekolah dengan membandingkan empat aspek yaitu sebagai berikut : tujuan pendidikan luar sekolah bersifat jangka pendek dan khusus, serta berorientasi bukan menekankan ijazah. waktu belajarnya singkat, orientasinya untuk kehidupan seseorang dan waktunya tidak terus menerus.isi pendidikan berpusat pada lulusan dan kepentingan warga belajar serta penghematan sumber dengan menggunakan sumber yang ada dimasyarakat. pengawasan dilakukan sendiri atau bersama-sama dan bersifat demokratis. selanjutnya, jenis pendidikan luar sekolah ini, sebagaimana disebutkan dalam undangundang sistem pendidikan nasional no. 20 tahun 2003 bab 1 pasal 1, bahwa “ jenis pendidikan adalah kelompok yang didasarkan pada kekhususan tujuan pendidikan sutu satuan pendidikan “. dengan demikian dari semua jenis pendidikan luar sekolah tersebut merupakan perincian secara global, sehingga dari itu akan bermuara pada tujuan yang sama, yaitu membelajarkan warga belajar untuk pengetahuan dan keterampilan sebagai bekal hidupnya. pendidikan anak usia dini memegang peran yang sangat penting dan menentukan bagi sejarah perkembangan anak selanjutnya, sebab pendidikan anak usia dini merupakan pondasi dasar bagi kepribadian anak –anak yang mendapatkan pembinaan sejak usia dini akan dapat meningkatkan kesehatan dan kesejahteraan fisik dan mental, sehingga akan berdampak pada peningkatan prestasi belajar, etos kerja dan produktivitas, sehingga pada akhirnya anak akan lebih mampu untuk mendiri dan mengoptimalkan potensi yang dimilikinya. pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai usia enam tahun. hal itu dilakuakan melalui pemberian rangsangan pendidikan untuk membnatu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. paud merupakan salah satu bentuk penyelenggaraan pendidikan yang menitik beratkan pada peletakan dasar kearah pertumbuhan dan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 35 perkembnganm fisik dan kecerdasan daya pikir, daya cipta, emosi, spritual, berbahasa / berkomunikai, sosial. berdasarkan tujuan pendidikan anak usia dini dapat ditelaah beberapa fungsi program stimulasi edukasi, yaitu :fungsi adaftasi, berperan dalam membantu anak melakukan penyesuaian diri dengan berbagai kondisi lingkungan serta menyesuikan diri dengan keadaan dirinya sendiri. fungsi sosialisasi, berperan dalam membantu anak agar memiliki keterampilan –ketermapilan sosial yang berguna dalam pergaulan dan kehidupan sehari-hari dimana anak berada. fungsi pengembangan, berkaitan dengan perkembangan berbagai potensi yang dimiliki anak membutuhkan suatu situasi atau lingkungan yang dapat menumbuhkembangkan potensi tersebut kearah perkembangan yang optimal sehingga menjadi potensi yang bermanfaat bagi anak itu sendiri maupun lingkungannya. fungsi bermain, berkaitan dengan pemberian kesempatan pada anak untuk bermain ,karena pada hakekatnya bermain itu sendiri merupakan hak anak sepanjang tentang kehidupannya. melalui kegiatan bermain anak akan mengeksplorasi dunianya serta membangun pengetahuannya sendiri. fungsi ekonomik, pendidikan yang terencana pada anak merupakan investasi jangka panajang yang dapat menguntungkan pada setiap rentang perkembangan selanjutnya. terlebih lagi investasi yang dilakukan berada pada masa keemasan (the golden age) yang akan memberikan keuntungan berlipat ganda. pendidikan ditaman kanakkanak merupakan salah satu peletak dasar bagi perkembangan selanjutnya. prinsip pendidikan anak usia dini. usia anak, adalah sebagian dari kehidupan secara keseluruhan, merupakan masa persiapan untuk menhadapai kehidupan masa yang akan datang. fisik, mental dan kesehatan sama pentingnya seperti berfikir dan aspek psikis lainya. pembelajarana pada anak usia dini saling terkait, tidak adapat dipisahkan. motivasi intrisik akan menghasilkan inisiatif sendiri yang sangat bernilai. program pendidikan anak usia dini perlu menekankan disiplin. masa peka untuk mempelajari sesuatu pada tahap perkembangan tertentu perlu diobservasi. titik tolak hendaknya pada apa yang dapat dikerjakan anak, bukan apa yang tidak dapat dikerjakan anak. suatu kehidupan terjadi pada anak khususnya pada kondisi yang menunjang. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 36 orang – orang yang ada disekitar anak dalam melaksanakan interaksi dengan anak merupakan hal yang penting. pendidikan anak usia dini merupakan interaksi anatara anak dengan lingkungan, dimana dalam lingkungan tersebut termasuk orang dewasa dan pengetahuan itu sendiri. dari kesepuluh prinsip tersebut dapat dikelompokan sebagai berikut : anak adalah peserta didik aktif. menyediakan fasilitas anak agar belajar melalau bermaian, bermain sambil belajar. memberi kempatan pada anak untuk berpartisipasi aktif. mendorong anak untuk membangun dan mengembangkan idenya sendiri.momotivasi anak untuk mengembangkan potensi diri tanpa takut berbuat salah. berdasarkan uraian diatas, jelas bahwa pendidikan usia dini merupakan suatu hal yang sangat penting bagi perkembangan anak, oleh karena itu program belajar yang akan dilakukan untuk usia anak dini perlu diciptakan secara nyaman sehingga anak merasa betah dan percaya diri. kegitan permainan tradisional yang dilakukan pada saat pembelajaran berlangsung dapat dijadikan sebagai fasilitas untuk mengembangkan potensi anak dan melatih motorik kasarnya. pembelajaran berasal dari kata belajar yang artinya menurut nana sudjana (1991:5) adalah suatu perubahan yang relative permanen dalam suatu kecenderungan tingkah laku sebagai dari hasil praktek atau latihan. perubahan tingkah laku individu sebagai hasil belajar ditunjukan dalam berbagai aspek seperti perubahan pengetahuan, pemahaman, persepsi, motivasi, atau gabungan dari aspek-aspek tersebut. menurut djudju sudjana (2000:51) bahwa belajar didefinisikan sebagai suatu perubahan yang terjadi pada seseorang yang disebabkan oleh adanya rangsangan (hamijoyo ,1968 ; gagne,1970 ; traves,1972; dan sumadi suryabrata , 1975 ). belajar dipengaruhi oleh dua pandangan. pertama, pandangan yang berasumsi bahwa peserta didik adalah manusia fasif yang hanya melakukan respon terhadap stimulus. peserta didik akan belajar apabila dilakukan pembelajaran oleh pendidik secara sengaja, teratur dan berkelanjutan. kedua, pandanga yang berdasarkan pada asumsi bahwa peserta didik adalah manusia aktif yang selalau berusaha untuk berpikir dan bertindak didalam dan terhadap dunia kehidupannya. belajar akan terjadi apabila peserta didik berinteraksi dengan lingkungannya, baik lingkungan sosial maupun lingkungan alam. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 37 pembelajaran menurut sudjana (1993:5) dapat diberi arti sebagai upaya yang sistematik dan disengaja untuk menciptakan kondisi-kondisi agar terjadi kegiatan belajar membelajarkan. dalam kegiatan ini terjadi interaksi edukatif antara dua pihak yaitu, antara peserta didik yang melakukan kegitan belajar dengan pendidik (sumber belajar) yang melakukan kegiatan membelajarkan. pembelajaran ini tentunya merupakan suatu sistem yang didalamnya merupakan kumpulan dari komponen-komponen yang biasa dikondisikan sehingga seseorang dapat melakukan proses belajar dengan maksimal. komponen pembelajaran tersebut akan menentukan keberhasilan dari penyelenggara suatu proses belajar. pembelajaran anak usia dini memiliki dua jenis model yaitu pembelajaran yang berpusat pada guru dan bepusat pada anak. pembelajaran yang berpusat pada guru diprakarsai oleh povdov , skinner ,dan para tokoh behavioris lainnya. adapun pembelajaran yang berpusat pada anak diprakarsai oleh piaget , erikson, dan isaacs. menurut conny (2002) behaviorisme adalah aliran psikologi yang memandang bahwa manusia belajar dipengaruhi oleh lingkungan. belajar menurut teori ini merupakan perubahan perilaku yang tejadi melalui proses stimulus dan respon yang bersifat mekan. oleh karena itu, lingkungan yang sistematis, teratur dan terencana dapat memberikan pengaruh yang baik sehingga manusia beraksi terhadap stimulus tersebut dan memberikan respon yang sesuai. ahli yang menganut paham ini antara lain thorndike, watson,pavlop,dan skinner. bahwa ilmu pengetahuan ini dibangun dalam diri seorang individu melalui proses interaksi yang berkesinambungan dengan lingkungan. dalam prakteknya teori ini antara lain tewujud dalam “tahap-tahap perkembangan“, dikemukakan oleh jean piaget dengan belajar bermakna “dan” belajar penemuan secara bebas”oleh jarome bruner. conny (2002) menyatakan bahwa belajar adalah membangun pengetahuan itu sendiri, setelah dipahami, dicernakan, dan merupakan perbuatan dari dalam diri seseorang. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 38 menurut piaget proses belajar aharus disesuaikan dengan tahap perkembangan kognitif yang dilalui anak, yang dalam hal ini dibagi menjadi empat tahapan, yaitu a) tahap sensori motor (ketika anak berumur 0-2 tahun), b) tahap pra-operasional (2 sampai 7 tahun) , c) tahap operasional konkrit (7-11 tahun), dan d) tahap operasioanl formal (11-18 tahun). menurut ausubel bahwa anak akan belajar dengan baik jika apa yang disebut “pengatur kemajuan (belajar)” didefinisikan dan di presentasikan dengan baik dan tepat kepada anak . pengatur kemajuan belajar adalah konsep atau informasi umum yang mewadahi (mencakup) semua isi pelajaran yang akan diajarkan apada anak. para ahli psikologi telah menemukan pola dan tahapan dalam perkembangan yang berasal dari pengendalian yang muncul dari dalam diri anak, seperti kognitif, sosio-emosional, dan perkembangan fisik. melalui pengetahuan ini dapat diciptakan lingkungan belajar yang berbasis bermain untuk anak sehingga dapat mendukung perkembangan anak. para pendidik anak usia dini memerlukan teori psikologi tentang penilaian anak untuk memehami dinamika kelas dan manusianya, dan mampu untuk memutuskan tindakan yang akan diambil oleh guru. lembaga pendidikan sekolah untuk anaka usia dini menggunakan kedua teori tersebut dalam mengembangkan kegiatannya. bermain merupakan kegiatan yang sangat akrab dengan kehidupan. kegiatan bermain merupakan salah satu bentuk interaksi utama yang dapat dilakukan oleh antar teman sebaya dikalangan anak-anak. bermain adalah cerminan kemampuan fisik, intelektual, emosional dan sosial, bermain merupakan media yang baik untuk belajar kerena dengan bermain melatih anak-anak untuk berkata –kata, belajar menyesuaikan diri dengan lingkungan, dan mengenal waktu, jarak serta suara. dimasa sekarang ini permainan tradisonal sudah hampir terlupakan bahkan hampir sudah jarang di mainkan oleh anak-anak sekarang dengan adanya permainan modern terutama terjadi di kota-kota besar. sebaikanya permainan tradisional harus terus dilestarikan . sebab, permainan tersebut memiliki pengaruh yang sangat besar terhadap aspek perkembangan anak. permainan tradisional adalah suatu jenis permainan yang ada pada satu daerah tertentu yang berdasarkan kepada kultur dan budaya daerah jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 39 tersebut. permainan tradisional biasanya dimainkan oleh orang-orang pada daerahnya tertentu dengan aturan dan konsep yang tradisional pada jaman dulu. permainan tradisional merupakan suatu proses dalam melakukan kegiatan yang menyenangkan bagi anak dengan mempergunakan alat sederhana yang sesuai dengan keadaan dan merupakan warisan budaya setempat secara turun temurun dari nenek moyang (larasati, 2010). permainan tradisional juga dapat diartikan sebagai suatu kegiatan yang menyenangkan yang dilakukan menurut tradisi, sehingga menimbulkan rasa puas pada pelakunya. (muhammad zaini, permainan tradisional indonesia. 1988). permainan tradisional merupakan unsur kebudayaan indonesia yang banyak tersebar di berbagai penjuru nusantara yang pada dasarnya lebih banyak memberikan kesempatan kepada pemain untuk bermain secara kelompok, dimana minimal dilakukan oleh dua orang dengan menggunakan alat –alat sangat sederhana, mudah dicari, serta dapat memanfaatkan bahan-bahan yang ada dilingkungan sekitar, permainan tradisional sebagai bagian dari kefiatan bermain memiliki manfaat bagi perkembangan fisik dan mental anak (kurniati, 2006). setiap negara atau daerah memiliki permainan yang berbeda, khususnya dalam permainan tradisional . permainan tradisional dalam penelitian ini fokus pada permainan tradisional jawa barat. menurut kurniati (2006) menyatakan bahwa permainan trasional jawa barat merupakan suatu aktivitas permainan (kaulinan barudak ) yang tumbuh dan berkembang didaerah jawa barat, yang sangat erat kaitannya dengan nilai-nilai budaya dan tata nilai kehidupan masyarakat sunda dan dikerjakan secara turun temurun dari satui generasi ke generasi berikutnya yang bersifat edukatif, mengandung unsur pendidikan jasmani (gymnastic), kecermatan, kelincahan, daya pikir, apresiasi artistik (unsur seni ), kesegaran psikologis, dan sebagainya. jenis – jenis permainan tradisional ada banyak macam dan jenis permainan tradisonal dari berbagai daerah di indonesia. salah satunya permainan tradisional dari jawa barat. permainan tradisional di indonesia memiliki kesamaan bentuk pada beberapa jenis permainan, namun cenderung berbeda penanaman permainannya pada setiap daerah. berdasarkan klasifikasi bentuk permainan yang dimainkan secara berkelompok dan permainan yang dimainkan secara berindividu, maka jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 40 berikut ini beberapa permainan tradisional jawa barat yang dapat dilakukan oleh anak usia dini usia 5-6 tahun, cingciripit, ucing sumput, gagarudaan, dan sebagainaya. dibalik permainan yang terkesan sederhana, sebenarnya permaina trdisional memiliki manfaat yang baik untuk perkembangan pertumbuhan anak. banyak hal yang didapat oleh seorang anak dari sebuah permainan tradisional lewat proses bermain. dalam hal ini sianak terlibat langsung baik fisik maupun emosi sehingga sangat mempengaruhi masa pertumbuhannya. adapun manfaat dari permainan tradisional adalah sebagai berikut : 1. mengembangkan kecerdasan intelektual 2. mengembangkan kecerdasan emosional 3. mengembangkan daya kreatifitas 4. anak menjadi lebih kreatif 5. bisa digunakan sebagai terapi terhadap anak 6. mengembangkan kecerdasan majemuk anak c. pembahasan program kolompok bermain (kober) geger sunten, yang mempunyai arti dari nama geger adalah punggung, sunten adalah gunung ( seger sunten = punggung gunung ). kober ini terletak di kp. cibodas rt 03 rw 05, desa suntenjaya kecamatan lembang kabupaten bandung barat. berdirinya kober geger sunten merupakan salah satu bentuk kepedulian warga masyarakat terhadap pendidikan luar sekolah (pls) . karena, kondisi daerah yang masih belum mampu beranjak dari kondisi sebelumnya yang cenderung stagnan. tujuan didirikannya kober ini yaitu dengan adanya pengembangan dan peningkatan kualitas kelompok belajar ini diharapkan anak usia dini dapat mengembangkan dan memperdayakan potensi yang ada menuju masyarakat beriman, bertaqwa, berilmu, cakap dan mandiri, serta membantu pemerintah dalam upaya mencerdaskan anak bangsa. dalam hal ini tutor harus mampu merencankan peningkatan motorik kasar anak dengan gambaran nyata tentang jenis permainan tradisional, cara pelaksanaan permainan tradisional. tutor juga harus mampu melaksanakan peningkatan motorik kasar anak melalui permainan tradisional dengan menyiapkan termpat dan alat-alat yang akan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 41 digunakan dalam permainan tradisional. dan tutor pun dituntut untuk mampu menilai setiap kegiatan atau permainan yang dilakukan oleh anak. d. kesimpulan bermain merupakan kegiatan yang sangat akrab dengan kehidupan . kegiatan bermain merupakan salah satu bentuk interaksi utama yang dapat dilakukan oleh antar teman sebaya dikalangan anak-anak. bermain adalah cerminan kemampuan fisik, intelektual, emosional dan sosial, bermain merupakan media yang baik untuk belajar kerena dengan bermain melatih anak-anak untuk berkata –kata, belajar menyesuaikan diri dengan lingkungan, dan mengenal waktu, jarak serta suara. hasil pengolahan data diperoleh gambaran bahwa permainana tradisional memiliki peran yang sangat penting dalam merangsang perkembangan motorik kasar yang dimiliki oleh setiap anak, dan dapat mengembangkan kecerdasan intektual, emosional, dan kreatifitas anak.. namun, permainan tradisional ini masih jarang dilakukan oleh tutor dan orang tua sebagai media pembelajaran pada anak dikarenakan terdapat faktor penghambat seperti kurangnya pemahaman tutor dan orang tua akan manfaat permainan tradisional, kurangnya alat permainan, tempat yang kurang sesuai untuk melakukan permainan tradisional. meskipun demikian terdapat faktor pendorongnya yaitu : minat anak yang cukup tinggi, alat permainan yang dapat dibuat dengan memanfaatkan barang –barang bekas maupun yang ada disekitar alam sekitar, dan halaman yang dapat dijadikan tempat untuk bermain bagi anak. e. daftar pustaka isjoni .2009. model pembelajaran anak usia dini . bandung : alfabeta. sudjana, d. 2006 . evaluasi program pendidikan luar sekolah . bandung : pt remaja rosdakarya. suyadi .2013. teori pembelajaran anak usia dini . bandung : pt remaja rosdakarya. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 42 peningkatan pemahaman membaca narrative text berbahasa inggris melalui scanning technique pada santri ponpes miftahul huda cimahi reni pujianti pujianti_reni@ymail.com sekolah menengah pertama interaktif gemilang mutafannin abstrak penelitian ini berjudul ” penigkatan pemahaman membaca narrative text berbahasa inggris melalui scanning technique pada santri ponpes miftahul huda cimahi” adalah untuk menemukan keefektipan pemahaman membaca naratif para santri dengan menggunakan scanning technique di kelas 3 dtu pondok pesantren miftahul huda cimahi. pada penelitian ini penulis menggunakan pre-experimental one-group pretest-posttest design dan metode kuantitatif. populasi pada penelitian ini adalah seluruh santri pondok pesantren miftahul huda cimahi dengan sampel kelas 3 dtu. untuk mengetahui normalitas prites dan postes dan untuk mengetahui apakah hipotesis diterima atau ditolak, data dianalisis menggunakan spss. kata kunci: pemahaman, narrative text, scanningtechnique a. pendahuluan pondok pesantren merupakan salah satu pendidikan nonformal berbasis agamis yang memperdalam mengenai hukum-hukum islam atau ilmu agama (islam) dan segala hal yang berhubungan dengan islam. murid yang menuntut ilmu di pondok pesantren dinamakan santri dan pengajarnya disebut ustadz/ustadzah. ustadz/ ustadzah sangat dihormati oleh santrinya, karena mereka memiliki budaya “ta’dim” atau dalam arti bahasa indonesia adalah menuruti segala sesuatu yang diperintah oleh ustadz/ustadzah selama perintah itu baik. para santri menghabiskan waktu mereka dengan menimba ilmu agama saja. namun, dengan keadaan masyarakat yang sudah modern saat ini dan dengan fasilitas-fasilitas yang diberikan oleh dunia saat ini seperti media sosial sudah banyak sekali mengalami kemajuan, para santri sudah seharusnya memperoleh ilmu lain seperti mempelajari bahasa inggris sebagai salah satu mata pelajaran tambahan bagi mereka. mailto:pujianti_reni@ymail.com jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 43 bahasa inggris merupakan bahasa internasional yang telah mengalami peningkatan sangat pesat dikarnakan kebutuhan masyarakat dunia. bahkan di beberapa negara, bahasa inggris dijadikan bahasa kedua setelah bahasa nasional sedangkan di sebagian negara lain bahasa inggris dijadikan bahasa nasional dilihat dari suku dan bangsa penduduknya dan bahasa inggris dianggap satu-satunya alat pemersatu bangsa. kachru dan nelson (2011) telah membagikan negara pengguna bahasa inggris kedalam tiga bagian. pertama, yang menggunakan bahasa inggris sebagai bahasa ibu misalnya,canada, australia, new zealand, dan amerika serikat (inner circle countries). kedua, negara yang memiliki history institusional inggris sehingga bahasa ini memegang peranan penting terutama dalam bidang pendidikan, pemerintahan, kesusastraan dan kebudayaan populer. negara ini termasuk nigeria, singapura, dan india (outer circle countries). ketiga negara yang menjadikan bahasa inggris sebagai bahasa asing (expanding circle countries) seperti, indonesia, rusia dan china. disamping bahasa inggris merupakan bahasa internasional yang dipelajari hampir diseluruh negara di dunia, bahasa inggris juga merupakan jembatan untuk mempelajari sumber ilmu karena banyak sekali ilmu-ilmu pengetahuan bersumber dari buku menggunakan bahasa inggris sebagai bahasa pengantarnya. saat ini alat-alat elektronik seperti komputer, telpon genggam, sosial media, dan alat-alat elektronik lainnya menggunakan bahasa inggris. maka sudah tidak dipungkiri bahwa bahasa inggris merupakan bahasa yang sangat penting untuk dipelajari. di indonesia bahasa inggris berkedudukan sebagai bahasa asing yang sudah dipelajari disekolah-sekolah formal seperti di sd, smp, sma bahkan di perguruan tinggi. sedangkan dalam pendidikan nonformal banyak yang sudah menerapkan bahasa inggris sebagai mata pelajaran yang harus dipelajari seperi dilembaga-lembaga kursusan bahkan di pondok pesantren. terdapat empat skills yang terdapat dalam bahasa inggris yaitu, listening, speaking, reading dan writing. dalam penelitian ini penulis berfokus pada skill reading yang menjadi salah satu skill yang menurut para santri sulit untu dipelajari. beatrice s. mikulecky & linda jeffries menyatakan “reading is one important way to improve general languge skills in english.” jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 44 menurut mikulecky dan jeffries reading merupakan cara untuk mengembangkan kemampuan bahasa inggris secara keseluruhan. maka dalam penelitian ini penulis ingin menerapkan scanning technique sebagai salah satu cara untuk mengembangkan reading skill. brown (1994:291) “scanning is very high-speed reading that you do when you are looking for a specific piece of information.” scanning berguna untuk mencari beberapa informasi secepat mungkin, membaca dengan scanning artinya menyapu halaman buku untuk menemukan sesuatu yang diperlukan. b. kajian teoritis 1. pemahaman membaca pemahaman adalah suatu proses untuk mengenali atau mengidentifikasi teks, kemudian mengingat kembali isi teks. membaca pemahaman juga dapat berarti sebagai suatu kegiatan membuat urutan tentang uraian/menggorganisasi isi teks, bisa mengevaluasi sekaligus dapat merespon apa yang tersurat atau tersirat dalam teks. pemahaman berhubungan laras dengan kecepatan. pemahaman atau comprehension, adalah kemampuan membaca untuk mengerti: ide pokok, detail penting, dan seluruh pengertian. manusia dikenal sebagai mahkluk multidimensional. sebagai mahkluk multidimensional, manusia memiliki banyak sebutan. beberapa diantaranya adalah sebagai mahkluk yang menggunakan simbol, sebagai mahkluk berpikir, sebagai mahkluk politik, dan sebagai mahkluk sosial. apapun sebutannya, manusia tidak bisa terlepas dari aktivitas berhubungan deng an yang lainnya. dengan kata lain, manusia tidak bisa hidup sendirian, melainkan dia selalu membutuhkan orang lain. demikianlah, manusia dalam kehidupannya tidak bisa terlepas dari aktivitas berkomunikasi. bahasa merupakan salah satu media komunikasi utama yang digunakan oleh manusia. komonikasi yang menggunakan media bahasa ini disebut komunikasi verbal. sebelum dikenal bahasa tulis, manusia berkomikasi dengan menggunakan bahasa lisan. dengan demikian, kemampuan berbahasa yang mereka miliki terbatas pada berbicara dan mendengarkan saja. dengan adanya kemajuan peradaban, manusia merasakan adanya keter batasan dalam berkomunikasi secara lisan. informasi yang tersimpan dalam bahasa lisan akan hilang begitu saja setelah komunikasi lisan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 45 selesai. komunikasi lisan tidak bisa menembus hambatan waktu. oleh kare na itulah, kemudian manusia menciptakan simbol-simbol tulis untuk menggambarkan bahasa lisannya.dalam komunikasi tulis, ada dua kemampuan yang terlibat, yaitu menulis dan membaca. demkianlah, sampai perkembangan peradaban sekarang, manusia mengenal adanya tindak komunikasi yang meliputi empat kemampuan berbahasa, yaitu berbicara, mendengarkan, membaca, dan menulis. berbicara dan mendeng arkan termasuk kemampuan berbahasa lisan. menulis dan membaca merupakan kemampuan berbahasa tulis. keempat kemampuan berbahasa ini bersifat integratif yang dapat diistilahkan dengan caturtunggal kemampuan berbahasa. sejak dikenal bahasa tulis, aktivitas membaca menjadi sangat penting. kegiatan membaca, utamanya membaca memiliki nilai yang sangat strategi dalam upaya pengembangan diri. melalui mwembaca pemahaman ini, orang dapat menggali dan mencari berbagai macam ilmu dan pengetahuan yang tersimpan didalam buku-buku dan media tulis yang lain. membaca pemahaman disini dapat diibaratkan sebagai kunci pembuka gudang ilmu pengetahuan karena melalui pemahaman seseorang terhadap suatu bacaan maka ia akan mendapatkan infor masi dan pengetahuan yang lebih. pentingnya membaca, utamanya membaca pemahaman bagi seseoarang patut kita sadari. membaca pemahaman masih terus akan dibutuhkan sebagai alat untuk mempelajari berbagai bidang ilmu. hal ini terutama sangat dirasakan oleh para pelajar. melalui membaca pemahaman, seseoarang akan terbantu dalam rangka pengembangan kemampuan akademik, keahlian, dan kecerdasan. dalam kehidupan masyarakat modern yang kompleks, kemampuan seseorang dalam membaca pemahaman sangat diperlukan dalam bidang pendidikan, ekonomi, dan sosial. selain itu, membaca pemahaman akan memberikan nilai plus terhadap pembacanya. dalam hal ini, pembaca akan memperoleh informasi-informasi yang lebih dan beragam. 2. narrative text teks naratif pada dasarnya adalah teks yang menceritakan tentang sesuatu hal yang tidak benar-benar terjadi melainkan hanya di karang oleh si penulis (writer). teks naratif bertujuan untuk menghibur, untuk mendapat dan mempertahankan perhatian pembaca/ pendengar cerita. teks naratif bertujuan juga untuk mendidik, memberitahu, jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 46 menyampaikan refleksi tentang pengalaman pengarangnya, dan yang tak kurang pentingnya ialah untuk mengembangkan imajinasi pembaca/ pendengar. teks naratif umumnya bersifat imajiner, tetapi ada juga teks naratif yang bersifat faktual, yaitu menceritakan kejadian yang sesungguhnya. tujuan utama narrative text adalah menyampaikan cerita untuk menghibur pembacanya. disamping itu, narrative text juga bertujuan untuk mengajarkan nilai-nilai moral tertentu. ini dimaksudkan untuk merubah pelaku pembacanya. ada beberapa jenis teks naratif yang sering dijumpai dalam kehidupan sehari hari, misalnya dongeng, legenda, cerita misteri, cerita horor, roman, dan cerita pendek. teks naratif terdiri dari tiga bagian utama: (1) orientation yaitu bagian dimana pengarang melukiskan dunia untuk ceritanya, dibagian inilah diperkenalkan dimana dan kapan peristiwa terjadi serta para tokoh; (2) complication yaitu bagian dimana tokoh utama menghadapi rintangan dalam mencapai cita citanya, bagian dimana komplik mulai terjadi dan (3) resolution yaitu bagian permasalahan yang dihadapi tokoh utama diselesaikan. pada bagian ini mempunyai dua kecendrungan, yaitu mengakhiri cerita dengan kebahagiaan (happy ending) dan atau mengakhiri cerita dengan kesedihan (sad ending), tetapi ada juga teks naratif yang membiarkan pembaca/ pendengar menebak akhir cerita. dari sudut pandang fitur bahasa, teks naratif memiliki ciri khas antara lain sebagai berikut: 1. partisipan yang specific dan sering individual. 2. banyak action verbs (material processes), dan ada juga yang menggunakan verbal and mental processes. 3. biasanya menggunakan past tense. 4. banyak menggunakan linking words yang berkenaan dengan waktu. 5. sering memasukkan dialog, dan tense akan mungkin berubah. 6. descriptive language digunakan untuk menciptkan imaji dibenak pembaca. dapat ditulis sebagai orang pertama (1), atau ketiga ( he, she, they ). 3. scanning technique jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 47 membaca scanning juga bisa dipahami sebagai teknik membaca tatap (scan) sangat cepat. membaca cepat dengan teknik ini akan melewatkan banyak kata, seperti pendapat mikulecky & jeffries (dalam farida rahim, 2005), membaca dengan teknik menatap atau memindai ini ternyata sangat bermanfaat dalam meningkatkan kemampuan membaca seseorang. membaca dengan teknik ini lebih berfokus pada penemuan informasi spesifik secara cepat dan akurat. dalam penerapannya, mata memiliki peranan penting, cara dengan mengerakan mata secara cepat (scan) pada setiap halam bacaan untuk menemukan kata dan frasa tertentu. ketika menjumpai kata atau frase yang dicari gerakan mata dihentikan. intinya adalah mata bergerak cepat, berpindah-pindah tanpa melihat kata demi kata. langkah-langkah: menggerakkan mata pada halaman dengan gerakan cepat, namun bukan kata per kata, melainkan keseluruhan. saat menemukan informasi yang dicari, kecepatan mata di turunkan. pembaca harus memiliki kejelian dan pemahaman terhadap karakteristik bacaan yang dibaca. c. pembahasan 1. metode penelitian metode yang digunakan pada penelitian ini adalah metode quantitatif. ”quantitative research methods are used to examine questions that can be best answered by cllecting and statistically and analyzing data that are in numerical form” (crowl, 1996:10). metode kuantitatif ini bertujuan untuk mengetahui peningkatan pemahaman membaca narrative text melalui scanning technique pada santri ponpes miftahul huda cimahi. penelitian ini juga menggunakan pre-experimental design of one-group pretest-posttest design. pretest treatment postest o1 x o2 one-group pretest-posttest design: pretes (o1) yaitu tes yang dilakukan sebelum diberikan treatment, tratment (x) yaitu ketika proses jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 48 penerapan teknik skening pada teks naratif dan postes (o2) yaitu tes yang dilakukan setelah treatment diberikan. 2. instrumen penelitian instrumen pengumpulan data digunakan untuk mengungkap data tentang variabel-variabel dalam penelitian ini, yaitu penggunaan scanning technique dalam memahami narrative text, penulis menggunakan test berupa tes tertulis untuk menghasilkan skor dari hasil pemahaman santri dalam membaca teks naratif menggunakan teknik scanning. “the test has been designed so that the procedures for administrating the test, the materials used in the test, and the way in which the test is scored are constant” (crowl, 1996:114). indikator daripada pemahaman membaca teks naratif adalah: menemukan ide pokok, mengidentifikasi, memhami vocabularies dan menyimpulkan. namun pada penelitian ini penulis hanya menggunakan beberapa indikator yaitu: menemukan ide pokok, mengidentifikasi dan memahami vocabularies dari teks naratif. penulis melakukan beberapa langkah dalam mengumpulkan data, yaitu sebagai berikut: 1. prites langkah pertama yang dilakukan dalam penelitian ini adalah prites, guru melakukan prites dengan memberikan soal kepada santri. prites ini dilakukan untuk mengetahui pemahaman awal santri ponpes miftahul huda cimahi sebelum dilakukan treatment. para santri harus menyelesaikan beberapa soal yaitu berupa: beberapa pertanyaan berdasarkan teks, mengidentifikasi beberapa tokoh/tempat/kejadian yang terdapat dalam teks, dan menyusun kalimat. 2. treatmen treatment diberikan setelah santri melakukan prites. treatmen bertujuan untuk mengembangkan pemahaman skill membaca siswa terhadap teks berbentuk naratif dengan menggunakan scanning technique dalam pembelajaran di kelas. 3. postes postes dilakukan setelah treatmen penggunaan scanning technique untuk memahami teks naratif diberikan. tidak berbeda dengan prites, scoring dilakukan dengan mengolah data dari jawaban yang benar. 3. populasi crowl (1996:15) mengemukakan bahwa, “populations are groups consisting of all people to whom a researcher wishes to apply the findings of a study.” populasi dalam penelitian ini adalah seluruh santri miftahul huda cimahi. alasan diambilnya subjek santri yang berusi 19jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 49 20 tahun karena santri pada kelas tersebut pada umumnya sudah dapat memahami operasi (logis) tetapi masih mendapatkan kesukaran untuk menerapkan intelektual mereka ke dalam ide-ide abstrak. mengingat keadaan santri kelas dtu 3 pada umumnya sama yakni sudah mampu mengorganisir cara berpikir mereka, maka dari itu tempat pesantren dimana penelitian itu akan diadakan bisa dipilih secara sembarang. untuk memudahkan komunikasi dengan peneliti, maka pesantren yang dipilih adalah ponpes miftahul huda cimahi. 4. sample crowl (1996:15) mengemukakan bahwa: “samples are subsets of people used to represent population.” sampel pada penelitian ini adalah santri putri kelas 3 dtu yang berjumlah 30 orang. metode yang digunakan untuk sampel menggunakan random sampling, yang mana menurut crowl (1996:15) “random sampling means that each number of the population had an equal chance of being selected as part of it. 5. pengolahan data menggunakan spss setelah data dihasilkan dari pretes dan postes selanjutnya data di analisa menggunakan spss. spss adalah salah satu sofware statistik populer yang dapat melakukan manipulasi data dan menganalisis sampel. spss adalah sistem yang komprehensif untuk menganalisis data dapat mengolah data hampir semua jenis file dan menghasilkan laporan ditabulasi, grafik, dan plot. d. kesimpulan penelitian ini merupakan penelitian yang berkonsentrasi pada pemahaman membaca para santri terhadap teks berbentuk naratif dengan menggunakan teknik scanning. populasi pada penelitian ini adalah ponpes miftahul huda cimahi, sempel pada penelitian ini adalah santri putri kelas 3 dtu yang berjumlah 30 orang. metode yang digunakan untuk sampel menggunakan random sampling, metode yang digunakan untuk mengumpulkan data adalah metode kuantitatif one grup pretes postes desain yang diolah dengan menggunakan spss. f. daftar pustaka kaswan & dasepsuprijadi. (2013). research in english education, bandung: putra praktis jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 50 crowl, thomas k. 1996. fundamental of educational research. united states of america: times mirror higer education group. moyle, donald.1972. the teaching of reading. london: the garden city press limited. undang-undang republik indonesia no.2 tahun 2003 sistem pendidikan nasional 2007. wacana intelektual jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 1 efektifitas pemberdayaan terhadap anggota persatuan isteri prajurit (persit) anita rakhman stkip siliwangi bandung anitarakhman@yahoo.com abstrak dalam penelitian ini, peneliti membahas tentang efektifitas pemberdayaan terhadap anggota persatuan isteri prajurit (persit) dalam berbagai kegiatan di brigade infanteri 15 kujang ii cimahi. tujuannya untuk mendeskripsikan sikap para anggota persatuan isteri prajurit setelah diberdayakan dan mendeskripsikan beberapa kegiatan yang dilaksanakan oleh para anggota persatuan isteri prajurit (persit) dalam berbagai kegiatan di brigade infanteri 15 kujang ii. penelitian inimenggunakan pendekatan kualitatif. peneliti sebagai instrumen dalam penelitian ini. teknik pengumpulan data dilakukan dengan tiga cara yaitu observasi, wawancara dan dokumentasi. ada beberapa kegiatan yang dilaksanakan secara rutin oleh para isteri prajurit dalam setiap minggunya yaitu, kegiatan volley ball, kegiatan pengajian dan kegiatan senam. efektifitas pemberdayaan terhadap para isteri prajurit telah menjadikan para isteri prajurit yang terpilih untuk membina rekan-rekannya dalam memimpin sebuah kegiatan menjadikannya sosok yang mandiri, terampil dan dapat bersosialisasi dengan baik. oleh karena itu, pemberdayaan merupakan strategi yang tepat dalam meningkatkan kemampuan dan kemandirian para anggota isteri prajurit (persit). kata kunci: pemberdayaan, persatuan isteri prajurit (persit) pendahuluan indonesia membutuhkan warga negara yang mempunyai rasa tanggung jawab dan disiplin, yang dapat memelihara dan melindungi negaranya dari keterpurukan. indonesia membutuhkan lebih banyak dari sosoksosok panutan yang dapat meneruskan perjuangan pahlawan yang telah mailto:anitarakhman@yahoo.com jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 2 gugur dalam membela bangsanya. sosok yang dapat membenahi moral warga indonesia, sosok yang dapat membenahi perekonomian indonesia dan sosok yang dapat melindungi alam indonesia. terlepas dari banyaknya konflik yang ada, untuk mendukung agar indonesia dapat menghasilkan generasi yang bertanggung jawab, generasi yang dapat menjadi sosok pemimpin, generasi yang dapat menjadi panutan, dan generasi yang dapat memberikan kontribusi yang baik, maka perberdayaan merupakan salah satu strategi untuk menghasilkan itu semua. pemberdayaan merupakan salah satu upaya untuk meningkatkan kesejahteraan masyarakat, melalui beberapa kegiatan yang dapat meningkatkan kemampuan masyarakat dan juga menanamkan nilai tanggung jawab, kerja keras, keterbukaan, dan kemandirian. permendagri ri nomor 7 tahun 2007 tentang kader pemberdayaan masyarakat, dinyatakan bahwa pemberdayaan masyarakat adalah suatu strategi yang digunakan dalam pembangunan masyarakat sebagai upaya untuk mewujudkan kemampuan dan kemandirian dalam kehidupan bermasyarakat, berbangsa dan bernegara (pasal 1, ayat (8)). inti pengertian pemberdayaan masyarakat merupakan strategi untuk mewujudkan kemampuan dan kemandirian masyarakat. salah satu cara untuk dapat diberdayakan yaitu dengan cara bergabung dalam organisasi. karena organisasi merupakan jembatan untuk melakukan perubahan dalam masyarakat. dan organisasi juga merupakan wadah untuk mencapai tujuan dan cita-cita masyarakat secara berkesinambungan. persatuan isteri prajurit (persit) kartika chandra kirana merupakan organisasi tentara nasional indonesia (tni) angkatan darat yang mana persatuan isteri prajurit mutlak tidak dapat dipisahkan dari tentara nasional indonesia (tni) angkatan darat, baik dalam melaksanakan tugas organisasi maupun dalam kehidupan pribadi. oleh karena itu, setiap isteri prajurit tentara nasional indonesia (tni) angkatan darat harus dapat membantu tentara nasional indonesia angkatan darat dalam menyukseskan tugasnya baik sebagai kekuatan pertahanan maupun sebagai komponen pembangunan bangsa untuk mencapai citacita bangsa indonesia. kegiatan persit antara lain melakukan kegiatan di bidang organisasi, ekonomi, pendidikan, budaya dan sosial dengan persetujuan pembina utama persit kartika chandra kirana atau pembina dan sepengetahuan dharma pertiwi setingkat. dalam hal ini, organisasi persatuan isteri prajurit (persit) telah dan akan selalu melakukan pemberdayaan terhadap anggotanya agar anggota persatuan jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 3 isteri prajurit (persit) dapat berubah ke arah yang positif yaitu menjadi pribadi yang aktif, kreatif dan mandiri. landasan teori a. pemberdayaan 1. konsep dasar empowerment atau pemberdayaan secara singkat dapat diartikan sebagai upaya untuk memberikan kesempatan dan kemampuan kepada kelompok masyarakat untuk berpartisipasi, bernegoisasi, mempengaruhi, dan mengendalikan kelembagaan masyarakat secara bertanggung jawab demi perbaikan kehidupannya. pemberdayaan juga diartikan sebagai upaya untuk memberikan daya (empowerment) atau kekuatan (strength) kepada masyarakat. dalam bahasa inggris, kata empowerment mempunyai arti pemberdayaan. kata power artinya yang punya kekuatan untuk memberdayakan. atau pemberian kemampuan kepada yang lemah, supaya berdaya dengan cara menggali potensi-potensi yang ada pada mereka. jadi pemberdayaan bisa diartikan member kemampuan kepada orang yang lemah (sonahi dan suhana, 2011:93). kemampuan ini bukan berarti modal, mampu memiliki uang, tapi kekuatan atau mobilitas yang tinggipun itu kemampuan pemberdayaan dirinya sendiri. atau aktifitas bersifat partisipasif bisa disebut pemberdayaan. menurut mulyana (2008:51) menyebutkan bahwasannya pemberdayaan adalah upaya memampukan (enabling) masyarakat kecil atau bawahan yang selama ini dianggap tidak atau kurang berperan agar meningkat dan memiliki kemampuan yang lebih baik sehubungan dengan status dan peranan mereka di dalam sistem sosial. pemberdayaan tidak hanya sekedar menghasilkan nilai tambah tetapi nilai manfaat yang berorientasi kebutuhan masyarakat. konsep pemberdayaan merupakan upaya menjadikan suasana kemanusiaan yang adil dan beradab menjadi semakin efektif secara struktural, baik dalam kehidupan keluarga, masyarakat, negara, regional, internasional, maupun dalam bidang politik, ekonomi dan lainlain. keberhasilan dalam proses pemberdayaan akhirnya dapat menumbuhkan timbulnya percaya diri dan selanjutnya masyarakat bisa mengembangkannya ke arah yang lebih baik. kindevatter memberikan definisi pemberdayaan dipandang dari hasilnya “people gaining an understanding of and control over social, economic, and/or political forces and improve their standing in society” (sobahi dan suhana, 2011:94). batasan ini menekankan pada jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 4 produk akhir pada proses pemberdayaan, yaitu masyarakat memperoleh pemahaman dan mampu mengontrol daya-daya sosial, ekonomi dan politik agar bisa meningkatkan kedudukannya di masyarakat. peningkatan kedudukan dalam masyarakat dimaksudkan meliputi keadaan-keadaan sebagai berikut: 1) akses, memiliki peluang yang sangat besar untuk mendapatkan sumber-sumber daya. 2) daya pengungkit, meingkat dalam hal daya tawar kolejtifnya. 3) pilihan-pilihan, mampu dan memiliki peluang memeilih berbagai pilihan. 4) status, meningkat citra diri, kepuasan diri, dan memiliki perasaan yang positif atas identitas budayanya. 5) kemampuan refreksi kritis, menggunakan pengalaman untuk mengukur potensi keunggulannya atas berbagai peluang pilihanpilihan dalam pemecahan masalah. 6) legitimasi, ada pertimbangan ahli yang menjadi jastifikasi atau yang memebenarkan terhadap alasan-alasan rassional atas kebutuhankebutuhan masyarakat. 7) disiplin, menetapakan sendiri standar mutu untuk pekerjaan yag dilakukan untuk orang lain, dan 8) persepsi kreatif, sebuah pandangan yang lebih positif dan inovatif terhadap antar hubungan dirinya dengan lingkungannya. konsep empowerment pada dasarnya adalah upaya menjadikan suasana kemanusiaan yang adil dan beradab menjadi semakin efektif secara struktural, baik dalam kehidupan keluarga, masyarakat, negara, regional, internasional, maupun dalam bidang politik, ekonomi dan lainlain. pemberdayaan merupakan suatu upaya yang harus diikuti dengan tetap memperkuat potensi atau daya yang dimiliki oleh setiap masyarakat. diperlukan langkah-langkah yang lebih positif selain dari menciptakan iklim dan suasana. perkuatan ini meliputi langkah-langkah nyata dan menyangkut penyediaan berbagai masukan (input) serta membuka akses kepada berbagai peluang (upportunities) yang nantinya dapat membuat masyarakat menjadi semakin berdaya. 2. proses pemberdayaan dalam proses pemberdayaan pranaka & vidhyandika (1996) menjelaskan bahwa “proses pemberdayaan mengandung dua kecenderungan. pertama, pemberdayaan yang menekankan pada proses jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 5 memberikan atau mengalihkan sebagian kekuatan, kekuasaan atau kemampuan kepada masyarakat agar individu lebih berdaya. kecenderungan tersebut dapat disebut sebagai kecenderungan primer dari makna pemberdayaan. kedua atau kecenderungan sekunder menekankan pada proses menstimulasi, mendorong atau memotivasi individu agar mempunyai kemampuan atau keberdayaan untuk menentukan apa yang menjadi pilihan hidupnya melalui proses dialog” (sobahi dan suhana, 2011:104). proses pemberdayaan yang melahirkan masyarakat yang memiliki sifat yang diharapkan harus dilakukan secara berkesinambungan dengan mengoptimalkan partisipasi masyarakat secara bertanggung jawab. adi (2003) menyatakan bahwa meskipun proses pemberdayaan suatu masyarakat merupakan suatu proses yang berkesinambungan, namun dalam implementasinya tidak semua yang direncanakan dapat berjalan dengan mulus dalam pelaksanaannya(sobahi dan suhana, 2011:105). tak jarang ada kelompok-kelompok dalam komunitas yang melakukan penolakan terhadap pembaharuan ataupun inovasi yang muncul. 3. tujuan pemberdayaan terkait dengan tujuan pemberdayaan, sulistiyani (2004) menjelaskan bahwa tujuan yang ingin dicapai dari pemberdayaan masyarakat adalah untuk membentuk individu dan masyarakat menjadi mandiri (sobahi dan suhana, 2011:106). kemandirian tersebut meliputi kemandirian berpikir, bertindak dan mengendalikan apa yang mereka lakukan. kemandirian masyarakat merupakan suatu kondisi yang dialami oleh masyarakat yang ditandai dengan kemampuan memikirkan, memutuskan serta melakukan sesuatu yang dipandang tepat demi mencapai pemecahan masalah-masalah yang dihadapi ddengan mempergunakan daya/kemampuan yang dimiliki. daya kemampuan yang dimaksud adalah kemampuan kognitif, konatif, psikomotorik, dan afektif serta sumber daya lainnya yang bersifat fisik/material. kemandirian masyarakat dapat dicapai tentu memerlukan sebuah proses belajar. masayrakat yang mengikuti proses belajar, secara bertahap akan memperoleh daya, kekuatan atau kemampuan yang bermanfaat dalam proses pengambilan keputusan secara mandiri. dalam sobahi dan suhana (20011:109) berdasarkan pendapat sumodiningrat berarti pemberdayaan melalui suatu proses belajar, jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 6 hingga mencapai status mandiri. proses belajar dalam rangka perberdayaan masyarakat berlangsung secara bertahap yaitu: 1) tahap penyadaran dan pembentukan perilaku menuju perilaku sadar dan peduli, sehingga yang bersangkutan merasa membutuhkan peningkatan kapasitas diri, 2) tahap transformasi kemampuan berupa wawasan berpikir atau pengetahuan, kecakapan-keterampilan agar dapat mengambil peran di dalam pembangunan, dan 3) tahap peningkatan kemampuan intelektual, kecakapn-keterampilan sehingga terbentuk inisiatif, kreatif dan kemampuan inovatif untuk mengantarkan pada kemandirian (sulistiyani, 2004) b. persatuan isteri prajurit 1. sejarah singkat tentang persatuan isteri prajurit organisasi istri prajurit tni ad, persit kartika chandra kirana yang pada awalnya bernama persatuan kaum lbu tentara (pkit) lahir di tengah-tengah perjuangan bangsa lndonesia yang dijiwai semangat dan cita-cita luhur untuk merebut kemerdekaan dari tangan penjajah. meskipun pada saat itu belum memiliki wadah yang nyata dalam bentuk organisasi, tetapi para istri prajurit baik perseorangan maupun kelompok telah berhasil memberikan dorongan semangat kepada para prajurit untuk meneruskan perjuangan dan mempertahankan kemerdekaan bangsa lndonesia. lahirnya organisasi istri prajurit bukanlah karena anjuran atau perintah dari komandan badan keamanan rakyat/tentara keamanan rakyat (bkr/tkr), tetapi karena didorong oleh kesadaran yang timbul di kalangan istri prajurit sebagai pendamping suami yang sedang berjuang menegakkan dan mempertahankan proklamasi kemerdekaan bangsanya. di daerah jawa barat, komandan badan keamanan rakyat/tentara keamanan rakyat yang kemudian menjadi tnl ad menghadapi banyak ancaman karena daerah itu merupakan salah satu sasaran utama. markas komandemer tkr jawa barat yang berkedudukan di purwakarta menjadi pusat kegiatan pengerahan prajurit. prajurit yang berangkat ke garis depan diatur disini, demikian pula para prajurit yang kembali dari pertempuran. bahkan mereka yang gugur dirawat dan dimakamkan di punarakarta. komandan komandemen pada saat itu adalah mayor jenderal didi kartasasmita dan kepata stafnya adalah kolonel hidayat. kenyataan yang dihadapi pada saat itu sangatlah menyentuh hati nurani. banyak pasien terlantar di rs purwakarta karena tempat di rumah sakit tidak cukup lagi menampung banyaknya prajurit yang lukajurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 7 luka dari medan pertempuran di daerah sekitar bogor, garut, bekasi, karawang, tambun dan cileungsi. sarung bantal, seprei dan selimut tidak ada prajurit yang saat itu gugur di medan juang dimandikan bukan dengan sabun melainkan dengan daun-daunan dan dikafani dengan kain bagor (karung). prajurit yang dirawat sangat membutuhkan dorongan moril. kenyataan inilah ditambah dengan rasa kemanusiaan dan sifat keibuan telah menimbulkan inisiatif di hati ny. ratu aminah hidayat (isteri dari kolonel hidayat, kepala staf komandemen l) untuk mengumpulkan para istri perwira markas komandemen i di kediamannya. kediaman kolonel hidayat waktu itu terletak dekat sebuah danau kecil di daerah purwakarta, dalam pertemuan yang dilaksanakan pada tanggal 3 april 1946 tersebut dihadiri oleh 4 orang rekannya yaitu ny. sumarna, ny. achmad sukarnawijaya, ny dana kusumah dan ny. gerda mokoginta. pada kesempatan itu, lbu ratu aminah hidayat mengutarakan pemikiran dan hasratnya untuk menggerakkan para lsteri prajurit melakukan sesuatu guna membantu prajurit di dalam melaksanakan tugasnya. dalam pertemuan tersebut belum ditentukan siapa yang menjadi ketua, sekretaris, bendahara dan lainnya sebagaimana lazimnya pembentukan suatu organisasi. namun sejak itulah para istri prajurit yang berdomisili di purwakarta mulai memikirkan untuk membentuk suatu wadah bagi kelompok istri prajurit yang kemudian dinamakan persatuan kaum lbu tentara (pklt) yang adalah cikal bakal persit kartika chandra kirana. pada waktu yang hampir bersamaan, di purwokerto, jawa tengah lahir pun organisasi persatuan lstri tentara yang diketuai oleh ny. soehardi. demikian juga di malang, organisasi yang sama lahir dan diketuai oleh ny. sr. lasmindar. dalam periode 1947 kegiatan para istri prajurit semakin meluas. hal itu terjadi karena adanya gerakan-gerakan pihak lawan yang terus-menerus mengadakan serangan terhadap perjuangan republik lndonesia. para istri prajurit melakukan kegiatan sesuai dengan kemampuannya, oleh karena itu di samping menjahit dan membuat tanda-tanda pangkat pejuang, mereka melakukan kegiatan sebagai juru rawat dalam palang merah lndonesia. para istri prajurit memberikan perawatan dan pertolongan kepada pejuang yang luka atau gugur di medan bakti. selain itu, ada juga yang mendapat tugas menyelidiki kekuatan dan lokasi musuh, suatu tugas yang tidak ringan dan penuh dengan resiko tertangkap oleh pihak lawan. dalam periode ini pimpinan organisasi istri prajurit di daerah aceh dipimpin oleh ny. salamah hussein yusuf, ny. cut anjung, ny. husin setia, dan ny. bachtiar sabirin. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 8 untuk menghadapi tantangan perjuangan yang semakin berat, maka pada tanggal 15 agustus 1946 pkit mengadakan konferensi di garut, jawa barat guna mempersatukan organisasi-organisasi istri tentara yang ada di daerah-daerah. dalam konferensi tersebut dibahas masalah anggaran dasar dan anggaran rumah tangga. saran dari utusan banjar ny. hamara effendi tentang perubahan nama organisasi yang semula pkit diubah menjadi persatuan lstri tentara (persit). selanjutnya kegiatan persit semakin meningkat seiring dengan perkembangan organisasi tni ad. selanjutnya guna membangun soliditas organisasi, penyelenggaraan konferensi dilaksanakan secara berkesinambungan, dan memakai nama kongres, mulai dari: 1) kongres i tahun 1950 di semarang 2) kongres ll tahun 1951 di bandung 3) kongres lll tahun 1953 di denpasar, bali 4) kongres lv tahun 1955 diyogyakarta 5) kongres v tahun 1958 di matang 6) kongres vl tahun 1960 di magelang 7) kongres vll tahun 1963 di jakarta 8) kongres vlll tahun 1964 di jakarta, merupakan kongres darurat yang dipimpin oleh ny. a. yani istri men/pangad selaku ketua umum dpp persit. 9) pada kongres lx tahun 1967, ditetapkan lambang persit kartika chandra kirana yang merupakan hasil karya mayor caj tranggono. kemudian istilah kongres berubah menjadi rapat kerja dan sejak tahun 1978 istilah rapat kerja diganti menjadi musyawarah pusat (mupus) yang diadakan setiap 3 tahun sekali. hingga tahun 2010, persit kartika chandra kirana telah rnenyelenggarakan musyawarah pusat yang ke xl. pada tahun 1962 ditetapkan hymne dan mars persit kartika chandra kirana yang diciptakan oleh a. tampubolon. dalarn perjalanan sejarahnya persit kartika chandra kirana pernah menerbitkan majalah mekar pada tahun 50-an namun tidak diketahui pasti kelanjutan penerbitannya hingga akhirnya menghilang. tahun 1983 persit kartika chandra kirana kembali menggiatkan media penerangan kepada anggotanya melalui penerbitan majalah kartika kencana yang berlangsung hingga saat ini. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 9 pada tanggal 7 juli 1967, atas prakarsa ketua umum persit kartika chandra kirana yang pada saat itu dijabat oleh lbu siti hartinah soeharto, didirikan yayasan kartika jaya yang secara khusus mengelola aset organisasi terutama sekolah-sekolah milik persit kartika chandra kirana. kala itu masing-masing yayasan berdiri dan dijabat secara fungsional oleh ketua dan wakil ketua persit kartika chandra kirana di masing-masing tingkat kepengurusan daerah, gabungan dan cabang berdiri sendiri. tahun 1996, atas prakarsa ny. r. hartono, ketua umum persit kartika chandra kirana, kedudukan yayasan kartika jaya yang dikelola oleh pd, pg dan pcbs dilebur ke dalam satu wadah tunggal dengan nama yayasan kartika jaya yang langsung berada di bawah naungan persit kartika chandra kirana pengurus pusat. sejak 16 februari 2005, seiring dengan ketentuan uu rl no 16 tahun 2004 tentang yayasan maka jabatan ketua dan wakil ketua yayasan tidak lagi dijabat secara fungsional oleh ketua dan wakil ketua umum persit kartika chandra kirana dan selanjutnya yayasan kartika jaya menjadi badan hukum yang berdiri sendiri. pada tanggal 2 april 2002, atas prakarsa ny. andy e. sutarto selaku ketua umum persit kartika chandra kirana, didirikan yayasan yatim, yatim piatu “kartika asih”. yayasan ini khususnya memberikan beasiswa bagi putra-putri prajurit yang gugur di dalam melaksanakan tugas, sebagai wujud kepedulian dan rasa tanggung jawab persit karlika chandra kirana terhadap masa depan generasi penerus bangsa (http://korem033wp.mil.id/serba-serbi/). 2. tugas pokok persatuan isteri prajurit. kegiatan persit kartika chandra kirana adalah untuk mendukung suami dalam melaksanakan tugasnya dan hal ini tercantum dalam tugas pokok : 1) membantu kepala staff angkatan darat dalam pembinaan istri prajurit dan keluarganya khususnya di bidang mental, fisik, kesejahteraan dan moril sehingga dapat berpengaruh terhadap keberhasilan tugas prajurit. 2) mendukung kebijaksanaan pemimpin tni dengan membina dan memgarahkan istri anggota tni ad menciptakan rasa persaudaraan dan kekeluargaan, rasa persatuan dan kesadaran nasional (http://serbapersit.blogspot.co.id/2012/12/tugaspokok-persit.html). http://korem033wp.mil.id/serba-serbi/ http://serbapersit.blogspot.co.id/2012/12/tugas-pokok-persit.html http://serbapersit.blogspot.co.id/2012/12/tugas-pokok-persit.html jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 10 metodologi penelitian a. metode penelitian pada penelitian ini, peneliti menggunakan pendekatan kualitatif. yang mana akan terjadi tiga kemungkinan terhadap masalah yang dibawa oleh peneliti dalam penelitian. yang pertama, masalah yang dibawa oleh peneliti tetap. yang kedua masalah yang dibawa oleh peneliti setelah memasuki penelitian berkembang. yang ketiga masalah yang dibawa peneliti setelah memasuki lapangan berubah total. oleh karena itu, institusi yang menangani penelitian kualitatif harus mau dan mampu menyesuaikan dengan karakteristik masalah kualitatif ini (sugiyono, 2013:205). b. instrumen penelitian nasuti0n (1988) menyatakan: “dalam penelitian kualitatif, tidak ada pilihan lain daripada menajdikan manusia sebagai instrumen penelitian utama. alasannya ialah bahwa, segala sesuatunya belum mempunyai bentuk yang pasti. maslaah, fokus penelitian, prosedur penelitian, hipotesis yang digunakan, bahkan hasil yang diharapkan itu semuanya tidak dapat ditentukan secara pasti dan jelas sebelumnya. segala sesuatu masih perlu dikembangkan sepanjang penelitian itu. dalam keadaan yang serba tidak pasti dan jelass itu, tidak ada pilihan lain dan hanya peneliti itu sendiri sebagai alat satu-satunya yang dapat mencapainya”. (sugiyono. 2013:223). jadi instrumen dalam penelitian ini adalah peneliti itu sendiri. c. teknik pengimpulan data menurut catherine marshall, grethen b rossman, menyatakan bahwa “the fundamental methods relied on by qualitative researchers for gathering information are, participation in the setting, direct observation, in-dept interviewing, document review”. maka teknik pengumpulan data dapat dilakukan dengan observasi, wawancara dan dokumentasi. 1) observasi. nasution (1998) menyatakan bahwa, observasi adalah dasar semua ilmu pengetahuan. dalam penelitian ini menggunakan observasi terus terang atau tersamar, yakni peneliti dalam melakukan pengumpulan data menyatakan terus terang kepada sumber data, bahwa ia sedang melakukan penelitian. (sugiyono, 2013:228). pada penelitian ini, peneliti melakukan obseravasi pada jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 11 kegiatan posyandu selama dua kali yaitu pada minggu kedua bulan agustus dan minggu kedua bulan september 2015. 2) wawancara. esterberg (2002) mendifinisikan wawancara adalah merupakan pertemuan dua orang untuk bertukar informasi dan ide melalui tanya jawab, sehingga dapat dikonstruksikan makna dalam suatu topik tertentu. (sugiyono, 2013:231). peneliti menggunakan wawancara semiterstruktur, dimana peneliti bisa menemukan permasalahan dengan lebih terbuka, pihak yang diajak wawancara diminta pendapat dan ide-idenya. 3) dokumentasi. dokumen merupakan catatan peristiwa yang sudah berlalu (sugiyono, 2013:240). dalam penelitian ini dokumentasi berbentuk tulisan dan gambar. d. teknik analisis data proses analisis data dalam penelitian kualitatif dilakukan sejak sebelum memasuki lapangan, selama dilapangan dan setelah selesai dilapangan. menurut sugiyono (2013) komponen dalam analisis data sebagai berikut: 1) reduksi data data yang diperoleh dilapangan cukup banyak, peneliti melakukan dua kali observasi dalam penelitian ini. oleh karena itu, dalam observasi penelitian ini perlu dicatat secara rinci dan teliti. peneliti merangkum, memilih hal-hal yang pokok dicari tema dan polanya. dengan demikian akan memberikan gambaran yang lebih jelas dan mempermudah peneliti dalam pengumpulan data. 2) penyajian data dalam penyajian data, setelah melakukan observasi lalu peneliti melakukan pencatatan dalam bentuk uraian singkat. dengan menyajikan data maka akan mempermudah untuk memahami apa yang terjadi. 3) verfikasi penarikan kesimpulan atau verifikasi merupakan teknik akhir dalam analisis data. kesimpulan yang berupa deskripsi yang jelas. hasil penelitian 1) sikap para anggota persatuan isteri prajurit setelah diberdayakan pemberdayaan bisa diartikan member kemampuan kepada orang yang lemah (sonahi dan suhana, 2011:93). dan menurut mulyana (2008:51) menyebutkan bahwasannya pemberdayaan adalah upaya memampukan (enabling) masyarakat kecil atau bawahan yang selama ini dianggap tidak atau kurang berperan agar meningkat dan jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 12 memiliki kemampuan yang lebih baik sehubungan dengan status dan peranan mereka di dalam sistem sosial. hasil dari observasi dan wawancara peneliti dengan beberapa anggota persatuan isteri prajurit setelah diberdayakan sebagai berikut: a. merasa lebih percaya diri karena dianggap mampu memimpin dan membina teman lainnya. b. merasa lebih mandiri, karena bisa menyelesaikan tugas yang diberikan. c. merasa lebih dianggap oleh teman lainnya, tidak disepelekan. d. merasa betah tinggal di asrama karena banyak teman. e. sosialisai lebih baik, lebih banyak mengenal teman. f. merasa lebih disiplin. karena dalam lingkungan angkatan darat, disiplin lebih diutamakan. g. merasa terhormat, bisa dipercaya oleh ketua dalam menjalankan organisasi. h. merasa senang 2) beberapa kegiatan yang dilaksanakan oleh para anggota persatuan isteri prajurit (persit) dalam berbagai kegiatan di brigade infanteri 15 kujang ii. adapun beberapa kegiatan yang dilaksanakan setiap minggunya antara lain: a. kegiatan volley ball. kegiatan ini wajib dilaksanakan oleh setiap anggota persatuan isteri prajurit. para anggota yang diberdayakan diharuskan mengabsen anggota dan memberi pelatihan kemampuan bermain bola voli. b. kegiatan pengajian. dalam kegiatan ini setiap anggota persatuan isteri prajurit wajib mengikutinya. para anggota yang diberdayakan mengabsen anggotanya dan menunjuk anggotanya untuk menjadi pembawa acara, pembaca ayat-ayat suci alquran dan pembaca doa. sebelumnya para anggota yang diberdayakan memberikan bimbingan terlebih dahulu. c. kegiatan senam. pada kegiatan ini, para anggota yang diberdayakan melatih senam kepada anggota lainnya. d. kegiatan posyandu. pada kegiatan ini para anggota yang diberdayakan memimpin pelaksanaan posyandu terhadap anggota lainnya. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 13 kesimpulan mulyana (2008:51) menyebutkan bahwasannya pemberdayaan adalah upaya memampukan (enabling) masyarakat kecil atau bawahan yang selama ini dianggap tidak atau kurang berperan agar meningkat dan memiliki kemampuan yang lebih baik sehubungan dengan status dan peranan mereka di dalam sistem sosial. efektifitas pemeberdayaan terhadap anggota persatuan isteri prajurit setelah diberdayakan telah menjadikan anggota tersebut menjadi lebih percaya diri karena dianggap mampu memimpin dan membina teman lainnya, lebih mandiri karena bisa menyelesaikan tugas yang diberikan, lebih dianggap oleh teman lainnya dan tidak disepelekan, lebih mampu bersosialisasi dengan baik, lebih banyak mengenal teman, lebih disiplin, lebih merasa terhormat, bisa dipercaya oleh ketua dalam menjalankan organisasi. daftar pustaka mulyana, enceng. 2008. model tukar belajar (learning exchange) dalam perspektif pendidikan luar sekolah. bandung. alfabeta sobahi, karna m.mpd & suhana, cucu m.mpd, 2011, pemberdayaan masyarakat dalam pendidikan di era otonomi daerah, cv cakra, bandung. sugiyono. 2013. metode penelitian kuantitatif, kualitatif, dan r&d. bandung. alfabeta http://korem033wp.mil.id/serba-serbi/). (http://serbapersit.blogspot.co.id/2012/12/tugas-pokok-persit.html). http://korem033wp.mil.id/serba-serbi/ http://serbapersit.blogspot.co.id/2012/12/tugas-pokok-persit.html jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 106 penggunanan metode bermain dengan tehnik leader conference dalam upaya meningkatkan kecerdasan linguistik anak usia dinidi taman kanak-kanak cendekia leadership school kecamatan cimenyan kabupaten bandung endang purwaningsih abstrak penelitian ini didasarkan atas permasalahan masih rendahnya keterampilan berbicara anak, dan secara umum permasalahan penelitian ini adalah “bagimana proses penggunan metode bermain melalui tehnik leader conference dalam meningkatkan kecerdasan linguistik pada anak usia dini?” yang dirumuskan sebagai berikut : 1) bagaimana perencanaan penggunanan tehnik leader conference dalam upaya mengembangkan kemampuan verbal anak usia dini? 2) bagaimanakah proses penggunanan metode bermain dengan teknik leader conference dalam proses pembelajaran anak usia dini di tk cendekia leadership school kec. cimenyan kab. bandung dalam meningkatkan kecerdasan linguistik anak usia dini? 3) bagaimana hasil penggunaan metode bermain dengan tehnik leader conference dalam proses pembelajaran anak usia dini di tk cendekia leadership school kecamatan cimenyan kab. bandung? tujuan yang ingin dicapai adalah mendeskripsikan penggunaan metode bermain dengan tehnik leader conference dalam proses pembelajaran di paud dalam mengembangkan kecerdasan verbal anak usia dini. memperoleh informasi tentang proses penggunan metode bermain melalui leader conference guru dapat menggunakan metode yang tepat dalam mengembangkan kemampuan verbal anak usia dini. memperoleh informasi tentang hasil dari pembelajaran di paud dengan menggunakan tehnik leader conference dalam pengembangan kemampuan verbal anak usia dini. penelitian dilandasi oleh teori pendidikan anak usia dini khususnya tentang enam aspek pengembangan anak usia dini dan teori kecerdasan ganda howard gardner, tenntang metode pembelajaran paud serta tentang metode bermain dengan pendekatan leader conference sebagai obyek kajian utama. metode penelitian yang digunakan adalah studi kasus, dengan pendekatan kualitatif. teknik pengumpulan data yang digunakan adalah studi dokumentasi, observasi dan wawancara. dari hasil pelaksanaan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 107 dan observasi yang dilakukan, metode bermain dengan tehnik leader conference dapat meningkatkan kecerdasan linguistik anak usia dini. pembelajaran yang dapat mengarahkan tumbuhnya perkembangan kecerdasan linguistik dalam diri anak usia dini dapat dirangsang melalui kegiatan bermain. dalam hal ini kegiatan bermain peran. rekomendasi yang disampaikan antara lain adalah perlu adanya motivasi dan dorongan dari pihak lembaga dan kepala sekolah untuk mengoptimalkan hasil pembelajaran yang bertujuan untuk dapat menghasilkan metode yang memberi peluang agar kecerdasan linguistik anak usia dini dapat berkembang secara optimal. kata kunci: metode bermain, kecerdasan linguistik, leader conference a. pendahuluan pendidikan menjadi hak dasar setiap anak yang dilahirkan, dan pendidikannya itu akan berlangsung seumur hidupnya sejak di alam rahim sampai akhir hayatnya. bahwa hak anak untuk memperoleh pendidikan anak itu telah dijamin dalam undang-undang nomor 23 pasal 9 ayat 1 tentang perlindungan anak yang berbunyi “ setiap anak berhak memperoleh pendidikan dan pendidikan dalam rangka pengembangan pribadinya dan tingkat kecerdasannya sesuai dengan minat dan bakatnya. masa usia dini merupakan masa yang kritis dalam perkembangan anak, jika pada masa ini anak kurang mendapatkan perhatian dalam hal pendidikan, perawatan, pengasuhan dan layanan kesehatan serta kebutuhan gizinya dikhawatirkan anak tidak dapat tumbuh dan berkembang secara optimal. masa ini juga merupakan masa peletak dasar untuk mengembangkan kemampuan kognitif, motorik, bahasa, sosial emosi, agama, moral, seni dan kemandirian. bahwa program pembelajaran di paud baik formal maupun non formal dilaksanakan dalam konteks bermain dalam rangka pembelajaran a) moral dan nilai-nilai agama; b). sosial dan kepribadian; c). orientasi dan pengenalan pengetahuan dan teknologi; d) estetika; e) jasmani, olahraga, dan kesehatan. adapun aspek yang dikembangkan sebagaimana diatur dalam silabus paud adalah aspek-aspek jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 108 perkembangan : moral dan nilai-nilai agama, fisik motoirik kasar dan halus, bahasa, kognitif, sosial emosional dan seni. oleh karena itu secara umum tujuan program pendidikan anak usia dini adalah memfasilitasi pertumbuhan dan perkembangan anak secara optimal dan menyeluruh sesuai dengan norma-norma nilai kehidupan yang dianut. metode utama pembelajaran pada lembaga pendidikan anak usia dini adalah bermaian. metode ini adalah metode yang dapat menggerakan anak untuk meningkatkan motivasi rasa ingin tahu dan mengembangkan imajinasi. dalam mengembangkan kreativitas anak metode yang dipergunakan mampu mendorong anak mencari dan menemukan jawabanya, membuat pertanyaan yang mampu memecahkan, memikirkan kembali, membangun kembali, dan menemukan hubungan-hubungan baru. dalam mengembangkan kemampuan bahasa anak dapat menggunakan metode yang mampu meningkatkan perkembangan kemampuan berbicara, mendengarkan, membaca, dan menulis. guru harus dapat member kesempatan anak memperoleh pengalaman yang luas dalam mendengarkan dan berbicara, dan dalah satu tehnik yang digunakan adalah leader conference. pada awalnya tehnik leader conference digunakan para pengusaha untuk menyampaikan keberhasilan proyek yang telah mereka laksanakan melalui presentasi, ternyata ada beberapa paud di kota bandung yang telah mencoba menerapkan leader conference kepada anak usia dini sebagai tehnik dari metode bermain peran. dengan leader conference anak dilatih untuk mempresentasikan hasil belajarnya selama 3 bulan kepada orang tua dan guru mereka. implementasi metode bermaian dengan kegiatan leader conference untuk mengembangkan kecerdasan linguistik dan kemampuan verbal anak tersebut telah digunakan di taman kanak-kanak cendekia leadership school kota bandung. b. kajian teori pengertian anak usia dini secara umum adalah anak-anak yang berusia di bawah 6 tahun. jadi mulai dari anak itu lahir hingga ia mencapai umur 6 tahun ia akan dikategorikan sebagai anak usia dini. beberapa orang menyebut fase atau masa ini sebagai ‘golden age” karena masa ini sangat jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 109 menentukan seperti apa mereka kelak jika dewasa baik dari segi fisik, mental maupun kecerdasan. tentu saja ada banyak faktor yang akan sangat mempengaruhi mereka dalam perjalanan mereka menuju kedewasaan, tetapi apa yang mereka dapat dan apa yang diajarkan pada mereka pada usia dini akan tetap membekas dan bahkan memiliki pengaruh dominan dalam mereka menentukan setiap pilihan dan langkah hidup. berdasarkan depdiknas (2003:1) bahwa: “masa keemasan (golden age) yaitu masa yang dimulai dari usia 0-6 tahun pertumbuhan sel jaringan otak pada anak mencapai 50% dimana bila pada usia itu otak anak tidak mendapat ransangan yang maksimal maka otak anak tidak akan berkembang secara optimal” dan setelah usia anak mencapai 8 tahun maka 80% kecerdasan manusia sudah terbentuk, artinya kapasitas kecerdasan anak hanya bertambah 30% setelah usia 4 tahun hingga mencapai usia 8 tahun. masa ini merupakan masa yang kritis dalam perkembangan anak, jika pada masa ini anak kurang mendapatkan perhatian dalam hal pendidikan, perawatan, pengasuhan dan layanan kesehatan serta kebutuhan gizinya dikhawatirkan anak tidak dapat tumbuh dan berkembang secara optimal. masa ini juga merupakan masa peletak dasar untuk mengembangkan kemampuan kognitif, motorik, bahasa, sosial emosi, agama, moral, seni dan kemandirian. menyadari pentingnya pendidikan bagai anak usia dini, maka pada peraturan pemerintah no 17 tahun 2012 pada pasal 61 tujuan paud formal pasal 109 tujuan paud non formal menyebutkan bahwa pendidikan anak usia dini bertujuan: 1. membangun landasan bagi berkembangnya potensi peserta didik agar menjadi manusia beriman dan bertakwa kepada tuhan yang maha esa, berakhlak mulia, berkepribadian luhur, sehat, berilmu, cakap, kritis, kreatif, inovatif, mandiri, percaya diri, dan menjadi warga negara yang demokratis dan bertanggung jawab; dan 2. mengembangkan potensi kecerdasan spiritual, intelektual, emosional, kinestetis, dan sosial peserta didik pada masa emas pertumbuhannya dalam lingkungan bermain yang edukatif dan menyenangkan. bahwa program pembelajaran di paud baik formal maupun non formal dilaksanakan dalam konteks bermain dalam rangka pembelajaran a) moral dan nilai-nilai agama; b). sosial dan kepribadian; jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 110 c). orientasi dan pengenalan pengetahuan dan teknologi; d) estetika; e) jasmani, olahraga, dan kesehatan. adapun aspek yang dikembangkan sebagaimana diatur dalam silabus paud adalah aspek-aspek perkembangan : moral dan nilai-nilai agama, fisik motoirik kasar dan halus, bahasa, kognitif, sosial emosional dan seni. semua permainan pembelajaran sebagaimana dimaksud tadi dirancang dan diselenggarakan: 1. secara interaktif, inspiratif, menyenangkan, menantang, dan mendorong kreativitas serta kemandirian; 2. sesuai dengan tahap pertumbuhan fisik dan 3. perkembangan mental anak serta kebutuhan dan kepentingan terbaik anak; 4. dengan memperhatikan perbedaan bakat, minat, dan kemampuan masing-masing anak; 5. dengan mengintegrasikan kebutuhan anak terhadap kesehatan, gizi, dan stimulasi psikososial; dan 6. dengan memperhatikan latar belakang ekonomi, sosial, dan budaya anak. (pp no 17 tahun 2012 pasal 66) kecerdasan adalah anugerah istimewa yang dimiliki oleh manusia. dengan kecerdasan manusia mampu memahami setiap rangkaian kejadian dalam kehidupanya, kemudian mengambil hikmah dan pelajaran darinya. dalam kamus besar bahasa indonesia, kecerdasan adalah perihal cerdas, perbuatan mencerdaskan, kesempurnaan perkembangan akal budi (seperti kepandaian, ketajaman pikiran). howard gardner mendefinisikan bahwa: “kecerdasan sebagai kemampuan untuk memecahkan masalah dan menciptakan produk yang mempunyai nilai budaya.” (al-arif 2004:4). ia juga mulai membedakan tujuh kecerdasan, selanjutnya dalam penelitiannya menjadi delapan dan akhirnya howard gardner dalam bukunya multiple intelegences (1993) ada sembilan jenis kecerdasan yaitu : kecerdasan musikal, kinestetik, logika matematika, linguistik, , visual spasial, interpersonal, intrapersonal, naturalis dan eksistensial (spiritual) (gardner, 2013:2136). menurut gardner dalam (al-arif 2004:4) menjelaskan bahwa “kecerdasan linguistik adalah kecerdasan dalam mengolah kata-kata secara efektif baik bicara ataupun menulis.” mereka yang memiliki kecerdasan ini akan mudah memahami bacaan dan suka menulis, jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 111 mampu mengapresiasikan apa yang dia baca, mampu berkomunikasi dua arah. menurut welton & mallon (1981) dalam moeslichatoen (1998:14) bahwa: “bahasa merupakan bentuk utama dalam mengekspresikan pikiran dan pengetahuan bila anak mengadakan hubungan dengan orang lain, anak yang sedang tumbuh kembang mengkomunikasikan kebutuhanya, pikiranya, dan perasaannya melalui bahasa dengan katakata yang mempunyai makna unik.” menurut amstrong (2002:4) bahwa: “kecerdasan interpersonal adalah kemampuan mempersepsikan dan membedakan suasana hati, maksud, motivasi serta perasaan yang lain ... meliputi kepekaan pada ekspresi wajah, suara, gerak isyarat.” kecerdasan interpersonal seseorang dapat dilihat dari kemampuan berkomunikasi dengan baik sehingga dapat dengan mudah mendapatkan teman baru di lingkungan yang baru. dunia anak adalah dunia bermain. bermain pada anak merupakan sarana untuk belajar sebab bagi anak bermain dan belajar merupakan suatu kesatuan dan suatu proses yang terus menerus terjadi dalam kehidupannya. melalui bermain, anak dapat mengorganisasikan berbagai pengalaman dan kemampuan kognitifnya dalam upaya menyusun kembali gagasan-gagasannya yang indah. dengan kata lain, bermain merupakan tahap awal dari proses belajar pada anak yang dialami semua manusia. menurut dworetzky (1990) (moeslichatoen, 1998:19) bahwa:”bermain merupakan kegiatan yang memberikan kesenangan dan dilaksankan untuk kegiatan itu sendiri, yang lebih ditekankan pada caranya dari hasil yang diperoleh dari kegiatan itu.” komunikasi evaluasi hasil belajar anak biasanya berlangsung antara orang tua dan guru. sesuai jadwal yang ditentukan, orang tua datang ke sekolah anak menemui guru dan mendiskusikan hasil belajar anak. leader conference merupakan salah satu bentuk komunikasi evaluasi hasil belajar, dimana anak mengambil peran dalam proses tersebut. teknik ini mulai dipraktekkan di beberapa sekolah di amerika serikat. menurut kepala sekolah tk cendekia leadership school ade e. bahtiar, s.pd “leader conference adalah konferensi yang dipandu oleh siswa kepada orang tua di hadapan orang tua, kegiatan ini mengadopsi jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 112 dari sekolah internasional yang pada umumnya diberi nama student led conference.” menurut jane m. bailey and thomas r. guskey (2001:xii):student led conference is a conference with the family in which the student leads a discussion of his/her work and a review of his/her portfolio. 1. the classroom teacher goes from being the leader of the conference to becoming a facilitator. 2. student goes from non-participant or passive observer to leader of the conference. 3. families become more actively engaged in discussions with their child rather than the teacher. 4. support teachers go from non-participant to making sure that work samples are included in portfolio and available for conferences. pada leader conference, murid mendapat kesempatan mengkomunikasikan kepada orang tua dan guru mengenai hasil belajarnya, kekuatan dan kelemahannya dalam belajar, bahkan membuat perencanaan diri di masa mendatang. hal ini memberikan kesempatan bagi murid untuk turut bertanggung jawab atas proses akademis yang ia lalui. berbeda dengan kebanyakan proses evaluasi hasil belajar, evaluasi yang didapatkan orang tua hanya berasal dari perspektif guru. sedangkan murid sebagai pelaku dalam proses pendidikan itu sendiri tidak mendapat kesempatan untuk menyampaikan perspektifnya. selain itu, leader conference membuka kesempatan untuk komunikasi yang jujur dan terbuka antara guru, orang tua, dan murid. keberhasilan leader conference sangat ditentukan oleh kesiapan guru dan murid dalam menghadapinya. murid-murid perlu diberikan gambaran mengenai kegiatan ini, jika dimungkinkan diberi kesempatan untuk melakukan role play. menurut laura hayden, guru derby middle school kansas dalam letting students led parent conferences (artikel yang dipublikasikan oleh national association of elementary school principals in middle matters) bahwa format leader conference sangatlah penting, namun kesuksesannya paling ditentukan oleh seberapa baik murid-murid disiapkan. berikut adalah rangkuman dari berbagai hal yang perlu disiapkan sebelum berlangsungnya leader conference: 1. menyiapkan porfolio dalam suatu binder untuk masing-masing siswa. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 113 2. membimbing anak membuat refleksi. 3. guru menyiapakan berbagai format bagi murid. 4. role play leader conference. c. metode penelitian metode penelitian yang digunakan adalah kualitatif tipe interaktif dengan metode studi kasus. metode studi kasus dianggap cocok untuk penelitian ini karena sesuai dengan permasalahan dan tujuan penelitian ini yang pada dasarnya ingin meneliti mengenai kegiatan leader conference terhadap peningkatan kecerdasan linguistik anak. sampel yang diambil 6 siswa dari jumlah populasi 12 siswa. pembahasan perencanaan pelaksanaan penggunaan teknik leader conference dalam upaya mengembangkan kemampuan verbal anak usia dini dalam perencanaan pelaksanaan penggunaan teknik leader conference peneliti dan guru tidak banyak mendapat kendala yang berarti. menurut ibu ep “dalam proses perancangan tema pembelajaran tinggal disesuaikan dengan rencana pembelajaran yang sudah ada karena kami sudah terbiasa membuat tema pembelajaran yang disesuaikan dengan rencana pembelajaran yang sudah disusun pada awal tahun pembelajaran”. selanjutnya ibu ep berpendapat bahwa “dalam mengembangkan kecerdasan linguistik siswa dapat dirangsang melalui kegiatan yang dilaksanakan diluar kelas dengan melakukan berbagai macam kegiatan diantaranya yang dapat mengembangkan seluruh aspek perkembangan kecerdasan dalam bentuk kegiatan kerjasama yang dirancang melalui kegiatan bermain”. hal tersebut sesuai dengan isi pp no 17 tahun 2012 pasal 66 yang menjelaskan bahwa program pembelajaran di paud baik formal maupun non formal dilaksanakan dalam konteks bermain dalam rangka pembelajaran a) moral dan nilai-nilai agama; b). sosial dan kepribadian; c). orientasi dan pengenalan pengetahuan dan teknologi; d) estetika; e) jasmani, olahraga, dan kesehatan. adapun aspek yang dikembangkan sebagaimana diatur dalam silabus paud adalah aspekaspek perkembangan : moral dan nilai-nilai agama, fisik motoirik kasar jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 114 dan halus, bahasa, kognitif, sosial emosional dan seni. semua permainan pembelajaran sebagaimana dimaksud tadi dirancang dan diselenggarakan: 1. secara interaktif, inspiratif, menyenangkan, menantang, dan mendorong kreativitas serta kemandirian; 2. sesuai dengan tahap pertumbuhan fisik dan perkembangan mental anak serta kebutuhan dan kepentingan terbaik anak; 3. dengan memperhatikan perbedaan bakat, minat, dan kemampuan masing-masing anak; 4. dengan mengintegrasikan kebutuhan anak terhadap kesehatan, gizi, dan stimulasi psikososial; dan 5. dengan memperhatikan latar belakang ekonomi, sosial, dan budaya anak. menurut peneliti berdasarkan temuan di atas bahwa kecerdasan linguistik itu dapat berkembang dengan memberikan pembiasaan melalui pengalaman belajar anak sehingga anak mampu memecahkan masalah yang dialaminya. perkembangan bahasa tidak ditentukan oleh usia, namun mengarah pada perkembangan motoriknya. namun perkembang bahasa juga sangat dipengaruhi oleh lingkungan. bahasa memiliki peranan yang sangat penting dalam kehidupan sehari-hari. dengan perencanaan pembelajaran yang matang dengan memperhatikan setiap aspek perkembangan dan kecerdasan siswa, maka diharapkan pencapaian keberhasilan siswa akan diperoleh dengan hasil yang maksimal. proses pelaksanaan penggunaan metode bermain dengan teknik leader conference dalam proses pembelajaran anak usia dini dalam proses pelaksanaan menurut ibu ep bahwa” guru tidak banyak berperan didalamnya karena kami para guru hanya mengamati alur presentasi yang dilakukan oleh anak, apakah mereka mampu melaksanakan atau tidak. jika terlihat ada anak yang terliat kesulitan dalam menerangkannya maka guru akan membantu menerangkan di sini guru memposisikan sebagai fasilitator.” ibu ea menambahkan bahwa “sebetulnya saat anak menerangkan portofolio dan display, peran orang tua sangat besar dalam pelaksanaan ini karena kemampuan anak untuk mempresentasikan tergantung seberapa aktif orang tua memancing anak untuk dapat menerangkan display yang ada, jika orang tua tidak melakukan umpan pertanyaan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 115 yang dapat memancing anak untuk menjelaskan dan cenderung diam maka ternyata anak jadi sulit untuk menjelaskan atau untuk memulai mempresentasikan”. menurut bapak ab sebagai kepala sekolah bahwa:”dengan merancang kegiatan pembelajaran dengan menyisipkan unsur eksplorasi agar anak dapat mencoba sendiri melalui pengalaman belajar, dan agar anak percaya diri untuk aktif berkomunikasi dengan guru dan teman sebaya serta dengan orang tua dimana anak dapat menceritakan pengalaman pribadi yang dialami disekolah pada waktu belajar dan bermain. dengan begitu dapat memberikan pengalaman belajar yang menyenangkan melalui kegiatan bermain bersama teman sehingga anak dapat bersosialisasi, dengan harapan kecerdasan interpersonal siswa dapat berkembang dengan baik sesuai dengan tahapan perkembangan anak”. pendapat responden di atas sejalan dengan pendapat jane m. bailey and thomas r. guskey (2001:xii):student led conference is a conference with the family in which the student leads a discussion of his/her work and a review of his/her portofolio. 1. the classroom teacher goes from being the leader of the conference to becoming a facilitator. 2. student goes from non-participant or passive observer to leader of the conference. 3. families become more actively engaged in discussions with their child rather than the teacher. 4. support teachers go from non-participant to making sure that work samples are included in portofolio and available for conferences. hal di atas memberikan pengertian bahwa dalam kelas guru hanyalah sebagai fasilitator, murid sebagai sumber informasi, keluarga turut berperan aktif dalam kegiatan diskusi di kelas, dan guru memberikan support ketika anak menyelesaikan ranagkaian kegiatan tersebut. dalam pelaksanaan leader conference siswa memegang peranan penting. hasil penggunaan metode bermain dengan teknik leader conference dalam proses pembelajaran anak usia dini berdasarkan pendapat ibu ep bahwa:”hasil evaluasi pelaksanaan leader conference selama ini hanya melihat pada keberanian anak saja tidak dilihat dari segi kecerdasan linguistik yang seharusnya lebih di asah ternyata, yang kami nilai hanya sebatas anak mampu mengerjakan jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 116 sesuai tahapanya tanpa melihat aspek kecerdasan apa saja yang dapat berkembang.” selanjutnya ibu ep menambahkan bahwa: “kami melihat bahwasanya ketika siswa mempunyai penonton yang berarti selain guru mereka, pekerjaan mereka menjadi terasa lebih penting dan relevan. siswa dari semua umur menikmati saat mereka memperlihatkan pekerjaan mereka, berbicara tentang hasil yang mereka capai, menjawab berbagai pertanyaan dan menerima segala perhatian atas upaya dan usaha mereka”. dari hasil evaluasi dari beberapa orang tua dapat dilihat bahwa para orang tua merasa puas dengan hasil perkembangan anaknya, dengan mendapatkan informasi secara langsung dari anak-anak mereka maka para orang tua dapat menilai sendiri tingkat perkembangan bahasa dan kepercayaan diri anak-anak mereka. hal tersebut sejalan dengan pendapat rich stiggins (1999) dalam patti kinney (2000:3) bahwa: …this practice is the biggest breakthrough in communicating about student achievement in the last century. when students are well prepared over an extended period to tell the story of their own success (or lack thereof), they seem to experience a fundamental shift in their internal sense of responsibility for that success. the pride in accomplishment that students feel when they have positive story to tell and tell it well can be immensely motivational. the sense of personal responsibility that they feel when anticipating what it will be like to face the music of having to tell their story of poor achievement can also drive them to productive work." dalam penelitian yang dilakukan oleh donald g. hackman – asisten profesor iowa state university (dipublikasikan dalam eric digest dengan judul student-led conference at the middle level) mengemukakan keuntungkan dari kegiatan ini yaitu : 1. murid-murid memperoleh tanggung jawab personal dalam hasil akademisnya 2. orang tua, guru dan murid mendapatkan kesempatan untuk melakukan proses dialog yang terbuka dan jujur 3. rata-rata kehadiran orang tua pada pertemuan tersebut meningkat 4. murid belajar proses evaluasi diri 5. murid mengembangkan kemampuan organisasi dan komunikasi verbal jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 117 menurut peneliti kesuksesan leader conference tergantung kepada kerjasama yang baik antara siswa dan orang tua karena pemegang peranan terpenting adalah mereka sementara guru berperan sebagai fasilitator dimana ia hadir ketika siswa terlihat kurang bisa menjelaskan bagian yang ia ingin jelaskan. dari paparan di atas dapat disimpulkan bahwa leader conference tidak hanya meningkatkan kecerdasan linguistik (verbal) anak, tapi dengan leader conference juga dapat mengembangkan kecerdasan interpersonal anak. d. kesimpulan kesimpulan penelitian ini diarahkan untuk menjawab pertanyaan penelitian yang tercantum di bab i, maka setelah dilakukan penelitian, membanding pada teori yang ada dengan kenyataan lapangan, maka peneliti menyimpulkan hasil penelitiannya sebagai berikut: 1. perencanaan pelaksanakan penggunaan teknik leader conference dalam upaya mengembangkan kemampuan verbal anak sudah baik, dengan dirancanganya tema pembelajaran yang disesuaikan dengan rencana pembelajaran yang sudah disusun pada setiap awal tahun pelajaran. hanya saja aspek perkembangan kecerdasan anak kurang banyak digali, sementara padahal aspek perkembangan kecerdasan anak adalah hal yang utama yang harus diperhatikan. 2. proses penggunanan metode bermaian dengan tehnik leader conference dalam proses pembelajaran anak usia dini dalam meningkatkan kecerdasan linguistik anak usia dini telah dilakukan dengan baik dalam kegiatan belajar yang menyenangkan dapat memotivasi untuk mau belajar. melalui bermain anak dapat dengan mudah memahami setiap pembelajran yang di berikan. disini guru di tuntut agar lebih kreatif dalam menggali media permainan yang dapat diberikan kepada anak sehinggal hal yang dilakukan tidak terkesan monoton setiap harinya. 3. hasil penggunaan metode bermaian dengan tehnik leader conference dalam proses pembelajaran anak usia dini menunjukan hasil belajar dengan baik, anak dapat mencoba sendiri. dengan rasa percaya diri anak aktif berkomunikasi dan bersosialisai dengan lingkungan sekitarnya, karenanya kemampuan bahasa anak meningkat dengan baik. anak tidak hanya mengenal orang tua, guru jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 118 dan teman mereka, tetapi mereka dapat berkomunikasi dengan keluarga teman mereka, anakanak tampak merasa benar-benar di anggap akan keberadaan mereka. orang tua murid mendapat bukti hasil belajar anak-anaknya di lembaga paud. orang tua telah mengetahui secara langsung tentang ketertarikan dan atau ketidaktertarikan anak dalam salah satu subjek pelajaran dengan alasan-alasannya. rekomendasi pada awalnya penerapan penggunaan metode bermain melalui teknik leader conference dalam meningkatkan kecerdasan linguistik pada anak usia dini di tk cendekia leadership school belum sesuai harapan, sehingga perlu adanya motivasi dan kesungguhan dari kepala sekolah dan guru untuk meningkatkan kemampuan verbal dengan menggunakan teknik leader conference melalui perencanaan dan pemberian motivasi terhadap siswa. walaupun begitu, terdapat potensi yang dapat ditumbuh kembangkan, antara lain; kesungguhan dan keuletan guru, motivasi belajar dan keingintahuan yang tinggi walaupun latar belakang guru belum sesuai kualifikasi pendidikan s1. berdasarkan temuan-temuan dan kesimpulan penelitian, maka untuk memperbaiki proses dan mengoptimalkan hasil pembelajaran yang bertujuan untuk dapat menghasilkan metode yang memberi peluang agar kecerdasan ;inguistik anak usia dini dapat berkembang secara optimal sehingga perlu adanya motivasi dan dorongan dari pihak lembaga dan kepala sekolah untuk mengoptimalkan hal tersebut. untuk mengatasi permasalahan tersebut peneliti merekomendasikan: 1. perlu ada pelatihan “peningkatan kecerdasan majemuk pada anak usia dini” bagi guru-guru agar metode leader conference dapat difahami dan diimplementasikan secara tepat dan benar, sehingga memberi hasil yang optimal. 2. mengikutsertakan para guru dalam pelatihan baik itu secara internal atau ekternal sekolah untuk meningkatkan kreatifitas guru dalam menggunakan berbagai macam metode pembelajaran yang sesuai dengan perkembangan anak usia dini. 3. perlu adanya kesamaan pemahaman dan kesadaran posisi sebagai ‘pendidik’ yang mengharuskan dirinya untuk menjadi teladan bagi anak, sehingga hal ini memotivasi setiap orang untuk bersikap positif dan menjadi terbaik. jurnal empowerment volume 4, nomor 1 februari 2014, issn no. 2252-4738 119 daftar pustaka bailey, m jane., thomas r. guskey. (2001). implementing student-led conferences. new york: corwin press. cendekia leadership school (2011). buku panduan leader conference. bandung. hasanah, maimunah (2012). pendidikan anak usia dini. jogjakarta: diva press. moeslichatoen (1998). metode pengajaran di taman kanak-kanak. departemen pendidikan dan kebudayaan. malang : dikti. nurani, yuliani. sujiono (2009). konsep dasar pendidikan anak usia dini. jakarta: pt indeks. suyanto, slamet. (2005). pembelajaran untuk anak tk direktorat jenderal pendidikan tinggi, jakarta: depdiknas. solehuddin. (1997). konsep dasar pendidikan prasekolah. bandung: departemen pendidikan fakultas ilmu pendidikan, ikip. arif, al (2004). cara sukses melejitkan kecerdasan anak. [online]. tersedia: www.cektkp.com /ebook. [14 februari 2014 jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 72 upaya tutor dalam menumbuhkan kemandirian anak berbasis metode bermain peran di tk dayang sumbi cimahi patimah stkip siliwangi bandung abstrak fokus masalah dalam penelitian ini adalah kurang terlatihnya kemandirian anak usia dini di tk dayang sumbi, tujuan penelitian ini adalah untuk mengungkap data tentang kondisi objektif dalam proses pembelajaran,tentang penggunaan metoda bermain peran tentang hasil pembelajaran melalui metoda bermain peran dalam menumbuhkan kemandirian anak usia dini di tk dayang sumbi kota cimahi. pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan menggunakan metoda studi kasus., teknik pengunpulan data yang digunakan adalah observasi, wawancara, studi dokumentasi. hasil dalam penelitian ini adalah bahwa kondisi objektif pemebelajaran anak usia dini pada umumnya menggunakan prinsip bermain sambil belajar, pembelajran dilaksanakan melalui perencanaan, yaitu melalui rencana kegiatan harian, penggunaan metode bermain peran dilakukan simulasi atau peraktek guna menumbuhkan kemandirian anak usia dini, metode bermain peran adalah salah satu alternative untuk meningkatkan kemandirian anak usia dini. kata kunci: kemandirian anak a. pendahuluan indikator kemandirian yang perlu tertanam pada anak usia dini adalah kemampuan fisik, percaya diri, bertanggung jawab, disiplin, pandai bergaul, saling berbagi, mengendalikan emosi. muhamad surya dalam agus winarti, (1994 : 45-47) mengemukakan pribadi yang mandiri mempunyai fungsi pokok, yaitu: a) fungsi kemandirian yang pertama, mengenal diri sendiri dan lingkungan meliputi, kemampuan mengenal terhadap keadaan potensi, kecenderungan, kekuatan dan kelemahan diri sendiri seperti apa adanya, b) menerima diri dan lingkungan, menurut agar individu yang bersangkutan bersikap positif dan dinamik terhadap kondisi objektif yang ada dilingkungannya, c) mengambil jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 73 keputusan menuntut kemampuan individu untuk menetapkan satu pilihan dari berbagai kemungkinan yang berdasarkan pertimbangan yang matang, d) mengarahkan diri sendiri, menuntut kemampuan individu untuk mencari dan menempuh jalan agar apa yang menjadi kepentingan dirinya dapat terselenggarakan dengan positif dan dinamik, e) perwujudan diri yaitu merupakan kebetulan dan kemantapan dari perwujudan keseluruhan fungsifungsi tersebut diatas. untuk mengembangkan seluruh potensi anak (the whole child) agar kelak dapat berfungsi sebagai manusia yang utuh sesuai falsafah suatu bangsa. anak dapat dipandang sebagai individu yang baru mengenal dunia.ia belum mengetahui tatakrama, sopan santun, aturan, norma, etika, dan berbagai hal tentang dunia. ia juga sedang belajar berkomunikasi dengan orang lain dan belajar memahami orang lain. anak perlu dibimbing agar mampu memahami berbagai hal tentang dunia dan isinya. ia juga perlu dibimbing agar memahami berbagai fenomena alam dan dapat melakukan keterampilan-keterampilan yang dibuthkan untuk hidup di masyarakat. melalui pendidikan diharapkan sebagai modal dasar untuk menyiapkan insan / generasi yang berkualitas baik,namun memiliki karakter positif atau kekuatan spiritual keagamaan, pengendalian diri dalam kemandirian. dalam upaya pembinaan kemandirian terhadap anak usia dini diperlukan adanya sebuah upaya untuk melatih dan mengembangkan kemandirian anak, sebab setiap anak merupakan individu yang mempunyai hak tumbuh dan berkembang secara optimal, anak memilki dunianya sendiri yang tentunya sangat berbeda dengan dunia orang dewasa. mereka memiliki kecerdasan masing masing serta memilki naluri sebagai mahluk tuhan. dalam rangka usaha untuk mencapai hasil pendidikan yang baik, metode dan media pembelajaran yang digunakan dan mutu guru yang berkualitas pada pendidikan anak usia dini merupakan sarana pendidikan yang memegang peranan sangat penting. paud tanpa media pembelajaran yang memadai dan mutu tutor yang berkualitas kurang bisa berfungsi sebagai lembaga pendidikan yang baik. seorang anak akan lebih mandiri apabila ada upaya dari tutor unttuk melatih kemandirian sejak usia dini, hal ini membuktikan kepada kita bahwa adanya pendidikn anak usia dini (paud) sangat diperlukan guna mencetak generasi yang berkualitas dan mandiri jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 74 b. kajian teori “tutor adalah orang yang memberi pelajaran (membimbing) kepada seseorang atau sejumlah kecil siswa (di rumah, bukan di sekolah); 2 dosen yg membimbing sejumlah mahasiswa dalam pelajarannya”(dedysugono, 2008: 1022). menurut rogers dalam catron dan allen (1999: 58) menyatakan keberhasilan guru yang sebenarnya menekankan pada tiga kualitas dan sikap yang utama, yaitu:(1) guru yang memberikan fasilitas untuk perkembangan anak menjadi manusia seutuhnya, (2) membuat suatu pelajaran menjadi berharga dengan menerima perasaan anak-anak dan kepribadian dan percaya bahwa yang lain dasarnya layak dipercaya membantu menciptakan suasana selama belajar dan (3) mengembangkan pemahaman empati bagi guru yang peka/ sensitif untuk mengenai perasaan anak-anak di dunia. dalam buku “acuan menu pembelajaran pada pendidikan anak usia dini (dirjen pls, 2002: 2), disebutkan bahwa pengertian pendidikan usia dini adalah: “ suatu upaya pembinaan yang ditujukan kepada anak sejak usia dini yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan dasar dan kehidupan tahap berikutnya”. konsep tentang kemandirian akan menunjuk pada perkembangandiri, karena diri merupakan inti dari kemandirian. konsep yang berkenaan dengan diri seperti self actualization (meslow, the creative self (adler) ego integrity konsep tentang diri tersebut tidak selalu merujuk kepada kemandirian. kemandirian merupakan salah satu ciri dari kedewasaan, orang yang mandiri memiliki kemauankemauan dan kemampuan berupaya untuk memenuhi tuntutan kebutuhan hidupnya secara sah, wajar dan bertanggung jawab. orang yang mandiri pun tidak identik dengan orang yang memiliki sifat individualistic. menurut jassin tuloli (1991) orang yang mandiri adalah: orang yang hidup di tengah-tengah masyarakat yang bekerja sama dengan masyarakat sekitarnya, namun memiliki tanggung jawab untuk memiliki tuntutan kebutuhan hidupnya secara wajar, perkembangan kemandirian berasal dari dalam diri anak seperti jenis kelamin, usia maupun pendidikan dan perkembangan yang berasal dari pendidikan atau pembentukan lingkungan termasuk orangtua. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 75 c. metode penelitian dalam penelitian ini penulis menggunakan penelitian pendekatan kualitatif. menurut poerwandari (1998) menyatakan “bahwa penelitian kualitatif adalah penelitian yang menghasilkan dan mengolah data yang sifatnya deskriptif, seperti transkripsi wawancara, catatan lapangan, gambar, foto rekaman video dan lain-lain”. selain itu patton dalam poerwandari (1998) mengungkapkan bahwa “dalam penelitan kualitatif perlu menekankan pada pentingnya kedekatan dengan orangorang dan situasi penelitian, agar peneliti memperoleh pemahaman jelas tentang realitas dan kondisi kehidupan nyata.” “adapun yang dimaksud dengan penelitian kualitatif yaitu penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subjek penelitian secara holistik, dan dengan cara deskripsi dalam bentuk kata-kata dan bahasa, pada suatu konteks khusus yang alamiah dan dengan memanfaatkan berbagai metode ilmiah (moleong, 2007:6)”. jenis pendekatan penelitian ini adalah deskriptif. penelitian deskriptif yaitu penelitian yang berusaha untuk menuturkan pemecahan masalah yang ada sekarang berdasarkan data-data. teknik pengumpulan data yang digunakan dalam penelitian ini disesuaikan dengan kebutuhan dalam pengumpulan data, adapun teknik tersebut adalah observasi, wawancara, studi dokumentasi. data yang dikumpulkan untuk kemudian diolah dan dianalisis dalam penelitian dengan menggunakan jenis data yaitu data primer dan data sekunder. suharsimi arikunto (2002: 136), menyatakan bahwa : “instrumen penelitian adalah alat atau fasilitas yang digunakan oleh peneliti dalam mengumpulkan data agar pekerjaannya lebih mudah dan hasilnya lebih baik, dalam arti lebih cermat, lengkap, dan sistematis sehingga lebih mudah diolah. “ analisis data adalah “proses mengatur urutan data, mengorganisasikannya ke dalam suatu pola, kategori dan satuan urutan dasar.”(patton, 1980) dalam hasan (2002: 97). teknik analisis data yang digunakan dalam penelitian ini adalah menggunakan langkahlangkah pengumpulan data, reduksi data, dan display data. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 76 d. hasil penelitian perencanaan pembelajaran pada program paud merupakan langkah awal yang sangat penting untuk memberikan arah yang tepat dalam pelaksanaan proses pembelajaran, selain itu rencana pembelajaran disusun untuk memberikan panduan dalam menyiapkan kegiatan pembelajaran yang sesuai dengan kemampuan anak. dengan kata lain penyusunan rencana pembelajaran harus disesuaikan dengan tahap perkembangan anak. rencana pembelajaran yang tidak sesuai dengan tahap perkembangan anak tidak atau kurang memberi manfaat bagi pengembangan kemampuan anak, untuk itu disini kami akan membahas komponen-komponen dalam rencana pembelajaran yang meliputi tujuan yang ingin dicapai, konsep yang ingin dibangun, metode, sarana, dan rencana waktu pelaksanaan merupakan acuan bagi pendidik dalam menjalankan kegiatan pembelajaran yang sistematis. berkenaan dengan perencanaan pembelajaran, kepala tk dayang sumbi memaparkan perencanaan yang dilakukan oleh tutor/ guru sebelum pembelajaran adalah : guru sebelum melaksanakan kegiatan pembelajaran di kelas harus membuat rencana kegiatan harian (rkh), kemudain menyiapkan alat peraga yang menunjang terhadap bidang pengembangan yang akan di sampaikan pada peserta didik. pelaksanaan adalah sebagai tindak lanjut dari perencanaan yang telah dibuat oleh pembuat perencana dalam hal ini adalah kepala sekolah dan tutor, pelaksanaan pembelajaran dan langkah – langkah yang diterapkan oleh tk dayang sumbi pada umumnya sama dengan sekolah – sekolah lain, ibu nur selaku kepala sekolah memaparkan bahwa, dalam langkah – langkah pelaksanaan pembelajaran pada umumnya mengacu pada garis garis besar pembelajaran dan rkh. proses pembelajaran yang dilaksanakan di tk dayang sumbi yaitu diawali dengan kegiatan awal yang mana guru membuka dan melakukan ekplorasi terhadap peserta didik dengan memberikan pertanyaan mengenai materi yang akan disampaikan dengan tujuan untuk menggali sejauh mana pengetahuan siswa berkenaan dengan materi yang akan di sampaikan, kemudia kegiatan inti yaitu guru menyampaikan materi kepada peserta didik dan biasanya dikaitkan dengan pengalaman peserta didik dalam kehidupan sehari–hari, dan diakhiri dengan kegiatan penutup yaitu guru mengevaluasi dengan model tanya jawab atau memberikan motivasi terhadap peserta didik berkenaan dengan materi yang telah disampaikan. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 77 dalam bidang pembelajaran sering sekali antara istilah model dengan istilah teori disamakan walaupun ada juga pandangan yang membedakan antara model dengan teori. kebingungan penggunaan istilah teori dengan model terjadi karena 2 hal berikut, yakni (1) ketidakpastian apakah sebuah model merupakan “model dari (analisis)” situasi yang umum atau teori ataukah dimaksudkan untuk menjadi “model untuk (sintesis)” emergent arrangement atau teori, dan (2) berkaitan dengan masalah adaptasi paradigma dari sebuah ilmu laboratorium ekperiemental ke paradigma suatu bidang terapan. upaya yang dilakukan oleh tutor dalam penggunaan metode bermain peran selalu mengacu pada rkh yang telah dibuat sebelumnya, dan langkah – langkahnya pun harus sesuai dengan bidang pengembangan atau materi yang akan disajikan oleh tutor, berkenaan dengan hal tersebut ibu nur selaku kepala sekolah memaparkan bahwa, langkah – langkah yang dilkaukan oleh tutor dalam penggunaan metode bermain peran adalah yang pertama tutor harus menentukan judul atau tema yang akan di mainkan, kemudian menentukan siapa saja yang akan dilibatkan kedalam kegiatan tersebut atau guru menawarkan kepada peserta didik siapa yang siap menjadi pemeran, tetapi sebelumnya guru sudah membuat scenario dan dialog cerita, kemudain dijelaskan kepada peserta didik tentang cerita yang akan di praktekan, kemudain guru mengarahkan atau menjelaskan alur cerita yang akan diperaktekan, dan terakhir guru menjelaskan kesimpulan cerita tersebut kemudian menagdakan tanya jawab sebagai bentuk evaluasi. e. kesimpulan dan rekomendasi program tahunan, program semester, rencana kegiatan mingguan dan rencana kegiatan harian diprogramkan oleh tk dayang sumbi. program tk dayang sumbimerupakan rangkaian kegiatan pembelajaran dengan berbagai metode dan pendekatan yang diterapkan kepada peserta didik khususnya peserta didik yang ada di ruang lingkup tk dayang sumbi. pelaksanaan bermain peran pada dasarnya dilakukan oleh guru tk dayang sumbi melalui tahapan perencanaan, pelaksanaan, dan evaluasi, guru memberi arahan pesan-pesan pada anak didik, anak tampak melakukan peran dengan peran yang diembannya walaupun tampak belum menghayati tatapi tampak dirinya ceria dan bahagia. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 78 daftar pustaka munawir yusuf, 2003. pendidikan bagi anak dengan problema belajar: solo, tiga serangkai muhammad fadillah , 2011, pendidikan karakter anak usia dini, jogjakarta, aruzz media. arifin zainal, 2009. evaluasi pebelajaran. bandung : rosda. djamariah bahri syaiful dan zain aswan, 2006. strategi belajar mengajar. jakarta : rineka cipta. d. singgih dan gunarsa, 2011. dasar dan teori perkembangan anak. jakarta : libri hartati sofia. 2007, how to be a good teacher abd to be a good mother. jakarta : enno media. hurlock b elizabeth, 1999 jilid 2 perkembangan anak edisi keenam. jakarta : erlangga. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 1 upaya tutor dalam menerapkan pendekatan pembelajaran mandiri pada warga belajar paket c di pkbm pelita pratama bandung 1rina kaniati, 2dodi kusmayadi 1,2 stkip siliwangi abstrak yang menjadi masalah dalam penelitian ini adalah kurangnya tenaga pengajar (tutor) program paket c sebagai sumber belajar,media dan alat pembelajaran yang masih terbatas,pembiayaan atau pendanaan untuk program paket c yang tersedia kurang memadai,disiplin waktu yang kurang ketat sehingga warga belajar kurang termotivasi, sehingga proses pembelajaran tidak berbasis kemandirian. landasan teori dalam penelitian ini, peneliti merujuk kepada beberapa konsep yaitu : konsep pendidikan kesetaraan paket c, konsep pendekatan pembelajaran, konsep pembelajaran mandiri, langkah-langkah pembelajaran mandiri, peran tutor.pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif, teknik pengunpulan data yang digunakan adalah observasi, wawancara, studi dokumentasi. hasil penelitian ini adalah bahwa upaya tutor dalam persiapan pembelajaran paket c dibagi kedalam beberapa tahap diantaranya pendekatan pada warga belajar, 1) pengembangan silabus, 2) pengembangan rpp, 3) pengembangan indikator, 4) pengembangan materi pembelajaran, 5) pengembangan bahan ajar, upaya tutor dalam penerapan metode pembelajaran program paket c dengan menetapkan metode pembelajaran yang disesuaikan dengan kebutuhan peserta, hambatan dalam proses pembelajaran pada program paket c di pkbm pelita pratama yang terdiri dari internal dan eksternal.kesimpulandari penelitian ini bahwa persiapan pembelajaran, dipersiapkan dan direncanakan oleh tutor program paket c pkbm pelita pratama kota bandung, penerapan metode sangat bervariatif tergantung materi yang disampaikan oleh tutor, hambatan muncul dari internal dan ekternal. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 2 kata kunci : pembelajaran mandiri, program kesetaraan paket c. a. pendahuluan pembangunan suatu bangsa memerlukan aset pokok yang disebut sumber daya, baik sumber daya alam, maupun sumber daya manusia. kedua sumber daya tersebut sangat penting dalam menentukan keberhasilan suatu pembangunan dan sesuai dengan peraturan presiden nomor 7 tentang rpjmn tahun 2004-2009 yang mengamanatkan tiga misi pembangunan nasional, yaitu yang pertama mewujudkan negara indonesia yang aman dan damai, yang kedua mewujudkan bangsa indonesia yang adil dan demokratis, dan yang ketiga mewujudkan bangsa indonesia yang sejahtera. untuk mewujudkannya, bangsa, bangsa indonesia harus memiliki sumber daya manusia (sdm) yang berkualitas, sehingga setiap warga negara mampu meningkatkan kualitas hidup, produktivitas dan daya saing terhadap bangsa lain. sesuai dengan pasal 3 undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional, visi pendidikan nasional adalah sebagai berikut. terwujudnya sistem pendidikan sebagai pranata sosial yang kuat dan berwibawa untuk memberdayakan semua warga negara indonesia berkembang menjadi manusia yang berkualitas sehingga mampu dan proaktif menjawab tantangan zaman yang selalu berubah.dari penjelasan di atas, dapat disimpulkan bahwa pendidikan memiliki kedudukan yang penting dalam mencetak sumber daya manusia yang berkualitas dan memiliki kedewasaan. pendidikan juga memiliki peranan yang hakiki dalam pembangunan suatu bangsa. seperti dikemukakan kartini kartono (1999) bahwa “pendidikan merupakan kunci biasa menjadi cakap, susila dan terampil selaku subyek pembangunan”. masyarakat dan pemerintah berusaha untuk menyelenggarakan program-program pendidikan dalam mencapai tujuan tersebut yang dibagi menjadi dua subsistem pendidikan yaitu pendidikan persekolahan atau disebut juga pendidikan formal dan pendidikan luar sekolah atau disebut juga pendidikan nonformal. coombs dalam djuju sudjana (2001 :22) mengemukakan definisi pendidikan formal, sebagai berikut :pendidikan formal adalah kegiatan yang sistematis, berstruktur, bertingkat, berjenjang, dimulai dari sekolah dasar sampai perguruan tinggi dan yang setaraf dengannya; jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 3 termasuk ke dalamnya ialah kegiatan studi yang berorientasi akademis dan umum, program spesialisasi dan latihan profesional yang dilaksanakan dalam waktu terus menerus. definisi pendidikan luar sekolah diuraikan the soult eas asian mennistry of education organization (seameo) dalam djuju sudjana (2001 :46-47), bahwa :pendidikan luar sekolah adalah setiap upaya pendidikan dalam arti yang lebih luas yang di dalamnya terdapat komunikasi yang teratur dan terarah diselenggarakan di luar sekolah, sehingga seorang atau kelompok memperoleh informasi mengenai pengetahuan, latihan, dan bimbingan sesuai dengan tingkat usia dan kebutuhan hidupnya. tujuannya adalah untuk mengembangkan pengetahuan, sikap, keterampilan dan nilai-nilai yang memungkinkan bagi seseorang atau kelompok untuk berperan serta secara efesien dan efektif dalam lingkungan keluarganya, pekerjaannya, masyarakat dan bahkan negaranya. bentuk dan kegiatan pendidikan luar sekolah sangat beragam, salah satunya adalah pendidikan orang dewasa. djuju sudjana (2001 :51) menyatakan bahwa “pendidikan orang dewasa merupakan seluruh proses pendidikan yang terorganisasi dengan bahan belajar, tingkatan dan metoda, baik bersifat resmi maupun tidak, meliputi upaya kelanjutan atau perbaikan pendidikan yang diperoleh dari sekolah, akademik, universitas atau magang”.pendidikan tersebut diperuntukkan bagi orang-orang dewasa dalam lingkungan masyarakat, agar mereka dapat mengembangkan kemampuan memperkaya pengetahuan, meningkatkan keterampilan dan ptofesi yang telah dimiliki, memperoleh cara-cara baru serta mengubah sikap dan perilaku orang dewasa. tujuan pendidikan orang dewasa ialah supaya orang dewasa mampu mengembangkan diri secara optimal dan berpartisipasi aktif, menjadi pelopor di masyarakat, dalam kehidupan sosial, ekonomi dan budaya yang terus berkembang.penyelenggaraan program paket c adalah salah satu jenis pendidikan orang dewasa dan merupakan wujud dari pengembangan pendidikan yang berkelanjutan. penyelenggaraan program ini didasari oleh tingginya jumlah penduduk pada usia 10 tahun ke atas yang hanya lulus sltp dan putus sma. dalam konteks ini maka mereka yang tamat sltp/mts dan putus sma perlu mendapat kesempatan dan pelayanan pendidikan agar memperoleh pendidikan setingkat sma. hal ini merupakan bentuk pelayanan pendidikan dalam meningkatkan mutu sumber daya manusia indonesia jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 4 dengan harapan dapat meningkatkan mutu kehidupan dan tingkat penghidupan masyarakat secara keseluruhan. program pendidikan kesetaraan paket c setara sma yang diselenggarakan untuk memberi kesempatan kepada masyarakat yang tidak dapat mengikuti pendidikan formal. pendidikan kesetaraan pada dasarnya melayani masyarakat yang putus sekolah karena adanya kebutuhan pribadinya dalam mengembangkan dirinya yang disebabkan adanya tidak ada kesempatan melanjutkan pada pendidikan formal.pendidikan kesetaraan dilaksanakan oleh penyelenggara pendidikan nonformal disesuaikan dengan kebutuhan masyarakat untuk mendapatkan kesempatan belajar yang sama berdasarkan jenjang dan tingkat pendidikan yang diikutinya, diantaranya adalah program pendidikan kesetaraan paket c yang selama ini banyak diminati oleh masyarakat dan selalu dominan dalam mencapai angka yang signifikan pada perhitungan jumlah warga belajar yang mengikuti ujian nasional (uan) selama ini. dengan demikian perlu diperhatikan secara serius baik dari segi penyelenggaraan dalam rangka meningkatkan mutu program pendidikan kesetaraan paket c yang jumlahnya cukup signifikan. program kesetaraan paket c diarahkan agar lulusannya memiliki pengetahuan, sikap, dan keterampilan yang setara dengan lulusan sma serta memiliki kecakapan hidup yang dapat dimanfaatkan untuk membuka/menciptakan lapangan usaha baik bagi dirinya maupun bagi dirinya atau masyarakat. penyelenggaraan pendidikan kesetaraan paket c harus mengacu pada delapan standar nasional pendidikan yang ditetapkan pemerintah melalui peraturan pemerintah nomor 19 tahun 2005. salah satu standar pendidikan tersebut adalah standar proses, yaitu standar nasional pendidikan yang berkaitan dengan pelaksanaan pembelajaran pada satuan pendidikan untuk mencapai standar kompetensi lulusan. standar proses pembelajaran pada pendidikan kesetaraan perlu diselenggarakan secara interaktif, inspiratif, menyenangkan, menantang, memotifasi peserta didik untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandiriannya sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis peserta didik.dalam penyelenggaraan program pendidikan kesetaraan yang umum dilaksanakan oleh para penyelenggara pendidikan nonformal selama ini cenderung memunculkan berbagai masalah. masalah yang jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 5 timbul diantaranya masih berkisar pada minimnya dana yang dimiliki oleh para pengelola pendidikan kesetaraan. adanya masalah yang krusial tersebut, secara langsung berpengaruh pada berbagai unsur, termasuk didalamnya unsur penyelenggaraan, ketenagaan, serta dukungan fasilitas sarana dan prasarana yang menunjang. pusat kegiatan belajar masyarakat (pkbm) pelita pratama bandung merupakan suatu unit kerja yang melaksanakan dan menyelenggarakan program paket c. penyelengaraan program tersebut memiliki tujuan untuk memenuhi kebutuhan pendidikan pada masyarakat yang tidak memiliki kesempatan untuk mengikuti sekolah formal disebabkan karena faktor ekonomi, faktor sosial atau juga karena faktor yang lainnya. melalui penyelenggaraan program paket c diharapkan dapat memberikan pengetahuan, keterampilan, sikap mental warga belajarnya. berdasarkan uraian di atas, dapat dikatakan bahwa program paket c memiliki peranan yang sangat penting untuk menghasilkan kualitas lulusan yang memiliki pengetahuan, keterampilan, dan sikap serta mental yang baik. pengetahuan, keterampilan, dan sikap yang dimiliki oleh lulusan program paket c sesuai dengan tuntutan kehidupan di masyarakat. di samping itu, pengetahuan, keterampilan, dan sikap dapat dimanfaatkan oleh lulusan program paket c untuk bekerja dan usaha mandiri serta melanjutkan pendidikan ke jenjang yang lebih tinggi. bertolak dari pemikiran tersebut, semestinya program paket c sebagai suatu proses dalam rangka menyiapkan warga belajar agar memiliki pengetahuan, kemampuan, dan sikap atau mental dapat dilaksanakan sesuai dengan tujuan seperti yang telah dijelaskan di atas. kenyataannya bahwa kualitas lulusan program paket c sangat jauh dari lulusan pada program pendidikan formal. kualitas ini dapat dilihat dari penguasaan pengetahuan, keterampilan atau sikap warga belajar. warga belajar lulusan dari program paket c penguasaan pengetahuan masih rendah. hal ini dapat diketahui dari hasil tes ujian nasional. dari segi keterampilan masih rendah. keterampilan yang dimiliki warga belajar belum mampu bersaing dalam lapangan kerja dengan lulusan dari sekolah formal. hal ini mengakibatkan pada sulitnya warga belajar program paket c memperoleh lapangan kerja. dari aspek sikap atau mental, warga belajar lulusan program paket c cenderung memiliki sikap statis. warga belajar kurang memiliki jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 6 kemauan atau motivasi untuk mengembangkan ilmu yang diperolehnya ataupun melakukan kegiatan belajar lebih lanjut.ada beberapa hal yang mempengaruhi rendahnya kualiatas lulusan program paket c, diantaranya : 1) kurangnya tenaga pengajar (tutor) program paket c sebagai sumber belajar. 2) media dan alat pembelajaran yang masih terbatas. 3) pembiayaan atau pendanaan untuk program paket c yang tersedia kurang memadai. 4) disiplin waktu yang kurang ketat sehingga warga belajar kurang termotivasi. kondisi tersebut di atas, sangat berdampak pada kurangnya dukungan dari masyarakat terhadap program paket c. hal ini dapat dilihat dari tanggapan masyarakat yang cenderung menganggap bahwa program paket c hanya berorientasi pada perolehan ijazah semata. tanggapan masyarakat ini berpengaruh besar terhadap pengembangan program paket c di masyarakat. masyarakat menjadi tidak tertarik dengan penyelenggaraan program paket c ini. akhirnya penyelenggaraan program paket c mengalami kemandekan. mencermati kondisi di atas, perlu dilakukan upaya optimalisasi dalam proses pembelajaran. optimalisasi proses pembelajaran dapat dilakukan melalui persiapan pembelajaran yang baik meliputi identifikasi kebutuhan warga belajar, perumusan tujuan yang sesuai, pemilihan strategi dan materi dan bahan pelajaran, dan sebagainya. selanjutnya pelaksanaan pembelajaran secara teratur dan berkesinambungan. di akhir proses pembelajaran dilakukan evaluasi dengan baik dan mampu menggali semua potensi program paket c. dengan hal di atas maka optimalisasi ini diarahkan untuk meningkatkan aktivitas dan kemampuan warga belajar dalam proses pembelajaran, sehingga dapat meningkatkan kualitas lulusan program paket c. oleh karena itu, penulis merasa tertarik untuk melakukan suatu kajian pada masalah proses pembelajaran yang dilakukan di pkbm pelita pratama kota bandung. penulis bermaksud untuk melakukan penelitian yang berjudul “upaya tutor dalam menerapkan pendekatan pembelajaran mandiri pada warga belajar paket c di pkbm pelita pratama bandung”. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 7 b. kajian teori 1. konsep pendidikan kesetaraan paket c berdasarkan undang-undang no.20 tahun 2003 tentang sistem pendidikan nasional pasal 26 ayat (3), dan penjelasannya bahwa pendidikan kesetaraan adalah program pendidikan nonformal yang menyelenggarakan pendidikan umum setara sd/mi, smp/mts, dan sma/ma yang mencakup program paket a, paket b, dan paket c. pendidikan kesetaraan juga merupakan salah satu program pendidikan nonformal yang diselenggarakan secara berjenjang dan terstruktur. dalam hal ini pendidikan kesetaraan memberikan bekal pengetahuan, keterampilan fungsional serta pengembangan sikap dan kepribadian profesional. maka “kesetaraan” mengandung arti kesamaan dalam kemampuan untuk mencapai standar kompetensi pendidikan dasar dan menengah itu sendiri. dalam pendidikan kesetaraan, sebagai mpendidikan alternatif, maka kesetaraan mengandung arti bahwa pengakuan, bobot, nilai, kadar, pengaruh, kedudukan, fungsi, dan kewenangan pnf kesetaraan dapat menjamin agar lulusannya memiliki kemampuan, kecakapan, dan nilai-nilai yang berguna dalam menempuh kehidupan. definisi mengenai setara adalah sepadan dalam civil effect,ukuran, pengaruh, dan kedudukan. sebagaimana tercantum dalam undang-undang no.20 tahun 2003 tentang sistem pendidikan nasional, pasal 26 ayat (6) bahwa hasil pendidikan nonformal dapat dihargai setara dengan hasil program pendidikan formal setelah melalui proses penilaian penyetaraan oleh lembaga yang ditunjuk pemerintah atau pemerintah daerah dengan mengacu pada standar nasional pendidikan. pengertian mengenai pendidikan kesetaraan adalah jalur pendidikan nonformal dengan standar kompetensi lulusan yang sama dengan pkbm pelita pratama, tetapi konten, konteks, metodologi, dan pendekatan untuk mencapai standar kompetensi lulusan tersebut lebih memberikan konsep-konsep terapan, tematik, induktif, yang terkait dengan permasalahan lingkungan dan melatih kecakapan hidup beorientasi kerja atau berusaha sendiri. 2. konsep pendekatan pembelajaran belajar merupakan komponen ilmu pendidikan yang berkenaan dengan tujuan dan bahan acuan interaksi, baik yang bersifat eksplisit maupun implisit (tersembunyi). untuk menangkap isi dan pesan belajar, maka dalam belajar tersebut individu menggunakan kemampuan pada ranahjurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 8 ranah : 1) kognitif yaitu kemampuan yang berkenaan dengan pengetahuan, penalaran atau pikiran terdiri dari kategori pengetahuan, pemahaman, penerapan, analisis, sintesis dan evaluasi. 2) afektif yaitu kemampuan yang mengutamakan perasaan, emosi, dan reaksi-reaksi yang berbeda dengan penalaran yang terdiri dari kategori penerimaan, partisipasi, penilaian sikap, organisasi dan pembentukan pola hidup. 3) psikomotorik yaitu kemampuan yang mengutamakan keterampilan jasmani terdiri dari persepsi, kesiapan, gerakan terbimbing, gerakan terbiasa, gerakan kompleks, penyesuaian pola gerakan dan kreativitas. untuk mencapai kompetensi tertentu, pengelolaan pembelajaran perlu menggunakan berbagai pendekatan atau metode pembelajaran sesuai dengan tujuan yang akan dicapai. proses pembelajaran pada hakekatnya seorang tutor dituntut kerja sama dengan warga belajar dengan memperhatikan prinsip pendidikan orang dewasa dimana warga belajar telah mempunyai dasar berinteraksi dan kemahiran belajar berdasarkan pengalaman belajar yang dilakukannya. seperti yang tercantum dalam acuan proses pelaksanaan pembelajaran pendidikan kesetaraan, direktorat pendidikan kesetaraan 2006 dicetuskan bahwa prinsip dalam proses pembelajaran adalah aktifitas yang dikelola dan direncanakan oleh tutor dalam rangka menciptakan suasana proses belajar yang kondusif dan berinteraksi dalam rangka mencapai tujuan yang akan dicapai. untuk kelancaran proses belajar mengajar pada pendidikan kesetaraan dibutuhkan berbagai pendekatan yang sesuai dengan tujuan yang akan dicapai berdasarkan karakteristik kelompok belajar dan kompetensi yang dimiliki oleh warga belajar. 3. konsep pembelajaran mandiri dalam proses pembelajaran pendidikan kesetaraan pada hakekatnya seorang tutor dituntut kerja sama dengan warga belajar dengan memperhatikan prinsip pendidikan orang dewasa, dimana warga belajar telah memiliki dasar untuk berinteraksi dan kemahiran belajar berdasarkan pengalaman belajar yang dilakukannya. kebijakan direktorat pendidikan kesetaraan dalam acuan proses pelaksanaan pembelajaran mandiri (2006 : 8) bahwa untuk kelancaran proses belajar mengajar pada pendidikan kesetaraan dibutuhkan berbagai pendekatan yang sesuian dengan tujuan yang akan dicapai berdasarkan karakteristik kelompok belajar dan kompetensi yang harus dimiliki oleh warga belajar. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 9 pembelajaran mandiri adalah salah satu strategi pembelajaran dalam pendidikan kesetaraan yang dilakukan secara mandiri di luar pembelajaran tatap muka atau pun tutorial. pembelajaran mandiri merupakan proses belajar yang dilakukan oleh peserta didik baik dalam lingkungan sekolah maupun diluar sekolah dengan cara membaca, menelaah, serta memahami pengetahuan sesuai dengan materi pelajaran yang terkait. pembelajaran mandiri dilakukan oleh warga belajar baik secara individu maupun kelompok melalui kontek dimensi sumber, baik dari multimedia seperti surat kabar, internet, televisi, maupun komunitas sosial yang sesuai dengan materi pelajaran di sekolah. c. metode penelitian metode penelitian yang digunakan adalah metode deskriptif kualitatif. pendekatan kualitatif dalam menelaah masalah penelitian ini dipilih karena masalah yang diteliti memerlukan suatu pengungkapan yang bersifat deskriptif. menurut moleong (2004: 6) “ penelitian kualitatif adalah penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subyek penelitian secara holistic dan dengan cara deskriptif dalam bentuk kata-kata dan bahasa, pada suatu konteks khusus yang alamiah dan dengan memanfaatkan berbagai metode alamiah” d. hasil penelitian dan pembahasan mencermati perolehan data dari pelaksanaan pembelajaran dalam program pendidikan kesetaraan paket c di pkbm pelita pratama, dapat tergambarkan dukungan dan partisipasi warga belajar terhadap proses pembelajaran. hal ini dikarenakan warga belajar adalah orang dewasa yang sudah memiliki kesiapan untuk belajar dan memiliki prinsip diri yang teguh untuk memecahkan masalah hidupnya. untuk mencapai efektifitas pembelajaran, sesuai dengan kondisi tersebut maka diperlukan kerjasama dan partisipasi warga belajar secara langsung dengan tutor, melakukan prosedur yang tepat sesuai dengan sasaran peserta didik, seperti dikemukakan knowles (1986) dalam d. sudjana (2004: 63) adalah sebagai berikut : a) menciptakan suasana yang kondusif untuk belajar melalui kerjasama dalam merencanakan program pembelajaran, b) menemukan kebutuhan belajar, c) merumuskan tujuan dan materi yang cocok untuk memenuhi kebutuhan belajar, d) merancang pola belajar dalam sejumlah pengalaman belajar jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 10 untuk peserta didik, e) melaksanakan kegiatan belajar dengan menggunakan metode, teknik dan sarana belajar yang tepat dan f) menilai kegiatan belajar serta mendiagnosis kembali kebutuhan belajar untuk kegiatan pembelejaran selanjutnya. inti teori andragogi adalah teknologi keterlibatan diri (ego) peserta didik. artinya kunci keberhasilan dalam proses pembelajaran peserta didik terletak pada keterlibatan diri mereka dalam proses pembelajaran. pencapaian efektifitas pembelajaran, ditentukan pula dari strategi pembelajaran dan pendekatan pembelajaran yang diterapkan. strategi pembelajaran orang dewasa yang ditetapkan dalam proses pembelajaran program pendidikan kesetaraan paket ini, mampu mendukung efektifitas program pembelajaran. seperti yang dijelaskan oleh c. linderman (1930) dalam abdulhak, i (2000: 15) menyatakan bahwa konsep dasar terjadinya belajar pada orang dewasa sebagai akibat dari beberapa kondisi sebagai berikut: a) orang dewasa termotivasi untuk belajar sesuai dengan kebutuhan dan minat mereka, b) orientasi belajar bagi orang dewasa adalah berpusat pada kehidupan, c) pengalaman sebagai sumber kekayaan untuk belajar orang dewasa, d) orang dewasa mengharapkan berhubungan sendiri dengan kebutuhan yang tepat, dan e) perbedaan individu diantara perorangan berkembang sesuai dengan umurnya. dapat ditarik kesimpulan bahwa, kondisi pembelajaran yang dilaksanakan dalam dua kali selama satu minggu, tepat dilakukan karena orang dewasa sebagai individu yang sudah mandiri dan mampu mengarahkan dirinya sendiri, maka dalam penerapan andragogi dalam program pendidikan kesetaraan paket c ini, yang terpenting adalah proses interaksi belajar dan kegiatan belajar mandiri yang bertumpu kepada warga belajar itu sendiri dan bukan merupakan kegiatan seorang tutor mengajarkan sesuatu (learner centered training/teaching). langkah-langkah penting di dalam mempersiapkan materi untuk proses pembelajaran paket c adalah sebagai berikut: 1) menentukan dan memprioritaskan isi/ muatan materi ajar pada dasarnya, bilamana penjajagan atau identifikasi kebutuhan pengajaran dilakukan dengan baik dan benar serta perumusan tujuan dan tingkat kedalamannya disusun dan dirumuskan dengan baik, maka sebenarnya sudah dapat teridentifikasi apa isi materi ajar yang diharapkan, 2) menentukan metode dan media pengajaran di dalam menentukan metode pengajaran, hal yang paling mendasar untuk diperhatikan adalah adanya keterlibatan maksimal peserta pengajaran, 3) menentukan kebutuhan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 11 waktu biasanya, dalam menentukan perkiraan kebutuhan waktu didasarkan pada skala prioritas. artinya bahwa topik utama yang menjadi prioritas akan mendapatkan alokasi waktu yang cukup panjang, sedangkan topik yang lain memperoleh alokasi waktu yang relatif pendek. secara konseptual para ahli sangat mempertimbangkan aspek-aspek internal dari tutor dan warga belajar dalam upaya pencapaian efektifitas program pendidikan luar sekolah. kalau dianalisis lebih lanjut tampak bahwa internal faktor warga belajar dan tutor kecenderungan menaikan peran strategis sebagai roda penggerak terlaksananya program ksetaraan paket c. hal terpenting bagi para perencana dan penyelenggara program kesetaraan paket c, setelah memahami kondisi ini, bagaimana upaya menumbuhkan dan menjaga agar internal faktor ini semakin fungsional dalam proses pembelajaran. faktor eksternal dalam penelitian ini terutama ditekankan yang erat kaitannya dengan warga belajar, yakni a) kondisi warga belajar secara fisik material (ekonomi), kurang mendukung dalam menciptakan iklim belajar yang kondusif (mendorong) warga belajar. namun secara psikologis (dukungan moril) orang tua atau keluarga cukup mendukung pada proses belajar warga belajar. b) lingkungan belajar di program kesetaraan paket c menunjukkan kecenderungan yang sangat mendukung terciptanya iklim belajar yang kondusif (mendukung) bagi warga belajar. c) demikian pula lnigkungan masyarakat program kesetaraan paket c secara umum menunjukkan kecenderungan yang kondusif (mendukung) bagi terciptanya efektifitas proses pembelajarannya e. kesimpulan dan rekomendasi persiapan pembelajaran, yang dilakukan oleh tutor program paket c pkbm pelita pratama kota bandung adalah mengacu kepada : 1) pengembangan silabu, 2) pengembangan rpp, 3) pengembangan indikator, 4) pengembangan materi pembelajaran, 5) pengembangan bahan ajar. penerapan metode sangat bervariatif tergantung materi yang disampaikan oleh tutor, pengeola tidak menetapkan metode secara baku yang harus di smpaikan oleh tutor. hambatan dalam proses pembelajaran pada program paket c di pkbm pelita pratama yang terdiri dari internal dan eksternal. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 12 daftar pustaka hamalik, oemar. 1990. metode belajar dan kesulitan-kesulitan belajar. bandung: tarsito ibrahim r, syaodih s nana. 2003. perencanaan pengajaran. jakarta: rineka cipta. joyce bruce. et al. 2000. models of teaching. 6th ed. allyn & bacon: london nasution. s. 2005. berbagai pendekatan dalam proses belajar dan mengajar. jakarta: bumi aksara. nurhadi. 2003. pendekatan kontekstual. jakarta: departemen pendidikan nasional. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 25 peran dinas tenaga kerja dalam meningkatkan pendapatan industri kreatif berbasis pangan lokal melalui pelatihan kewirausahaan di kecamatan arjasari kabupaten bandung 1kosim sirodjuddin, 2lili suparman 1,2stkip siliwangi abstrak peran dinas tenaga kerja dalam meningkatkan pendapatan industri kreatif berbasis pangan lokal melalui pelatihan kewirausahaan di kecamatan arjasari kabupaten bandung, dengan indentifikasi masalah jumlah penduduk di kabupaten bandung dari tahun ke tahun menunjukan peningkatan tahun 2011 sebanyak 3.299.988 jiwa, dan tahun 2012 sebanyak 3.351.048 jiwa. pertumbahan dunia usaha di kabupaten bandung tidak sebanding dengan peningktan angkatan kerja, rendahnya i p m, di kabuapaten bandung pada tahun tahun 2013 sebesar 75, 24. tingkat kemiskinan di kabupaten bandung pada tahun 2012.sebesar 8,69%, dengan perumusan masalah apakah penyusunan perencanaan, pelaksanaan, dan evaluasi pelatihan kewirausahaan di dinas tenaga kerja kabupaten bandung telah dilaksanakan dengan baik ? dan adakah kontribusi dari peran dinas tenaga kerja dalam meningkatkan pendapatan industri kreatif berbasis pangan local melalui pelatihan kewirausahaan di kecamatan arjasari kabupaten bandung, dinas tenaga kerja kabupaten bandung telah melaksanakan penyusunan perencanaan pelatihan kewirausahaan dengan baik dan benar sesuai prosedur, pelaksanaan pelatihan kewirausahaan belum optimal , evaluasi pelatihan kewirausahaan belum dilaksanakan secara optimal, dinas tenaga kerja kabupaten bandung mempunyai peran dan berkontribusi dalam meningkatkan pendapatan industri kreatif berbasis pangan lokal di kecamatan arjasari, karena adanya peningkatan pendapatan dari 1 juta rupiah menjadi 4 juta rupiah perbulan, tingkat rentabilita naik dari 14,29 % menjadi 57,14 %, jiwa, mental dan karakteristik wirausaha dimilki oleh pelaku wirausaha industri kreatif. kata kunci: industri kreatif berbasis pangan lokal jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 26 a. pendahuluan perkembangan penduduk di kabupaten bandung dari tahun ketahun menunjukan peningkatan sebagaimana data kependudukan yang penulis peroleh dari dinas tenaga kerja kabupaten bandung pada tahun 2012 sebanyak 3.351.048 jiwa. dengan jumlah kemiskinan pada tahun 2012 sebesar 8,69 %, sumber daya manusia dianggap sebagai salah satu faktor produksi yang penting, sumber daya manusia juga berperan sebagai perencana, pemikir, dan pelaku dari suatu organisasi, sumber daya manusia perlu dikembangkan sedemikian rupa sehingga sasaran dan tujuan dari organisasi dapat tercapai dengan tanpa meninggalkan kepentingan dari sumber daya manusia. teori ilmu manajemen sumber daya manusia ( msdm), maka yang menjadi sentral masalah berkaitan dengan upaya organisasi untuk menciptakan keunggulan organisasi melalui pelatihan yang dapat meningkatkan kemampuan, keterampilan, sikap dan prilaku anggota organisasi. manajemen sumber daya manusia merupakan alat stratejik organisasi yang dalam membantu dan menciptakan keunggulan. 1. perumusan masalah a. apakah penyusunan perencanaan, pelaksanan dan evaluasi pelatihan kewirausahaan di dinas tenaga kerja kabupaten bandung telah dilaksanakan dengan baik dan benar sesuai prosedur? b. adakah kontribusi dari peran dinas tenaga kerja dalam meningkatkan pendapatan industri kreatif bebasis pangan lokal melalui pelatihan kewirausahaan di kecamatan arjasari kabupaten bandung ? 2. tujuan penelitian a. untuk memperoleh data tentang penyusunan perencanaan pelatihan kewirausahaan di dinas tenaga kerja kabupaten bandung. b. untuk memperoleh data tentang pelaksanaan pelatihan kewirausahaan di dinas tenaga kerja kabupaten bandung. c. untuk mengetahui pelaksanaan evaluasi pelatihan kewirausahaan di dinas tenaga kerja kabupaten bandung. d. untuk mengetahui kontribusi dari peran dinas tenaga kerja dalam meningkatkan pendapatan industri kreatif berbasis pangan lokal melalui pelatihan kewirausahaan di kecamatan arjasari kabupaten bandung. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 27 3. kegunaan penelitian a. aspek teori dapat memberikan sumbangan pengetahuan mengenai ilmu pelatihan dan ilmu kewirausahaan. b. aspek praktis : 1) dapat dijadikan bahan masukan bagi dinas tenaga kerja kabupatem bandung, untuk meningkatkan pelaksanaan pelatihan yang akan datang. 2) dapat dijadikan bahan referensi bagi para pembaca yang akan melakukan penelitiam dalam permasalahan yang sama. b. kajian teori 1. sumber daya manusia menurut. h. mulyadi nitisusastro (2009: 170) sumber daya manusia merupakan satu-satunya sumber daya yang sekaligus mampu merencanakan, melaksanakan dan mengendalikan sumber daya yang lain. sumber daya manusia mampu merencanakan, melaksanakan dan mengatur summber daya keuangan, sumber daya fisik, dan sumber daya informasi. 2. pelatihan menurut ika kartika fauzi, (2011: 8) pelatihan adalah suatu usaha pengetahuan dan keterampilan agar karyawan dapat mengerjakan suatu pekerjaan tertentu. menurut a.a anwar prabu (2011: 44) pelatihan adalah suatu proses pendidikan jangka pendek yang mempergunakan prosedur, sistematis, dan terorganisir di mana pegawai non manajerial mempelajari pengetahuan dan keterampilan teknis dalam tujuan terbatas. 3. tujuan pelatihan menurut simamora, (2006: 276-277) menyatakan bahwa tujuan pelatihan dapat dikelompokan menjadi lima tujuan, yaitu: a. memperbaiki kinerja , keterampilan pegawai yang belum sesuai dengan harapan organisasi dapat ditingkatkan melalui pelatihan b. memutahirkan keahlian para karyawan sejalan dengan perubahan teknologi.melalui pelatihan, pelatih memastikan bahwa karyawan dapat secara efektif menggunakan teknologi-teknologi baru. c. mengurangi waktu pembelajaran bagi pegawai baru agar kompoten dalam pekerjaan. pegawai acapkali tidak menguasai keahlian dan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 28 kemampuan yang dibutuhkan untuk menjadi job competen, yakni kemapuan mencapai output dengan standar mutu yang diharapkan. d. membantu memecahkan permasalahan operasional e. mempersiapkan karyawan untuk promosi. 4. jenis-jenis pelatihan menurut j.c. denyer yang disadur oleh bambang tri cahyono , ( 1999 : 358). jenis pelatihan dilihat dari sudut siapa yang dilatih dalam konteks suatu organisasi, membedakan pelatihan atas lima macam, yaitu: a. pelatihan induksi ( induction training ), yaitu pelatihan perkenalan yang biasanya diberikan kepada pegawai baru dengan tidak memandang tingkatannya. pelatihan induksi dapat diberikan kepada calon pegawai lulusan sd, sltp, sma, smk, kesetaraan, dan lulusan perguruan tinggi b. pelatihan kerja ( job training ), yaitu pelatihan yang diberikan kepada semua pegawai dengan maksud untuk memberikan petunjuk khusus guna melaksanakan tugas-tugas tertentu. c. pelatihan supervisor (supervisory taining ), yaitu pelatihan yang diberikan kepada supervisor atau pimpinan tingkat bawah. d. pelatihan manajemen ( management training ), yaitu pelatihan yang diberikan kepada manajemen atau untuk pemegang jabatan manajemen. e. pengembanga n eksekutif (executive development ). yaitu pelatihan untuk mengembangkan dan meningkatkan kemampuan pejabatpejabat pimpinan. 5. perencanaan pelatihan kegiatan perencanaan pelatihan, menurut, haris mujiman (2011: 64) dalam kegiatan perencanaan terdapat 10 langkah, yaitu: a. menetapkan pengelola dan staf pembantu program pelatihan b. menetapkan tujuan pelatihan. c. menetapkan bahan ajar pelatihan. d. menetapkan metode-metode yang akan digunakan. e. alat bantu pelatihan. f. menetapkan cara evaluasi pelatihan. g. tempat dan waktu pelatihan. h. menetapkan instruktur/ nara sumber pelatihan. i. menyusun rencana kegiatan dan jadwal pelatihan. j. menghitung anggaran yang dibutuhkan. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 29 menurut, wilson (2012 : 205). terdapat 4 faktor penting : a. peserta pelatihan. kegiatan pelatihan dapat berhasil. para peserta harus siap mengikutinya. para pesertan pelatihan yang siap berarti mereka mempunyai keterampilan-keterampilan dasar yang diperlukan, ada motivasi, dan efektivitas diri. b. kemampuan pelatih sangat besar pengaruhnya dalam mencapai keberhasilan pelatihan, seorang pelatih dituntut untuk dapat menguasai materi pelatihan semaksimal mungkin, agar peserta pelatihan dapat memperoleh pengetahuan dari materi yang disampaikan. c. metode yang tepat dapat dipilih untuk memudahkan pemahaman materi yang disampaikan. kesalahan dalam memilih metode yang digunakan akan membingungkan para peserta pelatihan. d. materi pelatihan sangat menentukan dalam memperoleh keberhasilan pada proses pelatihan. materi pelatihan disampaikan harus sesuai dengan kebutuhan peserta latihan. 6. pelaksanaan pelatihan menurut wilson bangun, (2012 : 206)setelah dilakukan perencanaan pelatihan, maka proses berikutnya akan dilaksanakn pelatihan. dalam melaksanakan pelatihan terlebih dahulu perlu dilakukan pengujian atas metode-metode yang digunakan. tindakan ini dilakukan untuk memastikan bahwa mtode yang digunakan sesuai dengan kebutuhan pelatihan. dalam prakteknya terdapat berbagai pendekatan dapat digunakan untuk memilih metode yang tepat sebagai instrument pelatihan. berbagai faktor perlu diperhatikan agar hasil pelatihan efektif, anatra lain sifat pelatihan, identifikasi peserta pelatihan, kemampuan pelatih atau instruktur, lokasi geografis, biaya, waktu, dan lamanya pelatihan. variable-variable tersebut sangat besar pengaruhnya atas keberhasilan pelatihan. 7. evaluasi pelatihan yang perlu di evaluasi dalam kegiatan pelatihan menurut, haris mujiman (2011 : 67 )sasaran evaluasi/penilaian adalah : a. partisipan pelatihan:penilaian bertujuan mengukur perubahan pengetahuan, sikap dan keterampilan setiap partisipan sebagai hasil pelatihan. b.instruktur :penilaian bertujuan mengukur kekuatan dan kelemahan instruktur dalam pelaksanaan tugas. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 30 b. penyelenggara pelatihan:pemilaian bertujuan mengukur kekuatan dan kelemhan dalam penyelenggaraan teknis program pelatihan. c. bahan pelatihan dan alat bantu belajar :penilaian bertujuan mengukur kefektifan sebagai sarana untuk d. mencapai tujuan. e. program pelatihan :penilaian bertujuan mengukur keefektifan dan keefisienan program pelatihan, dipandang dari segi hasil yang dicapai partisipan dalam bandingannya dengan biaya yang dikeluarkan. 8. kewirausahaan yang dimaksud dengan kewirausahaan menurut bygrave yang diterjemahkan oleh buchari alama (2007:22) pada intinya entrepreneur atau kewirausahaan diartikan sebagai orang yang mengganti tatanan ekonomi dengan mengenalkan hasil dan layanan, menciptakan bentuk organisasi baru atau menggali bahan-bahan mentah yang baru, hai ini berarti kewirausahaan menyangkut upaya seseorang untuk memperbaiki ekonomi melalui pengenalan produk, pengelolaan sumber-sumber baru untuk keperluan ekonomi. c. metode penelitian metode penelitian yang penulis gunakan adalah metode penelitian deskriptif, dengan teknik pengumplan data. wawancara, observasi, dokumentasi dan studi literature. pelaksanaan pengumpulan data tahap orientasi, eksplorasi, dan member cheek, dengan teknik analisa data, reduksi data, display data, dan kesimpulan atau verifikasi. d. hasil penelitian dan pembahasan 1. hasil penelitian a. penyusunan perencanaan pelatihan di dinas tenaga kerja kabupaten bandung. penyusuan perencaan pelatihan merupakan kegiatan yang pertama kali, perencanaan dijadikan pedoman dalam pelaksanaan pelatihan, dalam penyusunan perencanaan pelatihan untuk menetapkan pengelola dan staf pembantu program pelatihan berdasarkan pada surat keptusan yang di tandatangani oleh kepala dinas tenaga kerja kepala seksi penempatan kerja dan perluasan kerja sebagai ketua pelaksana kegiatan program pelatihan yang di bantu oleh staf seksi sebagai staf pembantu program pelatihan. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 31 dalam menetapkan tujuan pelatihan berdasarkan pada tanggungjawab kementrian tenaga kerja dan transmigrasi yaitu pengentasan penganngguran dan setengah penganggur, dengan materi pelatihan terbagi dua yaitu teori, dan praktek metode pembelajaran yang digunakan adalah metode ceramah, diskusi, tanya jawab, praktek, problem solving,dan simulasi dengan rencana evaluasi setelah para peserta selesai melakukan pelatihan, dan setelah tiga bulan berikutnya dengan maksud untuk melihat perkembangan usahanya. instruktur ditetapkan berdasarkan pada keahlian yang disesuaikan dengan kebutuhan jenis pelatihan yang akan diselenggarakan baik instruktur kewirausahaan maupun instruktur praktek dengan berbagai jenis kegitan, renca kegiatan dan jadwal pelatihan berdasarkan pada hasil musyawarah rencana pembangunan (musrembang) di tingkat kecamatan yang di himpun dan dianalisis kebutuhan oleh badan pembangunan daerah (bapeda), untuk ditindak lanjuti oleh dinas tenaga kerja melalui bidang penempatan kerja dan perluasan kerja untuk satu tahun anggaran, dalam pembuatan rencana anggaran biaya (rab) yang tersedia di dalam dpa. b. pelaksanaan pelatihan di dinas tenaga kerja kabupaten bandung materi pelatihan kewirausahaan sesuai dengan yang diharapkan, instruktur teori kewirausahaan sangat menguasai materi pelatihan, peserta mengerti dan merasa puas, instruktur mampu menguasai kelas dengan baik selama penyampaian materi pelatihan, sehingga suasana pelatihan menyenangkan, berjalan kondusif, situasi kelas aktif, instruktur mampu merangsang, dan memotivasi peserta untuk menjadi pelaku wirausaha yang sukses, bahan untuk praktek yang disedikan oleh penyelenggara banayak yang tidak sesuai dengan kebutuhan prakatek, pelayanan dari penyelenggara kurang, karena masih ada kebutuhan dari peserta yang kurang terpenuhi dalam hal pengobatan bagi peserta yang kurang sehat, tetapi hal tersebut kami maklumi. lokasi tempat pelatihan sangat strategis dan sangat menunjang kelancaran proses belajar mengajar, karena udaranya nyaman, jauh dari kebisingan. c. pelaksanaan evaluasi pelatihan di dinas tenaga kerja kabupaten bandung pelaksanaan evaluasi pelatihan, para peserta selama sepuluh hari mengikuti pelatihan nampak sekali perubahannya, seperti wawasan pengetahuan, kemampuan, keterampilan, sikap dan prilaku, akhirnya para peserta pelatihan dapat melakukan usaha jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 32 barunya dengan harapan menjadi pelaku wirausaha yang berhasil, para instruktur selama kegiatan pelatihan berlangsung dapat melaksanakan tugasnya dengan baik, sehingga para peserta dapat memahami dan mengerti dari materi pelatihan yang diberikan baik materi teori kewirausahaan maupun praktek bagaimana caranya pembuatan produk sesuai dengan jenis kegiatannya, pihak penyelenggara selama kegiatan pelatihan berlangsung dapat menyelesaikan kewajibannya dengan baik, walaupun masih terdapat kelemahan dalam penyelenggaraannya. d. peran dinas tenaga kerja dalam meningkatkan pendapatan industri kreatif berbasis pangan lokal melalui pelatihan kewirausahaan di kecamatan arjasari kabupaten bandung dinas tenaga kerja kabupaten mempunyai peran, karena para peserta setelah mengikuti pelatihan kewirausahaan menjadi memiliki inisiatif termotivasi untuk menjadi pelaku usaha yang berhasil dan sukses, kontribusi dari peran dinas tenaga kerja kabupaten bandung dapat meningkatkan pendapatan, bila dibandingkan dengan pendapatan sebelum mengikuti pelatihan, sebelumnya pendapatan setiap bulan rata-ratanya satu juta rupiah dari jumlah biaya yang dikeluarkan untuk produksi sebesar tujuh juta rupiah dengan pendapatan hasil penjualan delapan juta rupiah, dengan tingkat rentabilitas 14,29 persen, tetapi setelah mengikuti pelatihan kewirausahaan yang diselengagarakan oleh dinas tenaga kerja, pendapatan meningkat menjadi empat juta rupiah, dari jumlah biaya yang dikeluarkan sama sebesar tujuh juta rupiah dengan pendapatan hasil penjualan menjadi sebelas juta rupian, ini terjadi dengan adanya macammacam produk yang dihasilkan, maka hasil penjualan bertambah. sehingga rentabilitaspun naik menjadi 57,14 persen, dengan modal, ketekunan, keuletan, kejujuran dan disiplin terhadap pembeli, maka jumlah pembeli bertambah, selalu berkomitmen dengan para konsumen, apa yang telah disampaikan kepada konsumen selalu dipenuhi, setelah mengikuti pelatihan kewirausahaan, menjadi percaya diri atas hasil produk dan mampu untuk bersaing dengan produk lain yang sejenis produknya, setiap aktivitas usaha yang dilakukan senantiasa berorintasi pada tugas dan hasil, siap mengambil resiko apa yang telah diputuskan dengan pembeli, berusaha sekuat tenaga untuk menjadi pelaku usaha yang mandiri, memilki masa depan, dapat membuka lapangan kerja, dapat meningkatan perekonomian pedesaan. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 33 2. pembahasan a. penyusunanan perencanaan pelatihan di dinas tenaga kerja kabupaten bandung. dinas tenaga kerja kabupaten bandung dalam penyusunan perencanaan pelatihan terdapat 10 tahapan, hal ini sejalan dengan teori yang dikumakan oleh haris mujiman, 2011 : 64 ) hanya berbeda urutanya saja, tidak ada perbedaan yang prinsipil. adapun 10 langkah yang dilakukan oleh dinas tenaga kerja kabupaten bandung sebagai berikut: 1) menetapkan pengelola dan staf pembantu program pelatihan berdasarkan pada surat keptusan yang di tandatangani oleh kepala dinas seksi penempatan kerja dan perluasan kerja sebagai ketua pelaksana kegiatan program pelatihan yang di bantu oleh staf seksi sebagai staf pembantu program pelatihan. 2) menetapkan tujuan pelatihan 3) tujuan di tetapkan berdasarkan pada tanggungjawab kementrian tenaga kerja dan transmigrasi yaitu pengentasan penganngguran dan setengah penganggur, 4) menetapkan materi pelatihan 5) materi pelatihan terbagi dua yaitu teori, dan praktek 6) menetapkan metode pembelajaran 7) metode pembelajaran yang digunakan adalah metode ceramah, diskusi, tanya jawab, praktek, problem solving,dan simulasi 8) rencana evaluasi 9) evaluasi dilaksanakan setelah para peserta selesai melakukan pelatihan, dan setelah tiga bulan berikutnya dengan maksud untuk melihat perkembangan usahanya. 10) menetapkan instruktur 11) instruktut ditetapkan berdasarkan pada keahlian yang disesuaikan dengan kebutuhan jenis pelatihan yang akan diselenggarakan baik instruktur kewirausahaan maupun instruktur praktek dengan berbagai jenis kegitan, 12) bahan dan perlatan 13) bahan dan peralatan yang disediakan oleh penyelengga disesuaikan dengan kebutuhan kegiatan materi pelatihan, baik untuk teori maupun untuk praktek. 14) menetapkan waktu pelatihan 15) kegiatan pelatihan akan dilaksanakan selama 10 hari setara dengan 80 jam pelajaran, setiap hari sebanyak 8 jam pelajaran, pelaksanaannya setiap hari tanpa terkecuali walaupun hari libur, jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 34 kegiatan berjalan terus, materi teori kewirausahaan disampaikan 4 hari setara dengan 32 jam pelajaran, dan materi praktek 6 hari setara dengan 48 jam pelajaran. 16) rencana kegiatan dan jadwal pelatihan 17) rencana kegiatan berdasarkan pada hasil musyawarah rencana pembangunan (musrembang) di tingkat kecamatan yang di himpun dan dianalisis kebutuhan oleh badan pembangunan daerah (bapeda), untuk ditindak lanjuti oleh dinas tenaga kerja melalui bidang penempatan kerja dan perluasan kerja untuk satu tahun anggaran, 18) biaya 19) dalam pembuatan rencana anggaran biaya (rab) yang tersedia di dalam dpa. b. pelaksanaan pelatihan pelaksanakan pelatihan kewirausahaan selama sepuluh hari (80 jam pelajaran), dimana dari 80 jam pelajaran tersebut terbagi dua program yaitu teori selama 32 jam pelajaran yang terdiri dari dari ilmu tentang kewirausahaan, yang meliputi pengertian kewirausahaan, azas-azas kewirausahaan, karakteristik kewirausahaan, jiwa dan mental wirausaha, ilmu manajemen yang meliputi: pemasaran, produksi, pengemasan, pembukuan/ akuntansi dasar, etika bisnis, inovasi, motivasi, insisitif, kreatifitas, dan cara-cara memelih letak perusahaan serta cara-cara pendirian usaha, dan praktek selama 48 jam pelajaran yang terdiri dari kegiatan pembuatan aneka kripik, aneka krupuk, abon jantung pisang, dendeng daun singkong, dan lain-lain. kelemahan dari pihak penyelenggara dalam pengadaan peralatan praktek masih terdapat peralatan yang kurang sesuai dengan kebutuhan pelatihan, untuk memenuhi kebutuhan bahan dan perlatan tersebut terpaksa peserta mencarinya untuk melengkapinya, sehingga kegiatan praktek kewirausahaan terhambat.kelemahan dari pihak instruktur praktek, karena masih ada instruktur praktek yang menyampaikan materi kurang nyambung dengan materi kegiatan praktek, sehingga wibawa instruktur menjadi kurang di depan peserta pelatihan, maka kegitan praktek menjadi kurang kondusip, hal ini terjadi karena dinas tenaga kerja tidak melakukan pengujian kompetensi kemampuan instruktur tidak sejalan dengan pendapat wilson bangun, (2012: 206) materi untuk pelatihan teori kewirausahaan sangat menyenangkan karena materi-materi teori kewirausahaan yang disampaikan oleh instruktur teori kewirausahaan sangat sesuai dengan kebutuhan peserta jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 35 pelatihan, semua materi itu disampaikan dengan baik. metode pembelajaran disesuaikan dengan materi, peserta termotivasi dan terangsang untuk mengemukan pendapatnya, mengemukan permasalahan-permasalahan yang pernah dilamai oleh peserta pelatihan yang telah menjadi pelaku wirausaha. akhirnya tujuan pelatihan secara tidak langsung dapat tercapai yaitu menambah wawasan pengetahuan, kemampuan , keterampilan, sikap dan prilaku peserta menjadi sesuai dengan harapan menjadi pelaku wirausaha tang tangguh, dan unggul serta sukses, jadwal dan alokasi waktu materi pelatihan yang telah ditetapkan oleh penyelenggara dijadikan acuan oleh para instruktur. c. evaluasi pelatihan dinas tenaga kerja kabupaten bandung belum melaksanakan evalusi pelatihan secara optimal, sedangkan evaluasi itu perlu dilakukan, karena dengan evaluasi dapat diketahui secara pasti apa yang menjadi permasalahan menghambat tujuan dari pelatihan, sesuai dengan pendapat haris mujiman (2011: 67) hal hal yang perlu dievaluasi adalah peserta pelatihan, instruktur, penyelenggara, bahan pelatihan, program pelatihan, berdasarkan pembahasan penulis dari hasil penelitisn masih terdapat peserta yang kurang disiplin, inlstruktur praktek kewirausahan kurang menguasai materi pelatihan yang telah direncanakan, bahan untuk praktek banyak yang tidak sesuai dan peralatan yang dipergunakan untuk praktek pun kurang sesuai, suasana pembelajaran kurang kondusip. pelayanan dari penyelenggara kepada peserta masih belum optimal, untuk mengatasi kelemahan atau kekurangan dari dinas tenaga kerja bidang penempatan dan perluasan kerja, sebaiknya mengoptimalkan evaluasi baik pada saat pelaksanaan pelatihan maupun pada akhir kegiatan, agar kelemahan atau kekurangan yang terjadi tidak terulang kembali pada kegiatan pelaksanaan pelatihan yang akan datang dengan kelemahan atau kekurangan yang sama. d. peran dinas tenaga kerja dalam meningkatkan pendapatan industri kreatif berbasis pangan lokal melalui pelatihan kewirausahaan di kecamatan arjasari kabupaten bandung dinas tenaga kerja kabupaten bandung mempunyai peran dalam meningkatkan pendapatan industri kreatif berbasis pangan lokal melalui pelatihan kewirausahaan di kecamatan arjasari kabupaten bandung, ini terbukti baik dari peserta setelah mengikuti pelatihan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 36 selama 10 hari nampak perubahannya dalam pengetahuan, keterampilan, sikap dan prilaku dan alumni yang telah mengikuti pelatihan kewirausahaan menjadi pelaku wirausaha industri kreatif berbasis pangan lokal di kecamatan arjasari kabupaten bandung, termotivasi untuk menjadi pelaku usaha yang berhasil dan sukses, dan berkontribusi dalam pendapatan bertambah, bila dibandingkan dengan pendapatan sebelum mengikuti pelatihan, sebelumnya pendapatan setiap bulan rata-ratanya satu juta rupiah dari jumlah biaya yang dikeluarkan untuk produksi sebesar tujuh juta rupiah dengan pendapatan hasil penjualan delapan juta rupiah, dengan tingkat rentabilitas 14,29 persen, tetapi setelah mengikuti pelatihan kewirausahaan yang diselengagarakan oleh dinas tenaga kerja, pendapatan meningkat menjadi empat juta rupiah, dari jumlah biaya yang dikeluarkan sama sebesar tujuh juta rupiah dengan pendapatan hasil penjualan menjadi sebelas juta rupian, ini terjadi dengan adanya macam-macam produk yang dihasilkan, maka hasil penjualan bertambah. sehingga rentabilitaspun naik menjadi 57,14 persen, dengan modal, ketekunan, keuletan, kejujuran dan disiplin terhadap pembeli, maka jumlah pembeli bertambah, berkomitmen dengan para konsumen, apa yang telah disampaikan kepada konsumen selalu dipenuhi, menjadi percaya diri atas hasil produk dan mampu untuk bersaing dengan produk lain yang sejenis produknya, setiap aktivitas usaha yang dilakukan senantiasa berorintasi pada tugas dan hasil, siap mengambil resiko apa yang telah di putuskan dengan pembeli, berusaha sekuat tenaga untuk menjadi pelaku usaha yang mandiri, memilki masa depan, dapat membuka lapangan kerja, dapat meningkatan perekonomian pedesaan e. kesimpulan 1. penyusunan perencanaan pelatihan. dinas tenaga kerja kabupaten bandung telah melaksanakan penyusunan perencanaan pelatihan kewirausahaan secara baik dan benar sesuai dengan sistem operasional prosedur yang ada di pemerintahan kabupaten bandung. 2. pelaksanaan pelatihan. dinas tenaga kerja kabupaten bandung belum optimal, dalam pelaksanaan pelatihan kewirausahaan karena masih terdapat kelemahan. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 37 3. evaluasi pelatihan evaluasi pelatihan belum dilaksanakan secara optimal, terbukti kelemahan yang terjadi tidak diketahui baik dari peserta, instruktur, bahan, perlatan, penyelenggara maupun program pelatihan. 4. peran dinas tenaga kerja dalam meningkatkan pendapatan industri kreatif berbasis pangan lokal di kemacatan arjasari kabupaten bandung. dinas tenaga kerja kabupaten bandung mempunyai peran dan berkontribusi dalam meningkatkan pendapatan industri kreatif berbasis pangan lokal di kecamatan arjasari, karena adanya peningkatan pendapatan dari 1 juta rupiah menjadi 4 juta rupiah perbulan, tingkat rentabilita naik dari 14,29 % menjadi 57,14 %, jiwa, mental dan karakteristik wirausaha dimilki oleh pelaku wirausaha industri kreatif. daftar pustaka a. fauzi ika kartika (2011 ). mengelola pelatihan partisipatif. bandung: alfabeta. alma buchari. (2007). kewirausahaan. bandung : alfabeta bangunwilson. (2012).manajemen sumber daya manusia . jakarta: erlangga cahyonotri bambang. (1999). kasus-kasus manajemen sumber daya manusia. semarang: agung. mujiman haris. (2011). manajemen pelatihan berbasis belajar mandiri. yogyakarta : pustaka belajar. nitisusastro mulyadi. (2012). kewirausahaan & manajemen usaha kecil bandung alfabeta simamora (2006) manajemen sumber daya manusia. yogyakarta: bagian penerbitan sekolah tinggi ilmu ekonomi jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 18 penggunaan metode bercerita bagi anak usia dini di paud smart little cilame indahbandung try setiantono stkip siliwangi bandung abstrak permasalahan yang timbul dalam penelitian ini adalah eara mencrapkan pendidikan melalui metode bercerita terhadap prilaku anak. adapun tujuan diadakan penelitian ini adalah untuk mengetahui prosedur penggunaan metode bercerita dalam proses pembelajaran di paud, untuk mengetahui prosedur pemilihan tema cerita, untuk mengetahui dampak metode bercenta terhadap pnlaku anak setelah mengilcuti proses pembelajaran dengan menggunakan metode bercerita, dan untuk mengetahui kesulitan yang dihadapi pembimbing dalam menggunakan metode bercerita yang bertujuan menerapkan pendidikan untuk anak. teori yang dianggap bermakna, dalam mengungkapkan fokus di atas, yaitu konsep pendidikan anak usia dini, konsep pembelajaran, konsep perkembangan bahasa, dan konsep metode bercerita. pendekatan yang digunakan dalam penelitian ini, adalah icualitatif dengan menggunakan metode penelitian tindakan kelas (ptk). dengan tujuan untuk memperbaiki persoalan nyata dan praktis dalam interaksi antara guru dengan siswa yang sedang belajar khususnya pembelajaran untuk meningkaflm empati anak. kemampuan berempati anak di paud smart little cilame indah, setelah diterapkannya metode bercenta, mengalami peningkatan. terlihat dari aspek kemampuan empati yang diamati mengalami peningkatan. anak dapat menghormati teman, anak sudah tidak memaksakan kehendak kepada. teman, anak clapat bersabar menunggu giliran, dan anak dapat membantu guru. kata kunci : ptk terhadap anak usia dini di paud a. pendahuluan pendidikan merupakan hal penting yang harus diberikan sejak dini untuk mempersiapkan sumber daya manusia yang berkualitas. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 19 pendidikan anak usia dini merupakan pendidikan yang sangat mendasar dan strategis dalam pembangunan sumber daya manusia. namun diperlukan metode yang tepat dan sesuai karakter anak usia dini agar pesan-pesan yang ingin disampaikan dapat benar-benar dipahami oleh anak untuk bekal kehidupannya di masa depan. salah satu metode yang dapat diberikan adalah dengan metode bercerita, karena bercerita dapat dijadikan metode untuk menyampaikan nilai-nilai yang berlaku dalam masyarakat. b. kajian teori pengertian paud pendidikan anak usia dini, adalah suatu proses pembinaan tumbuh kembang anak usia lahir hingga enam tahun secara menyeluruh, yang mencakup aspek fisik dan non fisik, dengan memberikan rangsangan bagi perkembangan jasmani, rohani (moral dan spiritual), motorik, akal berpikir, emosional, dan sosial yang tepat dan benar agar anak dapat tumbuh dan berkembang secara optimal. prinsip paud 1. perkembangan aspek fisik, sosial, emosional, dan kognitif anak saling berkaitan serta saling mempengaruhi satu sama lain. 2. perkembangan fisik.motorik, emosi, sosial, bahasa, dan kognotof anak terjadi dalam suatu urutan tertentu yang relatif dapat diramalkan. 3. perkembangan berlangsung dalam rentang yang bervariasi antar anak dan antar bidang pengembangan dari masing-masing fungsi. 4. pengalaman awal anak memiliki pengaruh kumulatif dan tertunda terhadap perkembangan anak. 5. perkembangan anak berlangsung ke arah yang makin kompleks, khusus, terorganisasi, dan terinternalisasi. 6. perkembangan dan cara belajar anak terjadi dan dipengaruhi oleh konteks sosial budaya yang majemuk. 7. anak adalah pembelajar aktif, yang berusaha membangun pemahamannya tentang lingkungan sekitar dari pengalaman fisik, sosial, dan pengetahuan yang diperolehnya. 8. perkembangan dan belajar merupakan interaksi kematangan biologis dan lingkungan, baik lingkungan fisik maupun lingkungan sosial. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 20 9. bermain merupakan sarana penting bagi perkembangan sosial, emosional, dan kognitif anak serta menggambarkan perkembangan anak. 10. perkembangan yang mengalami percepatan bila anak berkesempatan untuk mempraktikkan berbagai keterampilan yang diperoleh dam mengalami tantangan setingkat lebih tinggi dari halhal yang telah dikuasainya. 11. anak memiliki modalitas beragam (ada tipe visual, auditif, kinestetik, atau gabungan dari tipe-tipe itu) untuk mengetahui sesuatu sehingga dapat belajar hal yang berbeda pula dalam memperlihatkan hal-hal yang dikuasainya. 12. kondisi terbaik anak untuk berkembang dan belajar dalam komunitas yang menghargainya, memenuhi kebutuhan fisiknya, serta aman secara fisik dan fisiologis. tujuan paud 1. agar anak percaya akan adanya tuhan dan mampu beribadah serta mencintai sesamanya. 2. agar anak mampu mengelola keterampilan tubuhnya termasuk gerakan motorik kasar dan motorik halus, serta mampu menerima rangsangan sensorik. 3. anak mampu menggunakan bahasa untuk pemahaman bahasa pasif dan dapat berkomunikasi secara efektif sehingga dapat bermanfaat untuk berpikir dan belajar. 4. anak mampu berpikir logis, kritis, memberikan alasan, memecahkan masalah, dan menemukan hubungan sebab akibat. 5. anak mampu mengenal lingkungan alam, lingkungan sosial, peranan masyarakat, dan menghargai keragaman sosial dan budaya, serta mampu mengembangkan konsep diri yang positif dan kontrol diri. 6. anak memiliki kepekaan terhadap irama, nada, berbagai bunyi, serta menghargai karya kreatif. pembelajaran pengertian pembelajaran dalam instruction yang ditekankan adalah kegiatan belajar mengajar maka usaha-usaha yang terencana dalam memanipulasi guru-siswa agar terjadi kegiatan belajar dalam diri siswa kita sebut pembelajaran. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 21 tujuan pembelajaran 1. tujuan itu menyediakan situasi atau kondisi untuk belajar, misalnya dalam situasi bermain peran. 2. tujuan mendefinisikan tingkah laku siswa dalam bentuk diukur dan dapat diamati. 3. tujuan menyatakan tingkat minimal perilaku yang dikehendaki, misalnya pada peta pulau jawa, siswa dapat mewarna dan memberikan label pada sekurang-kurangnya tiga gunung utama. ciri khas pembelajaran 1. rencana 2. kesalingtergantungan 3. tujuan 4. unsur dinamis pembelajaran pada diri guru 5. unsur pembelajaran kongruen dengan unsur mengajar unsur pembelajaran komponen pembelajaran 1. adanya tujuan yang ingin dicapai, 2. adanya bahan atau isi pelajaran yang dibicarakan, 3. adanya metode dan alat pengajaran untuk menyampaikan bahan pelajaran agar tujuan dapat dicapai, 4. adanya penilaian dan evaluasi untuk melihat terciptanya tujuan yang ingin dicapai pengertian bahasa bahasa sebagai sistem simbol yang teratur untuk mentransfer berbagai ide maupun informasi yang terdiri dari simbol-simbol visual maupun verbal. pemerolehan bahasa 1. belajar secara formal 2. tidak dilaksanakan di sekolah 3. dilakukan tanpa sadar 4. dilakukan anak dalam konteks bahasa yang bermakna. faktor-faktor perkembangan bahasa perkembangan bahasa anak dipengaruhi oleh beberapa faktor. yusuf (2002:121-122) menyebutkan faktor-faktor yang mempengaruhi jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 22 perkembangan bahasa anak yaitu kesehatan, intelegensi, status sosial, ekonomi keluarga, jenis kelamin, dan hubungan keluarga. metode bercerita pengertian bercerita merupakan cara penyampaian atau penyajian materi pembelajaran secara lisan dalam bentuk cerita dari guru kepada anak. manfaat metode bercerita 1. menanamkan kejujuran 2. menanamkan keberanian 3. menanamkan kesetiaan 4. menanamkan keramahan 5. menanamkan ketulusan 6. sikap-sikap positif yang lain dalam kehidupan lingkungan keluarga, sekolah, dan luar sekolah. tujuan berceita untuk memberikan informasi atau menanamkan nilai-nilai sosial, moral dan keagamaan, pemberian informasi tentang lingkungan fisik dan lingkungan sosial. strategi pembelajaran melalui bercerita 1. menetapkan tujuan dan tema cerita 2. menetapkan bentuk bercerita yang dipilih 3. menetapkan bahan dan alat yang diperlukan dalam kegiatan bercerita sesuai dengan bentuk bercerita yang dipilih. 4. menetapkan rancangan langkah-langkah kegiatan bercerita, yang terdiri dari : 5. menetapkan rancangan penilaian kegiatan bercerita c. pembahasan penerapan metode bercerita dalam meningkatkan kemampuan berempati anak sudah dilakukan dengan memperhatikan kekurangan dan melengkapi kekurangannya, yaitu bercerita dengan alat peraga atau media dan ekspresi guru harus ditingkatkan. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 23 setelah dilakukan penerapan metode bercerita, terlihat kemampuan berempati anak ada peningkatan. hal ini dikarenakan dalam setiap cerita terdapat pesan moral yang berisikan nilai-nilai berempati. d. kesimpulan kondisi objektif kemampuan berempati anak, sebelum diterapkan pembelajaran dengan menggunakan metode bercerita, prilaku berempati anak masih ada yang tidak sesuai dengan perkembangan kemampuan berempati anak yang diharapkan. rendahnya kemampuan berempati anak yang ditujukan dengan berbagai prilaku seperti masih ada anak yang tidak menghormati teman, memaksakan kehendak kepada teman, tidak sabar menunggu giliran, dan tidak mau membantu ibu guru. namun setelah diterapkannya metode bercerita, kondisi objektif kemampuan berempati anak mengalami peningkatan. terlihat dari aspek kemampuan empati yang diamati mengalami peningkatan. anak dapat menghormati teman, anak sudah tidak memaksakan kehendak kepada teman, anak dapat bersabar menunggu giliran, dan anak dapat membantu guru. daftar pustaka agustini, elis r. 2010. implementasi metode bercerita dalam mengembangkan desmita. 2010. psikologi perkembangan peserta didik. bandung: rosda empati anak usia taman kanak-kanak. bandung: upi hainstock, elizabet g. 1999. metode pengajaran montessori. jakarta : pustaka delapiatasa. melani, roni. 2009. penerapan pendidikan moral untukanak usia dini melalui metode bercerita. bandung: upi sardima, a.m. 1992. interaksi dan motivasi belajar mengajar. jakarta raj awali pers. 3sudjana, nana. 1995. penilaian hasil proses belajar mengajar. bandung pt remaja rosdakarya. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 60 meningkatkan partisipasi orang tua pada program paud melalui penyuluhan di pos paud melati 03 (kel. padasuka kec. cimahi tengah kota cimahi) dita megawati stkip siliwangi bandung abstrak tujuan dari penelitian skripsi yang berjudul meningkatkan partisipasi orang tua pada program paud melalui penyuluhan di pos paud melati 03 adalah untuk mengungkapkan data tentang partisipasi orang tua di pos paud melati 03 di kelurahan padasuka melalui program paud yang ada, untuk mengungkapkan data tentang pelaksanaan penyuluhan dalam meningkatkan partisipasi orang tua terhadap program paud di pos paud melati 03 kelurahan padasuka, untuk mengungkapkan data tentang cara melakukan penyuluhan bagi orang tua pada program paud di pos paud melati 03 kelurahan padasuka. penulis menggunakan metode deskriptif. populasi dalam penelitian ini adalah 5 orang tua siswa dari 70 orang tua siswa. teknik pengumpulan data dalam penelitian ini adalah dengan menggunakan wawancara, angket dan quesioner yang diberikan kepada orang tua siswa. hasil dari penelitian ini menunjukkan bahwa partisipasi yang dilakukan oleh orang tua siswa di pos paud melati 03 yaitu untuk melakukan berbagai tindakan secara maksimal untuk mendukung keberhasilan pendidikan dan program yang akan dilaksanakan. kata kunci: partisipasi orang tua, program paud, penyuluhan a. pendahuluan pada dasarnya semua orang tua itu pasti mengharapkan sesuatu dari anaknya yang terbaik. banyaknya orang tua yang berbagi/ sharing dengan tutor tentang harapan orang tua akan anaknya bersekolah di pendidikan anak usia dini (paud), agar anak tersebut ada perubahan dalam sikap yang lebih baik dan dapat bersosialisasi dengan temanteman yang sebaya dengannya juga menjadikan anak lebih mandiri. karena kebutuhan belajar bila tidak terpenuhi, tidak akan dapat mengembangkan dirinya. tujuan pencapaian yang baru adalah tandajurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 61 tanda perkembangan, baik dalam aspek kognitif, afektif maupun psikomotor/ keterampilan. ditinjau dari sejarahnya pendidikan anak usia dini (paud) di indonesia mulai diperhatikan oleh pemerintah secara sungguh-sungguh dan mencakup rentang usia 0-6 tahun sejak tahun 2002. dengan demikian pengembangan pendidikan anak usia dini (paud) yang mencakup rentang usia antara 0-6 tahun secara nasional baru berjalan selama 7 tahun. namun karena pemahaman dan kemauan masyarakat selama ini sudah sangat bagus, sehingga hanya dalam kurun waktu 7 tahun (angka partisipasi kasar) apk-paud sudah mencapai 15,3 juta (53,6%). penyelenggaraan pendidikan anak usia dini (paud) berfungsi membina, menumbuhkan, dan mengembangkan seluruh potensi anak usia dini secara optimal sehingga terbentuk perilaku dan kemampuan dasar sesuai dengan tahap perkembangannya agar memiliki kesiapan untuk memasuki pendidikan selanjutnya dalam rangka mencapai tujuan pendidikan nasional pendidikan anak usia dini (paud) juga merupakan fondasi dasar kepribadian anak dan pendidikan yang paling mendasar menempati posisi yang strategis dalam pembangunan sumber daya manusia. partisipasi orang tua dalam pelaksanaan pendidikan anak usia dini (paud) merupakan kunci utama keberlangsungan dari program pendidikan anak usia dini (paud). b. kajian teori dan metode konsep pendidikan anak usia dini pendidikan anak usia dini (paud) adalah jenjang pendidikan sebelum jenjang pendidikan dasar merupakan suatu upaya pembinaan yang ditujukan bagi anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut, yang diselenggarakan pada jalur, nonformal, dan informal. pendidikan anak usia dini (paud) merupakan salah satu bentuk penyelenggaraan pendidikan yang menitikberatkan pada peletakan dasar ke beberapa arah berikut ini : jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 62 1. pertumbuhan dan perkembangan fisik (koordinasi motorik halus dan kasar) 2. kecerdasan (daya pikir, daya cipta, kecerdasan emosi, kecerdasan spiritual) 3. sosioemosional (sikap dan perilaku serta agama) bahasa dan komunikasi, yang disesuaikan dengan keunikan dan tahap-tahap perkembangan yang dilalui oleh anak usia dini. konsep program paud program pos paud adalah program kegiatan pembelajaran yang disesuaikan dengan kurikulum yang berlaku di tingkat pendidikan pra sekolah. program pos paud terlaksana apabila didukung oleh tenaga kader yang memahami program. menurut kristanto (2008) adalah : ”menempati yang amat strategis, dalam penyiapan sumber daya manusia masa depan. karena pos paud selain perkembangan intelektual terjadi yang amat pesat pada tahuntahun awal kehidupan setiap anak”. konsep penyuluhan secara umum pengertian penyuluhan dalam arti umum adalah ilmu sosial yang mempelajari sisitem dan proses perubahan pada individu serta masyarakat agar dapat terwujud perubahan yang lebih baik sesuai dengan yang digarapkan (setiana l. 2005). penyuluhan sebagai proses perubahan perilaku penyuluhan adalah proses perubahan perilaku di kalangan masyarakat agar mereka tahu, mau dan mampu melakukan perubahan demi tercapainya peningkatan produksi, pendapatan/ keuntungan dan perbaikan kesejahteraannya. penyuluhan adalah melaksanakan kegiatan pembinaan atau pengarahan yang bertujuan untuk meningkatkan program agar dapat terlaksana sesuai dengan harapan. c. hasil dan pembahasan hasil penelitian yang didapat dilapangan tentang meningkatkan partisipasi orang tua pada program paud melalui penyuluhan di pos paud melati 03 (kel. padasuka kec. cimahi tengah kota cimahi) yaitu terdapat tiga orang tua murid menyatakan ya, bahwa pendidikan terhadap anak itu perlu dilakukan sejak dini. dari tiga pengelola tersebut mereka beralasan karena seiring dengan tuntutan jaman, karena setiap anak memerlukan bimbingan pendidikan, karena jika jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 63 pendidikan dilakukan sejak dini bisa menentukan masa depan anak. lalu pada saat penyuluhan berlangsung disampaikan tentang program kegiatan field trip (pembelajaran di luar kelas), para orang tua siswa antusias dengan berlangsungnya program kegiatan tersebut karena dengan adanya program tersebut anak dapat mengenal lingkungan sekitar, karena agar anak jadi lebih tahu tempat-tempat pembelajaran di luar sekolah, karena akan lebih meningkatkan wawasan anak. banyak juga program paud yang cukup menarik perhatian para orang tua siswa yaitu, cooking class, berenang, memperingati hari nasional (hari ibu kartini), mengikuti perlombaan hut ri. kita selaku orang tua perlu memotivasi anak untuk mengembangkan potensinya itu dikarenakan supaya anak terdorong untuk menjadi lebih baik, sudah menjadi kewajiban sebagai orang tua untuk memotivasi anak, agar potensi anak lebih berkembang, motivasi itu sangat penting terutama bagi anak usia dini untuk merangsang kemampuannya, juga dorongan orang tua sangat berpengaruh bagi anak. menurut hasil yang didapat dari wawancara terhadap orang tua murid yaitu tentang apakah ibu setuju dengan penyuluhan yang dilakukan oleh pos paud melati 03. merekapun berpendapat ya, karena dengan adanya penyuluhan ilmu kita jadi bertambah, karena berfungsi membina, menumbuhkan, dan mengembangkan seluruh potensi anak, karena sebagai bahan informasi yang bermanfaat bagi penyelenggaraan pendidikan anak usia dini, karena membantu memberikan pendapat sehingga bisa membuat keputusan yang benar. pada saat saya bertanya kembali, penyuluhan tentang apa yang ibu harapkan di pos paud melati 03 jawabannya dari lima orang tua siswa yaitu: penyuluhan gizi, penyuluhan metode pembelajaran anak, penyuluhan pendidikan keluarga, penyuluhan mencuci tangan, penyuluhan sikat gigi dengan benar. manfaatnya bagi orang tua siswa setelah melakukan penyuluhan adalah orang tua siswa lebih mendukung dengan diadakannya program paud dengan cara berperan aktif/ berpartisipasi pada setiap kegiatan yang diadakan oleh pos paud melati 03, seperti pada saat diadakannya kegiatan perayaan hari nasional (hari kartini) orang tua siswa begitu antusias dalam mengikuti kegiatan tersebut, dengan mendukung anaknya untuk mengikuti perlombaan yang diadakan, seperti lomba busana daerah, lomba menggambar/ mewarnai, lomba sepeda hias, dan kegiatan lainnya. orang tua yang anaknya bersekolah di pos paud jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 64 melati 03 mengembangkan materi penyuluhan yang sudah dilaksanakan oleh lembaga, dan merealisasikan partisipasi yang sudah di ajukan oleh seluruh orang tua siswa di pos paud melati 03. d. kesimpulan berdasarkan hasil pembahasan diatas maka penulis menarik kesimpulan bahwa penididikan anak sejak usia dini amat sangat penting. lalu penyuluhan yang di adakan di pos paud melati 03 sangat diminati oleh orang tua siswa. serta mengetahui sejauh mana partisipasi orang tua dalam program paud di pos paud. sehingga orang tua siswa lebih mendukung dengan diadakannya program paud dengan cara berperan aktif/ berpartisipasi pada setiap kegiatan yang diadakan. daftar pustaka departemen komunikasi dan informatika ri badan informasi kesejahteraan rakyat. (2005). pentingnya pendidikan dalam keluarga. jakarta faisal, sanapiah. (1982). metodologi penelitian pendidikan. surabaya: usaha nasional gunarsa, singgih d. (2007). psikologi perkembangan. jakarta: gunung mulia hasan, maimunah. (2012). pendidikan anak usia dini. jogjakarta: diva press http//id.wikipedia.org/wiki/pendidikan_anak_usiadini. [1 desember 2012] n, redi dan o, rosani. (2011). cara terbaik mendidik anak. bandung: karya kita peraturan pemerintah ri nomor 19 tahun 2005 tentang standar nasional pendidikan. jakarta: depdiknas ri. yamin, martinis. (2013). panduan pendidikan anak usia dini. jakarta : gaung persada press group. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 85 penerapan prinsip bermain sambil belajar dalam mengembangkan multiple inteligencia pada pendidikan anak usia dini (study kasus di paud daarul piqri kelurahan leuwigajah cimahi selatan ) yani nurdiani stkip siliwangi bandung abstrak penelitian ini dilatarbelakangi permasalahan yaitu masih kurang maksimal penerapan prinsip bermain sambil belajar dalam mengembangkan multiple intelegencie anak usia dini. landasan teori dalam penelitian ini yaitu : konsep bermain sambil belajar, pengertian belajar, konsep pembelajaran paud, konsep pendidikan anak usia dini. pengertian pendidikan anak usia dini. pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif. hasil penelitian bahwa paud daarul piqri menggunakan metoda bermain sambil belajar untuk meningkatkan multiple intelegensi anak. kesimpulan dari penelitian ini adalah bahwa belajar sambil bermain sangat efektif untuk dilakukan. rekomendasi bahwa pembelajaran hanya berorentasi pada keberhasilan kognitif saja, sementara potensi guru sangat kreatif dan inovatif sehingga di sarankan agar para guru terus mengembangkan kompetensi dan profesionalismenya kata kunci: bermain sambil belajar, multiple intelegencie a. pendahuluan manusia sebagai makhluk yang sedang dalam proses pertumbuhan dan perkembangan, harus ditempatkan pada posisi sebagai objek pekerjaan mendidik dan sebagai subjek pendidikan. ”pendidikan sebagai suatu proses pertumbuhan dan perkembangan, dalam rangka sebagai suatu hasil interaksi individu dengan lingkungannya, baik lingkungan fisik maupun sosial, sejak lahir sampai sepanjang hidup itu sendiri, dimana warisan sosial sebagai salah satu jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 86 bagian daripada lingkungan sosial menjadi suatu alat yang dipergunakan untuk perkembangan individu seoptimal mungkin yang akan memajukan kesejahteraan umat manusia. henderson (surya, 1995: 4”), perlunya pengembangan potensi dan bakat individu juga didorong oleh kemajuan ilmu pengetahuan dan teknologi yang amat pesat dan tentunya akan membutuhkan individu-individu yang kreatif dan produktif dalam berbagai segi kehidupan. menurut yusuf (amal, 2005) bahwa, kemampuan yang harus dimiliki oleh setiap individu dalam mengantisipasi kehidupan masyarakat yang syarat dengan perubahan dan kompetisi yang sangat ketat, antara lain kesiapan melakukan lifelong learning; proses belajar tak pernah selesai selama manusia itu masih hidup, berfikir secara integratif dan konseptual, responsetisme, menalar secara rasional, kreatif, berani bertanggung jawab, kepekaan terhadap keadilan sosial dan solidaritas, peka terhadap batas-batas toleransi masyarakat, memiliki harga diri, dan nalar secara ijtihad. kesinambungan antara pembimbing (orang tua), pendidik (tutor) dalam memberikan pendidikan sejak dini. dalam prakteknya kelompok bermain tentu saja harus menerapkan prinsip dasar pembelajaran yang harus dipenuhi, salah satu prinsipnya yaitu bermain sambil belajar. prinsip bermain sambil belajar sangat mengutamakan kegiatan bermainnya daripada belajarnya artinya bahwa kegiatan pembelajaran dalam pendidikan anak usia dini (paud) lebih didominasi oleh kegiatan yang menyenangkan dan menggembirakan bagi anak dan sebaliknya bukan kegiatan yang membosankan bagi anak bahkan menyakitkan bagi anak. tujuan penerapan prinsip bermain sambil belajar bagi anak usia dini salah satunya adalah untuk menstimulasi otak anak dalam jangka panjang agar dalam memorinya selalu dipenuhi oleh kegiatan-kegiatan yang memberi kesan positif dan tentunya menyenangkan bagi anak. tujuan bermain tersebut pada dasarnya diarahkan untuk mengembangan multiple intelligences anak. anak adalah individu unik yang mempunyai potensi, kemampuan dan kebolehan tersendiri. menurut howard gardner terdapat delapan kemampuan intelektual pada anak yaitu: “verbal (bahasa), logika (matematika), visual (spasial), fisik (kinestetik),musikal (ritme), interpersonal, intrapersonal dan naturalis”sebagai sebuah satuan paud daarul pikri kota cimahi, telah menyelenggarakan pendidikan bagi anak guna mendukung tercapainya tujuan pendidikan nasional. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 87 tujuan umum penyelenggaraan taman bermain ini pada hakikatnya adalah sama dengan tujuan pendidikan anak usia dini, yaitu untuk meletakkan dasar-dasar pengembangan sikap, pengetahuan, keterampilan dan daya cipta bagi anak usia tiga tahun sampai dengan memasuki pendidikan dasar. berkaitan dengan hal tersebut proses pembelajaran yang dilaksanakan oleh paud daarul pikri kota cimahi, sedikit banyak akan turut menentukan pertumbuhan dan perkembangan potensi anak kedepannya. berdasarkan uraian tersebut, maka penulis mencoba untuk melakukan penelitian lebih lanjut dengan mengambil judul kajian penelitian ”implementasi prinsip bermain sambil belajar dalam mengembangkan multiple intelligences pada pendidikan anak usia dini”. rumusan masalah “bagaimana penerapan prinsip bermain sambil belajar dalam mengembangkan multiple intelegencia anak usia dini di paud daarul piqri kelurahan leuwigajah cimahi selatan” b. kajian teori 1. konsep bermain sambil belajar kegiatan bermain merupakan kegiatan yang sangat menarik bagi anak-anak, dalam kamus besar bahasa indonesia yang diterbitkan departemen pendidikan dan kebudayaan memberikan pengertian bahwa bermain asal kata dari main yang artinya “melakukan permainan yang menyenangkan hati dengan menggunakan alat permainan atau tidak”, dalam pengertian lain dijelaskan lebih lanjut bahwa bermain adalah “melakukan perbuatan untuk besenang-senang dengan menggunakan alatalat tertentu atau tidak”. masa anak merupakan masanya bermain. bermain ialah kegiatan yang dilakukan berulang-ulang demi kesenangan, tanpa ada tujuan atau sasaran yang hendak dicapai. bermain merupakan pendekatan dalam melaksanakan kegiatan pendidikan anak dini usia, dengan menggunakan strategi, metode, materi/ bahan, dan media yang menarik agar mudah diikuti oleh anak. melalui bermain anak diajak untuk bereksplorasi (penjajakan), menemukan, dan memanfaatkan benda-benda disekitarnya.(direktorat padu, 2002 : 6) sebagaimana jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 88 diungkapkan oleh solehuddin (2000 : 85) bahwa : “bermain dapat dipandang sebagai suatu kegiatan yang bersifat volunter, spontan, terfokus pada proses, memberi ganjaran secara intrinsik, menyenangkan, aktif, dan fleksibel, semakin suatu aktivitas memiliki ciri-ciri tersebut itu semakin merupakan bermain”. alasan tersebut dikarenakan : pertama, bermain itu sifanya sukarela, karena bermain dilakukan atas keinginan dan kemauan anak. kedua, bermain itu sifatnya spontan karena bermain dilakukan tanpa perencanaan sebelumnya. ketiga, kegiatan bermain terarah ke dalam proses bukan hasilnya, yang menjadi sasaran kegiatan bermain adalah peristiwa atau kegiatan bermainnya itu sendiri dan bukan hasilnya. keempat, kegiatan bermain itu memiliki intrinsic reward, anak yang bermain akan senang atau bahagia disaat ia dapat melakukan apa yang ingin ia lakukan. kelima, keterlibatan aktif pada pihak anak baik fisik maupun mental. keenam, bermain itu sifatnya fleksibel dan choiceful, anak yang bermain mempunyai kesempatan yang bebas untuk memilih kegiatan bermain apa saja yang ia inginkan. 2. pengertian belajar kegiatan belajar akan terjadi sepanjang manusia itu hidup atau dengan kata lain sepanjang manusia itu masih memenuhi kebutuhannya. belajar adalah suatu proses yang ditandai dengan adanya perubahan pada diri seseorang. perubahan sebagai hasil dari proses belajar dapat ditunjukkan dari berbagai bentuk seperti berubah pengetahuan, pemahaman, sikap dan tingkah laku, keterampilan, kecakapan dan kemampuannya serta perubahan aspek-aspek lain yang ada pada individu yang belajar. hintzman (sukmara, 2005: 46) menyatakan, “belajar adalah suatu perubahan yang terjadi dalam diri organisme, manusia atau hewan, disebabkan oleh pengalaman yang dapat mempengaruhi tingkah laku organisme tersebut”. sementara itu morgan (sobur, 2003: 219) merumuskan, “belajar adalah suatu perubahan yang relatif menetap dalam tingkah laku sebagai akibat atau hasil dari pengalaman yang lalu”. 3. konsep multiple intelligences jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 89 usia dini merupakan periode awal yang paling penting dan mendasar sepanjang rentang pertumbuhan dan perkembangan kehidupan manusia. ace suryadi (2009: 66) menjelaskan bahwa: para ahli neorolog mengemukakan bahwa saat anak dilahirkan ia sudah di bekali dengan struktur otak yang lengkap, namun baru mencapai kematangannya seteleh di luar kandungan. bayi lahir sudah dibekali dengan milyaran neuron di dalam ataknya. neuron ini dibentuk saat janin hanya berukuran 8 ons. sel-sel neuron tumbuh, bermigrasi, berhubungan, menyusun dan menciptakan jalan atau yang disebut dengan proses perkawatan (wiring) dalam otak. proses wiring akan makin bertambah kuat dan membentuk pada bagaimana cara berpikir, merasa bersikap, berprilaku, dan belajar bila neuron-neuron ini di rangsang”. hasil penelitian tersebut diatas terus berkembang untuk menemukan wacana baru dalam upaya mencerdaskan anak bangsa. memiliki buah hati yang sehat dan cerdas menjadi dambaan setiap orang tua. dari generasi yang sehat dan cerdas diharapkan menjadi tonggak kemajuan bangsa. hal ini menjadi tanggung jawab tama orang tua yang merupakan orang terdekat bagi anak. namun untuk merealisasikan tidaklah begitu mudah, karena yang dibutuhkan tidak hanya pemenuhan kebutuhan secara materi, tetapi juga mental dan social. yang lebih penting lagi, kemauan dan pengetahuan orangtua untuk dapat melakukan semua upaya itu sejak merencanakan kediran anak itu tumbuh dan berkembang menjadi pribadi yang mandiri. hal ini menunjukkan bahwa betapa meruginya suatu keluarga, masyarakat dan bangsa jika mengabaikan masa-masa penting yang berlangsung pada anak usia dini.multiple intelligences atau multi kecerdasan (kecerdasan jamak) merupakan teori yang dikemukakan oleh dr. howard gardner pada tahun 1983. teori multiple intelligences atau kecerdasan jamak dikembangkan gardner berdasarkan pandangannya bahwa kecerdasan pada saat sebelumnya hanya dilihat dari segi linguistik dan logika. c. metode penelitian jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 90 dalam penelitian ini penulis menggunakan penelitian pendekatan kualitatif. menurut poerwandari (1998) menyatakan “bahwa penelitian kualitatif adalah penelitian yang menghasilkan dan mengolah data yang sifatnya deskriptif, seperti transkripsi wawancara , catatan lapangan, gambar, foto rekaman video dan lain-lain.dengan populasi sampel 8 0rang,1 penyelenggara,3 tutor dan 4 orang siswa. d. hasil penelitian hasil penelitian ini adalah bahwa pemebelajaran anak usia dini pada umumnya menggunakan prinsip bermain sambil belajar, pembelajran dilaksanakan dengan tujuan untuk mengembangkan multiple intelegencie nak usia dini, pembelajaran yang diterapkan dalam mengembangkan multiple intelegenci khususnya di paud darul fikri mengembangkan 9 multiple intelegencie, keberhasilan mengembangkan multiple intelegencie anak dibantu dengan alat permainan educatif (ape) yang dapat menunjang anak untuk mengembangkan multiple intelegnecie secara maksimal dalam pembelajran. pembelajaran pada umumnya selalu menggunakan strategi teknik dan metoda dalam menyampaikan materi ajar kepada peserta didik, beragam metoda digunakan yang disesuaikan dengan kebutuhan atau disesuaikan dengan materi pembelajaran namun pada umumnya di pendidikan anak usia dini metoda yang sering digunakan adalah metoda bermain hal ini karena prinsip dalam paud adalah bermain sambil belajar, ibu nurhafsyah jamilah sebagai kepala sekolah menjelaskan, banyak metode yang bisa diterapkan disekolah akan tetapi metode ini lebih tepat diterapkan untuk pendidikan anak usia dini khususnya disekolah yang kami kelola. cara ini akan lebih berkesan dalam memori otak anak-anak untuk perkembangan pengetahuannya karena pada usia dini adalah masamasa perkembangan memori otak sangat pesat yang disebut masa emas (golden ege).dengan cara ini maka dapat mengembangkan multiple intelegenci anak dengan pembelajaran yang menyenangkan akan merangsang multiple intelegenci anak yang dimiliki setiap anak. sebagaimana diungkapkan oleh solehuddin (2000 : 85) bahwa : “bermain dapat dipandang sebagai suatu kegiatan yang bersifat volunter, spontan, terfokus pada proses, memberi ganjaran secara intrinsik, menyenangkan, aktif, dan fleksibel, semakin suatu aktivitas memiliki ciri-ciri tersebut itu semakin merupakan bermain” juga jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 91 disampaikan oleh direktorat paud bahwa : ”bermain merupakan pendekatan dalam melaksanakan kegiatan pendidikan anak dini usia, dengan menggunakan strategi, metode, materi/ bahan, dan media yang menarik agar mudah diikuti oleh anak. melalui bermain anak diajak untuk bereksplorasi (penjajakan), menemukan, dan memanfaatkan benda-benda disekitarnya” konsep yang digunakan dalam pembelajaran anak usia dini adalah konsep bermain sambil belajar sesuai dengan yang disampaikan oleh ibu cucu khodijah selaku guru paud darul fikri bahwa konsep yang digunakan dalam pembelajaran anak usia dini menggunakan metode bermain sambil belajar, hal ini karena akan menjadi salah satu faktor stimulus pada kecerdasan anak, sejalan dengan pendapat menurut (dworetzky, 1990: 395) dalam moeslichatoen (2004: 31), yaitu: tingkah laku bermain dimotivasi dari dalam diri anak (motivasi intrinsik) karena itu dilakukan demi kegiatan itu sendiri dan bukan karena adanya tuntutan masyarakat atau fungsi-fungsi tubuh, tingkah laku itu menyenangkan atau menggembirakan untuk dilakukan (pengaruh positif), bukan dikerjakan sambil lalu dan tingkah laku itu bukan dilakukan sambil lalu karena itu tidak mengikuti pola atau urutan yang sebenarnya melainkan lebih bersifat pura-pura, cara/ tujuan bermain lebih diutamakan daripada tujuannya karena anak lebih tertarik pada tingkah laku itu sendiri dari pada keluaran yang dihasilkan, kelenturan karena bermain merupakan perilaku yang lentur dan kelenturan ditunjukkan baik dalam bentuk maupun dalam hubungan serta berlaku dalam setiap situasi. dalam penelitian ini peneliti melihat beberapa hasil dari penerapan metoda bermain sambil belajar mengembangkan multiple intelegence anak terutama multiple intelegence visual-spatial,logika – matematika,emosi intra-personal nya yang sering sekali muncul. berdasarkan hasil di atas berikut peneliti paparkan beberapa hasil dari penerapan bermain sambil belajar dalam meningkatkan kecerdasan jamak anak usia dini. 1. rajib yan nugraha lahir pada tanggal 13 agustus 2007 anak dari asep syarif dan nila supiyadi, ayahnya bekerja sebagai bagian keuangan sebuah hotel di bandung, sebelum tutor menerapkan prinsipbermain sambil belajar dia selalu kurang mampu menyusun puzzle dan kurang percaya diri,setelah tutor menerapkan bermain jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 92 sambil belajar multiple intelegencenya mulai muncul yaitu verbal dan visual-spasialnya interpersonal. 2. keysa safitunnajah lahir di cimahi tanggal 28 april 2008 anak dari nandang dan iin bekerja sebagai tukang,sebelum dia mengikuti metoda bermain sambil belajar dia tidak bisa merangkai dan menghitung mainan,namun setelah dia mengikuti metoda bermain sambil belajar kecerdasan logika-matemaiknya mulai terlihat saat dia di suruh tutor untuk merangkai bunga, tangkai dan daun, kemudian dia sudah bisa menghitung jumlah gambar dan mainan ,orang tua nya sangat senang karena keysa selalu menghitung setiap benda yang membuat dia tertarik. 3. nurul aisyah cimahi 3 april 2007 lahir dari orang tua bernama yusep kurnia dan mulyanti, keduanya bekerja sebagai karyawan sebuah pabrik di cimahi ,selama dia pembelajaran di kelas a di paud daarul piqri dia terlihat egois dan selalu ingin menang sendiri ,tapi dia tidak mampu mencurahkan apa yang di inginkan. namun setelah tutor berusaha mengajak berbicara sering dan sering mengajak bermain akhirnya kecerdasan emosi interpersonalnya mulai nampak. dia selalu bekerjasama dan berbicara dengan teman sebayanya tentang apa keinginannya, serta bisa mengendalikan emosi egoisnya. di lingkungan sekitarnya dia mulai bergaul dengan anak yang lebih tua serta bisa mengungkapkan perasaan tentang keinginan dan cita-citanya. 4. badai wahyudin lahir di cimahi 7 agustus 2007 ayah bernama nanang dan ibu bernama heni seheni, ayahnya bekerja sebagai pns, badai seorang anak yang cerdas ,namun kurang mandiri dia selalu ingin di temani oleh ibunya apabila sedang di dalam kelas, tutor paud selalu mencoba mengajak badai untuk bermain dengan tutor dan teman-temannya,tutor selalu bercerita dengan ape boneka panggung yang menceritakan seorang anak yang berani dan mandiri, tutor selalu memberikan contoh melalu sikap dan permainan permainan kepada badai dan anak-anak yang lain, lambat laut badai mulai berani di kelas tanpa di temani ibunya. di rumah pun badai sudah berani untuk pergi ke warung sendiri tanpa di tamani ibu atau ayah bahkan kakaknya. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 93 e. kesimpulan dan rekomendasi bahwa penerapan metoda bermain sambil belajar dalam mengembangkan intelegence anak usia dini sangat efektif dilakukan di tinjau dari penerapan strategi dan efektifitasnya daftar pustaka djudju sudjana, , (2004); pendidikan non formal,achmadi, a. dan nurboko, c. 2003. metodologi penelitian. jakarta : bumi aksara. amal, b. k. pendidikan anak di usia dini. [online]. tersedia: http://www.waspada.co.id/serba_serbi/pendidikan/artikel. php?article_id=67766. [28 juni 2006]. anggota ikapi. 2003. undang-undang sisdiknas no 20 tahun 2003. bandung : fokusmedia. 2005. undang-undang sistem perencanaan pembangunan nasional no. 25 tahun 2004. bandung : fokusmedia arikunto, s. 2003. dasar-dasar evaluasi pendidikan. jakarta : pt. bumi aksara. depdiknas padu. 2003. pedoman rintisan kelompok bermain. bandung : depdiknas. upi. 2006. pedoman penulisan karya ilmiah. bandung : upi. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 198 studi pembelajaran rumah qurani dalam meningkatkan kemampuan berbahasa anak usia dini di ra assakinah sejahtera kab. bandung barat heriyanto abstract this research was motivated by the problems in early childhood language skills in ra assakinah sejahtera, namely the tendency of interest in learning language skills, especially speaking skills are still relatively low and there is still the teacher’s ability or competence is not optimal. so, we need a model of learning that is more effective in the learning process. the approach used in this study is a qualitative descriptive approach using the techniques of observation data collection, interviews, documentary studies, and literature studies.this study aimed to describe: 1) the learning objective of quranic home conditions in ra assakinah sejahtera, 2) implementation of the quranic home method in ra assakinah sejahtera in order to improve language skills, 3) the results achieved from the use of the quranic home method, and 4) using barriers of quranic home method. the theoretical basis of this study, researchers refer to several concepts: 1) learning theory, law 20 of 2003 on national education system chapter 1, verse 2002, 2) the concept of quranic home learning, pusdiklatrumahqurani 2012, 3) the concept of early childhood education, curriculum 2004 of kindergarten and raudlatul afhtal (depdiknas, 2004: 2), and 4) language concepts, strategies mastery speak, suwarna 2002.the results of this study indicate that in improving language skills for early childhood needed teacher guidance and parents collaboration. guidance by the teacher implemented is designed to be more flexible in the sense of a child can learn with class organization that vary in individual activities, classical, and groups. cooperation with the parents conducted to establish communication through the development of children's ability liaison books are competitors by providing stimulation reward as maintaining cooperative school with his parents. conclusions from this research is the quranic home learning can improve language skills in early childhood in ra assakinah sejahtera and jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 199 in delivering learning material formulated with a variety of themes that can applied with other lessons or other themes. kata kunci: quranic home learning, childs language skill a. pendahuluan berdasarkan berbagai penelitian bahwa usia dini merupakan pondasi terbaik dalam mengembangkan kehidupannya di masa depan. selain itu pendidikan di usia dini dapat mengoptimalkan kemampuan dasar anak dalam menerima proses pendidikan di usia-usia berikutnya. dengan terbitnya undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional (sisdiknas), keberadaan pendidikan usia dini diakui secara sah. hal itu terkandung dalam bagian tujuh, pasal 28 ayat 1-6, di mana pendidikan anak usia dini diarahkan pada pendidikan prasekolah yaitu anak usia 0-6 tahun. salah satu metode pembelajaran untuk mengajarkan nilai-nilai dalam alquran yang dapat dikembangkan di sekolah adalah model pembelajaran rumah qurani, yang memiliki beberapa kelebihan yaitu diantaranya: dengan model ini anak sangat mudah untuk menghafal ayat alquran, dan anak tidak hanya hafal ayatnya saja tetapi juga paham artinya sehingga diharapkan nilai-nilainya dapat terinternalisasi dalam diri anak, dan dengan model ini anak belajar dalam suasana yang menyenangkan serta dapat menumbuhkan multiple intelegences siswa. almukaromah (2010), metode rumah qurani dapat menumbuhkembangkan multiple intelligences siswa, seperti kecerdasan spasial, linguistik, interpersonal, musikal, natural, bodi/kinestetis, intrapersonal, logis-matematis. oleh karena itu kiranya model pembelajaran rumah qurani ini dapat dijadikan sebagai alternatif pembelajaran pendidikan keagamaan dan pengembangan multiple intelligences anak untuk anak usia dini. menurut desmita (2009, bahwa: “perkembangan bahasa anak yang sesuai dengan norma tata bahasa, belum bisa selesai pada usia 12-18 tahun. oleh karena itu anak harus banyak belajar bicara baik dengan menggunakan bahasa yang halus”. pengembangan kemampuan dasar di tk meliputi beberapa pengembangan berbahasa. sebagai alat komunikasi, bahasa merupakan sarana yang sangat penting dalam kehidupan anak. disamping itu bahasa juga merupakan alat untuk menyatakan pikiran dan perasaan kepada orang lain yang sekaligus berfungsi untuk memahami pikiran dan perasaan orang lain. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 200 sebagaimana pendapat yang dikemukakan oleh tarigan (1984), bahwa: “kemampuan berbahasa atau keterampilan berbahasa mempunyai empat komponen yang terdiri dari keterampilan menyimak, keterampilan berbicara, keterampilan membaca, dan keterampilan menulis”. keempat keterampilan tersebut memiliki hubungan yang saling terkait satu sama lain, yang merupakan satu kesatuan. keempat keterampilan tersebut perlu dilatih pada anak usia dini karena dengan kemampuan berbahasa tersebut anak akan belajar berkomunikasi dengan orang lain, sebagaimana dalam kurikulum 2004 diungkapkan bahwa kompetensi dasar dari pengembangan bahasa untuk anak usia dini yaitu: “anak mampu mendengarkan, berkomunikasi secara lisan, memiliki perbendaharaan kata, dan mengenal simbol-simbol yang melambangkannya”. tiga langkah pendekatan pembelajaran yang digunakan metode rumah qurani adalah (sulaiman, 2007): 1. permainan yaitu yang dilakukan sebagai hiburan bermakna untuk siswa. permainan ini antara lain mengajarkan konsep sebab akibat dari makna ayat yang dimaksud dan atau terkait dengan tema lain yang relevan. 2. cerita yang merupakan kesimpulan dari permainan (melalui cerita keteladanan, makna yang diajarkan akan lebih terjelaskan kepada anak). rumusan penelitian ini adalah: apakah model pembelajaran rumah qurani dapat meningkatkan kemampuan anak dalam meningkatkan kemampuan berbahasa? b. kajian teori dan metode konsep pembelajaran rumah qurani metode pengajaran yang paling cocok untuk anak pra-sekolah adalah fun learning (belajar yang menyenangkan). menurut psikolog peter kline, “belajar akan efektif bila dilakukan dalam suasana yang menyenangkan.” (pusdiklatrumahqurani.wordpress.com/metoderumah-quran 2012/12). dalam kegiatan cooking day, anak-anak diajak mengenal bentuk besar-kecil, jumlah/angka, sambil menyiapkan masakan yang kemudian dimakan bersama-sama. betapa asyiknya belajar wudhu atau bahasa inggris sambil bernyanyi! inilah di antara fun learning yang dilakukan di rumah qurani. anak-anak juga diajak ke jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 201 kantor pos, stasiun kereta, koramil,puskesmas, peternakan, dll dalam rangka pengenalan profesi dan membangun karakter. metode ini mengadaptasi metode isyarat dari jamiatul quran (sekolah hafalan quran untuk balita) yang didirikan oleh sayid mahdi tabatabai. metode rumah qurani akan mengajak anak-anak balita untuk menghafal ayat-ayat yang terkait dengan kehidupan sehari-hari anak kecil, dengan didukung kegiatan-kegiatan yang menyenangkan, yaitu: 1. gerakan isyarat tangan 2. dongeng yang relevan dengan ayat yang sedang diajarkan 3. permainan/aktivitas kreatif yang relevan dengan ayat yang sedang diajarkan 4. gambar 5. hadiah. tujuan dari metode seperti ini adalah: untuk memupuk dan menumbuhkan kecintaan anak kepada al quran. anak akan merasakan bahwa menghafal al quran adalah kegiatan yang menyenangkan, karena metode ini menggunakan prinsip belajar sambil bermain dan bermain sambil belajar sehingga anak merasa tidak dibebani dengan hal-hal yang sifatnya baku. insya allah, pada tahun-tahun selanjutnya anak akan menghafal quran dengan senang hati. selain itu, ayat-ayat akhlak yang diajarkan pada masa kecil (lengkap dengan arti dan kegiatan-kegiatan lain yang mendukung pemahaman anak terhadap ayat), insya allah akan menjadi landasan moral sepanjang hidupnya. pembelajaran rumah qurani memiliki dua landasan utama di dalamnya yaitu: 1. landasan pertama adalah cinta kepada anak. 2. landasan kedua adalah mendidik anak dengan cinta. langkah-langkah pembelajaran rumah qurani di antara langkah praktis yang dapat ditempuh antara lain: 1. formal 2. non-formal 3. internalisasi 4. mendoakan dengan cinta dan airmata jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 202 faktor yang mempengaruhi kemampuan berbahasa anak menurut carl roger (dalam setiawan, 2007) mengatakan bahwa ada dua faktor yang berperan dalam pengembangan bahasa pada anak, antara lain: 1. faktor internal, adalah fakor yang berasal dari dalam diri anak, yaitu: a. faktor intelegensi, anak yang intelegensinya tinggi akan memperlihatkan superioritas linguistik, baik dari segi kuantitas maupun dari segi kualitas. b. faktor jenis kelamin, anak perempuan melebihi anak laki-laki dalam aspek bahasa. namun, perbedaan jenis kelamin ini akan berkurang selaras dengan bergulirnya fase perkembangan dan bertambahnya usia, sehingga akhirnya perbedaan ini hilang. c. faktor perkembangan motorik, kemungkinan tertundanya perkembangan bahasa atau keterlambatan merupakan hal yang lumrah pada saat anak mengalami perkembangan motorik dengan cepat. d. faktor kondisi fisik, kondisi fisik berhubungan dengan perkembangan anak serta gangguan penyakit yang berpengaruh pada kelancaran kerja indera. misalnya, anak cacat, atau anak yang kondisi fisiknya lemah e. faktor kesehatan fisik, kesehatan fisik sangat berhubungan dengan perhatian kita terhadap jenis makanan yang dikonsumsi, kesehatan indera, serta kesehatan rongga hidung yang berpengaruh besar pada daya ingat anak. 2. faktor eksternal, adalah faktor yang mempengaruhi di luar diri anak, antara lain: a. faktor keluarga, anak memperoleh tempat yang membuatnya dapat memahami bunyi bahasa yang tepat, dapat menyimak dengan baik. keluarga yang memotivasi anak menyediakan lingkungan bahasa yang sesuai, maka anak akan lebih maju. para psikolog menyatakan bahwa faktor lingkungan memiliki peran penting terhadap perkembangan bahasa anak. anak-anak bervariasi selaras dengan pembawaannya, demikian pula dengan lingkungan yang ada disekitar anak dan di atas landasan lingkungan itulah kebudayaan mereka dibangun. setiap anak memiliki sifat dan pengalaman yang khas yang tidak dimiliki oleh anak lain, karena itu terciptalah perbedaan individual diantara anak. anak dapat mentransfer bahasa dari kelompoknya, begitu pula sebaliknya. terkadang anak jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 203 menguasai puluhan kata dan memahami maknanya dengan baik, tetapi dia tidak mampu menggunakan sejumlah kata yang membingungkan itu, anak hanya menggunakan beberapa buah kata saat berinteraksi dan berkomunikasi dengan orang yang ada di sekitarnya. b. faktor perbedaan status sosial, anak yang secara sosial budaya berasal dari kalangan atas dan menengah lebih cepat perkembangan bahasanya dari anak yang berasal dari kalangan bawah. karakteristik perkembangan bahasa anak usia dini berdasarkan dimensi perkembangan bahasa anak usia dini, pada usia 4 6 tahun memiliki karakteristik perkembangan, antara lain : 1. dapat berbicara dengan menggunakan kalimat sederhana yang terdiri dari 4-5 kata. 2. mampu melaksanakan tiga perintah lisan secara berurutan dengan benar. 3. senang mendengarkan dan menceritakan kembali cerita sederhana dengan urut dan mudah dipahami. 4. menyebut nama, jenis kelamin dan umurnya. menyebut nama panggilan orang lain (teman, kakak, adik, atau saudara yang telah dikenalnya ). 5. mengerti bentuk pertanyaan dengan menggunakan apa, mengapa dan bagaimana. 6. dapat mengajukan pertanyaan dengan menggunakan kata apa, siapa, dan mengapa. 7. dapat menggunakan kata depan seperti di dalam, di luar, di atas, di bawah, di samping. 8. dapat mengulang lagu anakanak dan menyanyikan lagu sederhana. 9. dapat menjawab telepon dan menyampaikan pesan sederhana. 10. dapat berperan serta dalam suatu percakapan dan tidak mendominasi untuk selalu ingin didengar c. pendekatan dan metode penelitian dalam penelitian ini pendekatan yang dilakukan melalui pendekatan kualitatif, artinya data yang dikumpulkan bukan berupa angka-angka, melainkan data tersebut berasal dari observasi, naskah wawancara, catatan, memo dan dokumen resmi lainnya. sehingga yang menjadi tujuan dari penelitian kualitatif ini ini adalah ingin menggambarkan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 204 realita empirik di balik fenomena secara mendalam, rinci dan tuntas. metode yang digunakan dalam penelitian ini adalah metode deskriptif karena tujuan yang hendak dicapai sehubungan dengan topik penelitian adalah memaparkan atau memberi gambaran tentang pembelajaran metode rumah qurani di ra assakinah kabupaten bandung barat. pengolahan dan analisis data prosedur analisis data dalam penelitian ini mengikuti apa yang dikemukakan oleh nasution (2003), yaitu: (1) reduksi, (2) display data, dan (3) mengambil kesimpulan dan verifikasi data. secara rinci prosedur kegiatan analisis adalah sebagai berikut: 1. tahap reduksi tahap ini dilakukan untuk menelaah data secara keseluruhan yang dihimpun dari lapangan sehingga dapat ditemukan hal-hal yang penting yang berhubungan dengan focus penelitian. 2. tahap display display data mempermudah melihat gambaran secara keseluruhan dari sekian banyak data yang bertumpuk-tumpuk dan laporan lapangan yang tebal, untuk mempermudah melihat gambaran keseluruhan atau bagian-bagian tertentu dalam penelitian supaya dapat mengambil kesimpulan yang tepat. display data dapat disajikan dalam berbagai matriks, grafik, networks dan charts. 3. tahap kesimpulan dan verifikasi tahap ini memerlukan upaya mencari makna dari data yang dikumpulkan. upaya ini sebagaimana yang dikemukakan oleh nasution (2003) dilakukan dengan cara mencari pola, tema, hubungan, persamaan, hal-hal yang sering timbul, hipotesis dan sebagainya. kesimpulan ini mula-mula masih tentative dan kabur. agar diperoleh kesimpulan yang lebih mantap, kesimpulan harus senantiasa diverifikasi selama penelitian berlangsung. d. hasil dan pembahasan reduksi hasil penelitian hasil penelitian tentang kondisi objektif pembelajaran rumah qurani ditelaah berdasarkan hasil observasi, wawancara, dan studi dokumentasi. dalam menelaah kondisi objektif pembelajaran rumah jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 205 qurani pengamatan difokuskan pada perencanaan, pelaksanaan dan penilaian pembelajaran, serta hambatan pembelajaran rumah qurani pada anak usia dini. perencanaan pembelajaran rumah qurani rencana program kegiatan pembelajaran rumah qurani di ra assakinah merupakan seperangkat materi/bahan pembelajaran berkenanan dengan aspek pengembangan perilaku melalui pendekatan dan metode penanaman nilai-nilai agama, yang direncanakan untuk dilaksanakan dalam kegiatan membimbing, mengarahkan, dan merangsang aspekaspek kecerdasan multiple inteligence yang dimiliki anak usia dini. perencanaan pembelajaran rumah qurani atau pembelajaran alquran tertuang dalam satuan kegiatan harian (skh) dan satuan kegiatan mingguan (skm). satuan kegiatan harian yang dikembangkan meliputi komponen-komponen sebagai berikut: (1) tujuan yang hendak dicapai, (2) kegiatan yang dilaksanakan oleh guru dan anak, (3) organisasi kelas, (4) alat/media yang digunakan, (5) waktu, dan (6) evaluasi. perencanaan pembelajaran rumah qurani yang terdiri dari perencanaan semester, skm dan skh tersebut dibuat oleh guru dengan mengacu kepada kurikulum tk 2004 dan kurikulum ra assakinah yang disusun secara integrasi dengan tema-tema yang terdapat dalam kurikulum yang menggunakan pendekatan terpadu. kemudian guru dan kepala sekolah membuat modifikasi kedua kurikulum tersebut yang disusun menjadi program pendidikan ra assakinah sejahtera yang disusun dalam panduan pembelajaran pelaksanaan pembelajaran rumah qurani pelaksanaan pembelajaran rumah qurani dimulai saat anak melakukan berdoa sebelum belajar, saat guru bercerita, saat guru mengajar pengenalan bahasa, saat guru menggunakan media pembelajaran, saat anak melakukan hafalan ayat alquran melalui kegiatan shalat berjamaah, saat anak berolahraga, dan sampai akhirnya pembelajaran. perlakuan guru memberikan bimbingan dalam meningkatkan kemampuan berbahasa pada anak berdasarkan hasil wawancara dengan guru di ra assakinah sejahtera, dapat dideskripsikan sebagai bertikut: jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 206 1. bahwa dalam persiapan untuk mengajar kepada anak yang berkenaan penentuan bahan atau materi, alat peraga, metode, dan bahan-bahan lainnya sangat diperlukan untuk membantu membimbing anak. 2. teknik yang dilakukan dalam memberikan bimbingan untuk meningkatkan kemampuan dasar berbahasa bagi anak, yaitu dengan bercerita, mengulang-ulang kata kunci, bercakap-cakap, permainan, menggambar, mewarnai, dan tanya jawab. 3. dalam aktivitas sehari-hari di sekolah guru telah melakukan komunikasi dengan lingkungannya baik dengan sesama guru, pengelola, orang tua, maupun pihak terkait dengan menggunakan bahasa yang baik dan benar. 4. tujuan yang hendak dicapai adalah anak mampu berkomunikasi secara lisan dengan lingkungannya. 5. bimbingan yang diberikan yaitu melalui pembelajaran di kelas maupun di luar kelas. selain itu layanan diberikan mengenai cara berbicara dengan menggunakan bahasa yang baik dan benar, sebab kadang-kadang juga ada anak yang berbahasa/berbicara kasar terhadap teman-temannya. 6. kerjasama yang dilakukan guru dengan orang tua dalam membimbing anak yaitu guru selalu medampingi anak ketika di kelas, guru memberi informasi kepada orang tua mengenai perkembangan anak di kelas atau guru selalu bertanya kepada orang tua mengenai kegiatan yang dilakukan selama di rumah. 7. aspek yang dinilai dalam layanan bimbingan yaitu berkenaan dengan keberanian anak dalam berbicara di depan kelas dan kreativitas anak dalam bercerita. 8. hasil evaluasi secara umum belum dapat dioptimalkan oleh guru dalam layanan bimbingan. penilaian pembelajaran rumah qurani di ra assakinah sejahtera dari hasil temuan, penulis dapat mengkaji bahwa penilaian pembelajaran metode rumah qurani yang dilaksanakan di ra assakniah sejahtera adalah untuk mengetahui adanya peningkatan dalam kemampuan berbahasa pada anak. kepala sekolah dan dua orang guru sependapat bahwa: “penilaian dilakukan dengan membuat penilaian harian dengan cara mengamati terhadap perkembangan kemampuan anak”. guru ai dan cs menambahkan bahwa: “penilaian terhadap anak dapat juga dilakukan pada saat anak berinteraksi dengan temannya, lingkungan, guru, dan orang tua dalam lingkungan sekolah”. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 207 permasalahan dan solusi pembelajaran rumah qurani permasalahan yang terjadi dalam pembelajaran rumah qurani dalam meningkatkan kemampuan berbahasa pada anak adalah masalah yang berkaitan dengan keragaman potensi anak dalam menyerap pembelajaran, sehingga menuntut layanan ekstra dari seorang pendidik, dan tentunya memerlukan layanan bimbingan dalam proses pembelajaran. adapun layanan yang dilaksanakan di ra assakinah dirancang dengan lebih fleksibel dalam arti anak dapat belajar dengan organisasi kelas yang bervariasi dalam kegiatan individual, klasikal, dan kelompok. evaluasi dirancang dengan menggunakan panduan observasi. dalam penelitian ini menggunakan panduan observasi yang difokuskan pada kemampuan pengembangan bahasa. masalah yang lainnya yaitu yang terkait dengan orang tua, yaitu kurang kooperatif terhadap setiap laporan perkembangan yang diberikan guru melalui “buku penghubung”, sikap sebagian orangtua yang kurang kooperatif ini memang bisa menghambat pencapaian tujuan pembelajaran rumah qurani. solusi yang dilakukan oleh guru adalah mengadakan pendekatan kepada orangtua agar mau berpartisipasi aktif dalam perkembangan putra-putrinya. display data untuk lebih memperjelas tentang kemampuan berbahasa pada kasus 5 (lima) siswa kelas b ra assakinah sejahtera, sebelum dan sesudah menggunakan pembelajaran rumah qurani maka di bawah ini ditampilkan tabel sebagai berikut. tabel 7 kemampuan awal berbahasa anak no nama kemampuan berbahasa mendengar membaca berbicara menulis 1. zahra cukup baik cukup cukup 2. kayyisa kurang kurang cukup cukup 3. aurel baik baik baik baik jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 208 no nama kemampuan berbahasa mendengar membaca berbicara menulis 4. farras cukup cukup cukup kurang 5. nadhif cukup kurang kurang baik tabel 8 kemampuan berbahasa setelah menggunakan metode rumah qurani no nama kemampuan berbahasa mendengar membaca berbicara menulis 1. zahra cukup baik cukup cukup 2. kayyisa cukup cukup baik cukup 3. aurel baik baik baik baik 4. farras baik cukup cukup cukup 5. nadhif cukup baik cukup baik e. kesimpulan dan verifikasi berdasarkan hasil penelitian tentang berbagai temuan yang diperoleh dari lapangan bahwa perencanaan pembelajaran rumah qurani menggunakan pendekatan terpadu. kemudian guru dan kepala sekolah membuat modifikasi kedua kurikulum tersebut yang disusun menjadi program pendidikan ra assakinah sejahtera. sedangkan pada tahap pelaksanaan pembelajaran rumah qurani yang berkaitan dengan kemampuan berbahasa anak di ra assakinah sejahtera kabupaten bandung barat, berdasarkan hasil penelitian di lapangan ditemukan bahwa kemampuan berbahasa anak di ra assakinah sejahtera secara umum termasuk kedalam kategori sedang, yaitu kebanyakan dari anak sudah bisa mengikuti perintah atau aturan yang diminta oleh guru untuk melaksanakan keterampilan berbahasanya. setelah mendapatkan perlakuan bimbingan terhadap anak, maka hasilnya menunjukkan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 209 peningkatan dimana kemampuan berbahasanya ada dalam kategori cukup baik. pada tahap penilaian pembelajaran rumah qurani di ra assakinah sejahtera, dilakukan dengan membuat penilaian harian dengan cara mengamati terhadap perkembangan kemampuan anak dan dilakukan pada saat anak berinteraksi dengan temannya, lingkungan, guru, dan orang tua dalam lingkungan sekolah. sedangkan permasalahan yang terjadi dalam pembelajaran rumah qurani dalam meningkatkan kemampuan berbahasa pada anak adalah masalah yang berkaitan dengan keragaman potensi anak dalam menyerap pembelajaran, sehingga menuntut layanan ekstra dari seorang pendidik, dan tentunya memerlukan layanan bimbingan dalam proses pembelajaran. pembahasan 1. kondisi objektif pembelajaran rumah qurani di ra assakinah sejahtera. perencanaan pembelajaran rumah qurani di ra assakinah sejahtera dirumuskan dalam bentuk buku panduan tetapi perencanaan tersebut hanya difokuskan pada pembelajaran alquran dengan hafalan dan dipraktikkan dalam pembelajaran sholat. hanya saja dalam perencanaan pembelajaran tersebut tidak menggambarkan adanya kompetensi yang harus dimiliki anak, indikator pembelajaran, dan hasil pembelajaran, tetapi berupa rumusan suratsurat pendek dan ayat pilihan yang akan diajarkan kepada anak dalam waktu satu tahun yang dibagi menjadi dua semester. masingmasing semester terdiri dari empat surat-surat pendek. dalam penyelenggaraan pendidikannya ra ini menggunakan tujuan khusus dan tujuan umum yang berlandaskan pada kurikulum taman kanakkanak dan kurikulum dari departemen agama. hal ini sesuai dengan nana sudjana (dalam abdul madjid, 2006). bahwa dalam penyusunan perencanaan pembelajaran ditetapkan tujuan umum dan tujuan khusus suatau organisasi atau lembaga penyelenggaran. berdasarkan hasil penelitian bahwa rambu-rambu dalam membuat perencanaan di ra assakinah sejahtera ini dilakukan sesuai dengan konsep perencanaan paud. dimana berdasarkan penelitian menunjukkan bahwa perencaan dalam program pembelajaran materi agama islam melalui bernain sebagai berikut. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 210 a. perencanaan dibuat dengan memperhatikan indikator perkembangan anak. b. perencanaan dibuat dengan tema sebagai pembungkus konsep yang akan diberikan. dalam perencanaan guru telah menentukan tema seperti tema aku yang kemudian dipecah menjadi sub-sub tema (aku hamba allah, aku menjadi oeang yang berguna dan sebagainya). c. perencanaan dibuat dengan masuk akal, dan setiap perencanaan dibuat oleh guru selalu mencantumkan alat dan bahan yang dibutuhkan. 2. pelaksanaan metode rumah qurani di ra assakinah sejahtera dalam rangka meningkatkan kemampuan berbahasa pelaksanaan pembelajaran rumah qurani di ra sejahtera dapat terlihat ketika aktivitas dimulai dari kegiatan awal belajar sampai akhir pembelajaran, dimulai dari berdoa sebelum belajar, saat guru bercerita, saat guru mengajar pengenalan bahasa, saat guru menggunakan media pembelajaran, saat anak melakukan hafalan ayat alquran melalui kegiatan shalat berjamaah, saat anak berolahraga, dan sampai akhirnya pembelajaran. selain dari itu pembelajaran rumah qurani dilakukan dengan bekerjasama dengan orangtua anak dalam kegiatan pembelajaran. dimulai dari pembiasaan di rumah jika melakukan kegiatan belajar harus diawali dengan berdoa dan situasi dan kondisi yang menyenangkan bagi anak. dalam menyampaikan materi pembelajaran rumah qurani dirumuskan dengan berbagai tema yang dapat di orkestrasikan dengan pelajaran-pelajaran yang lain atau tema-tema yang lainnya. pembelajaran rumah qurani tidak hanya belajar tentang menghafal ayat alquran, menulis huruf arab atau membaca alquran saja, melainkan semua kegiatan pembelajaran yang berlangsung di lembaga pendidikan termasuk ke dalam pembelajaran rumah qurani. dalam upaya meningkatkan kemampuan berbahasa anak melalui pembelajaran rumah qurani di ra assakinah sejahtera maka langkah-langkah yang ditempuh adalah menciptakan situasi yang memberikan kesempatan pada anak untuk mengembangkan kemampuan bahasanya. kesempatan ini dapat di lakukan melalui kegiatan bercakap-cakap, bercerita, bertanya dan menjawab pertanyaan. kemudian menyediakan saran pendukung perkembangan bahasa anak. misalnya, menyediakan alat permainan yang menstimulasi perkembangan bahasa anak. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 211 peningkatan kemampuan berbahasa di ra assakinah diarahkan kepada keterampilan berbahasa secara berturut-turut dimulai dari mendengar, selanjutnya, berbicara, membaca dan menulis. adapun perkembangan dari setiap kemampuan pada anak usia tk (4 – 6 tahun) adalah sebagai berikut: a. kemampuan mendengar kemampuan mendengar anak-anak harus dikembangkan karena berkenaan dengan upaya memahami lingkungan mereka. agar mereka belajar untuk mengembangkan kemampuan tersebut, mereka harus menerima masukan informasi dan mengolahnya. menurut cassel dan jalongo (seefeldt dan wasik 2008), mendengarkan dan memahami informasi adalah langkah inti dalam memperoleh pengetahuan. b. perkembangan berbicara untuk belajar bahasa, menurut dickinson dan snow (seefeldt dan wasik 2008: 354), anak-anak memerlukan kesempatan untuk bicara dan didengarkan. pengalaman menyaksikan, mendengarkan, dan terlibat pembicaraan dengan anggota keluarga merupakan pengalaman yang sangat berharga karena anak dapat belajar bahwa situasi yang mereka hadapi menjadi factor yang dipertimbangkan dalam berbicara. c. perkembangan membaca pembelajaran membaca secara formal belum dilaksanakan pada pendidikan di taman kanak-kanak. apa yang dilakukan di lembaga pendidikan tersebut adalah pengembangan keterampilan agar anak siap untuk belajar membaca. gambargambar binatang yang ditempel di dinding kelas yang disertai tulisan yang menerangkan tentang binatang apa merupakan stimulus untuk perkembangan kemampuan membaca. d. perkembangan menulis sama halnya dengan membaca formal, pembelajaran menulis formal tidak dilaksanakan di tk. yang dilakukan di tk berkenaan dengan kemampuan menulis adalah pengembangan kemampuan agar anak siap untuk belajar menulis. dan untuk itulah maka upaya pengembangan motorik halus dilakukan secara intensif. perkembangan anak pada motorik halusnya yang semakin meningkat membuat anak mampu menggambar garis lurus, garis jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 212 tegak, garis lengkung, lingkaran dan sebagainya, yang merupakan dasar untuk menggembangkan kemampuan menulis. 3. hasil yang dicapai dari penggunaan metode rumah qurani berdasarkan temuan di lapangan hasil yang dicapai dalam penggunaan metode rumah qurani dalam meningkatkan kemampuan berbahasa anak, yaitu kemampuan dasar berbahasa mencakup kemampuan mendengar, berbicara, membaca dini, dan menulis dini menunjukkan terjadinya peningkatan yang cukup berarti, yaitu dapat dilihat dari hasil belajar anak. kemudian dari hasil tugas yang diberikan kepada anak untuk menuliskan kata-kata yang berkenaan dengan nama orang tua, dan kata-kata lainnya yang membantu meningkatkan kemampuan dasar bahasanya. hasil penugasaan terhadap anak tersebut menunjukkan terjadinya peningkatan pada setiap kemampuan yaitu kemampuan mendengarkan, berbicara, membaca dini, dan menulis dini. kemampuan anak dalam membaca dini dapat dilihat dari kemampuan anak dalam memperlihatkan minat dalam kegiatan membaca, dapat mengidentifikasi huruf dan angka, dapat membaca beberapa kata dan kalimat sederhana, dan kalimat bervariasi. sedangkan kemampuan menulis dini pada anak dapat ditunjukkan dengan menuliskan nama singkat diri sendiri dan meniru beberapa tulisan pendek. 4. hambatan-hambatan penggunaan metode rumah qurani hambatan-hambatan yang terjadi dalam penggunaan metode rumah qurani adalah sebagai berikut: a. kompetensi guru atau kualifikasi dan latar belakang pendidikan tidak sesuai dengan bidang tugas. tidak memiliki kompetensi yang diperlukan sesuai bidang tugas. guru profesional seharusnya memiliki empat kompetensi, yaitu kompetensi pedagogis, kognitif, personaliti, dan sosial. oleh karena itu, seorang guru selain terampil mengajar, juga memiliki pengetahuan yang luas, bijak, dan dapat bersosialisasi dengan baik. b. masalah yang berkaitan dengan keragaman potensi anak dalam menyerap pembelajaran, sehingga menuntut layanan ekstra dari seorang pendidik, dan tentunya memerlukan layanan bimbingan dalam proses pembelajaran. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 213 c. masalah yang lainnya yaitu yang terkait dengan orang tua, yaitu kurang kooperatif terhadap setiap laporan perkembangan yang diberikan guru melalui “buku penghubung”, sikap sebagian orangtua yang kurang kooperatif ini memang bisa menghambat pencapaian tujuan pembelajaran rumah qurani. solusi yang dilakukan oleh guru adalah mengadakan pendekatan kepada orangtua agar mau berpartisipasi aktif dalam perkembangan putra-putrinya. f. simpulan berdasarkan temuan-temuan selama penelitian, peneliti membuat beberapa simpulan sebagai berikut: 1. proses perencanaan pembelajaran rumah qurani dalam meningkatkan kemampuan berbahasa anak di ra assakinah telah dilaksanakan sesuai dengan kaidah perencanaan pembelajaran pada pendidikan anak usia dini (paudni). proses perencanaan dirumuskan dalam bentuk buku panduan yaitu melalui tahap penentuan tujuan pembelajaran, pemilihan materi, jadwal kegiatan pembelajaran, dan langkah-langkah penyusunan kegiatan pembelajaran berupa pembuatan rencana kegiatan tahunan (rkt), satuan kegiatan mingguan (skm), dan satuan kegiatan harian (skh). 2. pelaksanaan pembelajaran rumah qurani ketika aktivitas yang dimulai dari kegiatan awal belajar sampai akhir pembelajaran, saat guru bercerita, saat guru mengajar pengenalan bahasa, saat guru menggunakan media pembelajaran, ketika anak melakukan hafalan ayat alquran, melalui kegiatan shalat berjamaah, saat berolahraga dan sampai akhir pembelajaran, dan dalam menyampaikan materi pembelajaran dirumuskan dengan berbagai tema yang dapat diorkestrasikan dengan pelajaran-pelajaran yang lain atau tematema yang lainnya. 3. berdasarkan penelitian dari kasus 5 (lima) anak dalam pembelajaran rumah qurani dalam meningkatkan kemampuan berbahasa anak di ra assakinah menunjukkan adanya meningkatkan kemampuan berbahasa, hal ini dilihat berdasarkan kemampuan dasar berbahasa mencakup mendengar, berbicara, membaca dini, dan menulis dini menunjukkan terjadinya peningkatan yang signifikan, yaitu pencapaian kemampuan anak yang mengalami kemajuan dalam keterampilan berbahasanya seperti: jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 214 a. anak mampu menafsirkan pesan-pesan nonverbal, termasuk nada suara dan ekspresi. b. anak mampu merespon simbol-simbol tulisan dalam lingkungan. c. anak mampu berekspresi dengan bunyi-bunyi bahasa, ritme volume dan kata-kata d. anak mampu berpartisipasi dalam percakapan dengan orang lain. e. anak mampu mentransformasikan pemikiran, gagasan dan perasaan kedalam simbol-simbol yang dicetak untuk mengkomunikasikan makna. daftar pustaka desmita (2009). psikologi perkembangan peserta didik. bandung: pt remaja rosdakarya. djuharie, o. setiawan (2007). genre. bandung: cv yrama widya. majid, abdul (2006). perencanaan pembelajaran mengembangkan standar. bandung: remaja rosda karya. p1. nasution (2003). metode research: penelitian ilmiah. jakarta: pt. bumi aksara. p129-130. seefeldt, carol dan wasik barbara a. (2008). pendidikan anak usia dini: menyiapkan anak usia tiga, empat, dan lima tahun masuk sekolah. (penterjemah: pius nasar). jakarta: pt indeks. p353-354. sulaiman, rasyid (2007). fiqih islam. jakarta: sinar baru algensindo. tarigan, henry guntur (1984). menulis sebagai suatu kemampuan berbahasa. bandung: angkasa. p1. almukaromah, s.ag. m.pd. (2010). pengembangan model pembelajaran tematik dengan metode rumah qurani untuk menumbuhkembanghkan multiple intelligences siswa. bandung: upi jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 215 belajar akan efektif bila dilakukan dalam suasana yang menyenangkan. [online]. tersedia: pusdiklatrumahqurani.wordpress. com/metoderumah-quran 2012/12. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 149 peran gugus paud dalam meningkatkan kompetensi guru paud non formal di kecamatan ciranjang kabupaten cianjur asep rochman hermawan stkip siliwangi bandung abstrak penelitian ini dilatarbelakangi dengan kondisi sumber daya guru paud non formal yang kompetensinya masih banyak yang belum sesuai dengan standar kompetensi guru paud yang dikeluarkan oleh pemerintah. apabila kondisi ini tidak segera diatasi, maka dikhawatirkan akan berdampak kepada kualitas proses belajar mengajar maupun kualitas lulusan di lembaga paud non formal. penelitian ini bertujuan: 1) untuk memperoleh gambaran tentang perencanaan program gugus paud kecamatan ciranjang dalam meningkatkan kompetensi guru paud, 2) untuk memperoleh gambaran tentang pelaksanaan program gugus paud kecamatan ciranjang dalam meningkatkan kompetensi guru paud, 3) untuk memperoleh gambaran tentang hasil dari program gugus paud kecamatan ciranjang dalam meningkatkan kompetensi guru paud. pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode studi kasus deskriptif. adapun teknik pengumpulan data yang digunakan adalah observasi, wawancara, studi dokumentasi, dan studi literatur. kajian data pada penelitian ini didapat dari hasil pengamatan langsung kegiatan gugus dan guru paud, dan hasil wawancara dengan subejk yang diambil sebagai sampel serta dari literatur pendukung.hasil penelitian ini menunjukan bahwa peran gugus paud kecamatan ciranjang kabupaten cianjur dalam meningkatkan kompetensi guru paud non formal diwujudkan dalam program gugus seperti, 1) diklat dasar paud, 2) pembinaan teknis, 3) seminar, 4) work shop, 5) bantuan melanjutkan studi, 6) peningkatan motivasi guru seperti lomba guru berprestasi, porseni guru paud, 7) menyediakan fasilitas penunjang seperti, buku-buku referensi, majalah pendidikan. pelaksanaan program gugus ini sudah berjalan dengan baik, hal ini dilihat dari proses perencanaan yang melibatkan para kepala paud dan pelaksanaanya yang diikuti oleh guru-guru paud kecamatan ciranjang sesuai dengan program yang jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 150 dibuat.kesimpulan dari penelitian ini diketahui bahwa guru paud yang mengikuti program kegiatan gugus, menunjukan adanya peningkatan kompetensi guru paud baik kompetensi pedagogic, kompetensi kepribadian, kompetensi social, dan kompetensi professional. dengan demikian program yang dilaksanakan oleh gugus paud dapat berperan besar dalam meningkatkan kompetensi guru paud. kata kunci: gugus paud, kompetensi guru, paud non formal a. pendahuluan usia dini merupakan masa emas perkembangan. pada masa itu terjadi peningkatan luar biasa pada perkembangan anak yang tidak terjadi pada periode berikutnya. hasil penelitian yang dilakukan oleh dr. benjamin s. bloom, profesor of education, university of chicago mengungkapkan bahwa pada usia 4 tahun 50 % dari kemampuan kecerdasan seorang anak telah terbentuk. pada usia 8 tahun telah mencapai 80 % untuk meningkatkan potensi perkembangan tersebut, setiap anak membutuhkan asupan gizi seimbang, perlindungan kesehatan, asuhan penuh kasih sayang, dan rangsangan pendidikan yang sesuai dengan tahap perkembangan dan kemampuan masing-masing anak. pemberian rangsangan pendidikan dapat dilakukan sejak lahir, bahkan sejak anak masih dalam kandungan. rangsangan pendidikan ini hendaknya dilakukan secara bertahap, berulang, konsisten dan tuntas, sehingga memiliki daya ubah ( manfaat ) bagi anak. seiring bertambahnya usia, anak-anak membutuhkan rangsangan pendidikan yang lebih lengkap, sehingga memerlukan tambahan layanan pendidikan di luar rumah yang dilakukan oleh lingkungan maupun lembaga pendidikan anak usia dini (paud). rangsangan pedidikan yang dilakukan di rumah (center base) hendaknya selaras dan saling mendukung, sehingga diperoleh manfaat yang optimal undang undang (uu) nomor 20 tahun 2003 tentang system pendidikan nasional telah mengamanatkan dilaksanakannya pendidikan kepada seluruh rakyat indonesia sejak usia dini, yakni sejak anak dilahirkan. disebutkan secara tegas dalam undang undang tersebut bahwa pendidikan anak usia dini (paud) adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 151 dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki dunia pendidikan, lebih lanjut, (pasal 1, butir 14) selanjutnya dinyatakan secara tegas dalam uu nomor 20 tahun 2003 (pasal 28) antara lain bahwa paud diselenggarakan sebelum jenjang pendidikan dasar, dan paud dapat diselenggarakan dalam jalur pendidikan formal (seperti taman kanak-kanak, raudhatul athfal, atau bentuk lain yang sederajat), jalur pendidikan nonformal (seperti taman penitipan anak, kelompok bermain, atau bentuk lain yang sederajat), serta jalur pendidikan informal (seperti paud dalam keluarga atau yang diselenggarakan oleh lingkungan)paud jalur non formal merupakan salah satu layanan pendidikan anak usia dini yang menyelenggarakan program bagi anak usia dua sampai empat tahun dan dapat melayani anak hingga usia enam tahun jika dilokasi tersebut belum tersedia layanan paud formal. layanan pendidikan anak usia dini ( paud ) jalur non formal dari tahun ke tahun terus mengalami perkembangan yang pesat setidaknya jika dilihat dari adanya peningkatan jumlah satuan pendidikan anak usia dini yang cukup signifikan yang diprakarsai oleh masyarakat secara mandiri di seluruh pelosok tanah air. perkembangan ini tentu sangat positif jika dilihat dari sisi perluasan akses layanan pendidikan. namun, di sisi lain sebagai bagian penting dari program utama pembangunan pendidikan nasional, kebijkan pengembangan pendidikan anak usia dini juga senantiasa harus dibarengi para pendidik atau guru yang kompeten karena peran guru sangat penting dalam proses pendidikan di lembaga paud. pada kenyataannya masih banyak guru paud non formal yang belum memenuhi standar kualifikasi yang ditentukan oleh pemerintah, baik kualifikasi akademik sesuai permendiknas no. 16 tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru, maupun kompetensi lainnya sesuai dengan permendiknas no. 58 tahun 2009tentang standar paud. dalam meningkatkan kompetensi guru paud, pemerintah pusat maupun daerah belum banyak memberikan solusi, seperti kerja-kerja pelatihan bagi guru maupun pengelola paud masih terbatas, dalam satu tahun hanya 1 atau 2 kali kegiatan pelatihan dengan jumlah peserta yang terbatas. begitu juga dengan perguruan tinggi penyelenggara jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 152 program s 1 paud yang sudah terakreditasi masih terbatas. dalam pengembangan kompetensi guru paud bisa dilakukan melalui berbagai kerja atau pelatihan. salah satu kerja yang dilakukan adalah melalui kerja di pusat kerja guru ( pkg ) paud penelitian ini mempunyai tujuan sebagai berikut : a. untuk memperoleh gambaran tentang perencanaan program gugus paud dalam meningkatkan kompetensi guru paud non formal b. untuk memperoleh gambaran tentang pelaksanaan program yang dilakukan gugus paud dalam membantu meningkatkan kompetensi guru pud non formal c. untuk memperoleh gambaran tentang hasil yang dicapai oleh gugus paud dalam meningkatkan kompetensi guru paud non formal b. kajian teori dan metode menurut friedman,m(1998:286) peran adalah serangkaian perilaku yang diharapkan pada seseorang sesuai dengan posisi sosial yang diberikan baik secara formal maupun secara informal. peran didasarkan pada preskripsi ( ketentuan) dan harapan peran yang menerangkan apa yang individu-individu harus lakukan dalam suatu situasi tertentu agar dapat memenuhi harapan-harapan mereka sendiri atau harapan orang lain menyangkut peran-peran tersebut. kementrian pendidikan nasional (2011) gugus paud merupakan wahana pembinaan profesi dalam rangka meningkatkan kompetensi bagi pendidik dan tenaga kependidikan paud yang terencana dan sistematis.menurut undang-undang republik indonesia nomor 14 tahun 2005 tentang guru dan dosen menyatakan bahwa: “kompetensi adalah seperangkat pengetahuan, keterampilan, dan perilaku yang harus dimiliki, dihayati, dan dikuasai oleh guru atau dosen dalam melaksanakan tugas keprofesionalan”. peraturan menteri pendidikan nasional republik indonesia nomor 16 tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru: “adapun macam-macam kompetensi yang harus dimiliki oleh tenaga guru antara lain: kompetensi pedagogik, kepribadian, profesional dan sosial yang diperoleh melalui pendidikan profesi. keempat kompetensi tersebut terintegrasi dalam kinerja guru”. 1)kompetensi pedagogik yang meliputi pemahaman guru terhadap peserta didik, perancangan dan pelaksanaan pembelajaran, evaluasi hasil belajar, dan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 153 pengembangan peserta didik untuk mengaktualisasikan berbagai potensi yang dimilikinya. 2)kompetensi kepribadian merupakan kemampuan personal yang mencerminkan kepribadian yang mantap, stabil, dewasa, arif, dan berwibawa, menjadi teladan bagi peserta didik, dan berakhlak mulia. 3) kompetensi sosial merupakan kemampuan guru untuk berkomunikasi dan bergaul secara efektif dengan peserta didik, sesama pendidik, tenaga kependidikan, orang tua/wali peserta didik, dan masyarakat sekitar. 4) kompetensi profesional merupakan penguasaan materi pembelajaran secara luas dan mendalam, yang mencakup penguasaan materi kurikulum mata pelajaran di sekolah dan substansi keilmuan yang menaungi materinya, serta penguasaan terhadap stuktur dan metodologi keilmuannya. metode penelitian kualitatif digunakan untuk mengetahui peningkatan kompetensi guru paud melalui peran gugus paud sesuai dengan rumusan masalah, tujuan dan manfaat penelitian c. hasil penelitian dan pembahasan a. perencanaan program gugus paud kecamatan ciranjang dalan meningkatkan kompetensi guru paud dalam proses perencanaan program peningkatan kompetensi guru, gugus paud melibatkan para kepala paud dan dihadiri oleh penilik paud kecamatan yang dilaksanakan pada rapat pada awal tahun pelajaran. dalam rapat tersebut para peserta diminta pendapat dan gagasannya mengenai program-program yang akan dilaksanakan dalam rangka peningkatan kompetensi guru. kegiatan tersebut dihadiri para kepala paud se kecamatan ciranjang, hal dilakukan karena kepala paud adalah orang yang dianggap paling mengerti dan memahami realitas kegiatan belajar mengajar di lembaga pendidikan masing-masing. dengan upaya peningkatan kompetensi guru maka kompetensi juga menunjukkan karakteristik keterampilan dan pengetahuan yang dimiliki atau dibutuhkan oleh setiap individu yang membuat mereka mampu untuk melakukan tugas dan tanggung jawab mereka secara efektif dan meningkatkan standar kualitas profesional dalam pekerjaan mereka. dasar perencanaan program gugus dalam meningkatkan kompetensi guru paud adalah 1) perencanaan untuk program gugus dalam meningkatkan kompetensi guru di dasarkan atas kebutuhan guru, setelah melakukan identifikasi latar belakang pendidikan dan kemampuan guru dalam melaksanakan proses belajar mengajar, dalam jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 154 perencanaan tersebut pengurus gugus mengadakan diskusi yang melibatkan para kepala paud untuk menentukan program apa saja dalam upaya meningkatkan kompetensi guru. 2) perencanaan yang dilaksanakan berdasarkan atas analisis kebutuhan, analisa pekerjaan yang berorientasi masa depan agar dapat meningktkan kualitas sumber daya guru. keberhasilan suatu lembaga tergantung pada sebuah perencanaan yang di buat dalam rencana tersebut, seperti halnya gugus paud ciranjang membuat rencana program merujuk pada, tujuan yang diinginkan, program-program yang menunjang peningkatan kompetensi, cara meningkatkan kompetensi, sumber biaya pelatihan, struktur kurikulum dan konteks-konteks sosial lainnya yang perlu dipertimbangkan dalam perencanaan serta mendukung dalam pelaksanaan program. perencanaan merupakan awal yang harus disusun secara sistematis sepert seperti yang di nyatakan oleh terry (1993 : 17) dalam buku perencanaan pemvelajaran bahwa : perencanaan adalah menetapkan pekerjaan yang harus dilaksanakan oleh kelompok untuk mencapai tujuan yang digariskan, perencanaan mencakup kegiatan pengambilan keputusan, untuk itu diperlukan kemampuan untuk mengadaka visualisasi ke depan guna merumuskan suatu pola tindakan untuk masa yang akan datang. perencanaan program peningkatan kompetensi guru paud dibagi menjadi tiga, yaitu perencanaan jangka pendek, menengah dan jangka panjang. ditegaskan oleh gaffar dalam sagala (2010:141), perencanaan diartikan sebagai proses penyusunan berbagai keputusan yang akan dilaksanakan pada masa yang akan datang untuk mencapai tujuan yang ditentukan sedangkan menurut banghart dan trull dalam sagala (2010:141), perencanaan adalah awal dari semua proses yang rasionaldan mengandung sifat optimis yang didasarkan atas kepercayaan bahwa akan dapat mengatasi berbagai macam permasalahan, 1. pelaksanaan program gugus paud dalam meningkatkan kompetensi guru paud gugus paud dan para kepala paud dalam upaya pelaksanaan meningkatkan kompetensi guru melakukan dengan berbagai upaya diantaranya adalah : 1) mengadakan pendidikan dan latihan guru, penataran, seminar, workshop, pembinaan teknis. 2) membantu jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 155 melanjutkan studi. 3) penambahan fasilitas sumber bacaan, media, majalah yang berkaitan dengan kompetensi guru. 4) membentuk kelompok kerja gugus desa. dari seluruh paparan data diatas ditemukan beberapa keunikan / gambaran yaitu, upaya meningkatkan kompetensi guru melalui program yang dilaksanakan oleh gugus paud. 1) peningkatan kompetensi guru melalui pendidikan dan pelatihan gugus paud kecamatan ciranjang berdasarkan pada undang – undang guru dan dosen, dan berdasar pada kebutuhan guru. 2) peningkatan kompetensi guru berdasar pada kondisi guru yang kurang memilki kompetensi disebabkan karena kualifikasi pendidikan masih belum memenuhi standar pendidik paud, analisis kebutuhan, analisis pekerjaan, dan berorientasi masa depan akan menjadi factor utama dalam mendapatkan guru yang berkompeten. 3) guru yang diikutkan pendidikan dan pelatihan, seminar, workshop akan menjadi factor penting tersedianya guru yang kompeten. 4) perencanaan melanjutkan studi merupakan hal yang sangat penting untuk memenuhi standar kualifikasi.5) pembentukan kelompok kerja gugus (kkg)pembentukan kelompok kerja gugus bertujuan untuk lebih mengoftimalkan peran gugus, diantaranya dalam pengembangan kurikulum, pengembangan ape, metode pembelajaran. melalui kkg dapat dikembangkan beberapa kemampuan dan keterampilan mengajar. seperti yang diungkapkan turney ( abin 2006 ) bahwa keterampilan mengajar guru sangat mempengaruhi terhadap kualitas pembelajaran diantaranya keterampilan bertanya, keterampilan memberi motivasi, keterampilan memberikan variasi, keterampilan menjelaskan, keterampilan membuka dan menutup pembelajaran dan keterampilan memimpin diskusi kelompok kecil. dari fakta diatas tersebut diketahuia bahwa gugus paud kec ciranjang memiliki program peningkatan kompetensi guru melalui pendidikan dan pelatihan dasar guru paud, pembinaan teknis, seminar, hal ini penting dilakukan mengingat sumber daya yang di butuhkan dalam membangun bangsa indonesia khususnya pada pendidikan anak usia dini. 2. hasil pelaksanaan program gugus dalam meningkatkan kompetensi guru dari hasil pengamatan dan wawancara dapat diketahui tingkat kemampuan guru/ kompetensi guru yang mengikuti kegiatan gugus jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 156 terdapat peningkatan, yaitu 1) kompetenai pedagodik dimana guru lebih mampu memahami peserta didik, merancang dan melaksanaan pembelajaran, mengevaluasi hasil belajar, dan pengembangan peserta didik untuk mengaktualisasikan berbagai potensi yang dimilikinya. 2) meningkatnya kompetensi kepribadian dimanan guru mampu memberikan keteladanan bagi peserta didik, kedewasaan dan kewibawaan. 3) kompetensi social, dimana guru mampu berkomunikasi dan bergaul secara aktif dengan peserta didik, sesama pendidik, dan orang tua dan masayarakat sekitar lembaga paud. 4) kompetensi professional dimana guru mampu menguasai kurikulum mata pelajaran disekolahnya, substansi keilmuan yang menaungi materinya, metode dan model pembelajaran anak usia dini. d. kesimpulan kesimpulan dari penelitian tentang peran gugus paud kecamatan ciranjang dalam upaya meningkatkan kompetensi guru paud diuraikan dengan memperhatikan butir-butir pertanyaan penelitian yaitu: a) upaya perencanaan dalam meningkatkan kompetensi guru paud, b) pelaksanaan program meningkatkan kompetensi guru paud, c) hasil yang dicapai dalam meningkatkan kompetensi guru paud . 1. perencanaan program dalam meningkatkan kompetensi guru paud dasar perencanaan program gugus dalam meningkatkan kompetensi guru paud adalah 1) perencanaan untuk program gugus dalam meningkatkan kompetensi guru di dasarkan atas kebutuhan guru, setelah melakukan identifikasi latar belakang pendidikan dan kemampuan guru dalam melaksanakan proses belajar mengajar, dalam perencanaan tersebut pengurus gugus mengadakan diskusi yang melibatkan para kepala paud untuk menentukan program apa saja dalam upaya meningkatkan kompetensi guru. 2) perencanaan yang dilaksanakn berdasarkan atas analisis kebutuhan, analisa pekerjaan yang berorientasi masa depan agar dapat meningktkan kualitas sumber daya guru. perencanaan tersebut dibagi kedalam tiga tahap perencanaan, yaitu: a. perencanaan jangka panjang rencana jangka panjang yang diprogramkan adalah membantu dan memfasilitasi guru melanjutkan pendidikan. b. perencanaan jangka menengah jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 157 rencana jangka menengah yang diprogramkan oleh gugus paud adalah: pelaksanaan program pendidikan dan pelatihan dasar guru yang berjenjang yaitu pendidikan dan latihan dasar, diklat lanjutan dan diklat mahir. c. perencanaan jangka pendek rencana jangka pendek yang diprogramkan gugus paud ciranjang adalah mengadakan dan mengikut sertakan para guru untuk ikut dalam kegiatan gugus tingkat desa, pembinaan teknis, seminar, loka karya, , studi banding porseni guru paud, lomba guru paud 2. upaya pelaksanaan meningkatkan kompetensi guru paud pembinaan dan upaya pelaksanaan meningkatkan kompetensi guru paud merupakan tindak lanjut dari proses perencanaan, dalam upaya pelaksanaannya paud ciranjang mengacu pada perencanaan sebelumnya yaitu melaksanakan program-program gugus yang telah dirancang yang dilaksanakan baik oleh gugus maupun bekerja sama dengan lembaga terkait dan dilakukan secara sungguh-sungguh oleh para guru paud ciranjang, semua ini akan membawa dan menentukan keberhasilan, yang kemudian dikembangkan serta diadakan pembinaan secara rutin, maka kompetensi akan semakin jelas arah dan tujuannya. program gugus paud dalam upaya meningkatkan kompetensi guru diantaranya adalah : 1) mengadakan pendidikan dan latihan guru, penataran, seminar, workshop, 2) pembinaan teknis. 3) membantu melanjutkan studi. 4) penyediaan fasilitas sumber bacaan, media, majalah yang berkaitan dengan kompetensi guru. 4) membentuk kelompok kerja gugus desa, 5) program kreatifitas guru seperti lomba guru berprestasi, porseni guru. 3. hasil program meningkatkan kompetensi guru paud program yang telah dilaksankan oleh gugus paud kecamatan ciranjang dalam meningkatkan kompetensi guru, dapat dilihat bahwa guru-guru paud yang mengikuti kegiatan tersebut merasakan banyak manfaat dan peningkatan kompetensi baik kompetensi pedagogic, kepribadian, social, dan professional serta penambahan wawasan pengetahuan tentang pendidikan anak usia dini, diantaranya konsep dasar paud, perkembangan anak, hakikat bermain anak, kesehatan dan gizi anak, etika pendidikan, rancangan pembelajaran, dan evaluasi pembelajaran. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 158 dalam upaya mengembangkan kompetensi guru paud, ketua gugus paud ciranjang maupun para gurunya melakukan berbagai upaya mengembangkan agar terus berkembang kompetensi yang dimilikinya, upaya pengembangan ini merupakan lanjutan dari perencanaan dan pelaksanaan meningkatkan guru paud yang telah dilakukan oleh gugus paud maupun para gurunya, upaya pengembangan kompetensi ini diantaranya adalah penyediaan fasilitas penunjang buku-buku referensi, penyediaan ape, penyediaan bahan bacaan seperti buku, majalah kependidikan 4. rekomendasi hasil penelitian memberikan petunjuk bahwa program-program yang dibuat oleh gugus paud kecamatan ciranjang pada dasarnya merupakan salah satu alternative yang perlu terus dikembangkan dalam rangka meningkatkan kompetensi guru paud.untuk kepentingan ini disarankan : a. bagi guru paud temuan penelitian diantaranya adanya masalah yaitu, masih banyaknya guru yang belum melanjutkan pendidikan ke s 1 paud padahal mereka mempunyai minat untuk melanjutkan, tetapi karena factor ekonomi sehinga mereka belum bisa melanjutkan. untuk itu diupayakan saran sebagai alternative agar diberikan keleluasaan oleh kepala paud dalam mengikuti program yang diadakan oleh gugus paud kecamatan. kesempatan untuk mengikuti berbagai pelatihan guru, pembinaan teknis, seminar dan work shop, porseni guru b. bagi pengurus gugus masalah bagi pengurus gugus diantaranya yaitu keterbatasan dana untuk melaksanakan program peningkatan kompetensi guru. saran yang diberikan adalah mengadakan kerjasama dengan instansi terkait seperti dinas pendidikan, skb, organisasi mitra seperti dengan ikatan penilik indonesia, atau dengan lembaga swasta yang mempunyai program bantuan social bagi pendidikan ( csr ) daftar pustaka abu ahmadi. (1992). psikologi umum. jakarta: rineka cipta. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 159 ahmad d. marimba. (1980). pengantar filsafat pendidikan islam. bandung: pt. al-maarif departemen pendidikan dan kebudayaan. (1997). kamus besar bahasa indonesia. jakarta. djohar ms. (2006). guru, pendidikan dan pembinaannya. yogyakarta: grafika indah. friedman, m. marilyn. (1998). keperawatan keluarga: teori dan praktek. jakarta: e.g.c. mulyasa, e. (2003). kurikulum berbasis kompetensi.. bandung: remaja rosdakarya. ___________, e. (2007). menjadi guru profesional: menciptakan pembelajaran kreatif dan menyenangkan. bandung: remaja rosdakarya. ngalim purwanto. (2000). ilmu pendidikan teoritik dan praktis. bandung: pt. remaja rosdakarya. peraturan menteri pendidikan nasioanal.no 58 tahun 2009.tentang standar pendidikan anak usia dini. jakarata poerwadarminta,w.j.s.(1985). kamus besar bahasa indonesia. jakarta: balai pustaka. poerwandari, e. kristi. (1998). metode penelitian sosial. jakarta: universitas terbuka. pullias, earl v, dan james d. young. (1983) guru adalah segala-galanya. bandung: tarate sudjana, hd. ( 2010 ) pendidikan non formal. bandung: falah suparlan. (2006) guru sebagai profesi. yogyakarta: fakultas ilmu pendidikan undang-undang nomor 14 tahun 2005 tentang guru dan dosen jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 58 revitalisasi peran pendidikan luar sekolah dalam pemberdayaan masyarakat 1 wedi fitriana, 2 dewi safitri elshap 1,2 stkip siliwangi bandung abstrak pendidikan luar sekolah adalah salah satu kunci utama dalam pembangunan. dengan berbagai fleksibilitas dan adaptabilitasnya untuk memberikan fasilitasi terhadap kebutuhan layanan pendidikan, pendidikan luar sekolah jauh lebih kuat dalam menjangkau berbagai jejaring kemitraan dan lapisan masyarakat. hal ini akan mendorong terwujudnya masyarakat pembelajar dalam konteks yang sesungguhnya, bukan sekedar upaya politis populis. inilah yang perlu difahami oleh berbagai pihak mengenai peran dasar dan peran utama pendidikan luar sekolah, sekarang maupun di masa yang akan datang. keyword : pemberdayaan masyarakat, peran, pendidikan luar sekolah pendahuluan manusia adalah mahluk yang senantiasa berubah dan berkembang. kemampuannya dalam mengelola dan mengembangkan keterampilannya untuk memanfaatkan alam sekitarnya adalah salah satu kekuatan terbesar manusia, disamping kemampuannya untuk menjalin sikap kerjasama yang saling menguntungkan satu sama lain. dengan potensinya tersebut, manusia pada dasarnya sanggup untuk mengembangkan apapun menjadi hal yang bermanfaat baik bagi dirinya sendiri maupun bagi masyarakat di sekitarnya. oleh karena itu, kemampuan manusia dalam membangun dan mengembangkan serangkaian keterampilan yang dapat memberikan nilai tambah terhadap kehidupannya, akan membuat hidupnya jauh lebih bermakna. manusia memiliki keterampilan dan kemampuan yang besar dalam mengelola emosi, potensi alam dan berbagai peluang lain dalam kehidupannya. pemanfaatan potensi hanya bisa dilakukan bila manusia sanggup melihat peluang jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 59 yang dimilikinya, serta memahami bagaimana mengelola dan mengolah potensi tersebut. permasalahannya adalah, dalam beberapa permasalahan yang muncul dalam kehidupan manusia, justru diawali dengan adanya ketidakmampuan dalam mengembangkan, mengelola dan memanfaatkan potensi yang dimilikinya, sehingga mereka mengalami permasalahan disfungsionalisasi, baik secara individu maupun secara kelompok. inilah yang kemudian menyebabkan adanya permasalahan dalam kehidupan manusia itu sendiri, salah satunya adalah kemiskinan yang kemudian menjadi pemicu berbagai permasalahan yang berhubungan dengan sistem sosial masyarakat. badan pusat statistik (bps) menyatakan, pada bulan maret 2014, jumlah penduduk miskin di indonesia mencapai 28,28 juta orang, sekitar 11,25%. dalam konteks tersebut, maka dapat dinyatakan bahwa jumlah penduduk miskin berkurang sebesar 0,32 juta orang jika dibandingkan dengan penduduk miskin pada bulan september 2013 yang berjumlah sebanyak 28,60 juta orang. menurut analisis bps pula, menjelaskan bahwa selama periode september 2013-maret 2014 jumlah penduduk miskin daerah perkotaan turun sebanyak 0,17 juta dari 10,68 juta pada september 2013 menjadi 10,51 juta pada maret 2014. sementara itu, di daerah pedesaan turun sebanyak 0,15 juta orang dari 17,92 orang pada september 2013 menjadi 17,77 juta pada maret 2014. permasalahan kemiskinan selalu dianggap menjadi biang keladi dari berbagai permasalahan sosial yang ada di tengah masyarakat indonesia. seringkali faktor ketidakmampuan masyarakat dalam mengelola potensi pribadi maupun potensi sekitarnya menjadi bumerang, yang seharusnya menjadi salah satu alat untuk meningkatkan kualitas kehidupan, justru menjadi pusaran permasalahan yang ada di tengah kehidupan masyarakat itu sendiri. kehidupan manusia yang selalu dinamis dan menuntut beragam penyelesaian, pada dasarnya bermuara pada satu hal, yaitu pencapaian kualitas kesejahteraan hidup yang baik. pembentukan kesadaran masyarakat mengenai pengembangan, pengelolaan dan pemanfaatan potensi yang ada di sekitarnya akan menjadi isu utama dalam peningkatan kualitas kehidupan manusia saat ini. adapun proses pembentukan kesadaran manusia itu sendiri, berkembang menjadi salah satu tujuan utama pendidikan, terutama jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 60 pendidikan luar sekolah. berbagai pendekatan yang dilakukannya, menjadi akses utama bagi masyarakat dalam mengembangkan kualitas kehidupan yang jauh lebih baik. pendidikan nonformal mengembangkan berbagai kualitas kehidupan yang berhubungan dengan sikap dan kecakapan untuk dapat mengembangkan dan membangun kompetensi diri maupun kompetensi sosial dalam kehidupan masyarakat. inilah yang kemudian membangun standar kesejahteraan dan kualitas kehidupan yang jauh lebih baik bagi seluruh masyarakat. indonesia yang memiliki berbagai perbedaan dalam sisi kehidupan sosial maupun dalam beragam konteks kehidupan lainnya, perlu mengembangkan pola pembangunan sosial yang jauh lebih baik dan lebih kuat dalam memberdayakan masyarakat. karena secara prinsip dasar, kualitas kehidupan masyarakat secara umum, dapat terlihat dari bagaimana masyarakat tersebut mampu untuk mengembangkan dirinya secara berkelanjutan sehingga dapat mengelola potensi kehidupan yang ada dengan jauh lebih sempurna. peran pendidikan luar sekolah dalam proses pemberdayaan masyarakat tidak dapat dipandang sebelah mata. karena, penyadaran dan pembentukan karakter manusia yang dapat mengelola kehidupannya bukan sebuah proses yang sederhana, melainkan membutuhkan keberlanjutan dan konsistensi dalam prosesnya itu sendiri. inilah peran pendidikan luar sekolah dalam kehidupan modern saat ini, seutuhnya dan sesungguhnya. pembahasan pemberdayaan masyarakat atau empowerment merupakan istilah yang diangkat dari hasil penelitian seorang sarjana pendidikan nonformal suzanne kindervatter dalam bukunya nonformal as an empowering process, memiliki makna agar orang-orang yang diberdayakan itu mempunyai “daya” atau mempunyai kemampuan untuk hidup layak sama dengan temannya sesama manusia. pendidikan sebagai upaya mencerdaskan bangsa berarti memberdayakan setiap warga negara agar mampu berbuat seimbang baik dalam pikiran, perkataan dan perbuatan, antara hak dan kewajiban, menjadi warga negara yang bersikap dan berbuat demokratis terhadap sesama manusia menuju masyarakat yang memahami akan hak, jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 61 kewenangan dan tanggung jawab mereka dalam semua aspek kehidupan berbangsa dan bernegara. dengan demikian, pengembangan program pendidikan luar sekolah menjadi inti utama dalam pemberdayaan masyarakat. pendidikan luar sekolah, sebagaimana yang diutarakan oleh d. sudjana (2003) mengedepankan kemampuan fleksibilitas yang mampu menjangkau berbagai lapisan masyarakat. bahkan dalam berbagai kondisi, pendidikan luar sekolah memberikan daya adaptabilitasnya untuk membangun pemberdayaan yang lebih efektif dalam memperluas layanan pendidikan kepada masyarakat. pengertian dasar dan konsep umum pemberdayaan masyarakat, sebagaimana diungkapkan oleh chambers (dalam kartasasmita, 1995: 142) menyatakan bahwa pemberdayaan masyarakat adalah sebuah konsep pembangunan ekonomiyang merangkum nilai-nilai sosial yakni bersifat people-centered, participatory, empowering and sustainable. selain itu, terdapat pengertian lain yang disampaikan oleh tjokrowinoto (dalam kusnadi, 2006: 219) konsep ini lebih luas dari hanya sekedar memenuhi kebutuhan dasar (basic need) akan tetapi juga menyediakan mekanisme untuk mencegah proses pemiskinan lebih lanjut (safety need). masalah pemiskinan menjadi isu utama dalam pemberdayaan masyarakat. karena, kemiskinan itu sendiri bukanlah masalah kekurangan semata, melainkan karena keterbatasan akses yang dimiliki untuk meningkatkan kualitas kehidupannya. seperti terbatasnya akses informasi, terbatasnya akses aktualisasi diri dan keterbatasan pemahaman pada permasalahan-permasalahan kehidupan yang ada. sehingga, dalam kondisi kemiskinan yang sangat parah, mereka pun seringkali menganggap tidak ada masalah sama sekali dalam kondisi kehidupan yang benarbenar terbatas. ahli lain, seperti sumodingrat (1996: 185) menyatakan memberdayakan masyarakat adalah upaya untuk meningkatkan harkat dan martabat lapisan masyarakat yang dalam kondisi sekarang tidak mampu untuk melepaskan diri dari perangkat kemiskinan dan keterbelakangan. ini merupakan tujuan utama dalam pembangunan pemberdayaan masyarakat adalah untuk mengoptimalkan peran individu dalam kelompok maupun antar kelompok lainnya. permasalahan utama jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 62 pembangunan masyarakat adalah pada saat masyarakat tidak mampu memahami dan mengembangkan potensi dirinya, sehingga hanya bisa menunggu fasilitasi dari inisiator pihak luar. padahal dalam tantangan global saat ini, peran serta individu maupun kelompok secara mandiri dalam mengembangkan kualitas kehidupannya masing-masing akan sangat membantu untuk membangun kehidupan masyarakat itu sendiri. hal ini dilandasi dengan kesadaran bahwa pembangunan kehidupan masyarakat harus didasarkan pada optimalisasi peran dan pembangunan kecakapan individu dalam berbagai kondisi yang ada, terutama dalam kemampuan untuk memanfaatkan berbagai potensi yang ada di sekitarnya. kemandirian adalah sasaran utama dalam pembangunan masyarakat. dengan kata lain pemberdayaan masyarakat bermaksud untuk mengembangkan kemampuan masyarakat agar secara mandiri dapat mengelola dan mengembangkan keterampilan untuk mengatasi masalah-masalah mereka sendiri. proses pemberdayaan masyarakat berarti kemampuan seseorang untuk memahami dan mengendalikan keadaan sosial, ekonomi dan kemampuan politiknya yang sangat diperlukan dalam upaya memperbaiki kedudukannya di tengah masyarakat, dengan kata lain proses pemberdayaan adalah setiap usaha pendidikan yang bertujuan untuk membangkitkan kesadaran/ pengertian dan kepekaan pada warga masyarakat terhadap perkembangan sosial, ekonomi, dan/ atau politik sehingga pada akhirnya warga masyarakat memiliki kemampuan untuk memperbaiki dan meningkatkan kedudukannya dalam masyarakat, atau menjadi masayarakat yang berdaya. proses ini bisa dilakukan dengan beragam jalur dan program yang ada, namun dalam beberapa hal, pendekatan pendidikan luar sekolah jauh lebih unggul untuk dapat membangun karakter masyarakat yang jauh lebih baik. karena, proses pemberdayaan yang mengedepankan penyelesaian secara insidental, hanya akan membuat proses pemberdayaan itu sendiri menjadi tumpul dan tidak mampu untuk menyelesaikan permasalahan masyarakat secara menyeluruh. masyarakat yang berdaya adalah masyarakat yang hidup dalam suatu masyarakat madani (civil society), yakni suatu masyarakat yang percaya atas kemampuan para anggotanya untuk menciptakan kehidupan yang lebih baik serta jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 63 masyarakat yang menyadari akan hak-hak dan kewajibannya dalam hidup bermasyarakat dimana kondisi pemberdayaan akan terwujud apabila anggota masyarakat memperoleh kesempatan agar semakin berdaya (tila’ar, 1997: 231). pemberdayaan dalam konteks sesungguhnya adalah bagaimana memberikan kesempatan kepada manusia untuk dapat membangun dan mengembangkan dirinya sendiri, sehingga dapat disimpulkan bahwa pemberdayaan sangat identik dengan pendidikan dan merupakan hakekat pendidikan itu sendiri, karena apa yang disebut dengan pendidikan termasuk pendidikan luar sekolah atau pendidikan nonformal adalah usaha memberdayakan manusia, memampukan manusia, mengembangkan talenta-talenta yang ada pada diri manusia agar dengan kemampuan/ potensi yang dimilikinya dapat dikembangkan melalui pendidikan/ pembelajaran. proses pemberdayaan masyarakat melalui pendidikan luar sekolahl, sesungguhnya merupakan sebuah upaya yang memungkinkan masyarakat dengan segala keberadaanya dapat memberdayakan dirinya. sebagaimana proses pembangunan manusia dalam berbagai sisi zaman, membutuhkan manusia yang sanggup mengembangkan keterampilan dan kemampuan yang benar-benar dapat membantunya untuk berdiri secara mandiri. sosiologi telah mengungkapkan bahwa mobilisasi sosial dan perubahan sosial, hanya dapat terjadi bilamana pendidikan dapat mengembangkan perannya untuk membangun kesadaran manusia. pendidikan luar sekolah, memberikan kesempatan kepada seluruh mayasrakat untuk membangun dan mengembangkan dirinya, baik secara pribadi maupun secara sosial. inilah konteks utama, masyarakat madani sebagaimana diungkapkan oleh tilaar (1997). fokus aktivitas pemberdayaan masyarakat berada di tangan masyarakat itu sendiri dengan bertitik tolak dari masyarakat, dilaksanakan oleh masyarakat dan manfaatnya untuk masyarakat atau dengan istilah lain pendidikan berbasis pada masyarakat. hal ini merupakan salah satu cara untuk membangun rasa memiliki dan tanggung jawab dalam membangun dan mengembangkan program pemberdayaan di dalam masyarakat. hal ini, diperkuat dengan pendapat yunus (2004: 3) yang mengungkapkan bahwa terdapat lima prinsip dasar yang patut diperhatikan dalam jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 64 proses pemberdayaan masyarakat, diantaranya adalah : (1) keperdulian terhadap masalah, kebutuhan dan potensi/ sumberdaya masyarakat; (2) kepercayaan timbal balik dari pelayan program dan dari masyarakat pemilik program; (3) fasilitasi (pemerintah) dalam membantu kemudahan masyarakat dalam berbagai proses kegiatan; (4) adanya partisipatif, yaitu upaya melibatkan semua komponen lembaga atau individu terutama warga masyarakat dalam proses kegiatan dan (5) mengayomi peranan masyarakat dan hasil yang dicapai. proses pemberdayaan masyarakat melalui proses pendidikan luar sekolah, berfokus pada beberapa langkah seperti di bawah ini, agar pemberdayaan dapat memberikan dampak yang lebih efektif terhadap masyarakat, diantaranya adalah : 1) need oriented, yaitu pendekatan yang berorientasi dan didasarkan pada kebutuhan warga masyarakat. menurut djudju sudjana (2001) kebutuhan yang diutamakan adalah kebutuhan nyata yang dirasakan oleh masyarakat (felt needs), bukan pendekatan yang dikira-kira oleh pemerintah, karena kebutuhan penyerapan anggaran. 2) endegenious, yaitu pendekatan yang berorientasi dan mengutamakan kesesuaian nilai-nilai kearifan lokal. pendekatan ini akan membantu para inisiator pemberdayaan untuk lebih mudah hubungan dengan masyarakat yang menjadi sasaran program pemberdayaan. pendekatan dengan menggunakan kearifan lokal, lebih mudah untuk diterima dan difahami oleh masyarakat, dibandingkan dengan pendekatan-pendekatan lain yang dianggap asing bagi masyarakat. 3) self reliant, yaitu pendekatan yang membangun rasa percaya diri atau sikap mandiri pada setiap warga masyarakat. kemampuan masyarakat untuk dapat memanfaatkan dirinya sendiri sangat bergantung pada kekuatannya untuk dapat membangun sikap kewirausahaan yang terbaik yang berkelanjutan dan berkesinambungan. 4) ecologically sound, ialah pendekatan yang berorientasi, memperhatikan dan mempertimbangkan aspek perubahan lingkungan, baik secara sosial maupun ekosistem lingkungan yang ada di sekitar masyarakat. dengan demikian, warga jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 65 masyarakat tidak hanya dapat memanfaatkan potensi lingkungan, namun juga dapat membangun kesadaran yang jauh lebih komprehensif mengenai berbagai pelestarian dan keberlangsungan ekologi yang ada di sekitarnya. hal ini diperlukan, untuk menjamin keberlangsungan proses pemberdayaan masyarakat itu sendiri. 5) trasnformasi struktural, yaitu pendekatan yang dilakukan berdasarkan pada perubahan struktur sistem, baik yang menyangkut hubungan sosial, kegiatan ekonomi, penyebaran keuangan, sistem manajemen maupun partisipasi masyarakat setempat. perubahan sosial, baik secara sistemik maupun struktural merupakan salah satu konsekuensi logis dari berbagai pola pembangunan berkelanjutan, termasuk di dalamnya adalah pemberdayaan masyarakat. inilah yang menjadi daya dukung utama untuk membangun standar pemberdayaan yang optimal dan benar-benar dirasakan oleh masyarakat di sekitarnya. pendidikan luar sekolah memberikan kesempatan selua-luasnya kepada seluruh lapisan masyarakat untuk dapat membangun dan mengembangkan berbagai potensi yang ada, dan memeliharanya, agar dapat memberikan nilai tambah yang berkelanjutan pula. hal inilah yang menjadi nilai positif dalam pemberdayaan masyarakat melalui pendidikan luar sekolah, berbeda dengan pembukaan akses pemberdayaan masyarakat melalui jalur yang lain, yang berfokus pada pendekatan teknis operatif. padahal, untuk membangun partisipasi masyarakat dalam berbagai pembangunan nasional, memerlukan inisiatif dan inovasi yang optimal, dan pada sisi lain memberikan kesempatan kepada masyarakat untuk dapat mengembangkan dirinya dalam berbagai bentuk usaha peningkatan kualitas kehidupan masyarakat. penutup peran pendidikan luar sekolah dalam pemberdayaan masyarakat merupakan salah satu dasar utama untuk peningkatan kualitas kehidupan yang lebih baik. peningkatan kualitas kehidupan adalah proses dasar untuk membantu bangsa dan negara indonesia dalam meningkatkan daya saing yang jauh lebih baik. masalah dasar dalam pemberdayaan masyarakat secara umum adalah ketidakmampuan masyarakat untuk memahami permasalahan kehidupannya secara menyeluruh, jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 66 dengan demikian menghambat mereka untuk dapat mengakses jalur-jalur peningkatan kualitas kehidupan secara optimal. pendidikan luar sekolah, menyediakan akses untuk hal tersebut dalam konteks yang jauh lebih luas. sehingga revitalisasi pendidikan luar sekolah adalah sebuah keniscayaan yang harus dilakukan, agar dapat memberikan kesempatan kepada masyarakat untuk peningkatan kualitas kehidupan yang jauh lebih baik. daftar pustaka ihat hatimah, dkk. 2007. pembelajaran berwawasan kemasyarakatan . jakarta: penerbit universitas terbuka kartasasmita, ginandjar. 1995. ekonomi rakyat: memadukan pertumbuhan dan pemerataan; jakarta: cides, 1995. kusnadi .(2005). filosofi pemberdayaan masyarakat pesisir. bandung; humaniora. mustofa kamil. (2007). kompetensi tenaga pendidik pendidikan nonformal dalam membangun kemandirian warga belajar. dalam jurnal ilmiah visi vol 2, no 2 2007. sudjana, d. (2000). pendidikan luar sekolah, wawasan, sejarah perkembangan, falsafah, teori pendukung, asas. bandung: falah production. sumodiningrat, g. (1999). pemberdayaan masyarakat dan jaringan pengaman sosial. jakarta;pt gramedia pustaka utama yunus,m. (2004). menciptakan dunia tanpa kemiskinan; bagaimana bisnis sosial mengubah kehidupan kita. jakarta; gramedia pustaka utama. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 162 peran pg-tk bpi dalam meningkatkan kompetensi guru melalui pelatihan tari tradisional sunda tati suharti abstrak penelitian ini mengangkat permasalahan tentang peran pgtk bpi dalam meningkatkan kompetensi guru melalui pelatihan tari tradisional sunda. adapun yang menjadi tujuan dari penelitian ini antara lain untuk mengidentifikasi bagaimana perencanaan, pelaksanaan, dan evaluasi dari pelatihan tari tradisional sunda bagi guru tk yang diselenggarakan oleh pg-tk bpi kota bandung. metode penelitian ini menggunakan metode deskriptif kualitatif. yang menjadi subyek penelitian berjumlah 10 0rang yang terdiri dari 6 orang peserta pelatihan, 2 orang narasumber dan 2 orang pelaksana kegiatan. hasil penelitian menunjukkan bahwa penelitian ini mengacu kepada : (1) perencanaan pelatihan tari tradisional sunda, (2) pelaksanaan pelatihan tari tradisional sunda, (3) evaluasi pembelajaran tari tradisional sunda. pada tahap perencanaan proses pelatihan telah disusun oleh pelatih bagaimana menciptakan iklim pelatihan. pada tahap pelaksanaan pelatihan penyajian materi dilakukan di dalam ruangan baik secara teoritis maupun praktik. evaluasi yang dilakukan oleh pelatih dilakukan dalam bentuk penguasaan gerakan dengan cara memperagakan gerakan tari oleh peserta secara satu persatu.berdasarkan temuan penelitian tersebut dapat bahwa peran pg-tk bpi dalam meningkatkan kompetensi guru melalui tari tradisional sunda (studi deskriptif kualitatif tentang pembelajaran tari tradisional sunda bagi guru tk di kota bandung) telah terlihat keberhasilan yang positif baik dilihat dari penilaian terhadap peserta pelatihan tari tradisional sunda maupun terhadap penilaian pada perencanaan, pelaksanaan dan evaluasi pelatihan tari tradisional sunda. kata kunci : pelatihan tari tradisional sunda, peran pgtk bpi, kompetensi guru. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 163 a. pendahuluan secara alamiah anak-anak sampai orang dewasa dapat menggerakkan anggota tubuhnya sesuai dengan perintah dan rangsangan dari otak untuk bergerak. gerakan anggota tubuh yang teratur dan terpola dalam sebuah gerakan akan melahirkan sebuah gerakan anggota tubuh yang menarik dan indah di pandang mata. gerakan yang teratur dan memiliki irama gerak sering disebut dengan istilah tari. setiap anak memiliki potensi untuk melakukan suatu gerakan tubuhnya baik dari hasil peniruan terhadap gerakan yang dilihat dari media televisi, video, film atau dilihat langsung dari orang yang melakukan suatu gerakan tari. juju (2012 : 4) mengungkapkan bahwa aspek psikomotor dapat dicapai melalui kegiatan siswa bergerak dalam upaya mengekspresikan imaji kreatif melalui tubuhnya. imaji kreatif ini merupakan hasil pemikiran tentang suatu kemungkinan gerak tubuh atau gerak perumpamaan, tanpa pengolahan pikir tidak akan terwujud gerak yang dapat dipertanggungjawabkan. proses berfikir dan mempertanggungjawabkan bentuk gerak oleh siswa merupakan usaha mengolah aspek kognitif. aspek kognitif sering dipandang hanya dari sudut pengetahuan teoritis saja, padahal proses berfikir dalam mewujudkan gerak pun mereupakan aspek kognitif. afektif siswa dapat dilihat antara lain dari keberanian, inisiatif, kerjasama kelompok, dan tanggungjawab. seni pertunjukan tari tradisional sunda merupakan bagian dari budaya. seni pertunjukan tari tradisional sunda merupakan wujud dari aktifitas dan kreatifitas masyarakat dalam satu tatanan kehidupan masyarakat. dari hasil kreatifitas masyarakat menghasilkan karya seni pertunjukan tari tradisional sunda yang dapat dinikmati oleh masyarakat itu sendiri. tatanan kehidupan masyarakat akan berpengaruh besar terhadap daya cipta dan kreatifitas seniman untuk mengaktualkan karya ciptanya. sejalan dengan perkembangan manusia yang sudah mengenal peradaban, berbagai jenis pertunjukkan tari tradisional sunda hasil kreatifitas masyarakat yang mempunyai jiwa seni bermunculan di setiap daerah. salah satu hasil kreatifitas masyarakat seperti seni tari tradisional sunda bagi anak usia dini adalah salah satu jenis tari tradisional sunda di wilayah jawa barat. pelatihan merupakan usaha menambah pengetahuan dan kecakapan agar dapat mengerjakan pekerjaan tertentu yang sistematis dan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 164 merupakan bagian dari pendidikan menyangkut proses belajar dengan tujuan untuk meningkatkan produktifitas kerja, etos kerja dan untuk memenuhi tuntutan jabatan profesional. pelatihan tari tradisional sunda bagi guru-guru anak usia dini merupakan suatu upaya untuk memenuhi kebutuhan mencari bentuk pembelajaran yang menyenangkan bagi anak usia dini. selama ini guru tk identik dengan pandai menyanyi dihadapan para peserta didiknya. dengan bertambahnya pengetahuan guru di bidang tari tradisional akan menambah wawasan dan kreatifitas guru dalam kegiatan proses belajar mengajar secara tematik. pelatihan tari tradisional merupakan suatu bagian dari aktivitas pendidikan luar sekolah, dimana pelatihan tersebut mempunyai peran untuk memberikan suatu keterampilan khusus kepada guru taman kanak-kanak yang membutuhkannya guna memperbaiki dan meningkatkan kemampuan profesinya di bidang seni tari tradisional sunda, sehingga pengenalan tari tradisional sunda dapat diperkenalkan lebih awal kepada anak-anak taman kanak-kanak randall schuler (1987 : 113) dalam bidulang (2000 : 44) menjelaskan bahwa : “ training and development is defined as the human resourse practice area whose focused is identifying, assessing and throuch planned learning helping development the key competencies which enable people to perform current future job”. maksudnya adalah bahwa pelatihan dan pengembangan merupakan salah satu praktik bagi sumber daya manusia yang berfokus pada identifikasi, pengkajian, serta melalui proses belajar yang terencana dan berupaya untuk mengembangkan kemampuan-kemampuan kunci yang diperlukan agar individu dapat melaksanakan pekerjaan saat ini maupun di masa yang akan datang. james r. brandon dalam buku “tradisi sebagai tumpuan kreatifitas seni” editor endang caturwati (2008 : 112) menjelaskan :“bahwa kenyataannya seni pertunjukan dapat berkembang apabila ada kerjasama dari berbagai pihak, khususnya berbagai dukungan yang menjadikan adanya “keterikatan sosial” (social contrak) yang kuat, yaitu berupa (1) dukungan pemerintah (government support); (2) dukungan komersial (commercial support); dan (3) dukungan komunal (communal support)”. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 165 dari penjelasan tersebut dapat dipahami bahwa untuk dapat melestarikan seni pertunjukan dari budaya lokal sangat bergantung kepada berbagai dukungan dan kepedulian semua pihak. keterkaitan dengan seni tari tradisional sunda diperlukan pula berbagai upaya untuk mempertahankan eksistensi seni tari tradisional sunda dengan salah satu bentuk kegiatan adalah pelatihan tari tradisional. rumusan masalah untuk mengarahkan penulisan karya tulis ini, penulis merumuskan masalah sebagai berikut : 1. bagaimanakah perencanaan pelatihan tari tradisional sunda bagi guru tk yang diselenggarakan oleh pg-tk bpi kota bandung ?. 2. bagaimanakah pelaksanaan pelatihan tari tradisional sunda bagi guru tk yang diselenggarakan oleh pg-tk bpi kota bandung ?. 3. bagaimanakah evaluasi dari pelatihan tari tradisional sunda bagi guru tk yang diselenggarakan oleh pg-tk bpi kota bandung terhadap pengembangan profesi guru tk ?. tujuan penelitian 1. untuk mengetahui bagaimana perencanaan pelatihan tari tradisional sunda bagi guru tk yang diselenggarakan oleh pg-tk bpi kota bandung. 2. untuk mengetahui bagaimana pelaksanaan pelatihan tari tradisional sunda bagi guru tk yang diselenggarakan oleh pg-tk bpi kota bandung. 3. untuk mengetahui bagaimana evaluasi dari pelatihan tari tradisional sunda bagi guru tk yang diselenggarakan oleh pg-tk bpi kota bandung terhadap pengembangan profesi guru tk. b. kajian teori dan metode pelatihan sebagai salah satu bentuk program pls penyelenggaraan pendidikan luar sekolah merupakan suatu upaya sadar untuk meningkatkan kemampuan kognitif, afektif dan keterampilan masyarakat baik yang ada dalam lingkungan pendidikan maupun di lingkungan masyarakat. peran aktif pendidikan luar sekolah di negara berkembang sangat diharapkan sekali, karena pendidikan luar sekolah memiliki keleluasaan dalam penyelenggaraan dan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 166 pembiayaan yang relatif ringan, serta waktu yang dibutuhkan cukup relatif singkat. berkaitan dengan masalah pendidikan yang timbul dalam pendidikan sekolah, pendidikan luar sekolah mempunyai peranan untuk membantu sekolah dan masyarakat dalam upaya pemecahan masalah tersebut. peranan pendidikan luar sekolah yang dapat ditampilkan dalam pemecahan masalah pendidikan sekolah adalah sebagai pelengkap, penambah dan pengganti pendidikan sekolah. sebagai pelengkap (complementary education), pendidikan luar sekolah dapat menyajikan berbagai mata pelajaran atau kegiatan belajar yang belum termuat dalam kurikulum pendidikan sekolah sedangkan materi pelajaran atau kegiatan belajar tersebut sangat dibutuhkan oleh anak didik dan masyarakat yang menjadi layanan sekolah tersebut. kegiatan pelatihan tari tradisional sunda bagi guru-guru tk se kota bandung merupakan kegiatan bagi orang dewasa. pelatihan bagi orang dewasa memerlukan strategi sendiri, agar pelatihan dapat berhasil. kegiatan pelatihan merupakan salah satu program pendidikan luar sekolah yang memerlukan penanganan secara profesional sehingga hasil yang diharapkan dapat dicapai secara optimal. pendidikan orang dewasa pendidikan orang dewasa mengandung adanya dua ungkapan yaitu pendidikan dan orang dewasa. pendidikan orang dewasa merujuk pada penyelenggaraan pendidikan yang ditujukan bukan untuk anak-anak akan tetapi untuk orang dewasa (abdulhak, 2000 : 11) istilah dewasa dapat ditinjau dari beberapa segi; yaitu dari segi biologis, hukum, sosial, dan psikologis. disebutkan dewasa karena didasarkan atas kelengkapan kondisi fisik, termasuk umur dan juga kejiwaannya. serta dapat memenuhi (berperan) sesuai dengan tuntutan tugas dari status yang dimilikinya. hal ini sejalan dengan pendapat john l elias dan sharran merriam (1980 dalam abdulhak, (2000 : 12) bahwa : ”kedewasaan ini menyangkut tiga istilah yang tidak dapat dihindarinya yaitu age, psychlogical maturity, and social roles. apalagi dalam wujud kehidupan secara luas bahwa antara kondisi fisik dan kejiwaan terdapat dalam wujud kehidupan seseorang, tidak dapat berjalan sesuai dengan irama kehidupannya”. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 167 berdasarkan umur menunjukkan bahwa yang disebut dewasa adalah setiap orang yang menginjak usia 21 tahun (meskipun belum menikah) atau semenjak seseorang menikah (meskipun belum berusia 21 tahun). pendapat lain diungkapkan hurlock (development psychology, 1986) bahwa adult (dewasa) atau ”adulthood” (status dalam keadaan kedewasaan) ditujukan pada usia 21tahun untuk awal masa dewasa, dan sering pula dihitung sejak 7 atau 8 tahun setelah seseorang mencapai kematangan seksual, atau sejak asa pubertas. pendekatan berdasar kepada umur ini dilakukan pula oleh para ahli hukum, sehingga melahirkan perbedaan perlakuan hukum terhadap setiap pelanggar. dari pandangan tersebut di atas dapat disimpulkan bahwa pengertian dewasa dapat dilihat secara fisik dan kejiwaan yang nampak di dalam kehidupan seseorang. selain itu orang yang dikatakan dewasa dapat dilihat dari segi usia seseorang yang dikatakan hidup normal. pelatihan dalam penyelenggaraan pendidikan di indonesia dikenal adanya tiga jalur pendidikan, yaitu jalur pendidikan formal, non formal dan in formal. secara empiris seseorang mendapatkan ilmu pengetahuan yang merupakan bekal hidup diperoleh baik melalui pendidikan sekolah maupun pendidikan luar sekolah. secara yuridis bahwa warga masyarakat dapat memperoleh pendidikan sesuai dengan amanat undang-undang sistem pendidikan nasional no 20 tahun 2003. diantara bentuk satuan pendidikan luar sekolah, pelatihan merupakan bentuk satuan pendidikan yang cukup populer. pelatihan tari tradisional sunda merupakan forum belajar yang populer untuk mendapatkan pengetahuan dan keterampilan menari. randall schuller (1987 : 113) dalam bidulang (2000 : 44) menjelaskan bahwa ” training and development is defined as the human resourse practice area whose focused is identifying, assesing and throuch planned learning helping development the key competencies which enable people to perform curent future job” maksudnya adalah bahwa pelatihan dan pengembangan merupakan salah satu praktek bagi sumber daya manusia yang berfokus pada dan berupaya untuk membantu mengembangkan kemampuan-kemampuan kunci yang jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 168 diperlukan agar individu dapat melaksanakan pekerjaan saat ini maupun di masa mendatang. pelatihan seni tari tradisi sunda merupakan salah satu kegiatan pelatihan yang diselenggarakan pgtk bpi bertujuan untuk memberikan bekal pengetahuan dan keterampilan bagi guru-guru tk yang berada di kota bandung tentang tari tradisional sunda yang dapat diajarkan bagi peserta didik taman kanak-kanak. tujuan dan sasaran pelatihan tujuan pelatihan tari tradisional sunda bagi guru tk adalah untuk adalah untuk memberikan bekal pengetahuan dan keterampilan bermain tari tradisional sunda guna meningkatkan kompetensi guru tk. sedangkan yang menjadi sasaran pelatihan ini adalah : a) memahami asal tari tradisi sunda; b)memahami, menghayati dan mampu menerapkan tari tradisi sunda kepada peserta didik; c) mampu melaksanakan kegiatan latihan tari tradisional sunda di sekolah masingmasing; d) bergairah untuk melatih dan mensosialisasikan pelestarian seni tari tradisional sunda. kompetensi guru peraturan mendiknas ri nomor 16 tahun 2007 tanggal 4 mei tahun 2007 tentang: standar kualifikasi akademik dan kompetensi guru cakupannya meliputi : 1. kualifikasi akademik guru yang harus dimiliki adalah : s1/d4 mata pelajaran dan guru yang memiliki uji kelayakan dan kesetaraan (memiliki keahlian tanpa ijazah wewenangperguruantinggi) 2. b) standar kompetensi guru meliputi : 1) kompetensi pedagogik; 2) kompetensi kepribadian; 3) kompetensi sosial; dan 4) kompetensi profesional. 3. kompetensi guru terdiri dari : a. kompetensi pedagogik : 1).menguasai karakteristik peserta didik dari aspek fisik, moral, sosial, kultural, emosional, dan intelektual ;2).menguasai teori belajar dan prinsip-prinsip pembelajaran yang mendidik; 3).mengembangkan kurikulum yang terkait dengan mata pelajaran / bidang pengembangan yang diampu; 4).menyelenggarakan pembelajaran yangg mendidik; 5)memanfaatkan teknologi informasi dan komunikasi untuk jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 169 kepentingan pembe lajaran; 6). memfasilitasi pengembangan potensi peserta didik untuk mengaktualisasikan berbagai potensi yang dimiliki; 7). berkomunikasi secara efektif , empatik, dan santun dengan peserta didik; 8). menyelenggarakan penilaian dan evaluasi proses dan hasil belajaran evaluasi untuk kepentingan; 9). memanfaatkan hasil penilaian dan evaluasi untuk kepentingan pembelajaran; 10) melakukan tindakan reflektif untuk peningkatan kualitas pembelajaran. b. kompetensi kepribadian (11-15) : 11). bertindak sesuai dengan norma agama, hukum, sosial, dan kebudayaan nasional indonesia; 12). menampilkan diri sebagai pribadi yang jujur, berakhlak mulia, dan teladan bagi peserta didik dan masyarakat; 13). menampilkan diri sebagai pribadi yang mantap, stabil, dewasa, arif dan beri; 14). menunjukan etos kerja, tanggungjawab yang tinggi, rasa bangga menjadi guru, dan rasa percaya diri; 15). menjunjung tinggi kode etik profesi guru c. kompetensi sosial (16-19): 16). bersikap inklusif, bertindak obyektif, serta tidak diskriminatif karena pertimbangan jenis kelamin, agama, ras, kondisi fisik, latar belakang keluarga, dan status sosial ekonomi; 17). berkomunikasi secara efektif, empatik, dan santun dengan sesame pendidik, tenaga kependidikan, orang tua, dan masyarakat; 18). beradaptasi di tempat bertugas di seluruh wilayah republik indonesia yang memiliki keragaman sosial budaya; 19). berkomunikasi dengan komunitas profesi sendiri dan tulisan atau bentuk lain d. kompetensi profesional (20-24) : 20). menguasai materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu; 21). menguasai standar kompetensi dan kompetensi dasar mata pelajaran/bidang pengembangan yang diampu; 22). mengembangkan materi pembelajaran yang diampu secara kreatif; 23). mengembangkan keprofesionalan secara berkelanjutan dengan melakukan tindakan reflektif ;24). memanfaatkan teknologi informasi dan komunikasi untuk berkomunikasi dan mengembangkan diri. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 170 konsep pelatihan tari tradisional sunda pengertian kreativitas pengertian kreativitas menurut kathena dalam prayitno (1991 : 11) mengemukakan bahwa, ”kreativitas merupakan prakarsa untuk menyimpang dari urutan berfikir yang biasa ke pola yang sama sekali berbeda”. dari pengertian tersebut dapat dijelaskan bahwa kreativitas lahir dari hasil pemikiran dan penilaian ketidakpuasan terhadap sesuatu yang sudah ada tidak dapat memenuhi keinginan dan kebutuhan manusia. dengan ketidakpuasan manusia dengan keadaan dapat mendorong manusia itu befikir untuk berkreativitas demi menemukan sesuatu yang dapat memenuhi suatu kebutuhan manusia pada zamannya. kebutuhan manusia setiap saat akan mengalami perubahan sesuai dengan perkembangan ilmu pengetahuan dan teknologi. begitu juga dengan aktifitas kegiatan seniman tari tradisi sunda yang setiap saat mengalami pengaruh dari jenis-jenis tari dari berbagai daerah maupun negara, sehingga seniman tari tersebut akan merasa sulit untuk mempertahankan hasil seni tradisi sunda yang sudah ada. rumusan lainnya tentang kreativitas dijelaskan munandar (1992: 47) yaitu :a) kreativitas adalah kemampuan untuk membuat kombinasi baru, berdasarkan data, informasi, atau unsur-unsur yang ada; b) kreativitas (berfikir kreatif atau berfikir devergen) adalah kemampuan berdasarkan data atau informasi yang tersedia menemukan banyak kemungkinan jawaban terhadap sesuatu masalah, dimana penekanannya adalah pada kuantitas, ketepatgunaan, dan keragaman jawaban; c) kreativitas dapat dirumuskan sebagai kemampuan yang mencermikan kelancaran, keluwesan (fleksibilitas), dan orisinalitas dalam berfikir, serta kemampuan untuk mengelaborasi (mengembangkan, memperkaya, memperinci) suatu gagasan. ciri –ciri kreativitas berdasarkan analisa factor, menurut guilford dalam supriadi (1994 : 7) menemukan bahwa ada lima ciri kemampuan berpikir kreatif , yaitu : a) kelancaran (fluency); b) keluwesan (flexibility); c) keaslian (originalitas); d) penguraian (elaboration); e) perumusan kembali (redefinition). jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 171 lebih lanjut supriadi (1994 : 7) menjelaskan tentang lima ciri kemampuan berpikir kreatif tersebut, sebagai berikut : kelancaran adalah kemampuan untuk menghasilkan banyak gagasan, keluwesan adalah kemampuan untuk mengemukakan bermacam-macam pemecahan atau pendekatan terhadap masalah. orisinalitas kemampuan untuk mencetuskan gagasan dengan cara yang asli. elaborasi adalah kemampuan untuk mengurai sesuatu secara terinci. redefinisi adalah kemampuan untuk meninjau sesuatu persoa;an berdasarkan perspektif yang berbeda dengan apa yang sudah diketahui oleh banyak orang. dari ciri-ciri di atas memberikan gambaran bahwa kemampuan berpikir kreatif merupakan aspek indicator dari kreativitas. penelitian berdasarkan analisi factor dari guilford menunjukkan korelasi yang statis bermakna (signifikan) walaupun rendah, antara ciri-ciri nonaptitude atau afektif (seperti kepercayaan diri, keuletan, apresiasi estetik, kemandirian) dan ciri-ciri aptitude dari kreativitas atau kemampuan berpikir kreatif yang telah diuraikan di atas ( kelancaran, keluwesan, dan orisinalitas dalam berpikir. sehubungan dengan hal tersebut, dapat disimpulkan bahwa pengembangan kreativitas seseorang, dalam hal ini kreativitas anak tidak hanya memperhatikan pengembangan kemampuan berpikir kreatif saja, tetapi juga harus memperhatikan pemupukan sikap dan cirri-ciri kepribadian kreatif. aspek ini penting dipahami sebagai dasar dalam memberikan perlakuan yang sesuai kepada seseorang terutama anak guna mengembangkan krativitasnya. upaya menciptakan iklim yang kondusif bagi perkembangan kreativitas hanya mungkin apabila dipahami lebih dahulu sifat-sifat kemampuan kreatif dan iklim lingkungan yang mengitarinya (supriadi, 1994 : 54). c. hasil penelitian deskripsi hasil penelitian berdasarkan hasil wawancara peneliti kepada responden dengan teknik observasi dan studi dokumentasi yang telah dilakukan peneliti dalam riset lapangan. peneliti memperoleh data sesuai dengan kebutuhan peneliti. dari data yang diperoleh selanjutnya dianalisis dan dideskripsikan dalam bentuk narasi. di dalam mendeskripsikan data, peneliti akan mengacu kepada : (1) perencanaan pelatihan tari jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 172 tradisional sunda, (2) pelaksanaan pelatihan tari tradisional sunda, (3) evaluasi pembelajaran tari tradisional sunda. perencanaan pelatihan tari tradisional sunda persiapan pelatihan yang dilakukan oleh lr dalam materi pelatihan tari tradisional sunda selalu disusun setiap akan melaksanakan melatih. selain itu lr membuat pula catatan-catatan yang berfungsi untuk membantu menyusun strategi dan metode apa yang akan digunakan serta konsep-konsep gerakan tari yang cukup sulit untuk ditiru oleh peserta pelatihan sehingga proses pelatihan dapat berjalan lancar sesuai dengan waktu yang telah ditetapkan. begitu juga pada pertemuan kedua dan seterus lr selalu membuat persiapan untuk melatih, sehingga kegiatan pelatihan dapat berjalan lancar sesuai dengan rencana yang telah ditetapkan. adapun bentuk persiapan kegiatan pelatihan sebelum melakukan latihan tari tradisional terdiri dari 1) pokok materi latihan; 2) hari/tanggal; 3) waktu; 4) sub materi latihan yang terdiri dari pendahuluan, materi inti dan kegiatan penutup; 5) alat bantu dan 6) catatan. deskripsi pelaksanaan pelatihan menurut es pelaksanaan proses pelatihan tari pada pertemuan pertama dilaksanakan secara praktik dan apresiatif. pelatih memberi contoh, kemudian peserta meniru gerakan-gerakan yang diperagakan oleh pelatih. pada awal latihan pelatih memberikan contoh gerakan dimulai dari gerakan kaki, dengan posisi tangan di pinggang atau di lepas bebas dengan menggunakan hitungan sebagai birama. pada latihan ini merupakan latihan dasar gerakan tari. ada lima pola latihan langkah yang dilakukan diantaranya latihan jalan yaitu (1) latihan langkah oleh dua kaki secara bergantian antara satu dengan yang lainnya.(2) kemudian dilanjutkan dengan latihan lari kecil, (3) latihan melompat, (4) latihan meloncat dengan satu kaki, (5) lari bertunggangan. latihan ini dilakukan untuk membiasakan gerakan kaki dan kekuatan otot-otot kaki. kemudian setelah latihan kaki sudah mahir dilanjutkan dengan latihan dasar gerakan tangan selaras dengan gerakan kaki, pinggul dan tangan. kegiatan ini dilakukan secara berulang-ulang dengan diiringi tepuk pelatih dan hitungan gerakan. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 173 selama di dalam proses latihan gerakan dasar tari, peserta cukup tertarik oleh materi latihan yang diajarkan oleh pelatih, sehingga waktu yang dialokasikan selama dua jam terasa sangat sebentar. respon peserta sangat antusias mengikuti latihan gerakan dasar tari tradisional. kemudian pada pertemuan kedua menurut nr, latihan mulai mengarah kepada gerakan kaki, pinggul, tangan dan kepala dengan diiringi tepuk pelatih atau hitungan pelatih. sesekali pelatih memberikan contoh gerakan dengan tempo lambat, kemudian memberikan contoh gerakan dengan tempo sedang dan memberikan contoh dengan tempo cepat. pada pertemuan kedua ini kemampuan yang akan dicapai dari kegiatan ini adalah kelancaran peserta pelatihan dapat melakukan gerakan yang harmonis baik dengan hitungan maupun dengan music sesuai dengan yang dicontohkan oleh pelatih. selain itu sikap yang diharapkan muncul dari peserta adalah keberanian melakukan gerakan, percaya diri. pada tahap ini, pelatih memperagakan gerakan tari dengan diiringi music dari tape recorder sementara peserta pelatihan tari memperhatikan secara seksama gerakan yang dilakukan oleh pelatih. hasil pengamatan peneliti, bahwa pelatih dalam melakukan kegiatan latihan gerakan tari, membagi peserta menjadi 5 kelompok yang setiap kelompoknya terdiri dari 4 – 6 orang. kemudian pelatih memberikan kesempatan kepada setiap kelompok untuk tampil membawakan gerakan tari dengan diiringi music yang sudah ada sesuai dengan karakter gerakan tari yang menjadi satu paket . di akhir kegiatan pelatih mengumpulkan peserta pelatihan duduk di lantai untuk menyampaikan pengarahan dan penjelasan tentang gerakan tari dan keharmonisan serta kesesuaian antara gerakan tubuh dengan irama music yang sudah tersedia. kesulitan-kesulitan pada gerakan-gerakan tertentu dijelaskan kembali sampai peserta menjadi mampu melakukan gerakan yang agak sulit. di dalam setiap pelaksanaan pelatihan, pelatih menggunakan metoda kelompok, artinya pelatihan dilakukan dalam bentuk kelompok besar, kemudian dibagi menjadi beberapa kelompok kecil. setiap kelompok diberi nama oleh kelompok masing-masing yang ada keterkaitannya dengan seni tradisional sunda misalnya kelompok ketuk tilu, kelompok jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 174 jaipong, kelompok topeng, kelompok tayub dan lain-lainnya. hal ini dilakukan pembagian kelompok sangat menguntungkan baik bagi pelatih, maupun untuk peserta, karena dengan metoda kelompok lebih dapat memupuk saling membelajarkan dan saling memberikan pengalaman diantara peserta pelatihan tari tradisional. metoda yang sering digunakan dalam penyampaian materi pelatihan oleh pelatih adalah ceramah sebagai pembuka awal kegiatan dan akhir kegiatan, demonstrasi, penugasan dan simulasi kelompok.pada sesi latihan i pelatih lebih dominan menggunakan metoda ceramah dibandingkan dengan penggunaan metoda pelatihan lainnya. hal ini lebih disebabkan oleh materi yang mengarah kepada penjelasan tentang tari tradisional yang dimiliki oleh warga propinsi jawa barat. untuk sesi latihan ii, iii dan iv pelatih lebih dominan menggunakan metoda demonstrasi dan penugasan langsung. teknik ini mendorong peserta dapat melatih dan melakukan gerakan yang telah diperagakan oleh pelatih. sesi v dan vi merupakan pematangan dan penghafalan gerakan dengan diiringi musik tarian yang dilakukan oleh peserta dari kelompok masing-masing. untuk meyakinkan apakah seluruh peserta sudah menguasai gerakan tari, pelatih melakukan pengecekan dengan cara memanggil satu persatu peserta untuk memperagakan gerakan tari tradisi dengan diiringi musik. setiap penampilan peserta dalam memperagakan gerakan tari diperhatikan dengan secara seksama. evaluasi pembelajaran tari tradisional sunda. evaluasi terhadap hasil pelatihan di dalam penyelenggaraan pelatihan tari tradisional sunda dimaksudkan untuk mengidentifikasi dan menganalisa kegiatan pelatihan selama pelaksanaan pelatihan tari tradisional sunda. evaluasi yang biasa dilakukan oleh pelatih dilakukan dalam bentuk penguasaan gerakan dengan cara memperagakan gerakan tari oleh peserta secara satu persatu. hal ini dilakukan untuk mengukur daya serap peserta pelatihan tari tradisional sampai sejauhmana peserta dapat menerima dan memahami materi pelatihan tari tradisional. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 175 d. pembahasan hasil penelitian pembahasan perencanaan pelatihan berdasarkan profil perencanaan pelatihan yang ditampilkan oleh pelatih yang menjadi responden (lr), maka dapat digambarkan tentang penyusunan konsep perencanaan dalam kegiatan pelatihan tari tradisional sunda. pada tahap perencanaan proses pelatihan telah disusun oleh pelatih bagaimana menciptakan iklim pelatihan. hal ini sejalan dengan pendapat d. sudjana (1992 : 41) bahwa : perencanaan pada dasarnya adalah proses sistematis dalam pengambilan keputusan tentang tindakan yang akan dilakukan pada waktu yang akan datang. mengapa disebutkan sistematis karena perencanaan itu dilaksanakan dengan menggunakan prinsip-prinsip tertentu di dalam proses pengambilan keputusan, penggunaan teknik secara ilmiah serta tindakan atau kegiatan yang terorganisir. dari suasana pelatihan dibuatlah deskripsi materi pelatihan, menentukan media pendidikan sebagai penunjang pengefektifan proses pelatihan dan alat pelatihan yang berfungsi sebagai acuan pelatihan. selain itu, pelatih menyusun kelompok-kelompok belajar. kelompok belajar tersebut diberi nama dengan sebutan atau nama-nama jenis tari sebagai produk hasil budaya. selanjutnya pelatih menyusun tujuan pelatihan dengan cara merumuskan tujuan pelatihan secara khusus dan merancang proses pelatihan yang meliputi aspek-aspek pelatihan, model kegiatan pelatihan, mengurutkan langkah-langkah pelatihan, penggunaan metoda pelatihan, penggunaan teknik dalam pelatihan, menentukan media dan bahan pelatihan yang sesuai dengan tujuan. berdasarkan data di lapangan bahwa pelatih cukup cakap dan terampil dalam menyusun rancangan kegiatan pelatihan. mereka selalu berusaha untuk melakukan pembuatan perencanaan pelatihan semaksimal mungkin sesuai dengan tuntutan baik dari lembaga pg-tk bpi maupun dari tuntutan peserta pelatihan. perencanaan atau persiapan pelatihan yang disusun oleh pelatih merupakan langkah awal seorang pelatih sebagai suatu usaha agar proses pelatihan dapat mencapai sasaran dan target yang telah ditentukan. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 176 pembahasan pelaksanaan pelatihan pada tahap pelaksanaan pelatihan penyajian materi dilakukan di dalam ruangan baik secara teoritis maupun praktik. pelaksanaan pelatihan lebih besar penekanannya kepada praktik. sementara materi yang bersifat teoritis disampaikan dalam waktu yang relative singkat dalam setiap awal dan akhir dari kegiatan latihan tari tradisi dengan kurun waktu kurang lebih sepuluh menit. ishak abdulhak (2000 : 23) menjelaskan bahwa :“proses pembelajaran (learning process) adalah interaksi edukatif antara peserta dengan komponen-komponen pembelajaran lainnya, ketepatan komponen yang digunakan dapat mempengaruhi proses pembelajaran. keseluruhan komponen yang digunakan dalam pembelajaran perlu mengacu kepada tujuan pembelajaran yang telah ditetapkan sehingga penetapan setiap komponen betul-betul fungsional dan menunjang tercapainya tujuan belajar. dalam pengertian ini bahwa penetapan sesuai kepentingannya dengan tujuan belajar yang akan dicapai. proses pembelajaran menyangkut strategi, metode, teknik, dan taktik yang digunakan untuk terjadinya kegiatan pembelajaran pada diri peserta”. interaksi antara pelatih dan peserta pada pelaksanaan pelatihan tari tradisional cukup baik, sehingga interaksi tersebut dapat mempengaruhi keberhasilan dalam proses pelatihan. indicator dari interaksi yang baik tersebut diwujudkan dalam bentuk respon peserta pelatihan yang mampu mengikuti kegiatan pelatihan secara maksimal. metoda yang digunakan oleh pelatih cenderung menggunakan metoda demonstrasi dan simulasi dengan melalui pembagian peserta secara berkelompok dengan maksud agar materi pelatihan tari tradisional sunda lebih mudah dan cepat dikuasai peserta pelatihan. hal ini dipertegas lagi oleh d. sudjana (2001 : 31) bahwa metode kelompok akan berpengaruh pada tumbuhnya kegiatan belajar dalam kelompokkelompok setara yang memiliki kesamaan latar belakang, kepentingan, dan masalah yang dihadapi. pada tingkat kemampuan penguasaan materi pelatihan oleh pelatih sering disajikan sebagai indicator untuk untuk mengukur tingkat keberhasilan penyelenggaraan pelatihan. pada umumnya pelatih menguasai sekali materi pelatihan tari tradisional sunda. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 177 alat media yang digunakan dalam pelatihan menggunakan tape recorder sebagai alat bantu untuk membunyikan musik sebagai pengiring gerakan tari. dari hasil pengamatan bahwa media dan alat pembelajaran sudah cukup memenuhi untuk menunjang keberhasilan pelatihan tari tradisional sunda. pembahasan evaluasi pelatihan pada tahap evaluasi terhadap hasil pelatihan di dalam penyelenggaraan pelatihan tari tradisional sunda dimaksudkan untuk mengidentifikasi dan menganalisa kegiatan pelatihan selama pelaksanaan pelatihan tari tradisional sunda. sejalan dengan daniel stufflebean dalam suharsimi arikunto (1999 : 23) bahwa: “ evaluasi adalah sebagai suatu proses dimana kita mengupayakan sejumlah informasi yang berkaitan dengan jenis keputusan yang akan diambil, mengumpulkan dan melengkapi informasi yang berguna dan diperlukan untuk pengambilan keputusan”. kemudian djudju sudjana menjelaskan bahwa : “tujuan evaluasi adalah untuk mengetahui efektivitas materi, proses, metode, teknik, dan alat bantu pembelajaran menurut persepsi peserta didik dan atau pihak lain yang terkait”. evaluasi yang biasa dilakukan oleh pelatih dilakukan dalam bentuk penguasaan gerakan dengan cara memperagakan gerakan tari oleh peserta secara satu persatu. hal ini dilakukan untuk mengukur daya serap peserta pelatihan tari tradisional sampai sejauhmana peserta dapat menerima dan memahami materi pelatihan tari tradisional. selain itu pelatih melakukan penilaian secara klasikal atau menyeluruh yang dilakukan oleh peserta pelatihan dengan cara melakukan gerakan tari yang diiringi musik secara bersama-sama. dari gerakan kolosal tersebut, pelatih dapat melakukan penilaian gerakan yang harmonis secara menyeluruh. e. kesimpulan dan rekomendasi kesimpulan peran pg-tk bpi dalam meningkatkan kompetensi guru melalui tari tradisional sunda (studi deskriptif kualitatif tentang pembelajaran tari tradisional sunda bagi guru tk di kota bandung) secara kualitas dan kuantitas telah berhasil menghasilkan para peserta pelatihan memiliki prubahan wawasan, sikap, kemandirian, kreatif, berpartisipasi, dan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 178 peningkatan pengetahuan, keterampilan dan kecakapan membina peserta didik. perencanaan pelatihan pada tahap perencanaan proses pelatihan telah disusun oleh pelatih bagaimana menciptakan iklim pelatihan. dari suasana pelatihan dibuatlah deskripsi materi pelatihan, menentukan media pendidikan sebagai penunjang pengefektifan proses pelatihan dan alat pelatihan yang berfungsi sebagai acuan pelatihan. selain itu, pelatih menyusun kelompok-kelompok belajar. kelompok belajar tersebut diberi nama dengan sebutan atau nama-nama jenis tari sebagai produk hasil budaya. selanjutnya pelatih menyusun tujuan pelatihan dengan cara merumuskan tujuan pelatihan secara khusus dan merancang proses pelatihan yang meliputi aspek-aspek pelatihan, model kegiatan pelatihan, mengurutkan langkah-langkah pelatihan, penggunaan metoda pelatihan, penggunaan teknik dalam pelatihan, menentukan media dan bahan pelatihan yang sesuai dengan tujuan. pelakasanaan pelatihan pada tahap pelaksanaan pelatihan penyajian materi dilakukan di dalam ruangan baik secara teoritis maupun praktik. pelaksanaan pelatihan lebih besar penekanannya kepada praktik. sementara materi yang bersifat teoritis disampaikan dalam waktu yang relative singkat dalam setiap awal dan akhir dari kegiatan latihan tari tradisi dengan kurun waktu kurang lebih sepuluh menit. interaksi antara pelatih dan peserta pada pelaksanaan pelatihan tari tradisional cukup baik, sehingga interaksi tersebut dapat mempengaruhi keberhasilan dalam proses pelatihan. indikator dari interaksi yang baik tersebut diwujudkan dalam bentuk respon peserta pelatihan yang mampu mengikuti kegiatan pelatihan secara maksimal. metoda yang digunakan oleh pelatih cenderung menggunakan metoda demonstrasi dan simulasi dengan melalui pembagian peserta secara berkelompok dengan maksud agar materi pelatihan tari tradisional sunda lebih mudah dan cepat dikuasai peserta pelatihan. pada tingkat kemampuan penguasaan materi pelatihan oleh pelatih sering disajikan sebagai indikator untuk untuk mengukur tingkat keberhasilan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 179 penyelenggaraan pelatihan. pada umumnya pelatih menguasai sekali materi pelatihan tari tradisional sunda. alat media yang digunakan dalam pelatihan menggunakan tape recorder sebagai alat bantu untuk membunyikan musik sebagai pengiring gerakan tari. dari hasil pengamatan bahwa media dan alat pembelajaran sudah cukup memenuhi untuk menunjang keberhasilan pelatihan tari tradisional sunda. evaluasi pelatihan pada tahap evaluasi terhadap hasil pelatihan di dalam penyelenggaraan pelatihan tari tradisional sunda dimaksudkan untuk mengidentifikasi dan menganalisa kegiatan pelatihan selama pelaksanaan pelatihan tari tradisional sunda. evaluasi yang biasa dilakukan oleh pelatih dilakukan dalam bentuk penguasaan gerakan dengan cara memperagakan gerakan tari oleh peserta secara satu persatu. hal ini dilakukan untuk mengukur daya serap peserta pelatihan tari tradisional sampai sejauhmana peserta dapat menerima dan memahami materi pelatihan tari tradisional. rekomendasi penulis merekomendasikan kepada berbagai pihak yang relevan, diantaranya : 1. pelatihan tari tradisional sunda merupakan salah satu upaya untuk melestarikan tari tradisional yang ada di tataran tanah sunda. seorang guru taman kanak-kanak dituntut untuk kreatif dan memiliki keterampilan dalam hal seni tari yang sesuai dengan perkembangan usia anak dan pesan apa yang ingin disampaikan dalam isi cerita harus sesuai dengan usia anak dini. seringkali guru taman kanak-kanak belum optimal dalam memberikan pembelajaran tari yang bersifat monoton. 2. bagi guru, diharapkan dapat meningkatkan pengetahuan tentang tari baik melalui pendidikan formal maupun non formal sehingga guru memiliki kualifikasi profesionalisme. 3. disadari bahwa penelitian ini masih terdapat kekurangan dan keterbatasan baik dalam lingkup penelitian maupun kedalaman penelitian, apa yang peneliti temukan memang memiliki kekhasan tersendiri, maka akan lebih baik jika ada yang bermaksud menindaklanjuti penelitian ini. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 180 daftar pustaka depdiknas padu. 2003. pedoman rintisan kelompok bermain. bandung : depdiknas. direktorat padu. 2002. bahan sosialisasi padu. jakarta : depdiknas direktorat plp. munandar, s.c.u 2004. mengembangkan bakat dan kreativitas anak sekolah, petunjuk bagi para guru dan orangtua. jakarta : pt. grasindo peraturan mendiknas ri nomor 16 tahun 2007 tentang: standar kualifikasi akademik dan kompetensi guru. sudjana, d. 1999. metode dan teknik pembelajaran partisipatif pls. bandung : nusantara press. ____________ 2001. pendidikan luar sekolah, wawasan, sejarah perkembangan, falsafah, teori pendukung, asas. bandung : falah production. sudjana, n. 1989. penelitian dan penilaian pendidikan. bandung : bina aksara. ____________ 1992. dasar-dasar proses belajar mengajar. bandung : sinar baru algesindo. sugiyono. 2003. metode penelitian administrasi. bandung : alfabeta ____________ 2006. metode penelitian kuantitatif kualitatif dan r & d. bandung : alfabeta. jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 42 peningkatan pemahaman membaca narrative text berbahasa inggris melalui scanning technique pada santri ponpes miftahul huda cimahi reni pujianti pujianti_reni@ymail.com sekolah menengah pertama interaktif gemilang mutafannin abstrak penelitian ini berjudul ” penigkatan pemahaman membaca narrative text berbahasa inggris melalui scanning technique pada santri ponpes miftahul huda cimahi” adalah untuk menemukan keefektipan pemahaman membaca naratif para santri dengan menggunakan scanning technique di kelas 3 dtu pondok pesantren miftahul huda cimahi. pada penelitian ini penulis menggunakan pre-experimental one-group pretest-posttest design dan metode kuantitatif. populasi pada penelitian ini adalah seluruh santri pondok pesantren miftahul huda cimahi dengan sampel kelas 3 dtu. untuk mengetahui normalitas prites dan postes dan untuk mengetahui apakah hipotesis diterima atau ditolak, data dianalisis menggunakan spss. kata kunci: pemahaman, narrative text, scanningtechnique a. pendahuluan pondok pesantren merupakan salah satu pendidikan nonformal berbasis agamis yang memperdalam mengenai hukum-hukum islam atau ilmu agama (islam) dan segala hal yang berhubungan dengan islam. murid yang menuntut ilmu di pondok pesantren dinamakan santri dan pengajarnya disebut ustadz/ustadzah. ustadz/ ustadzah sangat dihormati oleh santrinya, karena mereka memiliki budaya “ta’dim” atau dalam arti bahasa indonesia adalah menuruti segala sesuatu yang diperintah oleh ustadz/ustadzah selama perintah itu baik. para santri menghabiskan waktu mereka dengan menimba ilmu agama saja. namun, dengan keadaan masyarakat yang sudah modern saat ini dan dengan fasilitas-fasilitas yang diberikan oleh dunia saat ini seperti media sosial sudah banyak sekali mengalami kemajuan, para santri sudah seharusnya memperoleh ilmu lain seperti mempelajari bahasa inggris sebagai salah satu mata pelajaran tambahan bagi mereka. mailto:pujianti_reni@ymail.com jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 43 bahasa inggris merupakan bahasa internasional yang telah mengalami peningkatan sangat pesat dikarnakan kebutuhan masyarakat dunia. bahkan di beberapa negara, bahasa inggris dijadikan bahasa kedua setelah bahasa nasional sedangkan di sebagian negara lain bahasa inggris dijadikan bahasa nasional dilihat dari suku dan bangsa penduduknya dan bahasa inggris dianggap satu-satunya alat pemersatu bangsa. kachru dan nelson (2011) telah membagikan negara pengguna bahasa inggris kedalam tiga bagian. pertama, yang menggunakan bahasa inggris sebagai bahasa ibu misalnya,canada, australia, new zealand, dan amerika serikat (inner circle countries). kedua, negara yang memiliki history institusional inggris sehingga bahasa ini memegang peranan penting terutama dalam bidang pendidikan, pemerintahan, kesusastraan dan kebudayaan populer. negara ini termasuk nigeria, singapura, dan india (outer circle countries). ketiga negara yang menjadikan bahasa inggris sebagai bahasa asing (expanding circle countries) seperti, indonesia, rusia dan china. disamping bahasa inggris merupakan bahasa internasional yang dipelajari hampir diseluruh negara di dunia, bahasa inggris juga merupakan jembatan untuk mempelajari sumber ilmu karena banyak sekali ilmu-ilmu pengetahuan bersumber dari buku menggunakan bahasa inggris sebagai bahasa pengantarnya. saat ini alat-alat elektronik seperti komputer, telpon genggam, sosial media, dan alat-alat elektronik lainnya menggunakan bahasa inggris. maka sudah tidak dipungkiri bahwa bahasa inggris merupakan bahasa yang sangat penting untuk dipelajari. di indonesia bahasa inggris berkedudukan sebagai bahasa asing yang sudah dipelajari disekolah-sekolah formal seperti di sd, smp, sma bahkan di perguruan tinggi. sedangkan dalam pendidikan nonformal banyak yang sudah menerapkan bahasa inggris sebagai mata pelajaran yang harus dipelajari seperi dilembaga-lembaga kursusan bahkan di pondok pesantren. terdapat empat skills yang terdapat dalam bahasa inggris yaitu, listening, speaking, reading dan writing. dalam penelitian ini penulis berfokus pada skill reading yang menjadi salah satu skill yang menurut para santri sulit untu dipelajari. beatrice s. mikulecky & linda jeffries menyatakan “reading is one important way to improve general languge skills in english.” jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 44 menurut mikulecky dan jeffries reading merupakan cara untuk mengembangkan kemampuan bahasa inggris secara keseluruhan. maka dalam penelitian ini penulis ingin menerapkan scanning technique sebagai salah satu cara untuk mengembangkan reading skill. brown (1994:291) “scanning is very high-speed reading that you do when you are looking for a specific piece of information.” scanning berguna untuk mencari beberapa informasi secepat mungkin, membaca dengan scanning artinya menyapu halaman buku untuk menemukan sesuatu yang diperlukan. b. kajian teoritis 1. pemahaman membaca pemahaman adalah suatu proses untuk mengenali atau mengidentifikasi teks, kemudian mengingat kembali isi teks. membaca pemahaman juga dapat berarti sebagai suatu kegiatan membuat urutan tentang uraian/menggorganisasi isi teks, bisa mengevaluasi sekaligus dapat merespon apa yang tersurat atau tersirat dalam teks. pemahaman berhubungan laras dengan kecepatan. pemahaman atau comprehension, adalah kemampuan membaca untuk mengerti: ide pokok, detail penting, dan seluruh pengertian. manusia dikenal sebagai mahkluk multidimensional. sebagai mahkluk multidimensional, manusia memiliki banyak sebutan. beberapa diantaranya adalah sebagai mahkluk yang menggunakan simbol, sebagai mahkluk berpikir, sebagai mahkluk politik, dan sebagai mahkluk sosial. apapun sebutannya, manusia tidak bisa terlepas dari aktivitas berhubungan deng an yang lainnya. dengan kata lain, manusia tidak bisa hidup sendirian, melainkan dia selalu membutuhkan orang lain. demikianlah, manusia dalam kehidupannya tidak bisa terlepas dari aktivitas berkomunikasi. bahasa merupakan salah satu media komunikasi utama yang digunakan oleh manusia. komonikasi yang menggunakan media bahasa ini disebut komunikasi verbal. sebelum dikenal bahasa tulis, manusia berkomikasi dengan menggunakan bahasa lisan. dengan demikian, kemampuan berbahasa yang mereka miliki terbatas pada berbicara dan mendengarkan saja. dengan adanya kemajuan peradaban, manusia merasakan adanya keter batasan dalam berkomunikasi secara lisan. informasi yang tersimpan dalam bahasa lisan akan hilang begitu saja setelah komunikasi lisan jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 45 selesai. komunikasi lisan tidak bisa menembus hambatan waktu. oleh kare na itulah, kemudian manusia menciptakan simbol-simbol tulis untuk menggambarkan bahasa lisannya.dalam komunikasi tulis, ada dua kemampuan yang terlibat, yaitu menulis dan membaca. demkianlah, sampai perkembangan peradaban sekarang, manusia mengenal adanya tindak komunikasi yang meliputi empat kemampuan berbahasa, yaitu berbicara, mendengarkan, membaca, dan menulis. berbicara dan mendeng arkan termasuk kemampuan berbahasa lisan. menulis dan membaca merupakan kemampuan berbahasa tulis. keempat kemampuan berbahasa ini bersifat integratif yang dapat diistilahkan dengan caturtunggal kemampuan berbahasa. sejak dikenal bahasa tulis, aktivitas membaca menjadi sangat penting. kegiatan membaca, utamanya membaca memiliki nilai yang sangat strategi dalam upaya pengembangan diri. melalui mwembaca pemahaman ini, orang dapat menggali dan mencari berbagai macam ilmu dan pengetahuan yang tersimpan didalam buku-buku dan media tulis yang lain. membaca pemahaman disini dapat diibaratkan sebagai kunci pembuka gudang ilmu pengetahuan karena melalui pemahaman seseorang terhadap suatu bacaan maka ia akan mendapatkan infor masi dan pengetahuan yang lebih. pentingnya membaca, utamanya membaca pemahaman bagi seseoarang patut kita sadari. membaca pemahaman masih terus akan dibutuhkan sebagai alat untuk mempelajari berbagai bidang ilmu. hal ini terutama sangat dirasakan oleh para pelajar. melalui membaca pemahaman, seseoarang akan terbantu dalam rangka pengembangan kemampuan akademik, keahlian, dan kecerdasan. dalam kehidupan masyarakat modern yang kompleks, kemampuan seseorang dalam membaca pemahaman sangat diperlukan dalam bidang pendidikan, ekonomi, dan sosial. selain itu, membaca pemahaman akan memberikan nilai plus terhadap pembacanya. dalam hal ini, pembaca akan memperoleh informasi-informasi yang lebih dan beragam. 2. narrative text teks naratif pada dasarnya adalah teks yang menceritakan tentang sesuatu hal yang tidak benar-benar terjadi melainkan hanya di karang oleh si penulis (writer). teks naratif bertujuan untuk menghibur, untuk mendapat dan mempertahankan perhatian pembaca/ pendengar cerita. teks naratif bertujuan juga untuk mendidik, memberitahu, jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 46 menyampaikan refleksi tentang pengalaman pengarangnya, dan yang tak kurang pentingnya ialah untuk mengembangkan imajinasi pembaca/ pendengar. teks naratif umumnya bersifat imajiner, tetapi ada juga teks naratif yang bersifat faktual, yaitu menceritakan kejadian yang sesungguhnya. tujuan utama narrative text adalah menyampaikan cerita untuk menghibur pembacanya. disamping itu, narrative text juga bertujuan untuk mengajarkan nilai-nilai moral tertentu. ini dimaksudkan untuk merubah pelaku pembacanya. ada beberapa jenis teks naratif yang sering dijumpai dalam kehidupan sehari hari, misalnya dongeng, legenda, cerita misteri, cerita horor, roman, dan cerita pendek. teks naratif terdiri dari tiga bagian utama: (1) orientation yaitu bagian dimana pengarang melukiskan dunia untuk ceritanya, dibagian inilah diperkenalkan dimana dan kapan peristiwa terjadi serta para tokoh; (2) complication yaitu bagian dimana tokoh utama menghadapi rintangan dalam mencapai cita citanya, bagian dimana komplik mulai terjadi dan (3) resolution yaitu bagian permasalahan yang dihadapi tokoh utama diselesaikan. pada bagian ini mempunyai dua kecendrungan, yaitu mengakhiri cerita dengan kebahagiaan (happy ending) dan atau mengakhiri cerita dengan kesedihan (sad ending), tetapi ada juga teks naratif yang membiarkan pembaca/ pendengar menebak akhir cerita. dari sudut pandang fitur bahasa, teks naratif memiliki ciri khas antara lain sebagai berikut: 1. partisipan yang specific dan sering individual. 2. banyak action verbs (material processes), dan ada juga yang menggunakan verbal and mental processes. 3. biasanya menggunakan past tense. 4. banyak menggunakan linking words yang berkenaan dengan waktu. 5. sering memasukkan dialog, dan tense akan mungkin berubah. 6. descriptive language digunakan untuk menciptkan imaji dibenak pembaca. dapat ditulis sebagai orang pertama (1), atau ketiga ( he, she, they ). 3. scanning technique jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 47 membaca scanning juga bisa dipahami sebagai teknik membaca tatap (scan) sangat cepat. membaca cepat dengan teknik ini akan melewatkan banyak kata, seperti pendapat mikulecky & jeffries (dalam farida rahim, 2005), membaca dengan teknik menatap atau memindai ini ternyata sangat bermanfaat dalam meningkatkan kemampuan membaca seseorang. membaca dengan teknik ini lebih berfokus pada penemuan informasi spesifik secara cepat dan akurat. dalam penerapannya, mata memiliki peranan penting, cara dengan mengerakan mata secara cepat (scan) pada setiap halam bacaan untuk menemukan kata dan frasa tertentu. ketika menjumpai kata atau frase yang dicari gerakan mata dihentikan. intinya adalah mata bergerak cepat, berpindah-pindah tanpa melihat kata demi kata. langkah-langkah: menggerakkan mata pada halaman dengan gerakan cepat, namun bukan kata per kata, melainkan keseluruhan. saat menemukan informasi yang dicari, kecepatan mata di turunkan. pembaca harus memiliki kejelian dan pemahaman terhadap karakteristik bacaan yang dibaca. c. pembahasan 1. metode penelitian metode yang digunakan pada penelitian ini adalah metode quantitatif. ”quantitative research methods are used to examine questions that can be best answered by cllecting and statistically and analyzing data that are in numerical form” (crowl, 1996:10). metode kuantitatif ini bertujuan untuk mengetahui peningkatan pemahaman membaca narrative text melalui scanning technique pada santri ponpes miftahul huda cimahi. penelitian ini juga menggunakan pre-experimental design of one-group pretest-posttest design. pretest treatment postest o1 x o2 one-group pretest-posttest design: pretes (o1) yaitu tes yang dilakukan sebelum diberikan treatment, tratment (x) yaitu ketika proses jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 48 penerapan teknik skening pada teks naratif dan postes (o2) yaitu tes yang dilakukan setelah treatment diberikan. 2. instrumen penelitian instrumen pengumpulan data digunakan untuk mengungkap data tentang variabel-variabel dalam penelitian ini, yaitu penggunaan scanning technique dalam memahami narrative text, penulis menggunakan test berupa tes tertulis untuk menghasilkan skor dari hasil pemahaman santri dalam membaca teks naratif menggunakan teknik scanning. “the test has been designed so that the procedures for administrating the test, the materials used in the test, and the way in which the test is scored are constant” (crowl, 1996:114). indikator daripada pemahaman membaca teks naratif adalah: menemukan ide pokok, mengidentifikasi, memhami vocabularies dan menyimpulkan. namun pada penelitian ini penulis hanya menggunakan beberapa indikator yaitu: menemukan ide pokok, mengidentifikasi dan memahami vocabularies dari teks naratif. penulis melakukan beberapa langkah dalam mengumpulkan data, yaitu sebagai berikut: 1. prites langkah pertama yang dilakukan dalam penelitian ini adalah prites, guru melakukan prites dengan memberikan soal kepada santri. prites ini dilakukan untuk mengetahui pemahaman awal santri ponpes miftahul huda cimahi sebelum dilakukan treatment. para santri harus menyelesaikan beberapa soal yaitu berupa: beberapa pertanyaan berdasarkan teks, mengidentifikasi beberapa tokoh/tempat/kejadian yang terdapat dalam teks, dan menyusun kalimat. 2. treatmen treatment diberikan setelah santri melakukan prites. treatmen bertujuan untuk mengembangkan pemahaman skill membaca siswa terhadap teks berbentuk naratif dengan menggunakan scanning technique dalam pembelajaran di kelas. 3. postes postes dilakukan setelah treatmen penggunaan scanning technique untuk memahami teks naratif diberikan. tidak berbeda dengan prites, scoring dilakukan dengan mengolah data dari jawaban yang benar. 3. populasi crowl (1996:15) mengemukakan bahwa, “populations are groups consisting of all people to whom a researcher wishes to apply the findings of a study.” populasi dalam penelitian ini adalah seluruh santri miftahul huda cimahi. alasan diambilnya subjek santri yang berusi 19jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 49 20 tahun karena santri pada kelas tersebut pada umumnya sudah dapat memahami operasi (logis) tetapi masih mendapatkan kesukaran untuk menerapkan intelektual mereka ke dalam ide-ide abstrak. mengingat keadaan santri kelas dtu 3 pada umumnya sama yakni sudah mampu mengorganisir cara berpikir mereka, maka dari itu tempat pesantren dimana penelitian itu akan diadakan bisa dipilih secara sembarang. untuk memudahkan komunikasi dengan peneliti, maka pesantren yang dipilih adalah ponpes miftahul huda cimahi. 4. sample crowl (1996:15) mengemukakan bahwa: “samples are subsets of people used to represent population.” sampel pada penelitian ini adalah santri putri kelas 3 dtu yang berjumlah 30 orang. metode yang digunakan untuk sampel menggunakan random sampling, yang mana menurut crowl (1996:15) “random sampling means that each number of the population had an equal chance of being selected as part of it. 5. pengolahan data menggunakan spss setelah data dihasilkan dari pretes dan postes selanjutnya data di analisa menggunakan spss. spss adalah salah satu sofware statistik populer yang dapat melakukan manipulasi data dan menganalisis sampel. spss adalah sistem yang komprehensif untuk menganalisis data dapat mengolah data hampir semua jenis file dan menghasilkan laporan ditabulasi, grafik, dan plot. d. kesimpulan penelitian ini merupakan penelitian yang berkonsentrasi pada pemahaman membaca para santri terhadap teks berbentuk naratif dengan menggunakan teknik scanning. populasi pada penelitian ini adalah ponpes miftahul huda cimahi, sempel pada penelitian ini adalah santri putri kelas 3 dtu yang berjumlah 30 orang. metode yang digunakan untuk sampel menggunakan random sampling, metode yang digunakan untuk mengumpulkan data adalah metode kuantitatif one grup pretes postes desain yang diolah dengan menggunakan spss. f. daftar pustaka kaswan & dasepsuprijadi. (2013). research in english education, bandung: putra praktis jurnal empowerment volume 5, nomor 2 september 2016, issn no. 2252-4738 50 crowl, thomas k. 1996. fundamental of educational research. united states of america: times mirror higer education group. moyle, donald.1972. the teaching of reading. london: the garden city press limited. undang-undang republik indonesia no.2 tahun 2003 sistem pendidikan nasional 2007. wacana intelektual jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 16 pelatihan in-service terhadap kompetensi babysitter 1novi widiastuti, 2agus gunawan, 3rr. erna hernawati 1,2,3 stkip siliwangi bandung abstrak keluarga adalah rumah pertama bagi seorang anak yang baru dilahirkan. namun bagaimana jika orang tua yang sibuk dengan pekerjaannya diluar. permasalahan ekonomi bangsa ini menyebabkan orang tua memerlukan bantuan orang lain dalam mengasuh anak. jasa baby sitter menjadi sebuah solusi. namun beberapa permasalahan yang berhasil diidentifikasi adalah sebagai berikut (1) baby sitter yang ada saat ini belum mencapai standar kompetensi yang telah ditetapkan pemerintah. (2) masih banyak baby sitter “gadungan” yang bukan berasal dari agen penyalur resmi. (3) berkembangnya kasus-kasus kekerasan dan kecelakaan yang terjadi karena kesalahan pengasuhan yang dilakukan baby sitter.(4) pelatihan yang ada saat ini bagi baby sitter berfokus pada perawatan secara fisik saja.(5) terdapat model pelatihan in-service berbasis kompetensi bagi baby sitter yang memberikan pengetahuan dan keterampilan mengenai perawatan dan pengasuhan anak. penelitian ini bertujuan untuk menjawab beberapa pertanyaan sebagai berikut (1)bagaimana penerapan pelatihan in service bagi baby sitter? (2)apakah terdapat hubungan yang signifikan antara pelatihan in service dengan kompetensi baby sitter? (3)adakah perbedaaan kompetensi baby sitter berdasarkan tingkat pendidikan? berdasarkan pertanyaan tersebut, maka teori yang melandasi penelitian ini adalah pelatihan in service, kompetensi baby sitter. penelitian dilakukan dengan pendekatan kuantitatif, metode deskriptif dengan sampel penelitian adalah 10 baby siter yang sudah pernah mendapatkan pelatihan tersebut. hasil penelitiannya adalah sebagai berikut (1) model pelatihan in-service terdiri dari beberapa tahapan yaitu trainingoftrainer (tot), perencanaan (seleksi calon fasilitator dan penetapan fasilitator), pelaksanaan (pengantar materi stimulasi, brain storming mengenai aktivitas keseharian anak, materi 1 : “peraturan menteri nomor 58 tahun 2009”, demonstrasi mengenai “pola asuh yang biasa dilakukan dalam aktivitas jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 17 anak”, refleksi, menyusun rencana unjuk kerja, evaluasi, pelatihan sehari bagi baby sitter, pendampingan baby sitter oleh fasilitator. (2) terdapat hubungan yang cukup signifikan antara pelatihan dan kompetensi baby sitter yaitu sebesar 0,728. koefisien determinasi, sebesar 53% dari kompetensi baby sitter dipengaruhi oleh model pelatihan. (3) terdapat perbedaan kompetensi baby sitter dengan latar belakang pendidikan yang berbeda. hal ini terlihat dari t hitung yang lebih besar dari t tabel 6,11>2,306. kata kunci: pelatihan in-service, kompetensi, baby sitter a. pendahuluan indonesia menjadi sebuah negara dengan mobilitas jumlah penduduk yang sangat tinggi setiap tahunnya. tingginya angka kelahiran tidak sebanding dengan angka kematian. sehingga kepadatan penduduk menjaidi tidak merata. kepadatan penduduk inilah yang menyebabkan berbagai permasalahan pada aspek ekonomi, sosial, pendidikan dan lain sebagainya. permasalahan pada aspek ekonomi menyebabkan setiap penduduk harus bekerja untuk memenuhi kebutuhan ekonominya. seorang ayah yang memiliki kewajiban mencari nafkah, kini harus dibantu oleh istri karena kebutuhan yang semakin hari semakin meningkat. peran ibu yang seharusnya adalah menjadi seorang ibu rumah tangga, kini harus ikut mnecari nafkah. pihak yang dirugikan adalah anak. anak yang seharusnya mendapatkan kasih sayang orang tua khususnya ibu, kini banyak yang mengalami kehilangan. tidak sedikit orang tua yang menggunakan jasa pengasuh untuk membantu pekerjaannya mengurusi anak. seyogyanya, anak itu harus diperhatikan tumbuh dan kembangnya sesuai dengan tugas tahapan perkembangan. namun pada kenyataanya, para pengasuh atau baby sitter hanya mengurusi pertumbuhannya, tidak dengan perkembangan. atau dengan kata lain, baby sitter hanya memberikan pengasuhan. meningkatnya permintaan keluarga terhadap baby sitter memberikan efek negatif bagi para agen penyalur. beberapa agen penyalur baby jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 18 sitter tidak memberikan pelatihan terlebih dahulu pada baby sitter, sehingga kemampuan dalam mengasuh dan merawat anak terbatas. adapun pelatihan yang diberikan hanya terbatas pada perawatan saja, tanpa pendidikan untuk meningkatkan perkembangan anak. pada tahun 2011, viena r hasanah (2011) melakukan penelitian dengan merancang sebuah model pelatihan yang mampu meningkatkan kemampuan baby sitter dalam memberikan pola asuh yang mampu meningkatkan pertumbuhan dan perkembangan anak. model pelatihan yang dirancang tersebut dinamakan pelatihan in-service. berdasarkan penelitian tersebut, saya tertarik untuk melakukan penelitian lanjutan mengenai hubungan pelatihan tersebut dengan kompetensi baby sitter yang dilakukan pasca pelatihan. identifikasi masalah 1. baby sitter yang ada saat ini belum mencapai standar kompetensi yang telah ditetapkan pemerintah. 2. masih banyak baby sitter “gadungan” yang bukan berasal dari agen penyalur resmi. 3. berkembangnya kasus-kasus kekerasan dan kecelakaan yang terjadi karena kesalahan pengasuhan yang dilakukan baby sitter terhadap anak majikannya akibat kurangnya pengetahuan mengenai pengasuhan. 4. pelatihan yang ada saat ini bagi baby sitter berfokus pada perawatan secara fisik saja, belum pada pengasuhan sesuai dengan tugas perkembangan anak sebagaimana ditetapkan dalam standar kompetensi baby sitter. 5. terdapat model pelatihan in-service berbasis kompetensi bagi baby sitter yang memberikan pengetahuan dan keterampilan mengenai perawatan dan pengasuhan anak. pertanyaan penelitian adapun pertanyaan dalam penelitian ini adalah: 1. bagaimana penerapan pelatihan in service bagi baby sitter? 2. apakah terdapat hubungan yang signifikan antara pelatihan in service dengan kompetensi baby sitter? 3. adakah perbedaaan kompetensi baby sitter berdasarkan tingkat pendidikan? jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 19 hipotesis hipotesis asosiasi h0 : tidak terdapat hubungan antara pelatihan in-service dengan kompetensi baby sitter. h1 :terdapat hubungan antara pelatihan in-service dengan kompetensi baby sitter. hipotesis komparatif h0 : tidak terdapat perbedaaan kompetensi baby sitter berdasarkan tingkat pendidikan? h1 : terdapat perbedaaan kompetensi baby sitter berdasarkan tingkat pendidikan? b. kajian teori pelatihan inservice in-service training adalah salah satu metode pelatihan bagian dari on the job training yang dilakukan pada waktu yang bersamaan dengan pekerjaan mereka. hal ini dilakukan agar pelatihan menjadi tepat guna, tepat sasaran, dan sumber-sumber pelatihan serta materi akan menjadi sesuai dengan permasalahan yang dihadapi dalam pekerjaan (judith s. rycus, 2000:80). pelatihan in service bagi baby sitter ini dilakukan di tempat mereka bekerja sebagai baby sitter. pelatihan menjadi bermakna karena peserta dilatih dengan praktik serta dlatih untuk memcahkan permasalahan yang dihadapi saat melakukan pengasuhan. tabel 1 program-program tradisional program-program pendidikan dan pelatihan berbasis kompetensi memfokuskan pada isi/materi berdasarkan pada kompetensi berdasarkan waktu berdasarkan unjuk kerja di tempat kerja penekanannya pada masukan penekanannya pada keluaran kebutuhan kelompok kebutuhan individu kegiatan kelompok kegiatan individu mata ajar/subjek modul/unit sedikit atau tanpa rpl rpl sebagai komponen yang terintegrasi jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 20 umpan balik yang tertunda umpan balik segera pendekatan pembelajaran dan gaya belajar yang dipersempit (memfokuskan pada buku teks) pendekatan penyampaian yang lebih fleksibel pengalaman lapangan yang terbatas pengaturan yang kolaboratif antara tempat kerja dan penyedia guru/pelatih sebagai ahli dan satu satunya penyedia kuliah, demonstrasi guru/pelatih sebagai nara sumber dan mentor, satu dari banyak sumber belajar. peserta didik sebagai penerima pembelajaran peserta didik belajar lebih mandiri dan memiliki tanggung jawab pada belajarnya sendiri. tujuannya belajarnya bersifat umum hasil pembelajarannya lebih khusus/spesifik penilaian berdasarkan referensi norma penilaian berdasarkan kriteria kriterianya subjektif, terkadang tidak ditetapkan kriterianya lebih objektif, ditetapkan di hadapan umum penekanannya pada penilaian pengetahuan penekanannya pada penilaian kompetensi nilai akhir kompeten atau tidak kompeten (atau nilai kompetensi) sumber: (viena, 2011:35) kompetensi profesional baby sitter definisi kompetensi yang termuat dalam uu no. 13 tahun 2003 tentang ketenagakerjaan pasal 1 ayat 10 menjelaskan bahwa: “kompetensi adalah kemampuan kerja setiap individu yang mencakup aspek pengetahuan, keterampilan dan sikap kerja yang sesuai dengan standar yang ditetapkan”. dengan kata lain bahwa kompetensi sudah ditetapkan sebagai suatu standar yang harusnya dicapai sebelum terjun dalam dunia kerja. baby sitter seharusnya mencapai standar kompetensi terlebih dahulu sebelum bekerja sebagai pengasuh anak. menurut mcaschan (mulyasa,2002:77) mengenai pengertian kompetensi dikemukakan bahwa kompetensi ‘... is a knowledge, skills, and abilities or capabilities that a person achieved, which become part of his or her being to the extent he or she can satisfactory perform particular cognitive, afective, and psychomotor behaviours.’ jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 21 baby sitter profesional definisi baby sitter dalam dictionary mengandung makna “(a) a person engaged to care for one or more children in the temporary absence of parentsor guardians, and (b) a person who cares for or watches over someone or something that needs attention or guidance.” baby sitter adalah seseorang yang merawat anak untuk sementara ketika orang tuanya tidak ada, serta baby sitter adalah seseorang yang mengawasi anak yang membutuhkan perhatian dan bimbingan. dari pengertian diatas jelas bahwa bahwa baby sitter harus mampu memberikan arahan dan bimbingan pada anak. pengertian profesional berkaitan erat dengan terminologi profesi, yang secara etimologis berasal dari kata profession (inggris) yang menurut kamus webster electronic dictionary bermakna “a calling requiring specialized knowledge and often long and intensive academic preparation atau a principal calling, vocation, or employment”, sedangkan menurut kamus besar bahasa indonesia profesi diartikan sebagai “bidang pekerjaan yang dilandasi pendidikan keahlian (keterampilan, kejuruan, dan sebagainya) tertentu sehingga mempunyai kompetensi” (1997:789). standar kompetensi baby sitter 1. pengertian standar kompetensi baby sitter standar kompetensi baby sitter adalah seperangkat kompetensi yang menjadi standar minimal untuk bidang kerja baby sitter. standar kompetensi ditetapkan oleh lembaga tertentu ataupun negara untuk dapat menentukan seseorang kompeten ataupun belum kompeten. standar kompetensi terdiri dari serangkaian unit kompetensi, baik meliputi kompetensi inti maupun kompetensi pilihan yang harus dikuasai (viena, 2011) . 2. standar kompetensi baby sitter berdasarkan draft skkni skkni adalah standar kompetensi kerja nasional indonesia yang meliputi standar kompetensi untuk bidang kerja tertentu. standar kompetensi untuk baby sitter di indonesia diatur dalam beberapa unit kompetensi yang meliputi unit kompetensi umum, unit kompetensi inti dan unit kompetensi khusus. berikut adalah standar kompetensi yang ditujukan bagi baby sitter tingkat pemula. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 22 judul unit kompetensi umum 1. mengendalikan emosi diri. 2. menerapkan prosedur k3 di rumah tangga. 3. melakukan kerjasama dengan rekan kerja di rumah tangga. judul unit kompetensi inti 1. melakukan tatalaksana boga rumah tangga. 2. melakukan tatalaksana graha rumah tangga. 3. melakukan tatalaksana laundry rumah tangga. 4. menemani dan menjaga bayi bermain. 5. menjaga bayi dari gangguan hewan piaraan. 6. menjauhkan bayi dari benda atau / zat berbahaya. 7. melayani kebutuhan susu dan makan bayi secara periodik. 8. menjaga kebersihan bayi sebelum dan / atau sesudah bayi makan dan minum. 9. menggendong dan memangku bayi dengan kasih sayang. 10. menidurkan bayi pada tempat tidur bayi. 11. menjaga bayi saat ibu bayi keluar rumah. judul unit kompetensi khusus 1. membekali diri tentang kondisi kerja dan resiko kerja. 2. membekali diri tentang remitansi, dokumen diri, perjalanan dan perjanjian kerja. 3. melakukan komunikasi dengan ibu bayi/orang tua bayi dan anggota keluarga bayi. standar kompetensi baby sitter (certificate iii) yang diakui di australia standar kompetensi yang menjadi standar yang sudah diakui secara meluas di australia ini digunakan untuk bidang kerja child care assistant, family day carer, nanny/baby sitter, out of school hours care assistant. standar kompetensi ini menjadi prasyarat dan acuan dalam memberikan sertifikat bagi calon tenaga kerja yang akan bekerja di bidang tersebut. pelaksanaan sertifikasi profesi di australia sudah relative berjalan dengan baik, artinya seorang pengasuh anak baik nanny maupun pengasuh anak di child care harus memenuhi standar kompetensi yang telah ditetapkan. standar kompetensi yang ada meliputi unit kompetensi inti dan unit kompetensi pilihan. berikut adalah standar kompetensi yang menjadi acuan dalam certificate iii, yaitu : jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 23 unit kompetensi inti : 1. mengidentifikasi dan merespon anak-anak yang beresiko 2. memastikan kesehatan dan keselamatan anak 3. memberikan perawatan kepada anak-anak 4. memberikan kontribusi bagi pemberian makanan dengan gizi seimbang dengan cara yang aman dan higinis. 5. bekerja dalam lingkup hukum dan etika yang relevan. 6. mendukung perkembangan anak 7. melakukan interaksi yang efektif dengan anak-anak 8. memberi pengalaman untuk bermain dan belajar anak. 9. mengembangkan pemahaman atas minat dan kebutuhan perkembangan anak 10. menerapkan pertolongan pertama 11. memberikan kontribusi pada proses ohs (occupational health and safety) kompetensi pilihan : 1. mendukung perilaku anak-anak 2. berpartisipasi dalam lingkungan kerja secara efektif 3. bekerja secara efektif dengan keluarga untuk merawat anak-anak mereka 4. bekerja secara efektif dengan klien dan rekan kerja yang berlatar budaya beragam 5. memberikan kontribusi dalam proses ohs (occupational health and safety) 6. memberikan perawatan kepada bayi (unit ini adalah prasyarat untuk diploma) prinsip perawatan pada anak usia dini perawatan pada anak usia dini hanya meihat dari aspek pertumbuhan atau dengan kata lain fisik dan kesehatan. menurut departemen kesehatan r.i (1993) ciri anak sehat adalah 1) tumbuh dengan baik, yang dapat dilihat dari naiknya berat dan tinggi badan secara teratur dan proporsional; 2) tingkat perkembangannya sesuai dengan tingkat umurnya; 3) tampak aktif/gesit dan gembira; 4) mata bersih dan bersinar; 5) nafsu makan baik; 6) bibir dan lidah tampak segar; 7) pernafasan tidak berbau; 8) kulit dan rambut tampak bersih dan tidak kering; 9) mudah menyesuaikan diri dengan lingkungan.jika ciri-ciri tersebut telah dimiliki oleh anak, maka pertumbuhan dan perkembangan anak biasanya dapat dikatakan wajar/normal. baby jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 24 sitter yang profesional akan mampu mendeteksi hal-hal tersebut. segi psikis, anak yang sehat itu jiwanya berkembang secara wajar; pikiran bertambah cerdas; perasaan bertambah peka, kemauan bersosialisasi baik sedangkan dari segi sosialisasi, anak tampak aktif, gesit dan gembira serta mudah menyesuaikan diri dengan lingkungannya. c. metode penelitian penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif. adapun penelitiannya adalah korelasional yang bertujuan untuk mengetahui hubungan antara variabel model pelatihan in-service bagi baby sitter berbasis kompetensi dengan variabel profesionalisme babysitter. sebagaimana dikemukakan oleh arikunto (2002:239) bahwa penelitian korelasi adalah penelitian yang bertujuan untuk menemukan ada tidaknya hubungan dan berapa eratnya hubungan serta berarti tidaknya hubungan itu. penelitian ini menggunakan dua metode statistik untuk menganalisa data yaitu statistik deskriptif untuk mengukur nilai rata-rata simpangan baku dan statistik inferensial dalam bentuk analisis regresi dan analisis korelasi. analisis regresi digunakan untuk mengungkapkan hubungan fungsional antara variabel-variabel penelitian, sedangkan analisis korelasi digunakan untuk mengukur derajat keeratan hubungan variabel penelitian. populasi penelitian adalah seluruh babysitter yang menjadi peserta pelatihan in service berbasis kompetensi yaitu berjumlah 10 peserta. karena jumlah populasi sedikit, sehingga peneliti mengambil sampel yaitu seluruh jumlah populasi yang disebut dengan sampel total yaitu 10 peserta. peserta pelatihan adalah peserta yang pernah mnegikuti pelatihan yang dilakukan pada tahun 2011 yaitu baby sitter di kota bandung. untuk menguji tingkat validitas instrumen penelitian digunakan korelasi product moment dengan hasil bahwa diketahui seluruh item dari intrumen variabel x dan y dinyatakan valid. reliabilitas instrumen dilakukan dengan menggunakan rumus alpha cronbach karena instrumen berbentuk skala sikap dengan rentang nilai 1-4. uji reliabilitas instrumen pada variabel (x) diperoleh koefisiensi reliabilitas sebesar 0.947 dan jika di interpretasikan terhadap pedoman jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 25 interpretasi maka dapat disimpulkan intrumen reliabilitas memiliki koefisien yang sangat kuat. sedangkan variabel (y) diperoleh koefisien sebesar 0.962 dan jika di interpretasikan terhadap pedoman interpretasi maka dapat disimpulkan intrumen reliabilitas memiliki koefisien yang sangat kuat. pengujian hipotesis dilakukan dengan menggunakankorelasi sederhana dengan uji t menggunakan rumus korelasi pearson product moment (r) d. pembahasan pelatihan in-servicebaby sitter berbasis kompetensi pelatihan ini terdiri dari berbagai komponen yang mendukung sistem yaitu : 1. peserta pelatihan peserta pelatihan adalah baby sitter usia produktif yaitu 15-40 tahun yang sudah bekerja pada sebuah keluarga; 2. instruktur pelatihan instruktur pelatihan minimal memiliki kualifikasi, kompetensi, serta hak dan kewajiban sebagai berikut : tutor 1. kualifikasi sarjana pendidikan 2. kompetensi a. memiliki kompetensi kepribadian b. memiliki kompetensi profesional c. memiliki kompetensi pedagogik d. memiliki kompetensi sosial 3. kewajiban a. mengidentifikasi perkembangan anak asuh peserta pelatihan dengan mengacu pada standar tingkat pencapaian perkembangan anak sesuai kelompok usia (peraturan menteri pendidikan nasional nomor 58 tahun 2009 tentang standar pendidikan anak usia dini) jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 26 b. memberikan materi tentang pengasuhan anak yang menunjang pada perkembangan sesuai dengan usia; c. menyusun silabus pelatihan sesuai dengan kurikulum pelatihan yang telah ditentukan oleh penyelenggara; d. mengembangkan rencana pembelajaran sesuai dengan usia perkembangan anak asuh peserta pelatihan saat itu; e. mengelola kegiatan pelatihan secara menarik agar peserta pelatihan tidak jenuh. f. menjalin komunikasi yang baik dengan peserta secara langsung maupun tidak langsung (media elektronik mis: telepon, pesan singkat) pendamping baby sitter 1. kualifikasi a. lulusan dii pg paud dari perguruan tinggi yang terkareditasi; b. memiliki ijazah sma atau sederajat dan memiliki sertifikat pelatihan/pendidikan paud c. pengalaman bekerja di lembaga paud atau lembaga yang menangani anak minimal 2 tahun; 2. kompetensi a. memiliki kompetensi kepribadian 1) bersikap dan berperilaku sesuai dengan norma agama, budaya, dan keyakinan keluarga sasaran pendampingan 2) menampilkan diri sebagai pribadi yang berbudi pekerti luhur, berilmu dan meyakinkan. 3) berpenampilan rapi, sopan, dan bersih. b. memiliki kompetensi professional 1) memahami tugas perkembangan anak berdasarkan kelompok usia yang diatur dalam peraturan menteri pendidikan nasional nomor 58 tahun 2009 tentang standar pendidikan anak usia dini; 2) memahami aspek perkembangan anak; 3) memahami tingkat pencapaian perkembangan anak; 4) memahami pemberian stimulasi pada setiap perkembangan anak; 5) membangun kerjasama dan komunikasi yang baik dengan keluarga dalam melakukan pelatihan pada baby sitter sebagai upaya meningkatkan kompetensi dalam pengasuhan anak; jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 27 c. memiliki kompetensi pedagogik 1) mengidentifikasi perkembangan anak asuh peserta pelatihan secara langsung pada saat pengasuhan dirumah; 2) merencanakan program pendampingan sesuai dengan calon peserta pelatihan yang akan didampingi; 3) melakukan pendampingan pada peserta pelatihan (baby sitter) sesuai dengan hasil identifikasi dan rancangan program pendampingan; 4) melaksanakan penilaian terhadap proses pengasuhan sebagai hasil pelatihan. d. memiliki kompetensi sosial 1) beradaptasi dengan keluarga pendampingan; 2) berkomunikasi secara aktif sesuai dengan pendekatan pedagogik dan andragogik. 3. kewajiban a. melakukan pendampingan minimal satu minggu sekali selama 1 bulan pasca pelatihan, atau fleksibel sesuai dengan kebutuhan baby sitter dan keluarga; b. menjadi teladan bagi baby sitter pada saat pendampingan; c. membantu saat pendampingan baby sitter dalam melakukan pengasuhan ketika menghadapi kesulitan; d. menjadi tempat konsultasi mengenai pengasuhan anak. tenaga kependidikan/pengelola tenaga kependidikan pelatihan baby sitter pada umumnya adalah para pengelola program. pengelola pelatihan minimal memiliki kualifikasi, kompetensi dan kewajiban sebagai berikut : pengelola 1. kualifikasi pengelola pelatihan memiliki kualifikasi dasar sebagai berikut : a. minimal memiliki kualifikasi dan kompetensi pendamping baby sitter; b. berpengalaman dengan dunia anak minimal 2 tahun c. lulus pelatihan/magang/kursus pengelolaan pelatihan dari lembaga yang terakreditasi. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 28 2. kompetensi a. memiliki kompetensi kepribadian b. memiliki kompetensi profesional c. memiliki kompetensi manajerial d. memiliki kompetensi sosial 3. kewajiban a. membuat rencana anggaran belanja lembaga; b. mengelola dan mengembangkan lembaga dalam pelayanan pelatihan; c. mengkoordinasikan instruktur, dan pendamping dalam melaksanakan tugasnya; d. mengelola sarana dan prasarana yang dimiliki lembaga; e. menjalin hubungan yang baik dengan keluarga tempat baby sitter bekerja; f. menjalin kerjasama dengan lembaga atau instansi lain. administrasilembagapelatihan 1. kualifikasi memiliki kualifikasi minimal sekolah menengah atas (sma) atau sederajat. 2. kompetensi a. memiliki kompetensi kepribadian b. memiliki kompetensi profesional c. memiliki kompetensi manajemen 3. kewajiban a. melakukan pendokumentasian setiap aktifitas pelatihan; b. menyusun dokumen-dokumen lembaga secara sistematis. sarana dan prasarana 1. sarana pelatihan a. infokus b. layar c. laptop d. flip chart e. alat tulis f. white board g. kertas hvs jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 29 2. prasarana a. memiliki tempat untuk melaksanakan pelatihan; b. meja c. kursi program pelatihan 1. ruang lingkup ruang lingkup pelatihan baby sitter mencakup unit kompetensi pengasuhan anak dalam mencapai tugas perkembangan berdasarkan kelompok usia. adapun materi pelatihan diarahkan pada pemberian stimulus pada setiap aspek perkembangan anak yaitu aspek fisik (motorik kasar dan halus), kognitif, bahasa, sosial emosional. 2. tujuan pelatihan a. tujuan umum pelatihan ini bertujuan untuk meningkatkan kompetensi baby sitter dalam menjalankan pekerjaannya sehingga menjadi bekal dalam meningkatkan kesejahteraan hidup. b. tujuan khusus 1) baby sitter mampu mengidentifikasi kebutuhan perkembangan anak; 2) baby sitter mampu merancang program pengasuhan harian, mingguan, bulanan dalam membantu anak dalam mencapai standar perkembangan anak. 3) baby sitter memiliki fleksibilitas yang tinggi dalam melaksanakan rancangan program yang telah disusun, sesuai dengan situasi dan kondisi pada saat pengasuhan; 4) baby sitter mampu menilai tingkat pencapaian perkembangan anak asuh. 3. perencanaan program pelatihan perencanaan pelatihan dilakukan melalui dua tahap yaitu : a. perencanaan pelatihan adapun perencanaan pelatihan meliputi: 1) seleksi calon pendamping baby sitter dengan metode psikotest dan wawancara (lampiran a1 dan a2) 2) merekrut calon peserta pelatihan, dengan menjalin kemitraan pada lembaga penyalur baby sitter untuk memperoleh data baby sitter. 3) perijinan pada keluarga tempat baby sitter bekerja untuk mengikutsertakan baby sitter dalam pelatihan in service jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 30 berbasis kompetensi. perijinan dilakukan oleh penyelenggara pelatihan dengan menyertakan surat keterangan dari lembaga penyalur baby sitter. (lampiran a3) 4) menyusun kurikulum, silabus, dan rpp pelatihan (lampiran a4) 5) menyusun jadwal pelatihan training of trainer (tot) bagi calon pendamping (lampiran a5) 6) menyiapkan kelengkapan administrasi seperti daftar hadir, b. perencanaan pendampingan menyusun instrument penilaian baby sitter proses pelatihan pelatihan bagi baby sitter ini dilakukan melalui berbagai tahapan yaitu training of trainer (tot), pelatihan sehari bagi baby sitter, dan pendampingan baby sitter oleh fasilitator. penjelasan secara rinci sebagai berikut : 1. training of trainer (tot) tot adalah pelatihan yang dilaksanakan bagi fasilitator pelatihan baby sitter. adapun tahapan pelatihan ini adalah sebagai berikut : a. perencanaan 1) menyiapkan administrasi; profil calon fasilitator, daftar hadir seleksi. untuk tertib administrasi, maka profil calon fasilitator dan daftar hadir seleksi harus disiapkan lebih dahulu. profil fasilitator digunakan sebagai bahan pertimbangan dalam proses wawancara. 2) menyusun instrument psikotest dan pedoman wawancara instrumen psikotest terdiri dari soal pilihan ganda yang mengacu pada kualifikasi yang dibutuhkan sebagai fasilitator pelatihan. pedoman wawancara adalah pengembangan dari psikotest untuk memperkuat jawaban psikotest yang sulit diukur dari jawaban psikotes. pedoman terlampir jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 31 3) seleksi calon fasilitator selekasi dilakukan dengan dua tahapan yang dilaksanakan secara bersamaan. seluruhnya mengerjakan psikotest, kemudian berdasarkan daftar hadir dilakukan pemanggilan untuk melakukan wawancara. wawancara dilakukan oleh ketua pelaksana pelatihan dibantu oleh satu orang panitia. sedangkan panitia yang lain mengawasi peserta seleksi psikotest yang belum dipanggil. 4) penetapan fasilitator berdasarkan kualifikasi yang dibutuhkan, sehingga penyelenggara pelatihan menetapkan lima orang fasilitator. b. pelaksanaan materi yang diberikan dalam pelatihan bagi fasilitator adalah mengenai stimulasi bagi anak dalam mencapai tugas perkembangan. beberapa tahapan dalam pelaksanaan pelatihan bagi fasilitator adalah sebagai berikut : 1) pengantar materi stimulasi fasilitator diberikan sedikit pengantar mengenai maksud dan tujuan pelatihan sehingga ada kesepahaman antara penyelenggara dan peserta. hal-hal yang disampaikan lebih mengarah pada tujuan adanya fasilitator, kompetensi seorang fasilitator, serta hak dan kewajiban seorang fasilitator. sehingga materi yang disampaikan sesuai dengan kompetensi yang harus dimilki oleh fasilitator yaitu mengenai permen 58 tahun 2009 dan materi stimulasi yang seharusnya diberikan pada anak. 2) brain storming mengenai aktivitas keseharian anak sebelum memasuki pada materi pertama, peserta pelatihan diarahkan untuk membuka pikiran terlebih dahulu mengenai aktivitas keseharian anak dengan brain storming. setiap peserta diminta untuk menyebutkan aktivitas yang biasa dilakukan oleh anak dengan klasifikasi berdasarkan kelompok usia. setiap pendapat dicatat dan disimpulkan bahwa pada umumnya aktivitas keseharian anak adalah bangun tidur, mandi, makan, bermain, dan tidur. 3) materi 1 : “peraturan menteri nomor 58 tahun 2009” materi mengenai permen no 58 dijelaskan sebagai pemahaman awal bahwa seorang anak mempunyai 5 aspek perkembangan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 32 yaitu aspek moral dan spiritual, bahasa, psikomotor, kognitif, dan sosial. setiap perkembangan ada target pencapaian dalam setiap usia sehingga seorang anak mempunyai tugas perkembangan yang harus dicapai dalam setiap tahapan usia dan dalam semua aspek perkembangan. setiap anak mempunyai kemampuan yang berbeda dalam berkembang sehingga untuk mencapai tugas perkembangan harus diberi stimulus yang sesuai. untuk melakukan hal itu, perlu pengetahuan dan keterampilan khusus yang dimiliki oleh orang tua atau orang yang bekerja sebagai pengasuh anak. 4) demonstrasi mengenai “pola asuh yang biasa dilakukan dalam aktivitas anak” setiap fasilitator diminta untuk memperagakan pola asuh yang biasa dilakukan pada anak tetapi dengan memperhatikan aspek perkembangan anak. 5) refleksi setelah setiap fasilitator memperagakan pola asuh, maka setiap peserta diminta mengomentari dan memberi masukan terhadap pola asuh yang diperagakan. 6) menyusun rencana unjuk kerja berdasarkan permen no 58 tahun 2009 anak dikelompokkan berdasarkan usia 0-3 bulan, 3-6 bulan, 6-9 bulan, 9-12 bulan, 1218 bulan, 18-24 bulan, 2-3 tahun, 3-4 tahun, 4-5 tahun, 5-6 tahun. lima fasilitator memilih salah satu kelompok usia setiap peserta diberi kertas karton 1 lembar untuk menyusun unjuk kerja. rencana unjuk kerja adalah rencana aktivitas baby sitter dalam memberikan stimulus pada anak. pada hal ini, fasilitator mencoba untuk menyusun rencana unjuk kerja dalam mengembangkan setiap aspek perkembangan anak berdasarkan usia yang dipilih. kemudian hasil unjuk kerja ditulis pada karton yang telah disediakan. hasil rencana unjuk kerja kemudian disajikan dan dikomentari oleh fasilitator lain. c. evaluasi evaluasi pada pelatihan bagi fasilitator ini dilakukan untuk menilai kemampuan fasilitator setelah mengikuti pelatihan. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 33 2. pelatihan sehari bagi baby sitter pelatihan ini dilakukan untuk menyamakan persepsi mengenai materi pelatihan, atau memberikan materi-materi yang bersifat informasi sebelum pelatihan di tempat kerja maing-masing. 3. pendampingan baby sitter oleh fasilitator pendampingan dilakukan di rumah tempat bekerja masing-masing dengan karakteristik anak dan usia yang berbeda. pemecahan masalah berdasarkan kondisi di masing-masing rumah. selain itu setiap pendamping melakukan penilaian terhadap kinerja peserta pelatihan di akhir pendampingan. uji hipotesis tabel 2 analisis korelasi correlations x y spearman's rho x correlation coefficient 1.000 .728* sig. (2-tailed) . .017 n 10 10 y correlation coefficient .728* 1.000 sig. (2-tailed) .017 . n 10 10 *. correlation is significant at the 0.05 level (2-tailed). melihat hasil tersebut maka dihasilkan nilai sig (2-tailed) < 0.05 artinya data tersebut memiliki korelasi yang siginifikan, berdasarkan penghitungan data di atas diperoleh nilai sig (2-tailed) yaitu 0,017<0,05. artinya bahwa x memiliki korelasi yang signifikan terhadap y. hasil ini menunjukkan bahwa terdapat korelasi yang signifikan antara pelatihan (x) dengan kompetensi (y) baby sitter. sedangkan dari besar koefisien korelasi sebesar 0,728 dengan mengacu pada tabel interpretasi korelasi menurut tabel guilford, menunjukkan bahwa terdapat hubungan yang cukup signifikan. analisis korelasi dapat dilanjutkan dengan koefisien determinasi, dengan cara mengkuadratkan koefisien yang ditemukan. jadi koefisien determinasi untuk kasus ini jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 34 adalah 0,7282 adalah 0,529. hal ini berarti varian yang terjadi pada variabel kompetensi sebesar 53% ditentukan oleh varian yang terjadi pada model pelatihan. hal ini berarti sebesar 47% kompetensi baby sitter ditentukan oleh faktor lain misalnya proses belajar mandiri, pengalaman, dan lain-lain. hipotesis yang menunjukkan bahwa terdapat perbedaan antara kompetensi pasca pelatihan bagi peserta dengan lulusan pendidikan sd dengan lulusan smp. pengujian hipotesis komparatif menggunakan t test dapat dilakukan dengan berbagai rumus pengujian, oleh karena itu untuk menentukan rumus maka harus dilakukan uji homogenitas terlebih dahulu. tabel 3 uji homogenitas no sd (x) smp (y) x-rata-rata (x-ratarata)² y-ratarata (yratarata)² 1 104 110 3 9 2,5 6,25 2 101 105 0 0 -2,5 6,25 3 99 108 -2 4 0,5 0,25 4 100 107 -1 1 -0,5 0,25 5 108 0,5 0,25 6 108 0,5 0,25 n 4 6 0 14 13,5 rata-rata 101 107,5 s² 3,5 2,25 f 3,5 2,25 1,56 ( ) f arians terbesar arians terkecil harga ini selanjutnya dibandingkan dengan f tabel dengan dk pembilang=4-1=3, dk penyebut 6-1=5. berdasarkan dk tersebut dan untuk kesalahan 5% maka harga f tabel adalah 12,06. f hitung lebih kecil dari f tabel 1,56<12,06 maka data homogen. jika data homogen jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 35 dan n1≠n2 dapat menggunakan rumus pooled varian derajat kebebasannya (dk) = n1+n2 – 2. sugiyono. (2007) 101 107,5 √ ( ) , ( ) , ( ) 6,5 √(2,72)(0,42) 6,5 √1,13 6,5 1,06 6,11 selanjutnya t hitung dibandingkan dengan t tabel dengan dk n1+n2 – 2 = 4+6-2=8, t tabel dengan dk=8 adalah 2,306. dalam hal ini berlaku ketentuan bahwa bila t hitung lebih kecil daripada t tabel, maka h0 diterima. apabila t hitung lebih besar dari t tabel maka h0 ditolak. ternyata t hitung lebih besar dari t tabel 6,11>2,306, kesimpulannya, bahwa terdapat perbedaan antara kompetensi babysitter lulusan sd dengan babysitter lulusan smp. pelatihan adalah salah satu upaya yang dilakukan untuk meningkatkan kemampuan seseorang. selain pelatihan, bisa juga dilakukan melalui kegiatan formal seperti sekolah, namun dalam hal ini pelatihan adalah solusi yang sangat cocok. pendidikan akan sangat berpengaruh terhadap kemampuan seseorang. lulusan smp dan sd memiliki perbedaan dari segi kompetensi meskipun kompetensi tersebut sudah dilatihkan. beberapa hal yang membedakan adalah pengalaman, daya tangkap dalam berpikir, kecepatan dalam mengambil keputusan, kreativitas berpikir, sehingga akan berbeda hasilnya meskipun materi pelatihan yang disampaika sama. e. kesimpulan kesimpulan dari penelitian ini adalah sebagai berikut: 1. penerapan pelatihan in-service baby sitter model pelatihan in-service berbasis kompetensi yang pertama kali dikembangkan oleh viena r hasanah ini terdiri dari beberapa tahapan yaitu: a. trainingoftrainer (tot) b. perencanaan 1) seleksi calon fasilitator 2) penetapan fasilitator jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 36 c. pelaksanaan materi yang diberikan dalam pelatihan bagi fasilitator adalah mengenai stimulasi bagi anak dalam mencapai tugas perkembangan. beberapa tahapan dalam pelaksanaan pelatihan bagi fasilitator adalah sebagai berikut : pengantar materi stimulasi brain storming mengenai aktivitas keseharian anak materi 1 : “peraturan menteri nomor 58 tahun 2009” demonstrasi mengenai “pola asuh yang biasa dilakukan dalam aktivitas anak” refleksi menyusun rencana unjuk kerja d. evaluasi e. pelatihan sehari bagi baby sitter f. pendampingan baby sitter oleh fasilitator hubungan antara pelatihan in-service dengan kompetensi baby sitter koefisien korelasi sebesar 0,728 dengan mengacu pada tabel interpretasi korelasi menurut tabel guilford, menunjukkan bahwa terdapat hubungan yang cukup signifikan. analisis korelasi dapat dilanjutkan dengan koefisien determinasi, dengan cara mengkuadratkan koefisien yang ditemukan. jadi koefisien determinasi untuk kasus ini adalah 0,7282 adalah 0,529. hal ini berarti varian yang terjadi pada variabel kompetensi sebesar 53% ditentukan oleh varian yang terjadi pada model pelatihan. hal ini berarti sebesar 47% kompetensi baby sitter ditentukan oleh faktor lain misalnya proses belajar mandiri, pengalaman, dan lain-lain. perbedaan kompetensi berdasarkan tingkat pendidikan baby sitter dikarenakan data homogen dan n1≠n2 maka dapat dihitung menggunakan rumus pooled varian terdapat perbedaan antara kompetensi babysitter lulusan sd dengan babysitter lulusan smp karena diketahui t hitung lebih besar dari t tabel 6,11>2,306. perbedaan pendidikan akan menyebabkan perbedaan pada daya tangkap, pola pikir, kreativitas, kecepatan dalam mengambil keputusan, sehingga akan terdapat perbedaan meskipun materi pelatihan yang diberikan sama. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 37 daftar pustaka arikunto, s (2002). prosedur penelitian, suatu pendekatan praktek. jakarta: pt. rineka cipta departemen kesehatan ri. (1993). asuhan kesehatan anak dalam konteks keluarga. jakarta: pusat pendidikan tenaga kesehatan. judith s. rycus, p. d. e. a. (2000). what is competency-based inservice training? washington, dc : institute for human services. kamus besar bahasa indonesia. (1997). jakarta:balai pustaka. mulyasa, e. (2002). kurikulum berbasis kompetensi, konsep, karakteristik dan inplementasi. bandung: remaja rosda karya. sugiyono. (2007), statistika untuk penelitian. bandung: alfabeta. webster, 1997. “webster new world dictionary”. new york: a division of simon and schuster. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 41 pendidikan karakter dalam rangka pembangunan bangsa enceng mulyana stkip siliwangi bandung a. latar belakang indonesia memerlukan sumberdaya manusia baik dalam kuantitas maupun kualitas yang harus memadai sebagai pendukung utama dalam pembangunan bangsa. pendidikan memiliki peran penting dalam menumbuhkembangkan kemampuan intelektual dan pengembangan karakter. sehubungan dengan itu, undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional pasal 3 menyatakan bahwa pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk karakter serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa. pendidikan nasional bertujuan untuk mengembangkan potensi peserta didik agar menjadi manusia indonesia yang memiliki karakter kebangsaan, beriman dan bertakwa kepada tuhan yang maha esa, berakhlak mulia, sehat jasmani dan rohani, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. pendidikan karakter sangat diperlukan untuk mempersiapkan generasi mendatang yang berkepribadian tangguh sebagai penerus pembangunan bangsa. presiden republikindonesia pada hari pendidikan nasional tahun2010 telah mencanangkan pendidikan karakter.tahun2011 dijadikan sebagai tahun gerakan nasional pengembangan karakter untuk membangun peradaban bangsa.hal ini bertolak dari keprihatinan pemerintah pada kondisi bangsa saat ini,sehingga pendidikandan pengembangan karakter diharapkan sebagai salah satu solusi untuk membantu mengatasi permasalahan bangsa.pendidikan karakter merupakan sistem penanaman nilai kepada pendidik, peserta didik, tenaga kependidikan baik formal, nonformal maupun informal yang meliputi komponen http://www.blogger.com/post-create.g?blogid=4801472074100465115 http://www.blogger.com/post-create.g?blogid=4801472074100465115 jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 42 pengetahuan,kesadaran,kemauan,dan tindakanuntuk melaksanakan nilai-nilai kebenaran danketeladanansehingga menjadi manusia indonesia seutuhnya. kementerian pendidikan dan kebudayaan mengembangkan kerangka dasar (grand design) pendidikan karakter untuk setiap jalur,jenjang,dan jenis satuan pendidikan yang menjadi rujukan konseptual dan operasional. konfigurasi karakter dalam konteks totalitas proses psikologis dansosiokultural dikelompokkan dalam: olah hati (spiritual and emotional development),olah pikir (intellectual development),olahraga dan kinestetik (physical and kinestetic development), dan olah rasa dan karsa (affective and creativity development). pembangunan karakter bangsa yang sudah diupayakan dengan berbagai bentuk, hingga saat ini belum terlaksana secara optimal. hal itu tercermindarikesenjangan sosial-ekonomi-politik yang masih besar,kerusakan lingkungan yang terjadi di beberapa daerah tertentu, masih terjadinya ketidakadilan hukum, pergaulan bebas, pornografi di kalangan remaja. kekerasan, kerusuhan, dan korupsi yang merambah semua sektor kehidupan masyarakat. saat ini banyak dijumpai tindakan anarkis, konflik sosial, penuturan bahasa yang buruk, ketidaksantunan berbahasa, dan ketidaktaatan berlalu lintas. masyarakat indonesia yang terbiasa santun dalam berperilaku, melaksanakan musyawarahmufakat dalam menyelesaikan masalah, mempunyai kearifan lokal dengan pluralitasnya,serta bersikap toleran dangotong royong mulaicenderung memudar menjadi hegemoni kelompok-kelompok yang saling mengalahkan dan berperilaku tidak jujur. menanggapi masalah tersebut, kita perlu mengembangkan karakter bangsa atau masyarakat indonesia melalui pendidikan karakter. salah satu upaya yang perlu dilaksanakan adalah peningkatan kompetensi pendidik berbasis pendidikan karakter. melalui kegiatan ini, pendidik ditingkatkan kompetensinya dengan berbasis pada pendidikan karakter. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 43 b. landasan filosofi 1. nilai-nilai dasar manusia setiap manusia yang lahir di dunia telah dibekali hati nurani yang mengandung nilai-nilai universal. mohamed (1995:2) mengemukakan bahwa setiap manusia memiliki fitrah, yaitu potensi dasar manusia yang terkait dengan keyakinan yang meliputi nilai-nilai, sikap hidup dan kebutuhan untuk berinteraksi dengan lingkungannya. fitrah juga dapat diartikan sebagai sifat dasar manusia berupa keyakinan akan adanya tuhan dan keinginan untuk menyembah tuhan. dengan demikian pada dasarnya setiap manusia sudah memiliki sifat-sifat dasar tentang kebaikan. agustian (2008:7) menyebut sifat-sifat dasar tersebut dengan istilah budi mulia yang berasal dari suara hati, yaitu sifat-sifat ilahi yang telah ditiupkan oleh sang pencipta sebelum manusia dilahirkan. sifat-sifat dasar tersebut adalah jujur, tanggungjawab, visioner, disiplin, kerjasama, adil, dan peduli. zuchdi(2009:113) mengungkapkan bahwa terdapat 16 nilai-nilai target pendidikan, antara lain taat beribadah, jujur, bertanggung jawab, disiplin, memiliki etos kerja, mandiri, sinergis, kritis, kreatif dan inovatif, visioner, kasih sayang dan peduli, ikhlas, adil, sederhana, nasionalisme, serta internasionalisme. hasan dkk. (2010:10) mengemukakan 18 nilai-nilai pendidikan budaya dan karakter bangsa, yaitu : religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab. 2. nilai-nilai pancasila sebagai payung pendidikan karakter bangsa bangsa indonesia yang memiliki falsafah pancasila harus menempatkan pancasila sebagai landasan dalam kehidupan berbangsa dan bernegara.oleh karena itu pijakan dalam mengembangkan nilai-nilai karakter bangsa indonesia harus berdasarkan atas keaneka ragaman suku, bahasa, agama, adat istiadat dan budaya. dengan demikian pancasila merupakan payung dalam pembentukan nilai-nilai karakter bangsa. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 44 hasan dkk. (2010:3) mengemukakan bahwa karakter adalah watak, tabiat, akhlak, atau kepribadian seseorang yang terbentuk dari hasil internalisasi berbagai kebajikan (virtues) yang diyakini dan digunakan sebagai landasan untuk cara pandang, berpikir, bersikap, dan bertindak. akan tetapi, karena individu hidup dalam lingkungan sosial dan budaya tertentu, maka pengembangan karakter individu dapat dilakukan dalam lingkungan sosial dan budaya yang bersangkutan. artinya, pengembangan budaya dan karakter bangsa dapat dilakukan dalam suatu proses pendidikan yang tidak melepaskan peserta didik dari lingkungan sosial, budaya masyarakat, dan budaya bangsa indonesia. 3. pendidikan karakter berwawasan multikultural pada era globalisasi yang ditandai dengan kemajuan di bidang teknologi dan informasi, menyebabkan frekuensi pertemuan baik secara fisik maupun nonfisik antar bangsa semakin besar. hal itu memungkinkan terjadinya pertukaran pendapat, pandangan, ideologi, seni dan budaya antar bangsa, sehingga pemahaman suatu bangsa terhadap bangsa lain semakin meningkat. sikap saling memahami antar bangsa ini merubah cara pandang masyarakat dunia. perubahan paradigma yang sangat mendasar yang mengubah pandangan masyarakat tentang dunia akan mempengaruhi perilaku manusia. pandangan-pandangan yang mengarah pada universalisme dan pluralisme telah menjadi mainstream, sehingga pada era globalisasi keberhasilan sangat ditentukan oleh kemampuan dalam memahami dan mengimplementasikan aspek-aspek yang bersifat universaldan pluraldalam kehidupan sehari-hari. berdasarkan uraian tersebut maka dalam mengembangkan pendidikan karakter harus memperhatikan kemajemukan budaya (multikultural), baik ragam kultur di dalam masyarakat indonesia, maupun kultur bangsa lain.adanya kesadaran multikulturaltersebut akan mengembangkan sikap saling memahami dan toleransi sehingga dapat hidup berdampingan secara harmonis. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 45 c. prinsip pendidikan karakter prinsip-prinsip pendidikan karakter yang perlu diperhatikan oleh perencana, pelaksana, dan pemangku kepentingan lainnya antara lain sebagai berikut. a. terencana dan sistematis. pendidikan karakter harus dilakukan melalui perencanaan yangbaik,mempersiapkan berbagai faktor pendukung, dilaksanakan secara teratur dan sistematis dengan kerangka waktu dan target-target capaian mutu yang jelas dan terukur. b. berkelanjutan upaya meningkatkan pembinaan karakter perlu memperhatikan faktor kontinuitas atau dilakukan secara berkesinambungan,sehingga perubahan sikap dan perilaku yang terjadi dapat dikontrol dengan baik. c. fleksibel pendidikan karakter perlu dilaksanakan secara fleksibel, tidak terikat pada salah satu bentuk kegiatan, dapat memilih bentuk-bentuk kegiatan atau pendekatan yang lebih sesuai dengan situasi dan kondisi peserta. d. adaptif dalam pelaksanaannya, pendidikan karakter peningkatan kompetensi disesuaikan dengan tingkat perkembangan mental peserta didik sehingga lebih mudah diserap dan dapat diimplementasikan dengan baik di lapangan. e. situasional pendidikan karakter disesuaikan dengan situasi, kondisi, dan tempat diselenggarakannya kegiatan,termasuk jadual atau aktivitas kerja pendidik. f. konsisten materi, strategi, dan mekanisme kegiatan pendidikan karakter harus konsisten dengan kinerja pendidik. g. kredibilitas pelaksanaan pendidikan karakter didukung oleh narasumber yang kompeten dan penyelenggarayang kredibel. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 46 d. substansi pendidikan karakter pembangunan pendidikan karakter bangsa adalah upaya sadar untuk memperbaiki, meningkatkan seluruh perilaku yang mencakup adat istiadat, nilainilai, potensi, kemampuan, bakat dan pikiran bangsa indonesia. pendidikan karakter bangsa yang dimaksudkan adalah keseluruhan sifat yang mencakup perilaku, kebiasaan, minat, kemampuan, bakat, potensi, nilai-nilai, dan pola pikir yang dimiliki oleh sekelompok manusia yang mau bersatu, merasa dirinya bersatu, memiliki kesamaan nasib, asal, keturunan, bahasa, adat dan sejarah bangsa sesuai dengan pancasila, undang-undang dasar 1945, nkri, dan bhineka tunggal ika. berdasarkan desain induk pembangunan pendidikan karakter bangsa 2010-2015 (2010) dijelaskan bahwa pendidikan karakter individu yang dijiwai oleh sila-sila pancasila dan akar budaya daerah pada masing-masing bagiantersebut, dapat dikemukakan sebagai berikut. a. pendidikan karakter yang bersumber dari olah hati, antara lain beriman dan bertakwa, religius, jujur, amanah, adil, tertib, taat aturan, bertanggung jawab, berempati, berani mengambil resiko, pantang menyerah, rela berkorban, dan berjiwa patriotik. b. pendidikan karakter yang bersumber dari olah pikir antara lain cerdas, kritis, kreatif, inovatif, ingin tahu, produktif, berorientasi ipteks, dan reflektif. c. pendidikan karakter yang bersumber dari olahraga/kinestetika antara lain bersih, sehat, sportif, tangguh, andal, berdaya tahan, bersahabat, kooperatif, determinatif, kompetitif, ceria, dan gigih. d. pendidikan karakter yang bersumber dari olah rasa dan karsa antara lain tenggang rasa, saling menghargai, mau berbagi, gotong royong, kebersamaan, ramah, hormat, toleran, nasionalis, peduli, kosmopolit (mendunia), mengutamakan kepentingan umum, cinta tanah air (patriotis), bangga menggunakan bahasa dan produk indonesia, dinamis, kerja keras, dan beretos kerja. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 47 substansi nilai-nilai pendidikan karakter digambarkan sebagai berikut: e. strategi pendidikan karakter strategi yang digunakan dalam upaya meningkatkan kompetensi pendidik berbasis karakter adalah strategi perubahan sosial yang bersifat eklektif. strategi tersebut terdiri dari strategi persuasif, normatif edukatif, dan power strategy. berikut ini penjelasan ketiga strategi (zaltman dalam enceng mulyana, 2008) a. persuasif persuasif adalah suatu proses pendekatan perubahan sikap yang dilakukan dengan memperhitungkan aspek himbauan moral, himbauan emosional, dan himbauan rasional. himbauan moral adalah penjelasan-penjelasan yang menyentuh aspek keyakinan. himbauan emosional menyangkut aspek perasaan yang membangkitkan minat. himbauan rasional menyangkut aspek penalaran yang logis. b. normatif edukatif normatif edukatif adalah proses pendidikan yang bernafaskan nilai-nilai agama, hukum, sosial, dan budaya yang bersifat multikultural. nilai-nilai tersebut olah hati olah pikir olah rasa/ karsa olah raga beriman dan bertakwa, jujur, amanah, adil, bertanggung jawab, berempati, berani mengambil resiko, pantang menyerah, rela berkorban, dan berjiwa patriotik ramah, saling menghargai, toleran, peduli, suka menolong, gotong royong, nasionalis, kosmopolit , mengutamakan kepentingan umum, bangga menggunakan bahasa dan produk indonesia, dinamis, kerja keras, dan beretos kerja bersih dan sehat, disiplin, sportif, tangguh, andal, berdaya tahan, bersahabat, kooperatif, determinatif, kompetitif, ceria, dan gigih cerdas, kritis, kreatif, inovatif, ingin tahu, berpikir terbuka, produktif, berorientasi ipteks, dan reflektif ruang lingkup pendidikan karakter jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 48 ditransformasikan berlandaskan patrap tri loka dari ki hadjar dewantara, yaitu ing ngarso sung tulodho, ing madya mangun karsa, tut wuri handayani. patrap yang pertama artinya, melalui keteladanan pendidik dalam berperilaku, bersikap dalam memberikan contoh melalui tindakan-tindakan yang baik sehingga diharapkan menjadi panutan bagi peserta didik. misalnya nilai disiplin (hadir sebelum peserta didik), kebersihan, kerapihan, kasih sayang, kesopanan, perhatian, jujur, kerja keras dan percaya diri. patrap kedua yaitu pendidik menumbuhkembangkan nilai-nilai pendidikan karakter. terdapat sejumlah nilai-nilai pendidikan karakter yang pada dasarnya bermuara pada olah hati, olah rasa/karsa, olah pikir, dan olah raga. patrap ketiga artinya pendidik berperan sebagai pendorong dan pemberi semangat bagi peserta didik dalam menumbuhkembangkan budi pekerti luhur. hal ini merupakan fitrah manusia sebagai potensi untuk mandiri. c. power strategy pemanfaatan wewenang yang sesuai dengan amanah yang diemban merupakan penguat bagi terbentuknya karakter. dalam hal tertentu pendekatan ketiga ini melengkapi kedua pendekatan di atas. sepanjang pendekatan pertama dan atau kedua mengalami hambatan, power strategy diberlakukan. f. model peningkatan kompetensi pendidikan karakter secara garis besar terdapat dua macam model peningkatan kompetensi pendidik berbasis karakter, yaitu: 1. model langsung model langsung adalah model pembelajaran nilai-nilai pendidikan karakter pada mata ajar yang terkait langsung dengan karakter, seperti diklat pendidikan karakter. peningkatan kompetensi pendidik berbasis karakter dengan model langsung berarti menyelenggarakan kegiatan diklat atau bentuk kegiatan lain yang seluruh materi ajarnya adalah pendidikan karakter. materi yang jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 49 diajarkan meliputi aspek filosofis, kajian teoritis, nilai-nilai pendidikan karakter, dan implementasi pendidikan karakter dalam kehidupan. g. penutup pendidikan karakter didasarkan pada empat pilar pendidikan yaitu jujur, cerdas, tangguh, dan peduli yang dilandasi oleh ketakwaan kepada tuhan yang maha esa. hal ini dimaksudkan sebagai acuan dalam merancang, mengembangkan,dan melaksanakannya dengan keteladanan pembiasaan dan intervensi. daftar pustaka enceng mulyana (2008), model tukar belajar dalam perspektif pendidikan luar sekolah, bandung, alfabeta fakry gaffar.,(2012 ), dinamika pendidikan nasional, upi. fidelis e.waruwu,( 2010) membangun budaya berbasis nilai, yogyakarta. kanisius kusnandi, (2011), internalisasi nilai-nilai spiritual kewirausahaan,bandung rizqy sunaryo kartadinata ( 2010), sambutan dalam wisuda upi, februari 2010 winarno surakhmad (1980), mewujudkan nilai-nilai hidup dalam tingkah laku, bandung, tarsito. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 126 penggunaan metode bermain peran dalam menumbuhkan keterampilan berbahasa anak usia dini euis ningsih stkip siliwangi abstrak permasalahan yang diangkat dalam penelitian ini adalah peserta didik anak usia dini kurang memiliki keterampilan berbahasa dan guru kurang efektif dalam menggunakan metode pembelajaran untuk meningkatkan keterampilan berbahasa anak. tuuan penelitian ini adalah untuk mengungkap data tentang perencanaan, pelaksanaan, dan hasil pembelajaran melalui metode bermain peran dalam menumbuhkan keterampilan berbahasa anak usia dini di paud as-sidiq. landasan teori dalam penelitian ini, yaitu : konsep pendidikan anak usia dini, konsep pembelajaran, konsep bermain, konsep perkembangan bahasa, konsep perkembangan berbahasa, dan peran tutor dalam menumbuhkan keterampilan berbahasa anak.pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan menggunakan metode studi kasus, teknik pengumpulan data yang digunakan adalah observasi, wawancara dan studi dokumentasi. hasil penelitian ini adalah bahwa perencanaan pembelajaran pada umumnya mengacu pada rencana kegiatan harian, pelaksanaan penggunaan metode bermain peran dilakukan melalui simulasi sebanyak 2 kali, dan hasil dari pembelajaran terungkap bahwa dengan menggunakan metode bermain peran, keterampilan berbahasa anak meningkat. kesimpulan dari penelitian ini, pembelajaran yang dilakukan oleh kepala paud as-sidiq dan para tutornya yaitu melalui tahapan perencanaan dan pelaksanaan kegiatan belajar melalui simulasi dengan bermain peran, serta hasil dari pembelajaran meningkatnya keterampilan berbahasa anak. rekomendasi bermain peran bisa dipandang alternatife metode yang perlu dibudayakan dalam rangka mengembangkan keterampilan berbahasa anak didik kata kunci: metode bermain peran, keterampilan berbahasa jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 127 a. pendahuluan masalah pola pembelajaran yang dilaksankan di beberapa sekolah cenderung berorientasi akademik yaitu pembelajaran yang lebih menekankan pada pencapaian kemampuan anak dalam membaca, menulis, berhitung. padahal pembelajaran yang dilaksanakan pada anak usia dini adalah bertujuan untuk mengembangkan berbagai potensi pada anak seperti fisik, kognitif, bahasa, dan sosio emosional. orang tua atau guru biasanya belum merasa bangga ketika anak didiknya belum mencapai kemampuan membaca pada saat ia sudah duduk di tk besar. pendidikan anak usia dini merupakan salah satu bentuk penyelenggaraan pendidikan yang menitikberatkan pada peletakan dasar ke arah pertumbuhan dan perkembangan fisik (koordinasi motorik halus dan kasar), kecerdasan (daya pikir, daya cipta, kecerdasan emosi, kecerdasan spiritual), sosio emosional (sikap dan perilaku serta agama) bahasa dan komunikasi, sesuai dengan keunikan dan tahap-tahap perkembangan yang dilalui oleh anak usia dini.sehubungan dengan persyaratan di atas maka ditegaskan oleh sofia hastati (2007 : 2-3) bahwa pembelajaran anak usia dini merupakan proses interaksi antara anak, orang tua atau orang dewasa lainnya dalam suatu lingkungan untuk mencapai ragam perkembangan – perkembangan yang mencakup seluruh aspek, baik bahasa, fisik, kognitif, dan sosio emosional maka interaksi yang dibangun seharusnya proses pendekatan terhadap tercapainya tujuan pembelajaran. menurut direktorat padu (2002: 8) pendidikan anak usia dini adalah pendidikan yang berfungsi membantu pertumbuhan dan perkembangan jasmani dan rohani peserta didik yang dapat dilakukan di dalam maupun di luar keluarganya. hal senada juga terdapat dalam uu sisdiknas no. 20 tahun 2003 pasal 1 ayat 14, pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak-anak sejak lahir sampai dengan enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. lebih lanjut uu no. 20 tahun 2003 pasal 28 menyebutkan bentuk-bentuk pendidikan anak usia dini diantaranya: pertama, pendidikan anak usia dini diselenggarakan sebelum jenjang pendidikan dasar. kedua, pendidikan anak usia dini dapat diselenggarakan melalui jalur pendidikan formal, nonformal, dan/ atau informal. ketiga, pendidikan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 128 anak usia dini pada jalur pendidikan formal berbentuk taman kanakkanak (tk), raudatul athfal (ra), atau bentuk lain yang sederajat. keempat, pendidikan anak usia dini jalur pendidikan nonformal berbentuk kelompok bermain (kb), taman penitipan anak (tpa), atau bentuk lain yang sederajat. kelima, pendidikan anak usia dini pada jalur pendidikan informal berbentuk pendidikan keluarga atau pendidikan yang diselenggarakan oleh lingkungan. para ahli psikolog berpendapat bahwa masa pendidikan anak usia dini merupakan masa usia emas (golden age). pemberian pendidikan yang tepat pada masa ini berpengaruh sangat signifikan bagi prestasi belajar pada jenjang pendidikan berikutnya. pendidikan anak usia dini dapat memberi andil bagi peningkatan mutu sumber daya manusia. pada fase emas ini anak mengalami perkembangan yang sangat pesat, baik menyangkut pertumbuhan fisik dan motoriknya, pekembangan watak dan moralnya, serta emosional dan intelektualnya.pada umumnya dalam proses pendidikan pada anak usia dini lebih diutamakan pada metode bermain. hal ini dilakukan karena metode ini lebih sesuai dengan kondisi anakanak yang cenderung lebih suka bermain. maka para pendidik memanfaatkan hal ini untuk mendidik mereka dengan cara bermain memerankan sebuah peranan untuk menumbuhkan keberanian anak dan melatih kerjasama sebab didalam bermain peran anak tidak bermin sendiri melainkan bermain secara kelompok yang akan terjadi interaksi satu sama lain, disamping mereka bermain, mereka sekaligus mengasah keberanian di depan umum . cara ini akan lebih berkesan dalam memori otak anak-anak untuk perkembangan pengetahuannya karena pada usia dini adalah masa-masa perkembangan memori otak sangat pesat. bermain peran adalah salah satu cara yang tepat untuk mengembangkan kemampuan anak usia dini sesuai kompetensinya. melalui bermain peran, anak memproleh dan memproses informasi mengenai hal-hal baru dan berlatih melalui keterampilan yang ada. permainan yang digunakan di paud merupakan permainan yang merangsang kreatifitas anak dan menyenangkan. untuk bermain sambil belajar dan belajar sambil bermain merupakan prinsip pokok dalam pembelajaran di paud (depdiknas, 4: 2006).dalam penyelenggaraan pendidikan anak usia dini metode pembelajaran adalah merupakan salah satu metode di dalam membentuk segala hal yang berkaitan dengan pertumbuhan anak, berbagai metode yang dilakukan oleh para pendidik diantaranya adalah metode bermain peran. pada hakikatnya metode tersebut mendukung dalam proses perkembangan anak usia jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 129 dini.bermain peran merupakan suatu fenomena yang sangat menarik perhatian para anak usia dini sebab anak dilibatkan secara langsung dan anak mendapat kesempatan untuk mencoba peran yang tidak biasa baginya, sehingga anak belajar melihat dari sudut pandang orang lain, sehingga dapat juga digunakan sebagai latihan keberanian bagi anak usia dini dan kerjasama dalam kelompoknya. menurut pendapat para ahli dapat disimpulkan bahwa role playing (bermain peran) merupakan suatu teknik pembelajaran untuk menghadapi proses pemikiran dan perasaan yang majemuk secara efektif. anak-anak senantiasa tumbuh dan berkembang. mereka menampilkan ciri-ciri fisik psikologis yang berbeda untuk tiap tahap perkembangannya. masa anak-anak merupakan masa puncak kreatifitasnya, dan kreatifitas mereka perlu terus dijaga dan dikembangkan dengan menciptakan lingkungan yang menghargai kreatifitas yaitu melalui bermain peran. oleh karena itu pendidikan anak usia dini yang menekankan pada metode permainan dapat mendorong anak untuk mengeluarkan semua daya kreatifitasnya.seluruh potensi kecerdasan anak akan berkembang optimal apabila disirami suasana penuh kasih sayang dan jauh dari berbagai tindak kekerasan, sehingga anak-anak dapat bermain dengan gembira. oleh karena itu, kegiatan belajar yang efektif pada anak dilakukan melalui cara-cara bermain aktif yang menyenangkan, dan interaksi pedagogis yang mengutamakan sentuhan emosional, bukan teori akademik.berdasarkan latar belakang di atas, maka peneliti tertarik mengangkat permasalahan tersebut untuk dilakukan penelitian dengan judul “ penggunaan metode bermain peran dalam menumbuhkan keterampilan berbahasa anak usia dini”. b. kajian teori dan metode 1. konsep pendidikan anak usia dini pendidikan anak usia dini adalah merupakan upaya pembinaan yang ditujuakan kepada anak sejak lahir sampai usia enam tahun yang dilakukan melalui pemberian stimulus pendidikan agar membantu perkembangan, pembentukan baik jasmani maupun rohani sehingga anak memilki kesiapan memasuki pendidikan yang lebih lanjut. pendidikan anak usia dini merupakan pendidikan yang paling mendasar dan menempati kedudukan sebagai golden age dan sangat strategis dalam pengembangan seumber daya manusia . rentang anak usia dini sejak lahir sampai usia enam tahun adalah usia kritis sekaligus strategis dalam proses pendidikan dan dapat mempengaruhi proses serta hasil jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 130 pendidikan seseorang elanjutnya artinya pada periode ini merupkn periode kondusif untuk menumbuh kembangkan berbagai kemampuan, kecerdasan, bakat, kemampuan fisik, kognitif, bahasa, sosio emosional, dan spiritual. “ sehat, cerdas, ceria, dan berakhlak mulia adalah sebait ungkapan yang sarat makna dan merupakan semboyan dalam pengasuhan, pendidikan dan pengembangan anak usia dini di indonesia” jalal, 2005 dalam martinus yamin (2012 : 1). 2. konsep pembelajaran kegiatan belajar-mengajar merupakan inti kegiatan pendidikan secara keseluruhan. dalam prosesnya kegiatan ini melibatkan interaksi individu yaitu pengajar di satu pihak dan pelajar di pihak lain. keduanya berinteraksi dalam suatu proses yang disebut proses belajar-mengajar yang berlangsung dalam situasi belajar-mengajar. dalam upaya mewujudkan proses belajar-mengajar yang efektif dan efisien maka perilaku yang terlibat dalam proses tersebut hendaknya dapat didinamiskan secara baik. pengajar hendaknya mampu mewujudkan perilaku mengajar secara tepat agar mampu mewujudkan perilaku belajar siswa melalui interaksi belajar-mengajar yang efektif dalam situasi belajar-mengajar yang kondusif.pembelajaran pada hakikatnya merupakan proses penciptaan kondisi dan pengorganisasian berbagai aspek yang mempengaruhi peserta didik, di dalam menguasai suatu kompetensi, dengan kata lain pembelajaran merupakan upaya penciptaan kondisi yang kondusif dalam arti membangkitkan kegiatan belajar yang efektif dikalangan para siswa. para ahli menyatakan bahwa, pembelajaran merupakan proses keseluruhan tentang kebutuhan dan tujuan belajar serta sistem penyampaiannya, termasuk di dalamnya adalah pengembangan bahan dan kegiatan pembelajaran, uji coba, dan penilaian bahan, serta pelaksanaan kegiatan pembelajarannya. sedangkan menurut mulyasa (2003: 100), pembelajaran pada hakekatnya adalah “proses interaksi antara peserta didik dengan lingkungannya, sehingga terjadi perubahan perilaku ke arah yang lebih baik”, dalam interaksi tersebut banyak sekali faktor yang mempengaruhinya, baik faktor internal yang datang dari individu, maupun faktor eksternal yang datang dari lingkungan. menurut sagala (2003: 64) pembelajaran adalah “setiap kegiatan yang dirancang oleh guru untuk membantu seseorang mempelajari suatu kemampuan dan atau nilai yang baru dalam suatu proses yang sistematis melalui tahap jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 131 rancangan, pelaksanaan, dan evaluasi dalam konteks kegiatan belajarmengajar”. 3. konsep bermain bermain merupakan kebutuhan anak yang paling mendasar, saat anak berinteraksi dengan dunia sekitarnya, melalui bermainlah ia lakukan. bermain merupakan alat utama untuk mencapai pertumbuhannya, sebagai medium akan mencobakan diri bukan saja hanya fantasinya tetapi dilakukan secara nyata. batasan mengenai bermain menjadi penting untuk dipahami karena berfungsi sebagai parameter bagi kita, antara lain dalam menentukan sejauhmana aktifitas yang dilakukan anak bisa dikategorikan dalam bentuk bermain atau bukan bermain. menurut moeslichatoen (1994) dalam sofia hastati (2007: 95), “menggolongkan kegiatan bermain berdasakan pada kegemaran anak, yaitu bermain bebas dan spontan, bermain pura – pura, bermain dengan cara membangun atau menyusun, bertanding dan olah raga.” bermain bebas dan spontan merupakan merupakan kegiatan bermain yang tidak memilki peraturan dan aturan main. sebagian besar merupakan kegiatan mandiri, anak akan terus bermain sampai ia tidak berminat lagi atau sudah capai atau bosan. kegiatan bermain bebas ini bersifat ekploratif. mialnya anak mengekplorasi alat permainannya secara intensif untuk mengetahui cara kerja alat permainan tersebut. bermain pura – pura adalah bermain yang menggunakan daya khayal yaitu dengan memakai bahasa atau berpura – pura bertingkah laku seperti benda tertentu, situasi tertentu, orang tertentu, yang dalam dunia nyata tidak dilakukan. bermain pura – pura juga dapat dibedakana) minat pada personifikasi,misalnya berbicara pada boneka atau benda – benda mati, b) bermain purapura dengan menggunakan peralatan, misalnya minum dengan menggunakan cangkir kosong, c) bermain pura – pura dalam situasi tertentu, misalnya situasi kehidupan sehari-hari dalam keluarga, situasi ditempat peraktek dokter yang sedang mengobati orang sakit. 4. konsep perkembangan bahasa perkembangan dapat didefinisikan sebagai “ deretan progresif dari perubahan yang teratur dan koheren” elizabeth b. hurlock (1999: 2). jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 132 sementara itu menurut (depdiknas, 2005: 6) perkembangan adalah “suatu proses perubahan dimana anak belajar mengenal, memakai, dan menguasai tingkat yang lebih tinggi dari berbagai aspek”. salah satu perkembangan yang penting adalah aspek perkembangn bahasa. perkembagan kemampuan bahasa bertujuan agar anak mampu berkomunikasi secara lisan dengan lingkungan. dari pengertian-pengertian tersebut dapat disimpulkan bahwa perkembangan adalah perubahan dimana anak belajar menguasai hal baru pada tingkat yang lebih tinggi dari berbagai aspek. menurut elizabeth b. hurlock (1999: 186) “perkembangan bahasa anak usia dini ditempuh melalui cara yang sitematis dan berkembang bersama-sama dengan pertambahan usianya”. anak mengalami tahapan perkembangan yang sama namun yang menbedakan antara lain: sosial keluarga, kecerdasan, kesehatan, dorongan, hubungan, dengan teman yang turut mempengahurinya, ini berarti lingkungan turut mempengaruhi perkembangan bahasa anak, lingkugan yang baik maka perkembangan anak akan baik, namun sebaliknya jika tidak maka anak juga akan ikut dalam lingkungan tersebut. hal ini lah yang menjadi tolak ukur atau dasar mengapa anak pada umur tertentu sudah dapat berbicara, atau pada umur tertentu belum bisa berbicara. 5. metode penelitian metode penelitian yang digunakan adalah metode deskriptif kualitatif. pendekatan kualitatif dalam menelaah masalah penelitian ini dipilih karena masalah yang diteliti memerlukan suatu pengungkapan yang bersifat deskriptif. menurut moleong (2004: 6) “ penelitian kualitatif adalah penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subyek penelitian secara holistic dan dengan cara deskriptif dalam bentuk kata-kata dan bahasa, pada suatu konteks khusus yang alamiah dan dengan memanfaatkan berbagai metode alamiah” c. hasil penelitian dan pembahasan pada umumnya sebelum kegiatan belajar mengajar dimulai tutor harus mempersiapkan program terlebih dahulu. sebagaimana terdapat dalam garis-garis besar program kegiatan belajar pendidikan anak usia dini. bahwa tujuan program kegiatan belajar paud adalah untuk membantu meletakkan dasar ke arah perkembangan sikap, pengetahuan, jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 133 keterampilan dan daya cipta anak. observasi awal dilakukan pada siswa paud as-sidiq kelurahan melong kecamatan cimahi selatan , tahun ajaran 2013/ 2014. pada tahap ini, dapat dilihat bahwa minat, bakat, dan keterampilan siswa yang mengikuti kegiatan pembelajaran, sudah cukup baik, walaupun ada sebagian siswa yang terlihat kurang memiliki kemampuan keterampilan dalam berbahasa, sehingga dalam proses pembelajaran kelihatan kurang baik. sekalipun hal ini tidak berarti adanya gejala negatif yang merugikan sekolah atau siswa itu sendiri, kondisi seperti ini menunjukkan bahwa keterampilan berbahasa siswa paud as-sidiq kelurahan melong kecamatan cimahi selatan, tahun ajaran 2013/2014, sangat perlu diberi perhatian. dari hasil observasi awal, diketahui bahwa metode pembelajaran yang diterapkan dalam meningkatkan keterampilan berbahasa di sekolah ini telah banyak diterapkan oleh tutor. namun sebelum memilih dan menerapkan metode yang ada perlu diketahui bahwa tutor harus memahami metode yang akan dipakai, karena ini akan berpengaruh terhadap optimal tidaknya keberhasilan keterarampilan berbahasa tersebut. metode dalam meningkatkan keteranpilan berbahasa kepada anak usia dini di paud as-sidiq kelurahan melong kecamatan cimahi selatan sangatlah bervariasi, di antaranya bercerita, bernyanyi, bermain, bersajak, sosio drama dan karya wisata. masing-masing metode mempunyai kelemahan dan kelebihan. penggunaan salah satu metode keterampilan berbahasa yang dipilih tentunya disesuaikan dengan kondisi sekolah atau kemampuan seorang tutor dalam menerapkannya. seperti yang telah diuraikan pada bab ii, bahwa keterampilan berbahasa lebih erat berkaitan dengan kajian di bidang psikologi. dalam penelitian ini, gagasan keterampilan berbahasa akan dikontekstualisasikan dengan penggunaan metode bermain peran. dalam kegiatan bermain peran sangat jelas menggambarkan sifat komunal, kebersamaan, dan gotong-royong dari pemainnya. hal ini terlihat dari bentuk peran yang lebih mengedepankan kualitas bahasa dan peran kelompok dari pada individu. karakteristik ini dirasakan sangat cocok diterapkan dalam pembentukan keterampilan berbahasa pada anak usia dini. tujuan utama tidak hanya membangun keterampilan berbahasa, tetapi juga karakter siswa. inilah alasan utama bagi peneliti dalam melakukan penggunaan metode bermain peran jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 134 sebagai sarana untuk meningkatkan keterampilan berbahasa pada anak usia dini. berdasarkan hasil observasi awal diperoleh data lebih dari separuh jumlah sampel penelitian ini, belum menunjukkan memiliki keterampilan berbahasa yang baik. dengan demikian, dari hasil observasi awal ini dapat disimpulkan bahwa keterampilan berbahsa anak tampak belum menonjol. sekalipun kondisi ini belum mengarah kepada merugikan siswa sendiri maupun sekolah, tetapi dirasakan perlu dilakukan treatment agar kondisi dapat berubah ke arah yang lebih baik. dengan mengetahui kondisi awal, sangat membantu peneliti untuk menyusun atau menentukan langkah dan strategi pembelajaran dalam menggunakan metode bermain peran. besar harapan tujuan penelitian, yaitu melalui penggunaan metode bermain peran dalam meningkatkan keterampilan berbahsa pada anak usia dini dapat terwujud. selama proses penelitian ini, peneliti juga bertindak sebagai observer dibantu oleh seorang tutor. dalam pelaksanaannya, alat perekam seperti kamera sangat membantu proses observasi. pada setiap simulasi, tutor telah mempersiapkan materi pembelajaran, media, serta langkah-langkah pembelajaran yang bersumber dari simulasi penggunaan metode bermain peran yang telah dirancang oleh peneliti sendiri. tujuan diterapkannya simulasi penggunaan metode bermain peran adalah: untuk meningkatkan keterampilan berbahasa anak usia dini. dalam membuat perencanaan simulasi, tutor dan peneliti mempelajari simulasi penggunaan metode bermain peran. peneliti memberikan penjelasan kepada tutor tentang konsep dan teknik pelaksanaan simulasi metode bermain peran. kemudian tutor mencoba menginterpretasikan simulsi tersebut ke dalam bentuk langkah pembelajaran yang dibuat ke dalam sebuah siklus. berikut ini adalah hasil observasi peneliti terhadap pelaksanaan simulasi penggunaan metode bermain peran. pada proses rencana simulasi, tutor mempelajari simulasi pembelajaran metode bermain peran, dan peneliti berperan memberi penjelasan apabila tutor kurang memahami tentang konsep serta pelaksanaannya. kemudian tutor menginterpretasikan simulasi tersebut ke dalam sebuah perencanaan pembelajaran, yang terlihat seperti langkah-langkah pembelajaran yang dibagi menjadi 2 pertemuan. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 135 d. kesimpulan perencanaan pembelajaran yang dilakukan di paud as-sidiq dalam mengatasi permasalahan siswa berkenaan dengan keterampilan berbahasa anak, maka guru menetapkan penggunaan metode bermain peran. dalam perencanaan penggunaan metode bermain peran tersebut merujuk kepada rencana kegiatan harian, pelaksanaan pembelajaran dengan menggunakan metode bermain peran di paud as-sidiq dalam menumbuhkan keterampilan berbahasa anak dilakukan uji coba dua kali pratek dengan isi crita yang berbeda yang diperankan langsung oleh peserta didik, skenario cerita dibuat oleh guru, hasil pembelajaran melalui metode bermain peran dalam menumbuhkan keterampilan berbahasa anak usia dini, 1) anak lebih antusias dengan menggunakan metode bermain peran, 2) keterlibatan peserta didik pada saat pelaksanaan metode bermain peran, 3) komunikasi antar peserta didik terjalin secra komunikatif, 4) komunikasi antar guru dengan peserta didik terlihar efektif dan komunikatif dengan, 5) dengan menerapkan metode bermain peran nampak meningkat keterampilan berbahasa anak hal ini terlihat pada dua anak yang dijadikan objek penelitian mereka sudah lebih berkomunikatif yang sebelumnya cenderung pendiam dan kurang jelas. daftar pustaka abdul majid, (2009). perencanaan pembelajaran. bandung : remaja rosdakarya achmadi, a. dan nurboko. c, (1997). metodologi penelitian. jakarta : bumi aksara. amal, b. k. pendidikan anak di usia dini. [online].tersedia: http://www.waspada.co.id/serba_serbi/pendidikan/artikel. php?article_id=67766. (28 juni 2006). arifin zainal, (2009). evaluasi pebelajaran. bandung : rosda. arikunto. s, (2002). dasar-dasar evaluasi pendidikan. jakarta : pt. bumi aksara. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 136 d. singgih dan gunarsa, (2011). dasar dan teori perkembangan anak. jakarta : libri dahlan m.d, (1990). modelmodel mengajar.bandung : cv. diponegoro. depdiknas padu, (2003). pedoman rintisan kelompok bermain. bandung : depdiknas. direktorat padu. (2002). bahan sosialisasi padu. jakarta : depdiknas direktorat plp. djamariah bahri syaiful dan zain aswan, (2006). strategi belajar mengajar. jakarta : rineka cipta. ernawulan dan agustin mubiar, (2010). bimbingan konseling untuk anak usia dini. jakarta : universitas terbuka. fadillah dan khordi mualifatu lilif, (2013). pendidikan karakter anak usia dini. yogjakarta : ar-ruzz media. hamalik, o. (2003). kurikulum dan pembelajaran. jakarta : pt. bumi aksara hartati sofia, (2007). how to be a good teacher abd to be a good mother. jakarta : enno media. hasan, m. i. (2002). pokok-pokok materi metode penelitian dan aplikasinya. jakarta : ghalia indonesia. hurlock b elizabeth, (1999 ). perkembangan anak edisi keenam. jakarta : erlangga. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 105 strategi panti asuhan dalam meningkatkan kemandirian warga belajar melalui pendidikan dan pelatihan kewirausahaan euis herlina stkip siliwangi bandung abstrak penelitian ini bertujuan untuk mengungkap data tentang bagaimana penerapan metode, strategi, dan efektivitas kegiatan pendidikan dan pelatihan kewirausahaan dalam meningkatkan keterampilan di panti asuhan kuncup harapan muhammadiyah sukajadi kota bandung. landasan teori yang dijadikan rujukan adalah, pemberdayaan warga belajar dalam meningkatkan kemandirian, pendidikan dan pelatihan sebagai salah satu bentuk program pls, kewirausahaan dan kemandirian warga belajar, peran panti asuhan dalam pemberdayaan melalui pendidikan dan pelatihan. penelitian ini menggunakan metode deskriptif kualitatif, dan pengumpulan data menggunakan teknik wawancara, observasi, dan studi dokumentasi. hasil dari penelitian menunjukan bahwa penerapan metode yang digunakan adalah, diskusi, demonstrasi, ceramah, proses dan langkah-langkah dalam menyampaikan materi yang dirancang dan disusun oleh tutor disesuaikan dengan latar belakang peserta dan kebutuhan peserta, strategi pelaksanaan kegiatan pelatihan yang dilakukan adalah berangkat dari tujuan yang ingin dicapai dalam pelatihan, tujuan tersebut meliputi tiga aspek yang harus dipenuhi yaitu raw input, instrumental input, dan proses, sebelum pelaksanaan dilakukan perlu adanya tahapan yang dimulai dari mengidentifikasi kebutuhan warga belajar, sampai dengan evaluasi program. efektifitas penggunaan metode dalam pelatihan adalah bagaimana rancangan dan penyusunan kurikulum yang dilakukan oleh penyelenggara, tutor dan pihak – pihak lain yang terkait dengan kegiatan tersebut, bahwa kurikulum disusun secara bersama-sama antara penyelenggara dan tutor yang telah disesuaikan dengan kebutuhan warga belajarbahwa hasil dari pelatihan warga belajar banyak yang menjadi mandiri dalam wirausaha. kesimpulan penelitian ini adalah tujuan dari kegiatan pelatihan sesuai dengan yang diharapkan, yaitu dapat meningkatkan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 106 kemandirian dan keterampilan berwirausaha di panti asuhan kuncup harapan muhammadiyah kota bandung kata kunci: kemandirian, keterampilan, kewirausahaan, pendidikan dan pelatihan a. pendahuluan dalam kondisi dan situasi seperti pada saat ini masyarakat dituntut untuk bisa mengembangkan dirinya melalui potensi yang dimilikinya, namun untuk melakukan hal tersebut tidaklah semudah membalikan telapak tangan sebab segala sesuatu haruslah menggunakan keilmuan, pengembangan potensi biasanya didapat melalui jalur pendidikan non formal dan informal baik yang diselenggarakan oleh lembaga ataupun oleh organisasi.pendidikan dan pelatihan merupakan pendidikan yang secara praktis dapat membekali seseorang dalam mengatasi berbagai macam persoalan hidup dan kehidupan. yang menyangkut aspek pengetahuan, sikap yang di dalamnya termasuk fisik dan mental, serta kecakapan kejuruan yang berkaitan dengan pengembangan potensi yang dimiliki oleh manusia sehingga mampu menghadapi tuntutan dan tantangan hidup dalam kehidupan. pendidikan dan pelatihan kewirausahaan merupakan jalan yang akan memecahkan persolan hidup, sebab dengan bekal keilmuan wirausaha manusia bisa mengembangkan dan memanfaatkan potensi yang dimiliki sebelumnya, rasionalisasinya adalah jika seseorang memiliki kewirausahaan, dia akan memiliki karakteristik motivasi/ mimpi yang tinggi (need of achievement), berani mencoba (risk taker), innovative dan independence. dengan sifatnya ini, dengan sedikit saja peluang dan kesempatan, dia mampu merubah, menghasilkan sesuatu yang baru, relasi baru, akumulasi modal, baik berupa perbaikan usaha yang sudah ada (upgrading) maupun menghasilkan usaha baru. baum et al. (2001) mengatakan bahwa sifat seseorang (yang bisa diukur dari ketegaran dalam menghadapi masalah, sikap proaktif dan kegemaran dalam bekerja), kompetensi umum (yang bisa diukur dari keahlian berorganisasi dan kemampuan melihat peluang), kompetensi khusus yang dimilikinya seperti keahlian industri dan keahlian teknik, serta motivasi (yang bisa diukur dari visi, tujuan pertumbuhan dan self efficacy), berpengaruh secara positif terhadap pertumbuhan usaha. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 107 pada hakekatnya pendidikan dan pelatihan kewirausahaan ini membantu dan membekali manusia dalam pengembangan kemampuan dirinya, menyadari dan mensyukuri potensi diri, berani menghadapi problema kehidupan, serta mampu memecahkan persoalan secara kreatif. seperti halnya di panti asuhan kuncup harapan muhammadiyah para penghuni panti tersebut tidak hanya dibekali pendidikan formal, atau pendidikan keagamaan tetapi juga dibekali dengan pendidikan dan pelatihan kewirausahaan sebagai modal untuk menjalani kehidupan dimasa depannya. anak yatim piatu dan terlantar juga berhak mendapatkan perlindungan dalam bidang sandang, pangan, pendidikan, pembinaan, dan kesehatan. pengajaran di panti asuhan diharapkan akan diperoleh pengetahuan, keterampilan serta perilaku yang baik. ketrampilan ini akan dipergunakan untuk membantu dirinya sendiri serta dapat membantu orang lain yang membutuhkan. anak yatim adalah anak yang ditinggal wafat ayahnya, ketika masih di bawah usia baligh. anak yatim piatu dan terlantar semua mendapat perhatian khusus melebihi anak-anak yang wajar yang masih memiliki kedua orang tua. sejalan dengan hal di atas di panti asuhan kuncup harapan muhammadiyah sebagai wujud untuk membantu meningkatkan kesejahteraan sosial anak yatim dan anak dari keluarga miskin bagi masyarakat juga berani hidup berakhlak mulia. mengacu pada undang-undang ri nomor 4 tahun 1979 tentang kesejahteraan anak pada bab i mengenai ketentuan umum pasal 1 yang dimaksudkan kesejahteraan umum anak adalah, pertama, kesejahteraan anak adalah suatu tata kehidupan dan penghidupan anak yang dapat menjadi pertumbuhan dan perkembangan dengan wajar, baik secara rohani, jasmani maupun sosial. kedua, usaha kesejahteraan sosial yang ditujukan untuk menjamin terwujudnya kesejahteraan anak, terutama terpenuhinya kebutuhan pokok anak (uu no. 4 tahun 1979). anak-anak yang ditampung dalam panti asuhan kuncup harapan muhammadiyah adalah anak yang tidak mempunyai ayah dan ibu (yatim piatu), dan anak dari keluarga yang tidak mampu dalam arti secara ekonomi mereka tidak mampu memberikan penghidupan yang layak bagi anak. panti asuhan ini berfungsi sebagai lembaga sosial dimana dalam kehidupan sehari-hari anak diasuh, dididik, dibimbing, diarahkan, diberi kasih sayang, dicukupi kebutuhan sehari-hari dan diberikan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 108 ketrampilan-ketrampilan. agar tidak kehilangan seperti keluarga, panti asuhan berusaha memberikan pelayanan yang terbaik pada anak dan menggantikan peranan keluarga bagi anak. anak yatim piatu dan terlantar berada di dalam panti asuhan karena banyak sebab, salah satunya adalah mereka yang tinggal di keluarga miskin sehingga mereka tidak bisa berdaya, selain itu mereka juga tidak memiliki kemampuan untuk mengembangkan diri, sehingga kemiskinan membuat mereka menjadi tidak berdaya. selain itu di dalam panti asuhan kuncup harapan muhammadiyah sendiri memiliki berbagai macam pembinaan anak yatim piatu dan terlantar, dimana anak diberikan pengajaran,keterampilan dan pembinaan lainnya agar anak dapat memiliki pemahaman yang luas, keahlian atau kemampuan yang dimiliki, dan dapat mandiri. sebagai salah satu usaha untuk meningkatkan kualitas manusia dapat ditempuh melalui salah satu pelatihan keterampilan, melalui pemberian keterampilan pada anak yatim piatu dan terlantar diharapkan mampu mandiri untuk bekal mereka dimasa depan atau pun dengan adanya pemberian keterampilan melalui pendidikan nonformal mereka dapat belajar untuk berwirausaha. karakteristik dari panti asuhan kuncup harapan muhammadiyah adalah untuk mengayomi, melindungi anak dan menganggap anak asuh sebagai anak sendiri. berdasarkan uraian latar belakang diatas maka dalam penelitian ini penulis merumuskan bagaimana strategi panti asuhan dalam meningkatkan kemandirian melalui pendidikan dan pelatihan kewirausahaan. b. kajian teori dan metode 1. pemberdayaan warga belajar dalam meningkatkan kemandirian pemberdayaan sebagai salah satu strategi pembangunan sangatlah tepat untuk menggalakkan dinamika masyarakat dalam memenuhi kebutuhan hidupnya. kata“pemberdayaan”mengesankan arti tangguh atau kuat (bksn 2000:74). praktek yang berbasiskan pemberdayaan adalah suatu aktifitas refleksi, suatu proses yang dapat dinilai dan dipertahankan hanya oleh agen atau subjek yang mencari kekuatan atau penentuan diri sendiri, sementara proses lainnya hanya memberikan iklim, hubungan, jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 109 sumber-sumber, dan alat-alat yang dapat meningkatkan kehidupan masyarakat (rappaport, 1985). panti asuhan sebagai perantara atau penyalur bagi anak terlantar dan lembaga lain yang membantu program pemberdayaan, misalnya dalam membantu meningkatkan pendidikan anak asuh panti kuncup harapan muhammadiyah sukajadi kota bandung melakukan pelatihan wirausaha sudah disetujui antar pengurus panti asuhan yang bekerja sama dengan pihak-pihak terkait, secara luas istilah pemberdayaan sering disamakan dengan perolehan kekuasaan dan akses terhadap sumber daya untuk mencari nafkah pemberdayaan mendorong terjadinya suatu proses perubahan sosial yang memungkinkan orangorang pinggiran yang tidak berdaya untuk memberikan pengaruh yang lebih besar pada kegiatan politik, oleh karena itu pemberdayaan dapat bersifat individual sekaligus dapat kolektif , sukesi dalam sugiarti menyatakan bahwa : konsep pemberdayaan anak terlantar merupakan upaya membangun kemampuan anak terlantar. upaya-upaya anak terlantar diarahkan pada tercapainya kesejahteraan anak terlantar melalui pelayanan sosial seperti pelatihan keterampilan, modal untuk kegiatan ekonomi, pendidikan non formal dan lain-lain.” 2. pendidikan dan pelatihan sebagai salah satu bentuk program pls ada beberapa pengertian yang dikemukakan oleh para ahli yang berkenaan dengan pendidikan dan pelatihan. notoatmodjo (1992) mengemukakan bahwa pendidikan dan pelatihan adalah merupakan upaya untuk pengembangan sumber daya manusia,terutama untuk pengembangan aspek kemampuan intelektual dan kepribadian manusia.penggunaan istilah pendidikan dan pelatihan dalam suatu institusi atau organisasi biasanya disatukan menjadi diklat (pendidikan dan pelatihan). unit yang menangani pendidikan dan pelatihan pegawai lazim disebut pusdiklat (pusat pendidikan dan pelatihan). simanjuntak mengemukakan bahwa “pendidikan dan pelatihan merupakan salah satu faktor yang penting dalam pengembangan sumber daya manusia”. pendidikan dan pelatihan tidak saja menambah pengetahuan, akan tetapi juga meningkatkan keterampilan bekerja, dengan demikian meningkatkan produktivitas kerja. dari beberapa jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 110 pengertian di atas dapat simpulkan bahwa pengembangan sumber daya manusia dalam suatu organisasi adalah upaya peningkatan kemampuan pegawai yang dalam penelitian ini dilakukan melalui pendidikan dan pelatihan dalam rangka mencapai tujuan organisasi secara efisien dan efektif. selanjutnya ada yang membedakan pengertian pendidikan dan pelatihan, antara lain notoatmodjo. menurut notoadmodjo (1992) “pendidikan di dalam suatu organisasi adalah suatu proses pengembangan kemampuan kearah yang diinginkan oleh organisasi yang bersangkutan.” sedang pelatihan merupakan bagian dari suatu proses pendidikan, yang tujuannya untuk meningkatkan kemampuan atau keterampilan khusus seseorang atau kelompok orang. westerman dan donoghue(1992) memberikan pengertian bahwa : “pelatihan sebagai pengembangan secara sistimatis pola sikap/ pengetahuan/ keahlian yang diperlukan oleh seseorang untuk melaksanakan tugas atau pekerjaannya secara memadai”. 3. konsep dasar pendidikan luar sekolah putus sekolah merupakan predikat yang diberikan kepada mantan peserta didik yang tidak mampu menyelesaikan suatu jenjang pendidikan, sehingga tidak dapat melanjutkan studinya ke jenjang pendidikan yang selanjutnya. pendidikan luar sekolah ikut dalam pengembangan sumber daya manusia di negeri ini. banyak sudah yang dilakukan pendidikan luar sekolah dalam pemberdayaan masyarakat, akan tetapi pekerjaan besar ini seakan-akan tak pernah terselesaikan. seolah-olah pekerjaan ini seperti lingkaran yang berputar secara alami yang sudah terpola. “pendidikan nonformal ialah setiap kegiatan terorganisasi dan sistematis, di luar sistem persekolahan yang mapan, dilakukan secara mandiri atau merupakan bagian penting dari kegiatan yang lebih luas, yang sengaja dilakukan untuk melayani peserta didik tertentu di dalam mencapai tujuannya (sudjana, 2004:78)”. pendidikan luar sekolah harus cerdas dalam membuat program untuk pemberdayaan masyarakat. pemberdayaan adalah “people gaining an understanding of and control over sosial, economic, and/or political forces in order to improve their standing in society”(kindervatter, 1979: 60). demikian juga dikatakan, pendidikan luar sekolah sebagai pemberdaya jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 111 adalah pendekatan pendidikan yang membuat siswa memperoleh pemahaman yang lebih besar mengenai sosial, ekonomi serta politis, melalui (1) latihan terus menerus mengenal semua aspek yang berhubungan dengan proses belajar, (2) mempelajari keahlian yang responsive terhadap kebutuhannya, (3) bekerjasama secara kolaborasi untuk menyelesaikan masalah yang timbul. apa yang dikatakan oleh pakar ini terfokus memberi kekuatan pada yang lemah,agar dia mempunyai kekuatan dan berdaya dalam menghadapi permasalahan yang sedang ia hadapi. akan tetapai pakar ini memberikan solusi yang sangat baik dalam memberdayakan yang mempunyai kelemahan-kelemahan itu (engking, h soewarman, 2005: 50). 4. keterampilan pola kegiatan yang bertujuan, yang memerlukan manipulasi dan koordinasi informasi yang dipelajari. keterampilan bergerak dari yang sangat sederhana ke bidang yang kompleks. keterampilan dapat dibedakan menjadi dua macam, yaitu psikomotor dan intelektual. keterampilan psikomotor antara lain adalah menggergaji, mengecat tembok, menari, mengetik. “sedangkan keterampilan intelektual ialah memecahkan soal hitungan, melakukan penelitian, membuat kesimpulan dan sebagainya. namun ada keterampilan yang lebih menonjol unsur psikomotornya sedangkan keterampilan yang lain lebih menonjol unsur intelektualnya (sudjana, 1996:17)” keterampilan merupakan mata pelajaran yang memberikan kesempatan kepada anak asuh untuk terlibat dalam berbagai pengalaman apresiasi maupun pengalaman berkreasi untuk menghasilkan suatu produk berupa benda nyata yang bermanfaat langsung bagi kehidupan mereka. dalam pelatihan keterampilan, anak asuh melakukan interaksi dengan benda-benda produk kerajinan dan teknologi yang ada di lingkungannya, dan kemudian berkreasi menciptakan berbagai produk kerajinan maupun produk teknologi, sehingga diperoleh pengalaman konseptual, pengalaman apresiatif dan pengalaman kreatif. sudjana (1996: 17) menyatakan bahwa : “pembelajaran keterampilan dirancang sebagai proses komunikasi belajar untuk mengubah perilaku anak asuh cekat, cepat dan tepat melalui pembelajaran kerajinan, teknologi rekayasa dan teknologi pengolahan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 112 5. metode penelitian metode penelitian yang digunakan adalah metode deskriptif kualitatif. pendekatan kualitatif dalam menelaah masalah penelitian ini dipilih karena masalah yang diteliti memerlukan suatu pengungkapan yang bersifat deskriptif. menurut moleong (2004: 6) “penelitian kualitatif adalah penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subyek penelitian secara holistic dan dengan cara deskriptif dalam bentuk kata-kata dan bahasa, pada suatu konteks khusus yang alamiah dan dengan memanfaatkan berbagai metode alamiah”. c. hasil penelitian metode dalam pembelajaran adalah merupakan cara dalam menyampaikan materi dalam pelatihan, metode merupakan teknik yang selalu diterapkan dalam pembelajaran baik formal, non formal maupun informal, begitupun dalam kegiatan pelatihan kewirausahaan yang dilaksanakan oleh panti asuhan kuncup harapan dalam meningkatkan kemandirian warga belajar melalui pendidikan dan pelatihan, salah satu cara yang tepat untuk mengurangi lulusan sekolah yang menganggur, maka model pendidikan kewirausahaan yang diterapkan di panti asuhan kuncup harapan perlu dikembangkan sesuai dengan era globalisasi dan perkembangan dunia usaha/dunia industri (dudi). pelaksanaan pendidikan kewirausahaan dapat diintegrasikan ke berbagai pelatihan dengan penekanan pada nilai-nilai kewirausahaan, memperdalam cakupan materi pelatihan keterampilan yang sudah ada dalam struktur program kurikulum,. berdasarkan peraturan menteri pendidikan nasional nomor 22 tahun 2006 tentang standard isi, bahwa salah satu tujuan dari mata pelajaran keterampilan adalah agar siswa memiliki sikap profesional dan kewirausahaan. begitu juga dalam ruang lingkup pelatihan keterampilan salah satunya mencakup aspek kewirausahaan. mengacu pada peraturan tersebut, maka aspek kewirausahaan perlu lebih diperdalam cakupannya sesuai dengan tuntutan kompetensinya. jika mengacu pada pengertian kewirausahaan maka kewirausahaan adalah suatu sikap, jiwa dan kemampuan untuk menciptakan sesuatu yang baru dan sangat bernilai dan berguna bagi dirinya dan orang lain. kewirausahaan juga merupakan sikap mental dan jiwa yang selalu aktif dan kreatif, berdaya jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 113 cipta, berkarya dan bersahaja dan berusaha dalam rangka meningkatkan pendapatan dalam kegiatan usahanya (pengembangan pendidikan kewirausahaan, pusat kurikulum 2010). penekanan pada kewirausahaan adalah dimilikinya sikap mental dan jiwa wirausaha yang kreatif dan inovatif serta mampu melihat peluang dan mengaplikannya dalam tindakan nyata yang penuh resiko. menurut peri sopian, s.pd selaku kepala panti asuhan kuncup harapan beliau memaparkan tentang penerapan metode yang sering digunakan dalam pelatihan yaitu, dalam pelatihan kewirausahaan yang kami lakukan untuk penerapan metode sangat bervariatif tergantung materi apa yang akan disampaikan oleh tutor, selain itu juga terkadang kami selaku pengelola tidak menetapkan metode yang harus disampaikan oleh tutor tetapi kami memberikan kewenangan penuh kepada tutor yang akan menyampaikan. pelatihan kewirausahaan yang diselenggarakan oleh panti asuhan kuncup harapan, memilki tujuan yang ingin di capai sesuai dengan visi misi lembaga, untuk mewujudkan semua itu diterapkan sebuah strategi agar harapan dan tujuan dapat tercapai, adapun tujuan diselenggarkannya pelatihan kewirausahaan, peri sopian, s.pd selaku kepala panti asuhan kuncup harapan muhammadiyah sukajadi menjelaskan bahwa, pelaksanaan kegiatan pelatihan yang kami lakukan adalah berangkat dari tujuan yang ingin dicapai dalam pelatihan, tujuan tersebut meliputi tiga aspek yang harus dipenuhi yaitu raw infut, instrument infut, dan proses, sebelum pelaksanaan dilakukan perlu adanya tahapan yang dimulai dari mengidentifikasi kebutuhan warga belajar, sampai dengan evaluasi program, tahapan pertama yaitu masukan mentah, yang kedua adalah masukan sarana, dan yang ketiga proses, dan dalam pelatihan kewirausahaan ini yaitu program yang kami selenggarakan untuk membekali anak agar mereka mandiri, dimana dalam pelaksanaan program pelatihan ini sesuai dengan kebutuhan warga belajar, karakteristik warga belajar, peran tutor, pelaksanaan lokasi, waktu, strategi pebelajaran. ini semua akan menciptakan keberhasilan dari tujuan yang kami harapkan. hal ini sependapat dengan (benjamin bloom, et. al., handbook on formative and summative evaluation of student learning, new york: mcgraw-hill, 1971). dalam drs syaiful bahri djamarah ( 2006 : 67 ) ada beberapa faktor yang perlu diperhatikan dalam menyusun dan merumuskan tujuan pelatihan, yaitu: a) jenis tujuan pelatihan yaitu hendaknya jenis tujuan pelatihan harus mencakup pengetahuan, sikap, jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 114 dan keterampilan. dan hasil yang diharapkan merupakan perubahan tingkah laku/sikap, serta peningkatan pengetahuan dan keterampilan yang dapat diobservasi/diamati, b) kedalaman tujuan pelatihan semakin dalam tujuan pelatihan semakin rumit untuk mencapainya, sehingga akan mempengaruhi materi maupun metode pelatihan yang harus diberikan, c) sumber daya yang tersedia, dalam merumuskan tujuan pelatihan hendaknya juga mempertimbangkan sumberdaya yang tersedia, d) waktu faktor waktu sangat menentukan dalam merumuskan tujuan pelatihan, e) peserta pelatihan faktor peserta juga sangat berpengaruh di dalam merumuskan tujuan pelatihan baik dilihat dari latar belakang, pengalaman, usia, pendidikan dan lain sebagainya, f) metode dan media dalam menyusun materi pelatihan hendaknya juga mempertimbangkan kesesuaian metode dan media yang ada, g) ketersediaan pemateri/trainer adalah pemateri yang mempunyai kualifikasi sebagaimana yang dikehendaki dalam pencapaian tujuan yang diharapkan. mempersiapkan kurikulum dan materi. efektifitas penggunaan metode dalam pelatihan adalah bagaimana rancangan dan penyusunan kurikulum yang dilakukan oleh penyelenggara, tutor dan pihak – pihak lain yang terkait dengan kegiatan tersebut, menurut peri sopian bahwa kurikulum disusun secara bersama-sama antara penyelenggara dan tutor yang telah disesuaikan dengan kebutuhan warga belajar. peri sopain menjelaskan mengenai pembiayaan kegiatan pelatihan yang diselenggarakan oleh panti asuhan sebagai salah satu kontribusi meningkatkan kemandirian penghuni panti, beliau memaparkan bahwa,program pelatihan kewirausahaan anak melalui keterampilan ini kami danai dari donator yang kebetulan yang ditawarkan yaitu keterampilan sablon tetapi dengan dasar disesuaikan dengan kebutuhan anak asuh lebih lanjut dijelaskan kembali oleh peri sopian, spd cara mendapatkan dana kami mengajukan proposal kegiatan ke pihak donator, baik itu dari pemerintah, swasta, dan perorangan, media adalah bentuk sarana yang mendukung pada program pelatihan , menurut peri sopian, s.pd bahwa, media yang digunakan adalah yang jelas buku – buku panduan, alat untuk paraktek, dan fasilitas lain yang mendukung. sasaran dalam kegiatan pelatihan ini menurut peri sopain adalah para penghuni panti asuhan, evaluasi adalah salah satu alat untuk penilaian keberhasilan dari kegiatan pelatihan kewirausahaan. media yang digunakan dalam pelatihan kewirausahaan, ratih selaku sekretaris panti jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 115 asuhan kuncup harapan memaparkan bahwa, banyak media yang digunakan kami disesuaikan dengan materi pada saat pelatihan seperti, barang-barang bekas untuk melatih keterampilan warga belajar, open untuk membuat kue, laptop dan lain-lain yang dapat menunjang pelatihan berlangsung. media sebagai alat bantu dalam proses belajar mengajar adalah satu kenyataan yang tidak dapat dipungkiri karena memang tutorlah yang menghendakinya untuk membantu tugas tutor dalam menyampaikan pesan-pesan dari bahan ajar yang disampaikan oleh tutor kepada peserta didik. kata media berasal dari bahasa latin dan merupakan bentuk jamak dari kata medium yang secara harfiah berarti perantara atau pengantar. media adalah segala sesuatu yang dapat digunakan untuk menyalurkan pesan dari pengirim ke penerima sehingga dapat merangsang pikiran, perasaan, perhatian, dan minat serta perhatian siswa sedemikian rupa sehingga proses belajar terjadi (sadiman, 2002: 6). latuheru(1988: 14), menyatakan bahwa : media pembelajaran adalah bahan, alat, atau teknik yang digunakan dalam kegiatan belajar mengajar dengan maksud agar proses interaksi komunikasi edukasi antara guru dan siswa dapat berlangsung secara tepat guna dan berdaya guna. berdasarkan definisi tersebut, media pembelajaran memiliki manfaat yang besar dalam memudahkan siswa mempelajari materi pelajaran. d. kesimpulan dan rekomendasi pendidikan kewirausahaan dapat diintegrasikan ke berbagai pelatihan dengan penekanan pada nilai-nilai kewirausahaan, penerapan metode yang sering digunakan dalam pelatihan yaitu bervariatif tergantung materi apa yang akan disampaikan oleh tutor, pada dasarnya tutor adalah seorang pendidik. pendidik adalah orang dewasa dengan segala kemampuan yang dimilikinya untuk dapat mengubah psikis dan pola pikir anak didiknya dari tidak tahu menjadi tahu serta mendewasakan anak peserta didiknya. program yang diselenggarakan untuk membekali anak agar meraka mandiri, dimana dalam plaksanaan proram pelatihan ini sesuai dengan kebutuhan warga belajar, karakteristik warga belajar, peran tutor, pelaksanaan lokasi, waktu, strategi pembelajaran. ini semua akan menciptakan keberhasilan dari tujuan yang kami harapkan, efektifitas penggunaan metode dalam pelatihan adalah bagaiman rancangan dan penyusunan kurikulum yang dilakukan oleh penyelenggara, tutor dan pihak – pihak lain yang terkait dengan kegiatan tersebut, menurut peri sopian bahwa kurikulum disusun jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 116 secara bersama-sama antara penyelenggara dan tutor yang telah disesuaikan dengan kebutuhan warga belajar. daftar pustaka _____________upi. 2006. pedoman penulisan karya ilmiah. bandung : upi. abduorrakhman ginting. 2011. esensi praktis manajemen pendidikan dan pelatihan. bandung : humaniora achmadi, a. dan nurboko, c. 2003. metodologi penelitian. jakarta : bumi aksara. bisri mustofa, 2009. pedoman menulis proposal penelitian skripsi dan tesis. yogyakarta : panji pustaka d. sudjana, s. 2007, sistem dan manajemen pelatihan. bandung : falah production. eka prihatin. 2008, konsep pendidikan. bandung : pt karsa mandiri persada ernawulan syaoidah, mubiar agustini.2008, bimbingan konseling anak usia dini. jakarta : universitas terbuka hamalik, o. 2003. kurikulum dan pembelajaran. jakarta : pt. bumi aksara harlina pribadi, 2010, pedoman bagi orang tua, guru, dan penyuluh masyarakat. jakarta timur : cakra media hasan, m. i. 2002. pokok-pokok materi metode penelitian dan aplikasinya. jakarta : ghalia indonesia kemensos ri. 2012, standar nasional pengasuhan anak : kemensos ri sugiyono, 2011. statistika untuk penelitian. bandung : alfabeta syaiful bahri djamarah. 2006, strategi belajar mengajar. jakarta : rineka cipta jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 63 luka liku kehidupan waria di kota tasikmalaya wiwin herwina universitas siliwangi tasikmalaya abstrak penelitian ini dilatar belakangi oleh manusia yang selalu hidup bersama dengan sesamanya.untuk memiliki kebutuhan hidup, dengan berbagai cara sesuai keadaan atau tarap umur, pendidikan, lingkungan,bakat dan sikap seseorang. dalam kenyataannya di mayarakat ada sekelompok manusia yang mempunyai perilaku menyimpang yang sering di cemoohkan oleh warga masyarakat yaitu kaum waria. tujuan nya mengungkapkan gambaran luka-liku kehidupan waria dalam mempertahankan hidup walaupun mereka dianggap sebagai sampah masyarakat yang dapat mencemari lingkungan (pencemaran sosial). permasalahan adanya faktor –faktor yang melatar belakangi terjadinya waria. penelitian ini menggunakan metode kualitatif yaiyu metode pengumpulan data exploratif terutama dengan menggunakan pemahaman langsung dan tidak langsung. sumber data yaitu orang–orang yang di minta memberikan info. dalam penelitian ini variabel yang di teliti yaitu luka liku kehidupan waria, adapun tekhnik yang di gunakan dalam penelitian ini adalah wawancara, observasi, study kasus dan teknik purposive sampling, kesimpulan dari penelitian ini waria perlu dapatkan pembinaan untuk berperan serta di dalam pembangunan dengan usaha meningkatkan kualitas sumber daya manusia bagi mereka sendiri dan sesamanya. kata kunci: luka liku kehidupan waria pendahuluan i. latar belakang masalah manusia sejak lahir berhubungan dengan manusia lain. tidak mungkin manusia itu hidup normal tanpa hidup bersama orang lain. seperti di kemukakan oleh soejono (1985:39). bahwa manusia adalah makhluk jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 64 yang selalu hidup bersama dengan sesamanya.untuk memiliki kebutuhan hidup, manusia menempuh berbagai cara sesuai keadaan atau tarap umur, pendidikan, lingkungan,bakat dan sikap seseorang. kesemuanya ini menimbulkan kelompok – kelompok sosial di dalam kehidupan manusia: kelompok kecil yang sederhana biasanya terbentuk atas dasar kekerabatan,usia,seks, dan juga perbedaan pekerjaan dan kedudukan.dalam masyarakat para individu menjadi anggota dari kelompok sosial tertentu: dalam tiap kelompok itu mereka saling pengaruh mempengaruhi dan ada kesadaran untuk tolong menolong. setiap orang harus menghormati hak hidup dan keseimbangan yang selaras dalam hubungan sesama manusia. namun demikian dalam kenyataannya dalam mayarakat ada sekelompok manusia yang mempunyai perilaku menyimpang yang sering di cemoohkan oleh warga masyarakat yaitu kaum waria. waria sebagai istilah baku dalam tata bahasa indonesia sebenarnya masih kurang populer di kalangan mayarakat awam. masyarakat lebih akrab dengan istilah bencong,atau banci yang merupakan bagian dari bahasa indonesia informal (dede ,2003) yang digunakan untuk sebutan kepada orang (laki laki atau perempuan) yang berpakaian atau berbicara sebaliknya tidak sesuai dengan kelamin nya. masyarakat juga masih sering mengalami ketidak pahaman akan perbedaan antara waria dengan istilahistilah atau sebutan yang di gunakan untuk sebutan kaum minoritas lainnya, misalnya homo seksual, interseks dan transvetis,perbedaan persepsi ini perlu di luruskan agar adanya satu pemahaman yang sama.masyarakat sering dan bahkan menyamakan antara homo dan waria. atmojo (dalam anwar, 2006) menjelaskan bahwa homo dan waria itu berbeda. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 65 waria adalah kelompok sosial, biasanya tidak jelas karakteristikanya apakah sebagai laki laki atau sebagai perempuan, perilaku mereka dapat dianggap menyimpang karena melanggar norma,yaitu fisik mereka yang laki laki berdandan sebagai wanita secara berlebihan dan sering kali melakukan hubungan seks dengan sesama jenis,berkeliaran di tempat – tempat tertentu yang dapat menggangu ketertiban, keindahan serta keamanan lingkungan, karena itu di samping statusnya tidak jelas mereka dianggap pula sebagai kelompok yang menentang kodrat manusia, berdosa, menjijikan dan dianggap sebagai pencemaran sosial bagi masyarakat setempat (di lingkungan tersebut). berdasarkan ketetapan mpr nomor 11 /mpr/1993. sasaran umum pembangunan jangka panjang. kedua adalah terciptanya kualitas manusia dan kualitas masyarakat indonesia yang maju dan mandiri dalam suasana tentram dan sejahtera lahir batin dalam tata kehidupan masyarakat bangsa dan negara yang berdasarkan pancasila dalam suasana ; 1. pola dasar pembangunan bidang kesejahteraan sosial (sk mensos r.i.no 07/huk/kep/11/1989 ) “ kehidupan bangsa indonesia yang serta berkesinambungan dan selaras dalam hubungan antar sesama manusia, manusia dengan masyarakat, manusia dengan alam, dan lingkungan manusia dengan tuhan yang maha esa”. 2. menjadi waria adalah suatu proses antara waria dengan ruang sosial dimana ia hidup dan dibesarkan, proses ini dilakukan dengan berbagai tekanan –tekanan sosial untuk kemudian di respon, sehingga pada akhirnya akan membentuk satu makna kehidupan dalam menjalani luka-liku kehidupannya. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 66 3. harapan yang mereka inginkan inilah yang akan mengantarkan mereka menuju makna hidup dalam menempuh luka-liku kehidupannya, dengan adanya harapan yang mereka miliki. mereka akan mencari cara dan celah untuk menunjukan keinginan dan eksistensi dari harapan tersebut (bastaman 2007) 4. berdasarkan paparan diatas mengenai kehidupan dan perjuangan yang di lakukan oleh kaum waria dalam menjalani dan mencapai tujuan mereka di dalam kehidupan ,maka peneliti bermaksud untuk melakukan penelitian yang berjudul lukaliku kehidupan waria di kota tasikmalaya, ( study tentang pencemaran lingkungan sosial di kota tasikmalaya ) 2. masalah penelitian permasalahan penelitian ini adalah : 1) bagaimanakah gambaran luka-liku kehidupan waria dalam mempertahankan hidup walaupun mereka sudah di cap sebagai sampah masyarakat (pencemaran sosial )?; 2) faktor –faktor apakah yang melatar belakangi terjadinya waria?; 3) sejauh manakah dinas sosial telah melaksanakan pembinaan terhadap kaum waria? kajian teoritis a. pengertian waria keadaan seseorang yang berkepribadian wanita maupun pria. sebelum istilah waria di gunakan, masyarakat sudah mengenal atau menggunakan beberapa istilah, banci, bencong dan wadam. untuk membuat batasan mengenai waria tidak lah mudah, karena terkadang tidak dapat menggambarkan keadaan sesungguhnya secara keseluruhan para ahli di bidang kelainan seks (dalam moerthiko 1987 :7 ) jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 67 mengemukakan bahwa individu – individu yang tidak jelas karakteristiknya sebagai laki-laki atau perempuan itu di sebut” waria” a. jenis – jenis waria kemala atmojo ( nadia, 2005 :40 ) menyebutkan jenis –jenis waria sebagai berikut: transsexual yang aseksual, yaitu seorang transsexual yang tidak berhasrat atau tidak mempunyai gairah seksual yang kuat. a. transsexual homoseksual, yaitu seorang transeksual yang memiliki kecenderungan tertarik pada jenis kelamin yang sama sebelum ia sampai ke tahap transsexual murni. b. transsexual yang heteroseksual, yaitu seorang transsexual yang pernah menjalani kehidupan heteroseksual sebelumnya misalnya pernah menikah. b. ciri –ciri waria menurut muslim (2003 ;111) ,ciri ciri transsexual adalah : 1. identitas transsexual harus sudah menetap selama minimal dua tahun, dan harus bukan merupakan gejala dari gangguan jiwa lain seperti skizofrenia, atau berkaitan dengan kelainan interseks, genetik atau kromosom 2. adanya hasrat untuk hidup dan di terima sebagai anggota dari kelompok lawan jenisnya, biasanya disertai perasaan risih atau tidak serasi dengan anatomi seksualnya. 3. adanya keinginan untuk mendapatkan terapi hormonal dan pembedahan untuk membuat tubuhnya semirip mungkin dengan jenis kelamin yang diinginkan. c. faktor pendukung terjadinya waria puspitosari (2005;12) mengatakan bahwa faktor –faktor terjadinya transsexual adalah disebabkan oleh faktor biologis yang di pengaruhi jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 68 oleh hormon seksual dan genetik seseorang. hermaya (nadia, 2005 ;29) berpendapat bahwa peta kelainan seksual dari lensa biologi dapat di bagi kedalam dua golongan besar yaitu ; 1) kelainan seksual akibat kromosom. 2) kelainan seksual bukan karena kromosom menurut moerthiko nadia, 2005 ;31) mengatakan bahwa dalam tinjauan medis, secara garis besar kelainan perkembangan sexual telah di mulai sejak di kandungan ibu, kelompok ini di bagi menjadi empat jenis: a.pseudomale atau disebut juga pria tersamar, b.pseudofemale atau disebut juga wanita tersamar. c.female pseudohermaprodite, d.male pseudohermaprodite, : 1) faktor internal,. b) faktor eksternal a. pengerian masalah sosial lesli (1974) dalam abu ahmadi (1988:12) menyatakan masalah sosial adalah sesuatu kondisi yang mempunyai pengaruh terhadap kehidupan sebagian besar warga masyarakat sebagai sesuatu yang tidak diinginkan atau tidak di sukai dan yang karenanya di rasakan perlunya untuk diatasi atau di perbaiki pengertian secara umum masalah sosial ini peengertian nya terutama di tekankan pada adanya kondisi atau sesuatu keadaan tertentu tak terpenuhi karena keadaan dalam kehidupan sosial warga masyarakat yang bersangkutan . 2.3 keterkaitan waria dengan pencemaran lingkungan sosial klien waria bisa di jumpai di berbagai sosio ekonomi, tetapi mempunyai ciri – ciri yang berbeda. banyak remaja pria memakai pekerja seks waria dikarenakan: a. karena larangan agama untuk melakukan hubungan seksual di luar pernikahan membuat waria menarik bagi mereka yang tidak mau menggunakan industri seks. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 69 b. karena klien pendapatan yang rendah hanya berminat pada harga yang murah, dan waria sering memberikan pelayanan secara cuma – cuma terhadap klien yang dianggap menarik. c. untuk klien yang heteroseksual, waria menyediakan pelayanan sek oral/anal sambil berprilaku seperti wanita kepada pasangan nya, serta untuk mendapatkannya murah karena tidak perlu mengeluarkan uang ekstra untuk menyewa penginapan. melihat uraian diatas sudah jelas sekali apa yang di lakukan waria sangat mencemari lingkungan sosial, karena mereka bisa merubah perilaku lawan jenisnya, -lama lama mereka ketagihan, dan akhirnya lawan jenis bisa tertular menjadi waria. 2.3.1 dinas sosil dan perannya dalam pembinaan waria. peranan dinas sosial dalam pembinaan terhadap waria sangat menunjang sekali ,karena waria dapat mempunyai keterampilan yang nantinya dapat merubah hidupnya, menambah percaya diri dan dapat mandiri tanpa ada ejekan dari masyarakat yang selalu melecehkan karena kehidupannya yang menyimpang dari masyarakat . selain pembinaan pelatihan keterampilan dinas sosial juga melakukan pembinaan mental, dan bantuan usaha ekonomi produktif. walaupun hasilnya masih belum memuaskan karena kendala-kendala tertentu. objek dan metode penelitian 3.2 metode penelitian penelitian yang di lakukan ini bersifat kualitatif dengan metode pengumpulan data exploratif terutama dengan menggunakan pemahaman langsung dan tidak langsung. sumber data yaitu orang – jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 70 orang yang di minta memberikan informasi, di sebut informan. tempat dan waktu penelitian di tempat mangkal nya para waria (dadaha), belakang kantor pos,salon kecantikan dan tempat sekertariat organisasi” hiwatas” kota tasikmalaya. teknik penelitian yang di gunakan dalam penelitian ini adalah: pengumpulan data, observasi partisifasi terbatas, wawancara, analisa data pembahasan a. pembahasan dan temuan hasil penelitian 1.waria di kota tasikmalaya keadaan kaum waria pada tahun 1990 an sebenarnya tidak begitu berbeda keadaannya dengan sekarang di lihat dari kegiatannya yang agak berbeda sekarang dilihat dari jumlahnya yang semakin meningkat dan dilihat dari pekerjaannya sudah banyak waria-waria yang berpendidikan baik itu hasil dari binaan dinas sosial maupun kursuskursus yang didanai pemerintahan terutama bidang tata kecantikan sehingga mereka memiliki keakhlian dan keterampilan, sehingga kehidupan waria sekarang hidupnya lebih meningkat terutama dalam pekerjaan, lebih mandiri,. awal menjadi waria merasa ada kelainan sebagai waria, perasaan ini timbul banyak faktor yang menyebabkan timbulnya perasaan sebagai waria. perasaan itu ada yang muncul dari usia dini ada juga yang muncul sesudah menginjak dewasa. dia belum berani mengeluarkan karakteristiknya, di usia itu dia masih berusaha menutupi jati dirinya sebisa mungkin, tapi karena sifatnya sudah bawaan alami (natural), walaupun dia berusaha menutupi dia itu tetap akan kelihatan dari tingkah laku dan gayanya jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 71 yang lebih feminim dari jati dirinya sebagai laki-laki. masyarakat akan menyetujui bahwa dia sudah memiliki tanda-tanda kewanitaanya dari bahasa dan perilaku dia lebih halus dari wanita, perasaan waria kadang muncul juga bagi kaum lelaki normal karena akibat pergaulan. lelaki normal yang sering bergaul dan berhubungan dengan waria akan mempunyai rasa dan ketagihan untuk mengulang dan mengulang lagi hubungan biologis itu karena mungkin yang awalnya di latar belakangi dengan kebutuhan hidupnya terutama untuk mencari uang atau nafkah dan akhirnya dari sering bergaul itu lama kelamaan akan merubah tingkah laku (perilaku) laki-laki tersebut sehingga dia secara perlahan, perilaku itu bisa berubah , tapi tidak ketularan sebagai waria . jadi kalau kita amati perasaan waria akan muncul akibat: 1) pergaulan 2) broken home 3) trauma orangtua 4) faktor ekonomi 5) sudah mempunyai bawaan sejak lahir. 4.1.6. upaya untuk menjamin kelangsungan hidup dalam mempertahankan hidupnya waria membentuk suatu komunitas yang dapat mengakomodir kaum waria, dimana di dalam komunitas tersebut diperlukan suatu kekompakan, kedisiplinan, solidaritas yang tinggi untuk memelihara dan menjaga nama baik kaum waria. adapun kalau ada masyarakat yang menyakiti salah satu kaum waria, mereka kompak dan membelanya, selain itu komunitas ini memperjuangkan nasib kaum nya untuk bisa merubah kehidupan nya. ketua mereka mengajukan permohonan permohanan dana baik dari dinas sosial atau jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 72 pun lembaga lain nya untuk diikut sertakan dalam pelatihan-pelatihan yang berbasis kompetensi keahlian, dimana dari hasil pelatihan tersebut di harapkan dapat merubah nasib mereka, untuk bisa memenuhi kebutuhan hidupnya. baik itu yang bersifat materi maupun yang bersifat seks yang berhubungan dengan materi otomatis berhubungan dengan kebutuhan hidup untuk makan, minum, pendidikan, kesehatan dan lain-lain. 4.1.7 hubungan biologis sebagai waria kebutuhan kaum waria akan hubungan biologis dengan laki-laki merupakan tuntutan yang di anggap mutlak harus terpenuhi. bagaimanakah kaum waria menyalurkan kebutuhan biologis di uraikan lebih lanjut di bawah ini. dalam menyalurkan hubungan biologisnya waria berhubungan dengan sesama jenis, dia akan merasa puas dan akan lebih agresif apabila dalam melakukan hubungan tersebut berekpresi sebagai wanita dan itu akan terasa oleh waria yang termasuk dalam kelompok waria transeksual murni, adapun untuk waria interseksual dalam melakukan hubungan biologisnya dia bisa sebagai wanita dan dia juga bisa sebagai laki-laki sempurna bahkan dalam berhubungan dengan wanita asli dia bisa mempunyai anak/keturunan. kebutuhan waria yang ingin terpenuhi : 1. 1.menyalurkan hubungan seks dengan laki-laki tanpa ada sanksi dari masyarakat. 2. di beri kesempatan yang sama dalam pekerjaan tanpa menganggap aneh jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 73 3. kemudahan operasi kelamin dengan prosedur dan biaya yang murah 4. menampilkan diri sebagai mana adanya tanpa di pandang rendah 5. kemudahan dalam berkosultasi mengenai segala kesulitan yang di 4.1.8 komunitas waria dalam melakukan aktualisasinya dan solidaritas terhadap sesama kaum waria. kelompok waria dalam masyarakat merupakan kelompok yang ekslusif karena mereka memiliki komunitas tersendiri dengan pola pola kehidupan yang agak berbeda dengan mayarakat pada umumnya, interaksi sosial dengan mayarakat pada umumnya bersifat negatif, terutama pandangan masyarakat terhadap mereka. bentuk interaksi sosial yang negatif dari masyarakat bisa berupa cemoohan, cibiran, bahan tertawaan dan kadang menjadi ejekan ketika berpenampilan sebagai perempuan. sikap ini berawal dari keluarga, dan lingkungan tempat tinggalnya lalu menyebar kemasyarakat pada umumnya. akibatnya mereka membentuk suatu solidaritas yang merasa senasib dimana solidaritas senasib ini merupakan kegiatan mempertahankan eksistensi mereka dalam berinteraksi sosial dengan lingkungan masyarakat yang mereka hadapi. solidaritas mereka muncul berawal dari keinginan kaum waria untuk berkumpul dan bergabung dengan sesamanya. hal ini dilakukan karena ada ke samaan kepentingan dan tujuan.sejauh mana sosial itu terwujud dalam kelompok waria di kota tasikmalaya, dapat di lihat dari jawaban mereka tehadap pertanyaan-pertanyaan yang di ajukan oleh peneliti.adapun jawaban mereka dapat di lihat pada pembahasan hasil penelitian berikut. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 74 hasil dari penelitian pada umumnya terjadi proses melalui tahapan tahapan, di mana waria dalam mencari jati diri, mencari teman, mencari dukungan, dan belajar dari teman , tidak lah muncul di usia yang sama . itu tergantung kepada proses dimana rasa sifat warianya muncul ada yang muncul di usia dini , ada yang muncul di usia remaja ada pula sifat waria nya itu muncul di usia senja. 4.1.8.1 usaha waria dalam menjalin hubungan dengan sesama waria dalam meningkatkan jati dirinya waria membentuk suatu organisasi dimana dalam organisasi tersebut ,terdapat beberapa macam kegiatan yang dapat meningkatkan solidaritas bagi para waria , hampir sebagian besar para waria mengikuti organisasi tersebut yang berada di kota tasikmalaya dengan nama hiwatas (himpunan waria kota tasikmalaya) organisasi hiwatas lebih di kenal dengan nama srikandi prasasti yang di ketuai oleh junjun (mami juniar). untuk menjalin persahabatan dan supaya lebih menambah erat persaudaraan ketua waria dalam pertiga bulan mengadakan rapat dengan maksud silaturahmi, biasanya di saat itu para waria saling bertukar pendapat dan mencurahkan rasa, baik suka maupun duka dalam menghadapi berbagai permasalahan dari sebagian masyarakat yang fanatik yang selalu mengejek ataupun melecehkan mereka. dengan mendatangi tempat-tempat yang biasa dipakai berkumpul oleh ketua waria sedikitnya beban mereka dapat di bantu dengan di berikan pengarahan pengarahan yang dapat menenangkan hati mereka, sehingga mereka dalam bertindak dan berbuat selalu diarahkan untuk jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 75 perbuatan yang lebih positif yang tidak mengganggu ketentraman masyarakat. 4.1.8.2 tolong menolong yang dilakukan oleh waria dalam kehidupan bermasyarakat sifat tolong menolong harus di tingkatkan dan di amalkan , karena itu merupakan bagian dari pancasila no 3. persatuan indonesia.bentuk tolong menolong banyak bermacam ragam , ada yang sifatnya individu, ini merupakan suatu amalan yang berhubungan dengan ilahi dimana disebutkan jika kita beramal tangan kanan memberi tangan kiri tidak boleh tahu , jadi suatu amalan yang menolong seseorang tanpa di ketahui orang lain, adapun tolong menolong yang lainnya ada yang bersifat gotong royong atau biasa juga kita kenal dengan bakti sosial , ini merupakan sifat tolong menolong yang cenderung pingin di puji orang dan di ketahui orang banyak , ini lebih cenderung ke ujub karena perbuatan kita ingin mendapat pujian. begitupun dalam komunitas waria tolong menolong juga dilakukan. adapun bentuk tolong menolong yang di lakukan oleh waria adalah 1) mengajari cara berdandan perempuan, 2) membantu dalam hal keuangan, 3) memberikan tumpangan rumah bagi waria yang tidak mempunyai tempat tinggal, 4) meminjami / bertukar pakaian perempuan/ make-up / aksesories, 5) membantu mencarikan pekerjaan, 6) membantu dalam setiap kesulitan yang di alami teman waria, 7) membantu mencarikan pasangan / langganan. 4.1.9 keinginan hidup berkeluarga sebagai manusia yang bermasyarakat tentu saja ada keinginan keinginan yang sama dengan masyarakat dilingkungan sekitarnya. mereka mempunyai keinginan untuk berumah tangga, namun di sisi lain jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 76 mereka meragukan kemampuannya apakah mereka dapat mencintai pasangan lawan jenisnya atau hanya sekedar pelarian saja untuk menutupi kekurangan dirinya atau bisa juga hanya untuk membahagiakan orang tuanya yang merasa malu kalau mempunyai anak laki laki yang berpsikis wanita. kadang dari mereka juga memikirkan keturunan untuk melanjutkan kehidupan nya di masa tua, adapun kalau mereka menikah mereka hanya untuk menutupi kekurangan dirinya (kamuflase) dan mungkin juga hanya untuk membahagiakan orang tuanya. karena mereka juga merasa terbebani dengan kehidupannya yang berbeda dengan masyarakat pada umumnya. walaupun mereka berkeluarga hanya kedok saja karena tetap di dalam diri mereka untuk melepaskan libidonya itu mereka lebih puas dengan berhubungan biologis dengan sesama jenis, maka mereka pandai menutupi keinginannya itu. untuk menyalurkan keinginannya itu mereka kadang mengadakan pertemuan dengan teman sejenisnya tanpa di ketahui oleh istrinya. di dalam lubuk hatinya mereka menyadari dan mereka juga selalu berusaha untuk sembuh dengan cara mendekatkan diri pada allah, menjauh dari pergaulan sesama jenis, karena kalau selalu bergabung terus penyakit nya tidak akan sembuh. kadang ada salah satu yang menjadi benar sembuh itu karena atas bimbingan dari istrinya dan mereka lebih banyak dzikir dan bertaubat pada yang maha kuasa, walaupun tidak sembuh seratus persen minimal mereka bisa menyembunyikan kewariaan nya itu. bahkan ada yang tetap menjadi pasangannya walau pun waria itu mempunyai istri dan anak. mereka lebih rapi menutupi tingkah lakunya, karena itu mereka lebih jaim dan di dalam penampilan dirinya mereka lebih tampak laki jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 77 laki tulen, didalam berpakaian pun mereka tidak mau memperlihatkan penampilan perempuan nya tetapi psikis mereka tetap ada sebagian psikis wanita . penjelasan ini di perkuat dengan adanya penuturan dari merlyn, putri waria indonesia 2006 ( sopyan,2006) yang menuturkan : “saya adalah perempuan, perempuan dalam jiwa. raga saya adalah laki laki. dan saya tetap merasa perempuan. tak ada yang salah cuma orang tidak melihatku lebih dalam, mereka melihat raga saya. mereka hanya melihat yang terlihat, mereka tak mau tahu lebih jauh. saya adalah perempuan, perempuan tanpa vagina.” 4.2 faktor – faktor yang melatar belakangi terjadinya waria 4.2.1 kebutuhan hidup untuk memenuhi kebutuhan hidup makan, minum, dan memperkuat ekonomi kaum waria juga mencari nafkah sesuai dengan kemampuan nya. waria yang berpendidikan adalah waria yang telah mempunyai keahlian atau keterampilan baik itu hasil dari binaan pemerintah maupun hasil dari otodidak tetapi mereka mempunyai potensi dan inovasi yang tinggi. kebanyakan pekerjaan mereka lebih banyak bekerja di salon kecantikan yang sesuai dengan kepribadian mereka, dari pekerjaan itu kadang pria normal biasa kalau sering bergaul dengan waria apalagi kalau sudah mulai berhubungan seksual, semakin lama perilakunya bisa berubah menjadi waria. biasanya perilaku ini sering terjadi pada laki laki remaja yang menjadi pasangan waria. karena terdesak oleh kebutuhan ekonomi jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 78 mereka rela untuk menjadi pasangan kaum waria. oleh mereka kebutuhan hidup nya sudah terjamin bahkan mereka sampai di biayai sekolah nya, demi terpenuhinya kebutuhan hidup itulah mereka rela menjadi pasangan hidup waria, yang pada akhirnya perilaku mereka juga berubah menjadi waria. 4.2.2 faktor keluarga (broken home) kekerasan dalam rumah tangga akan mempengaruhi perkembangan pisiologi anak, terutama pada anak yang masih berusia antara 12 tahun ke atas, kekerasan rumah tangga bisa di sebab kan dari beberapa masalah , itu bisa saja permasalahan akan timbul karena adanya faktor perceraian sehingga anak yang jadi di korbankan , setiap anak akan mendambakan suatu keluarga yang utuh, dimana dalam satu keluarga yang utuh tidak akan ada perbedaan dalam mendidik anak untuk mengantarkan ke jenjang yang lebih dewasa, rata rata anak yang mempunyai masalah perceraian orang tuanya mereka akan broken home dan kehidupan dalam keseharian nya lebih banyak merasa diasingkan ,karena mereka merasa rendah diri dan kadang merasa malu kadang perilaku waria juga akan terbentuk apabila pola asuh orang tua yang otoriter dan tidak adanya seorang ayah di saat anak usia 1-5 tahun menjadi salahsatu faktor yang melatar belakangi terjadinya waria. pesantren juga dapat menumbuhkan sifat waria, karena sering nya bergaul dan satu lingkungan dengan teman teman yang sejenis , ini akan membentuk karakter baru mereka , apalagi yang dari awal nya sudah mempunyai pembawaan waria dia akan mudah terbentuk dan akan lebih cepat mengeksploir rasa kewanitaan nya karena lingkungan sangat mendukung. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 79 faktor pergaulan kurniawati (2003), menyatakan bahwa saat individu mulai menginjak masa remaja, peranan keluarga semakin berkurang , individu sudah mulai lebih banyak berhubungan dengan lingkungan di luar keluarga. penguatanpenguatan tidak lagi di dapat dari keluarga tetapi dari lingkungan di luar keluarga.seperti teman sebaya,kelompok – kelompok sosial tertentu dll. saat mulai menginjak remaja, individu laki-laki yang berubah menjadi waria mencari identitas diri dan mulai berteman dengan sesama waria, dengan berteman dan berkumpul bersama komunitasnya waria yang lain membuat individu tersebut merasa mendapat penglakuan yang pasti. akhirnya semakin memantapkan pilihan dirinya untuk menjadi waria. 4.2.4 faktor pembawaan dari lahir kehadiran seorang waria menjadi bagian dari kehidupan sosial rasanya tidak mungkin dihindari. waria bukan menjadi hal yang aneh lagi bagi masyarakat indonesia, khususnya masyarakat tasikmalaya. di tasikmalaya, kita tidak menjumpai waria ditempat ”cebongan” (tempat pelacuran) di jalan dadaha, di kawasan kota lama. di lingkungan ”cebongan” (tempat pelacuran) kehadiran seorang waria dapat diterima secara utuh, sebagai media sosialisasi, tempat membangun solidaritas sosial antar waria dan untuk membangun konsep diri. peran keluarga, masyarakat dan teman sangat penting bagi perkembangan konsep diri seorang waria. konsep diri merupakan faktor yang dibawa sejak lahir, tetapi merupakan faktor yang dipelajari dan terbentuk dari pengalaman individu dalam hubungannya dengan orang lain. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 80 nadia (2005 ;31) mengatakan bahwa dalam tinjauan medis, secara garis besar kelainan perkembangan sexual telah di mulai sejak di kandungan ibu. 4.3 pembinaan waria oleh dinas sosial kaum waria dianggap merupakan salah satu masalah sosial pemerintah telah berusaha melakukan pembinaan antara lain : (1) mengadakan operasi penertiban di jalanan ; (2) memberikan pembinaan melalui kegiatan program atau proyek rehabilitasi keterampilan pribadi ; dan (3) memberikan bantuan uep (usaha ekonomi produktif) yaitu usaha salon kecantikan. usaha yang dilakukan oleh dinas sosial kota tasikmalaya adalah memberikan penyuluhan mental, sosial, agama untuk bekal bermasyarakat atau menyesuaikan diri. kesulitan yang di alami dinas sosial dalam melakukan rehabilitasi sosial ialah : (1) kelainan mental yang lebih komplek ; (2) keterbatasan kegiatan proyek yang di berikan oleh program pusat ; (3) belum di temukan metoda khusus memberikan bimbingan atau penyaluran yang lebih mendekati dunia waria ; (4) belum terjalin dengan baik dan konsisten dalam komunikasi antara organisasi waria dan dinas sosial kota tasikmalaya, karena keberadaan waria yg berubah ; (5) dimanfaatkannya secara intensif para waria yang telah berhasil dalam usaha mereka.pembinaan yang tekah dilakukan oleh dinas sosial kepada kaum waria yang berada di kota tasikmalaya berupa penyuluhan dan pembinaan mental, sosial, keagamaan, bermasyarakat di mana mereka berdomisili dan latihan keterampilan. peserta kursus yang berjumlah 20 orang waria,di berikan oleh dinas sosial pada tahun 2009. kursus jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 81 keterampilan itu berupa merangkai bunga dan tata rias pengantin dan lembaga kursus dan pelatihan (lkp) kecantikan. agar mereka langsung mempraktekan di lapangan, di beri bekal secara cuma-cuma.pembinaan mental di prioritaskan terutama pada kaum waria yang tercatat mempunyai masalah sosial. menghidupkan keadaan di sekitarnya, dengan pembawaannya yang supel dan humoris waria lebih disenangi. pemerintah berharap jiwa kewirausahaan dari pelatihan tata kecantikan tersebut dapat timbul dan bisa membangun usaha mandiri. sesuai dengan program pemerintah dalam menuntaskan pengangguran. 4.3.1 pendapat waria tentang peran pemerintah dalam membina kaum kaum waria merupakan salah satu penyandang masalah kesejahteraan sosial di indonesia, baik ditinjau dari segi psikologis, sosial. norma maupun secara fisik. kehidupan mereka cenderung hidup gelamor dan eksklusif/ membatasi diri pada komunitasnya saja. mereka sering terjerumus pada dunia pelacuran dan hal-hal lain yang menurut agama, aturan dan nilai masayarakat menyimpang. secara fisik memang menggambarkan mereka adalah laki tetapi sifat dan perilaku menggambarkan wanita. dengan kondisi dan situasi yang dihadapi oleh kaum waria tersebut membuat mereka cenderung terjerumus pada hal-hal yang menyimpang seperti jadi pelacur, pengemis, pengangguran dan lainnya. akibat dari perilakunya tersebut berdampak pada masalah kesehatan/ penyakit fisik, dan kehidupan sosial, seperti penyakit kelamin, kulit, hiv/aids, narkoba dan penyakit menular lainnya. sedangkan secara sosial mereka jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 82 terkucilkan/ didiskriminasi dari masyarakat maupun keluarganya sendiri, mengganggu ketertiban umum, pemalas dan lain-lainnya. kalau kondisi tersebut tidak mendapatkan perhatian yang serius dari pemerintah bersama masyarakat maka dampak akibatnya akan semakin besar dan berbahaya bagi kelangsungan hidup bangsa kita baik untuk kaum 4.5 harapan waria kota tasikmalaya harapan utama kaum waria adalah bersatu dan saling tolong-menolong, mereka sadar bahwa waria adalah kelompok minoritas dalam masyarakat perkotaan. sebagai kelompok minoritas membutuhkan persatuan guna mewujudkan solidaritas mereka. harapan waria terhadap sesama adalah berprilaku yang tidak mengundang masalah. adapun kemampuan untuk menyesuaikan diri dengan tempat dan lingkungan ini berada dan tidak bertindak kriminal merupakan harapan waria terhadap sesamanya. dengan demikian harapan agar kaum waria yang berada di mana saja kiranya dapat di akui dan di hormati oleh warga masyarakat lainnya. penataran etika di anggap penting untuk meningkatkan moral mereka. kaum waria juga warga negara yang perlu mendapat perlindungan dan perhatian serta kesejahteraan di masa tua , sedangkan mereka tidak mempunyai istri dan anak. oleh karena itu mereka memerlukan rumah jompo yang kiranya dana tersebut bersumber dari pemerintah dan kaum waria sendiri. 2. faktor –faktor yang melatar belakangi terjadinya waria 1) kebutuhan hidup, 2) faktor keluarga /broken home, 3) faktor pergaulan 4). faktor jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 83 pembawaan dari lahir. adapun yang dapat membedakan waria dapat di lihat dari 3 macam yaitu fisik ,hormon, dan jiwa. 3. dinas sosial telah berusaha melakukan pembinaan mental, pelatihan keterampilan dan bantuan usaha ekonomi produktif. hasilnya masih belum memuaskan karena kendala-kendala tertentu. dan yang sangat disayangkan dari nasib kaum waria saat ini untuk pembinaannya pun di tolak oleh kementrian disnakertransos, tidak seperti tahun-tahun kebelakang yang di respon oleh kementrian tenaga kerja kesimpulan 1. waria ( wanita pria ) adalah seorang yang mempunyai fisik pria, psikis wanita, tertarik pada jenis kelamin laki – laki, dan mempunyai hasrat tinggi dalam hubungan seks dengan laki-laki serta ada keinginan ganti kelamin, keabnormalan itu diperoleh sejak lahir, dengan catatan ada yang berat ada juga yang ringan untuk menyalurkan hasrat seks nya yang tinggi tersebut. mereka melakukan transaksi seks dengan “turun jalan” melakukan hubungan seks dengan laki –laki yang di inginkan dengan member imbalan dan hubungan seks dengan pasangan. 2. kaum waria dianggap oleh masyarakat sebagai kelompok sosial yang berprilaku menyimpang, yang tampak dari dandanan sebagai wanita yang berlebihan, secara sosiologis mereka dianggap menyimpang karena melanggar norma norma yang berlaku di masyarakat,sedangkan secara biologis mereka tidak mempunyai identitas kelamin yang sempurna dan psikis mereka mempunyai kelainan yang mengakibatkan adanya kelainan seksual. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 84 3. dari hasil penelitian menunjukan bahwa dalam kelompok waria terdapat solidaritas yang tinggi, yaitu dengan adanya organisasi waria yang terbentuk dengan diketuai seorang ketua yang dapat daftar pustaka abu akhmadi, (1990). psikologi sosial. rineka cipta, jakarta. …… .(1991), ilmu sosial dasar. rhineka cipta, jakarta …… .(1992), psikologi umum. rhineka cipta, jakarta. ary r.m, (1987).gay dunia gan i kaum. homofil. a themprin, jakarta benyamin m.d.harry (1997) .the transsexual phenomenon. all the facts, about the changing of through. hormones and surgery. warnerbooks, new york bertrand aluin l, (1980). sosiologi kerangka acuan, metode penelitian tteori tentang sosialisasi, kepribadian dan kebudayaan. pt bina usaha, surabaya. burhanudin salam (1988). filsafat manusia, antropologi, metafisika. bina aksara, jakarta. becker. s. howard. (1988). sosiologi penyimpangan di terjemahkan oleh soerjonosoekanto. rajawali pers, jakarta. didi atmadilaga. (1989). panduan skripsi, tesis, disertasi penerapan filsafat, ilmu dan metode ilmiah filsafat dan etika penelitian ilmiah. struktur penulisan karya ilmiah evaluasi, karya ilmiah. bandung departemen sosial r.i. (1989). pola dasar pembangunan bidang kesejahteraansosial mengenai pembinaan waria dep.sos 157–162. djamhoer, marthhaadisoebrata. (1993). ketua tim penyesuaian kelamin rumah sakit hasan sadikin, bandung jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 85 faisal (1986) penelitian kualitatif dasar – dasar dan aflikasi ikip bandung. greenwood, judy. (1991). seks dan permasalahannya alih bahasa, yuwono. arcan, jakarta. go piet. (1985). sexualitas dan perkawinan stft. widya sasono, malang. garna yudistira. k.(1993) .teori perubahan sosial program pascasarjana unpad bandung1990. pendekatan kualitatif dalam penelitian kuliah perdana program pascasarjana. universitas padjajaran bandung 1990/1991, bandung gerungan (1991). psikologi sosial. presesco, bandung. hendro o.c.(1991). sosiologi agama, kaniseks, yogyakarta hurlock elizabeth b. (1991) psikologi perkembangan. penerbit erlangga, surabaya. koentjaraningrat .(1990). metode-metode penelitian masyarakat, penerbit pt gramedia pustaka utama, jakarta. kemala atmojo, (1987) kami bukan lelaki. pt temprin, jakarta. lysen, a. (1984). individu dan masyarakat. pt sumur bandung, bandung. manheim ,karl, (1985). sosiologi sistematis, terjemahan oleh soejan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 135 pola asuh orang tua dalam meningkatkan kecerdasan emosi pada anak usia dini di desa tanimulya kecamatan ngamprah kabupaten bandung barat mulyani abstrak kecerdasan emosi yang tinggi akan membuat anak lebih mampu mengatasi berbagai tantangan dalam hidupnya. 1. peran orang tua tentang konsep pendidikan keluarga merujuk pada teori daniel goleman (2005). 2. konsep penmdidikan anak usia dini, berdasarkan uu perlindungan anak nomor 23 tahun 2002 pasal 4 dan pasal 9 ayat 1. 3. konsep kecerdasan emosi merujuk pada teori b.s. sidjabat. berdasarkan latar belakang tersebut pertanyaan penelitian ini adalah; 1. bagaimana kondisi objektif keluarga yang dijadikan subjek penelitian. 2. bagaimana pola asuh orang tua yang berprofesi sebagai tni angkatan darat yang ditetapkan sebagai subjek riset dalam meningkatkan kecerdasan emosi pada anak usia dini. bagaimana dampak yang dihasilkan dari pola asuh orang tua yang berprofesi sebagai tni angkatan darat terhadap peningkatan emosi anak usia dini.penelitian ini bertujuan, 1. mengungkap kondisi objektif keluarga yang dijadikan subjek penelitian. 2. membahas tentang pola asuh orang tua yang beprofesi sebagai tni angkatan darat dalam meningkatkan kecerdasan emosi anak usia dini. 3. menguraikan dampak/hasil dari pola asuh orang tua yang berprofesi sebagai tni angkatan darat tehadap peningkatan kecerdasan emosi anak usia dini. metode penelitian menggunakan pendekatan deskriptif kualitatif yaitu; 1. observasi. 2. wawancara. 3. dokumentasi. 4. literatur. dengan empat keluarga yang menjadi objek penelitian.hasil penelitian ini menunjukkan bahwa 1. kondisi objektif orang tua/keluarga sebagai objek penelitian tidak memiliki pemahaman, pengetahuan yang cukup berkaitan dengan pola asuh yang dapat mempengaruhi tingkat kecerdasan emosi pada anak usia dini. 2. deskripsi pola asuh orang tua adalah otoriter, permisif, perfeksionisme, 3. dampak/hasil pola asuh orang tua.setelah mendeskripsikan hasil penelitian maka sampailah pada pembahasan data penelitian adalah sebagai berikut. 1. 75% – 100% jawaban responden adalah sama. 2. responden jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 136 memiliki kesamaan pandangan, pendapat, serta pemahaman atas setiap pertanyaan quissioner. 3. data penelitian menunjukan temuan model pola asuh otoriter, perrmisif, perfeksionis.dengan demikian maka kesimpulan dan saran adalah sebagai berikut; kesimpulan; 1. kondisi keluarga/orang tua menunjukkan tidak mampu menciptakan suasana kehangatan dan kasih sayang terhadap anak. 2. kondisi keluarga/orang tua bersikap masa bodoh atas perannya sebagai orang tua. 3. kondisi keluarga/orang tua belum memberikan model pola asuh yang tepat. saran; 1.a. masalah, orang tua tidak memiliki pemahaman yang benar tentang pola asuh. 1.b. potensi, kemampuan intelektual yang dimiliki orang tua cukup baik. 1.c. saran, orang tua berbesar hati membuka diri untuk memperoleh wawasan tentgang pola asuh. 2.a. masalah, bersikap masa bodoh atas perannya sebagai orang tua. 2.b. potensi, memiliki tingkat ekonomi yang baik. 2.c. saran, orang tua harus termotivasi belajar sepanjang hayat melalui membeli dan membaca buku. 3.a. masalah, orang tua belum menciptakan suasana hangat penuh kasih sayang. 3.b. potensi, memiliki pergaulan dan wawasan yang luas di masyarakat. 3.c. saran, orang tua berkomitmen membangun diri untuk menjadi teladan, melalui kegiatan keagamaan, seminar berkaitan dengan pola asuh. kata kunci : pola asuh orang tua dapat meningkatkan kecerdasan emosi anak usia dini. a. pendahuluan kecerdasan emosi yang tinggi akan membuat anak lebih mampu mengatasi berbagai tantangan dalam hidup. kecerdasan emosi ini antara lain bisa dibentuk melalui pola asuh terhadap anak dirumah dalam satu keluarga yang relatif bervariasi, salah satu diantaranya melalui pola asuh orang tua. keluarga adalah lembaga terkecil dimasyarakat yang memiliki tujuan, dan memberi manfaat yang sangat berarti bagi kehidupan individu disetiap keluarganya. keluarga memiliki fungsi antara lain: 1.fungsi prokreasi, yaitu keluarga menghasilkan keturunan dan membesarkan anak secara bijaksana. 2. fungsi sosial, yaitu membantu anak jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 137 memahami dirinya sebagai bagian dari keluarga, serta masyarakat. 3. fungsi edukasi, yaitu membantu untuk belajar banyak hal termasuk keterampilan berbicara, berhitung, mengenal huruf, nilai-nilai hidup, pengetahuan, kreativitas, serta perkembangan pemikiran seorang anak terjadi karena peran keluarga. 4. fungsi proteksi, yaitu perlindungan terhadap berbagai kekerasan. 5. fungsi afeksi (perasaan), yaitu menumbuhkan perasaan aman, dikasihi, dihargai, sehingga anak bertumbuh dengan emosi yang sehat. 6. fungsi religius, yaitu kualitas pemeliharaan orang tua terhadap nilai kepercayaan ketuhanan (agama). 7. fungsi ekonomis, yaitu menanamkan kesadaran ekonomis dan kerja. 8. fungsi rekreasi, yaitu mengajarkan kepada anak nilai, manfaat, bermain, bersenda gurau, dan berfantasi. konsep pendidikan anak usia dini dilatarbelakangi oleh pemahaman bahwa anak adalah generasi penerus cita-cita dan masa depan bangsa, maka pendidikan anak usia dini tidak boleh diabaikan begitu saja. oleh karena kecerdasan emosi anak usia dini dapat digali dan dibina dengan baik apabila orang tua memberikan model pola asuh dalam keluarga melalui sikap keteladanan, menciptakan dan membangun hubungan yang harmonis, penuh kasih sayang, dihargai keberadaannya dan menghargai, serta menerapkan kedisiplinan yang tepat. b. kajian teori kajian teori dapat diurai sebagai berikut: 1. konsep pendidikan keluarga, menurut wiwi rosmawati (2013) dalam bukunya yang berjudul “pembentukan karakter dimulai sejak anak usia dini” menyebutkan bahwa; keluarga merupakan wahana pembelajaran bagi kepribadian seorang anak. karakter yang dilakukan oleh orang tua diharapkan dapat terwujud dalam keluarga yang berkarakter. 2. konsep pola asuh, menurut daniel goleman (2005) dalam bukunya yang berjudul “emotional ntelligence” menyebutkan; . . . .kehidupan keluarga merupakan sekolah pertama kita untuk mempelajari emosi, dalam lingkungan yang akrab ini kita belajar bagaimana kita merasakan perasaan kita sendiri dan bagaimana orang lain menanggapi perasaan kita. pembelajaran emosi ini bukan hanya melalui hal-hal yang diucapkan dan dilakukan oleh orang tua secara langsung kepada anaknya melainkan juga melalui contoh yang orang jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 138 tua berikan pada saat menangani perasaan mereka sendiri atau perasaan yang biasa muncul antara suami dan istri, sebagai ayah dan ibu. ada orang tua yang berbakat sebagai guru emosi yang sangat baik, ada juga yang tidak. sedangkan pola asuh menurut ajaran agama islam dalam adalah bagaimana cara memahami anak dari berbagai aspek dan memahami anak dengan memberikan pola asuh yang baik, menjaga anak dan harta anak yatim, menerima keadaannya, memberi perlindungan, pemeliharaan, perawatan, dan kasih sayang dengan sebaik-baiknya. sedangkan pola asuh menurut ajaran agama kristen dalam buku perjanjian lama, kitab ulangan 6:4-7 mengatakan: tuhan itu allah kita, tuhan itu esa. kasihilah tuhan, allahmu, dengan segenap hatimu dan dengan segenap jiwamu, dan dengan segenap kekuatanmu. apa yang kuperintahkan kepadamu pada hari ini haruslah engkau memperhatikan, haruslah engkau mengajarkannya berulang-ulang kepada anak-anakmu dan membicarakannya apabila engkau duduk dirumahmu, apabila engkau sedang dalam perjalanan, apabila engkau berbaring dan apabila engkau bangun. 3. konsep kecerdasan emosi, kecerdasan emosi pertama kali disebutkan dalam majalah time edisi oktober 1995 oleh psikolog peter salovey dari universitas harvard dan john meyer dari universitas hampshire, bahwa kecerdasan emosi adalah sebuah konsep untuk memakai perasaan seseorang, memakai empati seseorang terhadap perasaan orang lain dan bagaimana memakai emosi sampai pada tahap tertentu, dapat menggairahkan hidup. 4. konsep pendidikan anak usia dini. pendidikan anak usia dini menurut uu nomor 20 tahun 2003 tentang sisdiknas pasal 1 angka 14 adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia 6 tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. artinya anak usia dini adalah sekelompok manusia yang sedang dalam masa pertumbuhan dan perkembangan. menurut sofia hartati, 2007 dalam bukunya “how to be a good teacher and to be a good mother” mengatakan bahwa; anak usia dini adalah sosok yang sangat istimewa.mereka adalah individu yang sedang menjalani suatu prosese perkembangan dengan pesat dan sangat fundamental bagi kehidupan selanjutnya. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 139 c. pembahasan dari hasil penelitian maka ditemukan poin-poin penting selanjutnya akan dibahas dibawah ini yaitu; 1. 75-100 % jawaban responden adalah sama. artinya orang tua memiliki model pola asuh yang sama. 2. responden memiliki kesamaan pandangan, pendapat, serta pemahaman atas setiap pertanyaan quisioner. walaupun profesi mereka sama-sama tni angkatan darat, masing-masing berlatar belakang budaya yang berbeda, pangkat yang berbeda 3. data penelitian menunjukkan temuan model pola asuh otoriter, permisip, perfeksionis. dari model pola asuh yang ditemukan dari hasil penelitian, para renponden perlu menemukan pola asuh yang tepat dalam meningkatkan kecerdasan emosi anak usia dini. d. kesimpulan pola asuh orang tua cenderung otoriter, tidak memberi kesempatan pada anak untuk mengekspresikan diri sesuai dengan apa yang diminatinya, keputusan orang tua dianggap yang terbaik. pola asuh orang tua cenderung menunjukkan pembiaran atau permisif dan orang tua tidak menerapkan disiplin dan nilai-nilai sikap hidup untuk dijadikan pembiasaan yang dapat dipelajari anak melalui keteladanan orang tua. pola asuh orang tua cenderung menuntut hasil sempurna atau perfeksionis dan orang tua selalu mengukur keberhasilan anak dari sudut pandang keberhasilan dirinya sendiri. berdasarkan kesimpulan diatas timbul masalah orang yang berprofesi sebagai tni angkatan darat yang masih aktif belum menciptakan suasana hangat, penuh kasih sayang, didalam melakukan pola asuh terhadap anak usia dini. adapun potensi yang dimiliki orang tua yang berprofesi sebagai tni angkatan darat yang masih aktif, memiliki pergaulan dan wawasan yang luas dimasyarakat dan memiliki tingkat ekonomi yang baik, serta kemampuan intelektual yang cukup baik. adapun saran yang dapat dilakukan orang tua yang berprofesi sebagai tni angkatan darat yang masih aktif adalah berkomitmen membangun diri untuk menjadi teladan, pembiasaan, intervensi melalui kegiatan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 140 keagamaan, seminar, membaca buku yang berkaitan dengan bentuk pola asuh yang dapat meningkatkan kecerdasan emosi anak usia dini. daftar pustaka al tridhonanto, 2013. pola asuh kreatif. jakarta:pt. elex media komputindo. aprilia fajar pertiwi, et al, 1997. mengembangkan kecerdasan emosi anak; seri ayahbunda. jakarta: yayasan aspirasi pemuda. arikunto s., 1993. metode penelitian. jakarta: rineka cipta. arikunto s., 2002. prosedur penelitian pendekatan praktek, edisi revisi v. jakarta: rineka cipta. b.s. sidjabat, 2011. membangun pribadi unggul. yokyakarta: andi. b.s. sidjabat, 2011. mengajar secara profesional. yokyakarta: andi. b.s. sidjabat, 2008. membesarkan anak dengan kreatif. yokyakarta: andi. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 77 peran serta masyarakat untuk mewujudkan millenium development goals 2015 bidang kesehatan ( tujuan ke 4 dan ke 5 ) melalui pendekatan kelas ibu ( studi kasus di desa mekarsari kecamatan ciparay kabupaten bandung ) 1sutaryat trisnamansyah, 2tri jeni fitriani 1,2 universitas pendidikan indonesia abstrak kematian ibu, bayi dan balita merupakan salah satu parameter derajat kesehatan suatu negara. millenium development goals dalam tujuan 4 dan 5 mengamanatkan bahwa angka kematian balita harus mampu diturunkan menjadi 2/3 dan kematian ibu turun 3/4 pada tahun 2015. menurut survey demografi dan kesehatan indonesia (sdki) tahun 2007 angka kematian ibu di indonesia sebesar 226/100.000 kelahiran hidup.salah satu tool (alat) program kesehatan yang diharapkan turut berperan dalam menurunkan angka kesakitan dan kematian akibat kehamilan, persalinan dan nifas adalah buku kesehatan ibu dan anak (buku kia). buku kia adalah suatu buku yang berisi suatu catatan ibu dan anak serta informasi cara menjaga kesehatan dan mengatasi anak sakit.oleh sebab itu ibu hamil perlu diajari tentang isi buku kia dan cara menggunakannya yaitu melalui penyelenggaraan kelas ibu. aspek pendidikan kelas ibu hamil tersebut merupakan salah satu aspek yang berkaitan dengan penurunan aki dan akb. pendidikan nonformal sebagai salah satu sub sistem pendidikan nasional merupakan kegiatan pendidikan yang diselenggarakan di luar sistem persekolahan yang bertujuan untuk memberikan kesempatan kepada masyarakat yang ingin mengembangkan potensi yang dimilikinya melalui berbagai kegiatan.tujuan dari penelitian ini adalah untuk mengetahui gambaran mengenai peran serta masyarakat, faktor-faktor pendorong dan penghambat dalam kegiatan program kelas ibu.metode penelitian ini menggunakan metode deskriptif dengan menggunakan pendekatan kuantitatif sederhana yaitu dengan cara mempresentasekan hasil penelitian. hasil penelitian menunjukan bahwa peran serta masyarakat akan memperlancar penyelenggaraan kelas ibu sehingga akan membantu dalam menurunkan angka kematian ibu dan angka kematian bayi seperti apa yang diharapkan dalam jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 78 tujuan millenium development goals 2015. kesimpulan dari penelitian ini bahwa tujuan dari peran serta masyarakat adalah meningkatkan peran dan kemandirian serta kerjasama, meningkatkan kuantitas dan kualitas jejaring kelembagaan dan organisasi non pemerintah dan masyarakat, memperkuat peran aktif masyarakat dalam setiap tahap dan proses pembangunan melalui peningkatan jaringan kemitraan dengan masyarakat. kata kunci : peran serta masyarakat, millenium development goals, kelas ibu a. pendahuluan kematian ibu, bayi dan balita merupakan salah satu parameter derajat kesehatan suatu negara. millenium development goals dalam tujuan 4 dan 5 mengamanatkan bahwa angka kematian balita harus mampu diturunkan menjadi 2/3 dan kematian ibu turun 3/4 pada tahun 2015. (mtbs, 2008) menurut survey demografi dan kesehatan indonesia (sdki) tahun 2007 angka kematian ibu di indonesia sebesar 226/ 100.000 kelahiran hidup. (depkes ri 2009). dengan angka tersebut dapat diartikan bahwa dalam setiap jamnya terjadi satu kematian ibu di indonesia, atau 24 kematian ibu per hari atau 98 kematian ibu per minggu. ini suatu angka kematian yang fantastis untuk ukuran era globalisasi, oleh karena itu kita harus berupaya menurunkannya. salah satu tool (alat) program kesehatan yang diharapkan turut berperan dalam menurunkan angka kesakitan dan kematian akibat kehamilan, persalinan dan nifas adalah buku kesehatan ibu dan anak (buku kia). buku kia adalah suatu buku yang berisi suatu catatan ibu dan anak serta informasi cara menjaga kesehatan dan mengatasi anak sakit (depkes ri & jica. 2009) oleh sebab itu ibu hamil perlu diajari tentang isi buku kia dan cara menggunakannya yaitu melalui penyelenggaraan kelas ibukelas ibu hamil merupakan suatu aktifitas belajar kelompok dalam kelas dengan anggota 5-10 ibu hamil di bawah bimbingan 1 atau beberapa fasilitator (pengajar) dengan melalui buku kia sebagai alat pembelajaran. aspek pendidikan kelas ibu hamil tersebut merupakan salah satu aspek yang berkaitan dengan penurunan aki dan akb. pendidikan nonformal sebagai salah satu sub sistem pendidikan nasional merupakan kegiatan pendidikan yang diselenggarakan di luar sistem persekolahan yang bertujuan untuk memberikan kesempatan kepada masyarakat yang jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 79 ingin mengembangkan potensi yang dimilikinya melalui berbagai kegiatan seperti yang tercantum dalam undang-undang sistem pendidikan nasional no. 20 tahun 2003 pasal 26 (3 dan 4) sebagai berikut: pendidikan nonformal meliputi pendidikan kecakapan hidup, pendidikan anak usia dini, pendidikan kepemudaan, pendidikan pemberdayaan perempuan, pendidikan keaksaraan, pendidikan keterampilan dan pelatihan kerja, pendidikan kesetaraan serta pendidikan lain yang ditujukan untuk mengembangkan peserta didik. dalam penyelenggaraan otonomi daerah peran serta masyarakat merupakan salah satu prinsip yang memperoleh penekanan untuk ditumbuhkan, ditingkatkan dan dikembangkan. peran serta masyarakat dalam bidang kesehatan adalah keadaan dimana individu, keluarga, maupun masyarakat umum ikut serta bertanggung jawab terhadap kesehatan diri, keluarga, ataupun kesehatan masyarakat. beberapa faktor yang mempengaruhi peran serta masyarakat yaitu manfaat kegiatan yang dilakukan, adanya kesempatan, memiliki keterampilan, rasa memiliki dan faktor tokoh masyarakat (anonim, 2009). hal itu berarti bahwa peran serta semua lapisan masyarakat sangat diperlukan, termasukdi dalamnya adalah ibu hamil. mdg’s (millenium development goals) adalah agenda ambisius untuk mngurangi kemiskinan dan memperbaiki kehidupan, yang pada dasarnya mewujudkan komitmen internasional yang dibuat oleh perserikatan bangsa-bangsa. mdg’s terdiri dari 8 tujuan (goals), 20 target, serta 60 indikator. adapun yang akan dibahas disini adalah tujuan ke 4 yaitu mengurangi tingkat kematian anak dengan target mengurangi dua per tiga tingkat kematian anak-anak dibawah usia lima tahun. indikator nya adalah bawah-lima angka kematian, infant mortality rate 4,2 dan proporsi 1 tahun anak-anak di immunisasi terhadap campak. sedangkan tujuan ke 5 adalah meningkatkan kesehatan ibu dengan target : a. mengurangi sampai tiga per empat rasio kematian ibu dengan indikator rasio kematian ibu dan proporsi kelahiran yang dibantu oleh tenaga kesehatan terampil. target b. mencapai, pada tahun 2015 akses universal untuk kesehatan reproduksi. indikatornya adalah prevalensi kontrasepsi, tingkat kelahiran remaja, cakupan kehamilan ( setidaknya satu kunjungan dan setidaknya empat dilihat ) dan belum terpenuhi kebutuhan keluarga berencana. (anonim, 2009). jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 80 b. metodologi penelitian ini menggunakan metode deskriptif dengan menggunakan pendekatan kuantitatif sederhana yaitu dengan cara mempresentasekan hasil penelitian. populasi dari penelitian ini adalah ibu-ibu hamil yang mengikuti kelas ibu sebanyak 30 orang dan kader pemberdayaan kesejahteraan keluarga sebanyak 10 orang, sedangkan sampel pada penelitian ini adalah sampel total dengan jumlah 40 orang. c. hasil penelitian peran serta masyarakat buah pikiran. pertama, pernyataan masyarakat mengenai kesempatan yang diberikan penyelenggara untuk mengembangkan ide/ gagasan, pada hasil penelitian didapatkan 100 % kader menyatakan sering diberikan kesempatan sedangkan 57 % ibu hamil menyatakan sering dan 43 % menyatakan kadang-kadang. kedua, pernyataan masyarakat mengenai ide/ gagasan yang disumbangkan dari penyelenggara program. pada hasil penelitian didapatkan 100 % kader menyatakan sering, sedangkan pada ibu hamil 33,33 % menyatakan sering, 23,33 % menyatakan kadang-kadang dan 43,33 % menyatakan tidak pernah. ketiga, keterlibatan masyarakat dalam pembuatan keputusan yang berkaitan dengan penyelenggaraan kelas ibu, pada hasil penelitian didapatkan 90 % kader menyatakan sering terlibat, 10 % menyatakan kadang-kadang terlibat sedangkan pada ibu hamil 37 % menyatakan sering terlibat, 17 % kadang-kadang dan 47 % menyatakan tidak pernah terlibat. peran serta masyarakat dalam bentuk tenaga pertama, pernyatan masyarakat dalam hal kehadiran, 100 % kader menyatakan sering hadir sedangkan pada ibu hamil 63 % menyatakan sering hadir dan 37 % menyatakan kadang-kadang. kedua, pernyataan masyarakat mengenai peransertanya dalam mensosialisasikan keberadaan kelas ibu, 100 % kader menyatakan sering terlibat sedangkan pada ibu hamil 77 % menyatakan terlibat dan 23 % tidakterlibat. peran serta masyarakat dalam hal harta benda. pertama, pernyataan masyarakat mengenai sumbangan yang diberikan dalam bentuk barang , 80 % kader menyatakan belum pernah memberikan sumbangan, dan pada ibu hamil 83 % menyatakan belum pernah memberikan sumbangan. kedua, pernyataan masyarakat mengenai sumbangan yang diberikan dalam bentuk sarana/fasilitas , 90 % kader menyatakan belum pernah dan pada ibu hamil 83 % menyatakan belumpernah. peran serta masyarakat dalam hal keterampilan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 81 pertama, pernyataan masyarakat mengenai peran sertanya sebagai tutor. 90 % kader menyatakan belum pernah berperan serta sebagai tutor, sedangkan ibu hamil yang menyatakan belum pernah berperan sebagai tutor sebanyak 83%. peran serta masyarakat dalam hal kegiatan sosial. pertama, pernyataan masyarakat mengenai keikutsertaan dalam kegiatan sosial, 90 % kader menyatakan selalu menyempatkan diri walaupun ada kegiatan, sedangkan ibu hamil yang selalu menyempatkan diri walaupun ada kegiatan sebanyak 70 %. pengaruh peran serta masyarakat terhadap kelancaran program kelas ibu. pertama, pernyataan masyarakat tentang perannya dalam penyelenggaraan kelas ibu, 100% baik kader maupun masyarakat menyatakan bahwa perannya memperlancar penyelenggaraan kelas ibu. pertama, pendapat masyarakat mengenai alasan mengapa dilibatkan dalam penyelenggaraan kelas ibu. 60 % kader menyatakan membantu dalam pendataan warga belajar dan 40 % menyatakan membantu mensosialisasikan program saja. sedangkan pada ibu hamil sebanyak 17 % membantu dalam pendataan warga belajar, 27 % membantu mensosialisasikan program saja dan 56 % menyatakan tidak tahu mengapa dilibatkan. tanggapan masyarakat mengenai pentingnya penyelenggaraan kelas ibu, 100 % baik kader maupun ibu hamil menyatakan bahwa program ini sangat penting agar semua warga mengerti dan dapat meningkatkan pengetahuannya tentang kesehatan. pernyataan masyarakat ketika menghadapi kesulitan dalam penyelenggaraan kelas ibu. 100 % kader maupun ibu hamil menyatakan kepada penyelenggara ketika menghadapi kesulitan dalam penyelenggaraan kelas ibu. pernyataan masyarakat mengenai sikap penyelenggara dalam pemecahan masalah. 100 % kader maupun ibu hamil menyatakan sikap penyelenggara membantu mengatasi permasalahan. peran serta masyarakat tanpa paksaan. tanggapan masyarakat mengenai keterlibatan dalam penyelenggaraan program kelas ibu. 100 % kader maupun ibu hamil menyatakan sukarela, tanpa paksaan dari siapapun. d. pembahasan berdasarkan hasil penelitian tentang peran serta masyarakat melalui pendekatan kelas ibu yang telah dilaksanakan, bahwa disini terlihat bagaimana peranserta masyarakat dalam mengemukakan pendapat, dalam hal partisipasi tenaga, harta benda, fasilitas, keterampilan dan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 82 peran serta yang tanpa paksaan. hal ini diperkuat oleh teori yang menyatakan bahwa ada beberapa faktor yang mempengaruhi peran serta masyarakat antara lain : pertama, manfaat kegiatan yang dilakukan. jika kegiatan yang dilakukan memberikan manfaat yang nyata dan jelas bagi masyarakat maka kesediaan masyarakat untuk berperan serta menjadi lebih besar. kedua, adanya kesempatan kesediaan juga dipengaruhi oleh adanya kesempatan atau ajakan untuk berperanserta dan masyarakat melihat memang ada hal-hal yang berguna dalam kegiatan yang akan dilakukan. ketiga, memiliki keterampilan jika kegiatan yang dilaksanakan membutuhkan keterampilan tertentu dan orang yang mempunyai keterampilan sesuai dengan keterampilan tersebut maka orang tertarik untuk berperan serta. keempat, rasa memiliki rasa memiliki sesuatu akan tumbuh jika sejak awal kegiatan masyarakat sudah diikut sertakan, jika rasa memiliki ini bisa ditumbuh kembangkan dengan baik maka peran serta akan dilestarikan. kelima, faktor tokoh masyarakat jika dalam kegiatan yang diselenggarakan masyarakat melihar bahwa tokoh-tokoh masyarakat atau pemimpin kader yang disegani ikut serta maka mereka akan tertarik pula berperan serta. mengembangkan dan membina partisipasi masyarakat bukan pekerjaan mudah. partisipasi masyarakat memerlukan kemampuan, kesempatan dan motivasi. berbagai tingkatan partisipasi/ peran serta masyarakat antara lain: peranserta karena perintah/ karena terpaksa, peranserta karena imbalan (adanya peraserta karena imbalan tertentu yang diberikan baik dalam bentuk imbalan materi atau imbalan kedudukan), peranserta karena identifikasi atau rasa ingin memiliki, peranserta karena kesadaran (peranserta atas dasar kesadaran tanpa adanya paksaan atau harapan dapat imbalan), peranserta karena tuntutan akan hak dan tanggung jawab. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 83 adapun peranserta sendiri dapat diwujudkan dalam bentuk pertama, tenaga. seseorang berperanserta dalam kegiatan kelompok dengan menyumbangkan tenaganya, misalnya tempat dan peralatan, dan sebagainya. kedua, materi. seseorang berperanserta dalam kegiatan kelompok dengan menyumbangkan materi yang diperlukan dalam kegiatan kelompok tersebut, misalnya uang, pinjaman tempat dan sebagainya. (depkes ri, 2009 ) e. kesimpulan dari penelitian ini bahwa tujuan dari peran serta masyarakat adalah meningkatkan peran dan kemandirian serta kerjasama, meningkatkan kuantitas dan kualitas jejaring kelembagaan dan organisasi non pemerintah dan masyarakat, memperkuat peran aktif masyarakat dalam setiap tahap dan proses pembangunan melalui peningkatan jaringan kemitraan dengan masyarakat. berdasarkan penelitian pada umumnya peranserta masyarakat dalam kegiatan kelas ibu sudah baik, namun masih adanya peranserta masyarakat yang kurang seperti dalam menyumbangkan ide/gagasan, serta sumbangan dalam bentuk uang/barang atau fasilitas di dalam kegiatan kelas ibu. daftar pustaka anonim, 2009. peran serta masyarakat (kader kesehatan). anonim, 2009. mdg, kesehatan masyarakat serta keadaanya di indonesia. departemen kesehatan ri,2008 manajemen terpadu balita sakit, hal.1 departemen kesehatan ri, 2011 pedoman kelas ibu departemen kesehatan ri, 2011 lembar balik kelasibu departemen pendidikan nasional ri, 2003 undangundang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional, hal.19 notoatmodjo,s. 2011 promosi kesehatan dan ilmu prilaku notoatmodjo,s. 2005 metodologi penelitian kesehatan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 84 sardjunani n, 2011 strategi mempercepat pencapaian mdgs, hal 12-14 sugiono. 2004. statistik untuk penelitian. bandung. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 37 persepsi mahasiswa terhadap pengembangan kegiatan badan eksekutif mahasiswa di fakultas ilmu pendidikan universitas negeri jakarta jaenal mutakim pls, universitas negeri jakarta email: jaenalmutakim@yahoo.com abstract fostering good student will produce a synergy effect in achieving success at school and university education. fostering good students will generate ideas, support, problem solving, and the ability to make good decisions for students in the future. student organizations unj fip is a vehicle for personal development of students who are expected to accommodate the needs, interests and talents-indulgence, to improve the welfare and well as container building activities and scientific reasoning as well as the direction of the profession students. students showed high perception in terms of expressing their aspirations in the form of elections conducted to choose a new head. high perception of the existence of a transparent process in elections organized by bem. awareness of the need to convey the aspirations and processes that take place in a transparent and fair is a manifestation of the student's concern for the development of talent and interest in the faculty of education unj. recommendations can be submitted on students' perceptions of the development activities of the student executive board is necessary to set up a communication forum between students with bem / hima through more open containers. keywords: perception, student organizations. 1. pendahuluan pembangunan nasional dalam bidang pendidikan adalah upaya mencerdaskan kehidupan bangsa, dan meningkatkan kualitas sumber daya manusia indonesia yang beriman, bertaqwa, dan berakhlaq mulia serta menguasai ilmu pengetahuan, teknologi, dan seni dalam jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 38 wewujudkan masyarakat yang maju, adil, makmur, dan beradab berdasarkan pancasila dan undang-undang dasar negara republik indonesia tahun 1945. fakultas ilmu pendidikan universitas negeri jakarta melakukan berbagai upaya untuk meningkatkan layanan pendidikan yang merata dan berkualitas melalui peningkatan mutu, relevansi pendidikan, dan peningkatan manajemen pelayanan pendidikan. pembinaan mahasiswa merupakan bagian yang penting dalam upaya peningkatan mutu pendidikan. kegiatan pengembangan maha-siswa di lingkungan fakultas ilmu pendidikan universitas negeri jakarta (fip unj) merupakan suatu upaya untuk memfasilitasi kebersamaan agar in-teraksi yang sinergistik terjadi melalui berbagai experiental learning processes. kebersamaan menjadi sumber daya manajemen yang berkekuatan dan siap menyambut perubahan, tidak hanya kumpulan sejumlah orang yang tidak berdaya. pembinaan mahasisiwa yang baik akan menghasilkan efek sinergi dimana akan sangat berpengaruh dalam men-capai keberhasilan pendidikan di fakultas maupun universitas. pembinaan maha-siswa yang baik akan menghasilkan ide, memberi dukungan, memecahkan per-masalahan, dan memiliki kemampuan mengambil keputusan yang baik bagi mahasiswa dimasa yang akan datang. upaya yang dilakukan oleh fip unj tentunya harus bersinergi dengan berbagai pihak, baik itu pihak mahasiswa maupun dosen. mahasiswa merupakan subjek yang bergerak menyele-nggarakan kegiatan kemahasiswaan sebagai sarana untuk berlatih serta mengembangkan minat, bakat serta keterampilannya. pembinaan kegiatan kemahasiswaaan, khususnya bem oleh fip unj tentunya dilakukan sebagai upaya menjalankan peran pembim-bingan serta pembinaan kecakapan mahasiswa dalam bidang akademik maupun non akademik. pembinaan da-lam bidang akademik dilakukan melalui proses perkuliahan, seminar, serta dis-kusi ilmiah. pembinaan dalam bidang non akademik dilakukan melalui aktivitas kemahasiswan. pembinaan bidang aka-demik maupun akademik dilakukan oleh fip unj serta jurusan yang ada di-lingkungan fip unj. pembinaan dalam bidang non akademik memiliki peranan yang penting dalam membangun minat, bakat, kerampilan serta memberikan pe-ngalaman dalam aktivitas berorganisasi. upaya pembinaan ini diharapkan dapat memberikan bekal kepada mahasiswa kelak. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 39 aktivitas pembinaan akan berjalan dengan baik ketika mendapatkan dukungan serta partisipasi dari seluruh civi-tas akademik fip unj. dukungan serta partisipasi yang baik akan dapat tumbuh dari persepsi yang baik terkait dengan penyelenggaran kegiatan pengemba-ngan bakat, minat dan kesejahteraan mahasiswa. persepsi mahasiswa penting untuk diketahui agar dapat memproyeksikan kondisi kegiatan kemahasiswaan bidang pengembangan bakat, minat dan kesejahteraan mahasiswa. peneliti menyadari bahwa persepsi mempunyai sifat subjektif, karena bergantung pada ke-mampuan dan keadaan dari masing-masing individu, sehingga akan ditafsirkan berbeda oleh mahasiswayang satu dengan yang lain. penelitian me-ngenai persepsi mahasiswa ini penting untuk lakukan karena akan terlihat tang-gapan, arti, gambaran, atau penginterprestasian terhadap apa yang dilihat, didengar, atau dirasakan oleh indra mahasiswa dalam bentuk sikap, pendapat, dan tingkah laku. penelitian ini bertujuan untuk mengetahui secara empiris tentang persepsi mahasiswa terhadap kegiatan badan eksekutif mahasiswa di fakultas ilmu pendidikan universitas negeri jakarta. penelitian ini penting dilakukan guna memetakan kembali kondisi persepsi dari mahasiswa yang akan bermanfaat dalam menetapkan arah pengembangan kebijakan terkait bakat, minat dan kesejahteraan mahasiswa di fip unj. informasi yang tepat mengenai persepsi mahasiswa terhadap kegiatan badan eksekutif mahasiswa dapat membantu memberikan pijakan dalam menentukan langkah aktivitas dalam meningkatkan kualitas layanan pen-didikan di fip unj. 2. kerangka teoritis a. persepsi persepsi secara etimologis, persepsi atau dalam bahasa inggris perception berasal dari bahasa latin perceptio; dari percipere, yang artinya menerima atau mengambil. persepsi dalam arti sempit ialah penglihatan, bagaimana seseorang melihat sesuatu; se-dangkan dalam arti luas ialah pandangan atau pengertian, yaitu bagaimana seseorang meman-dang atau mengartikan sesuatu. rahmat yang dikutip oleh alex sobur menyatakan bahwa “persepsi adalah pengalaman ten-tang objek, peristiwa, atau hubu-nganjurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 40 hubungan yang diperoleh dengan menyimpulkan informasi dan menafsirkan pesan.”1 gunawan jiwatno, mendefinisikan persepsi sebagai: “suatu proses pemahaman atas peristiwa-peristiwa dan mema-sukkan pengertian ke dalam pengalaman (perception is the process of the making sense out occurrence and inputing meaning to experience).”2morgan menambahkan bahwa: “persepsi me-rupakan suatu proses untuk menyeleksi, memasukkan, dan mengorganisasikan seluruh pe-ngalaman yang didapatkan dari lingkungan untuk kemudian di-interpretasikan,”3 sarlito yang dikutip oleh e. mulyasa mendefinisikan persepsi sebagai: “daya mengenal objek, mengelompokkan, membedakan, memusatkan perhatian, menge-tahui dan mengartikan melalui pancaindra.”4 b. faktor-faktor yang mempengaruhi persepsi manusia dalam memper-sepsikan sesuatu seseorang da-pat dipengaruhi oleh beberapa faktor yang dapat mempengaruhi hasil dari persepsi itu sendiri. alex sobur dalam bukunya “psikologi umum” mengemu-kakan beberapa faktor yang mempengaruhi persepsi yaitu “persepsi dipengaruhi oleh faktor intern dan faktor ekstern.”5 1) faktor intern persepsi suatu data atau rangsangan, faktor-faktor intern berkaitan dengan diri sendiri. faktor-faktor tersebut yaitu: a) kebutuhan psikologis b) latar belakang c) pengalaman d) kepribadian e) sikap dan kepercayaan umum f) penerimaan diri 1 alex sobur, psikologi umum (bandung: cv pustaka setia, 2003), h. 446. 2 gunawan jiwatno, komunikasi dalam organisasi (yogyakarta: ppm fe univ. atmajaya dan andi ofset, 1985), h. 15. 3 morgan chifford, introduction to psychology (new york: mcgrow-hill book company, 1986), h. 172. 4 e. mulyasa, menjadi kepala sekolah profesional dalam konteks menyukseskan mbs dan kbk (bandung: pt remaja rosdakarya, 2004), h. 151. 5 alex sobur, op. cit. h. 452. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 41 2) faktor ekstern beberapa hasil telaah tentang faktor-faktor yang mempengaruhi persepsi ke-banyakan dari telaah ini dilakukan atas persepsi visual terhadap barang-barang. a-kan tetapi, faktor-faktor telaah ini juga dapat digunakan untuk persepsi atas orang dan keadaan. beberapa fak-tor yang dianggap penting pengaruhnya terhadap selek-si rangsangan ialah: a) intensitas b) ukuran c) kontras d) gerakan e) ulangan f) keakraban g) sesuatu yang baru faktor lain yang dapat mempengaruhi persepsi sese-orang selain faktor di atas adalah faktor yang timbul dari dalam individu yang berupa penga-laman. pengalaman adalah hasil interaksi dari proses pendidikan formal maupun informal. sese-orang yang berpendidikan tinggi hasil persepsinya akan berbeda dengan orang yang tidak berpendidikan atau berpen-didikan rendah. dari beberapa faktor tersebut, sangat memungkinkan setiap orang mempersepsikan la-in mengenai suatu peristiwa, menurut apa yang dilihat, didengar atau yang dirasa-kannya. c. konsep mahasiswa menurut uu ri no. 20 tahun 2003 tentang sisdiknas bab vi bagian ke empat pasal 19 bahwasanya “mahasiswa ” itu sebenarnya hanya sebutan aka-demis untuk siswa/ murid yang telah sampai pada jenjang pendidikan tertentudalam masa pembelajarannya. selanjutnya mahasiswa menurut etimologi atau asal-usul katanya, maha-siswa berasal dari dua suku kata yaitu, kata “maha” dan “siswa”. kata “maha” berarti besar, paling, ter, sangat sedangkan siswa ber-asal dari kata “murid” dari kata “iradatan” yaitu orang yang men-cari pengetahuan di tingkat se-kolah dasar, menengah. jadi ma-hasiswa ialah seseorang yang lebih tinggi, baik tingkat tempat dimana dia belajar (sd,smp, smp) maupun tingkat inte-lektualnya. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 42 sementara menurut unda-ng-undang dalam undang-unda-ng indonesia juga telah diga-riskan pendefinisian tentang ma-hasiswa, dalam peraturan pe-merintah ri no. 30 tahun 1990, mahasiswa adalah peserta didik yang terdaftar dan belajar di perguruan tinggi tertentu. berdasarkan pengertian diatas dapat disimpulkan bahwa mahasiswa adalah seseorang yang lebih tinggi baik tingkat dimana dia belajar maupun tingkat intelektualnya yang me-rupakan peserta didik yang terdaftar dan belajar di perguruan tinggi. d. kegiatan kemahasiswaan dan ke-sejahteraan mahasiswa di fip unj kegiatan kemahasiswaan terdiri atas 2 macam, yakni: (a). kegiatan kurikuler yaitu kegiatan yang dilakukan di dalam proses belajarmengajar, baik di dalam maupun di luar kampus, (b). kegiatan ekstra kurikuler yaitu kegiatan kemahasiswaan di luar kegiatan akademik yang meliputi pengembangan bakat-minat, pe-nalaran-keilmuan dan upaya perbaikan kesejahteraan maha-siswa, pengabdian pada masyarakat, pengembangan orga-nisasi kemahasiswaan,yang dapat dilakukan di dalam maupun di luar kampus.dalam batasan ini ter-masuk pula kegiatan ekstra kuri-kuler yang secara langsung me-nunjang kegiatan kurikuler (misal-nya kegiatan magang atas kemauan sendiri untuk mengasah keterampilan). organisasi kemahasiswaan fip unj merupakan wahana pengembangan diri mahasiswa yang diharapkan dapat menam-pung kebutuhan,menyalurkan ba-kat-minat dan kegemaran, meni-ngkatkan kesejahteraan dan se-kaligus menjadi wadah kegiatan peningkatan penalaran dan ke-ilmuan serta arah profesi ma-hasiswa. 3. metode penelitian metode penelitian yang digunaka untuk dapat memproyeksikan persepsi mahasiswa terhadap pengembangan kegiatan bem di fip unj adalah me-nggunakan pendekatan penelitian des-kriftif menggunakan metode survei. penelitian deskriftif merupakan pene-litian yang dimasudkan “untuk pengu-kuran yang cermat terhadap fenomena sosial jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 43 tertentu.”6 peneliti hanya meng-gambarkan keadaan lapangan tanpa memberikan kondisi khusus. populasi dalam penelitian ini adalah mahasiswa baru fip unj ang-katan 2015/2016 dengan jumlah polulasi sebanyak 1200 mahasiswa. menurut suharsimi arikunto “jika jumlah sub-jeknya besar atau lebih dari 100, maka diambil antara 10-15% atau 20-25%.”7 penelitian ini mengambil sampel sebesar 10% yaitu sebanyak 120 mahasiswa sebagai responden. data yang dikumpulkan pada penelitian ini meliputi dua jenis, yaitu: data primer dan data sekunder. data primer diperlukan untuk pengujian hipotesis yang telah ditetapkan yang diperoleh melalui penyebaran kuesioner/angket kepada responden, penye-baran kuesioner/angket ini bertujuan untuk mendapatkan data mengenai per-sepsi mahasiswa terhadap kegiatan bem di fip unj. data primer ini di-peroleh dengan melibatkan pihak tata usaha fip unj. 4. hasil dan pembahasan a. bem/hima menjalankan kegiatan berdasarkan garis-garis besar haluan kerja bem yang telah ditetapkan oleh bpm. pernyataan tentang bem/hima menjalankan kegiatan berdasarkan garis-garis besar haluan kerja bem yang telah ditetapkan oleh bpm.data yang diperoleh menunjukkan se-banyak 2,2% responden menyatakan tidak setuju, sebanyak 11,0% me-nyatakan ragu-ragu, 78,0% menyatakan setuju dan sebanyak 8,8% menyatakan sangat setuju. untuk lebih jelas dapat dilihat pada grafik dibawah ini: 6 masri singarimbun, editor: sofian efendi, metode penelitian survai (revisi), (jakarta: pustaka lp3es indonesia, 1989), h. 4. 7 suharsimi arikunto, prosedur penelitian suatu pendekatan praktek (bandung: rineka cipta, 1998) h. 112 jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 44 b. bem/hima membuat program kerja sebelum melakukan kegiatan kemahasiswaan . pernyataan tentang bem/hima membuat program kerja sebelum melakukan kegiatan kemahasiswaan .data yang diperoleh menunjukkan sebanyak 4,4% responden menya-takan ragu-ragu, sebanyak 67,0% menyatakan setuju, dan sebanyak 27,5% menyatakan sangat setuju. untuk lebih jelas dapat dilihat pada grafik dibawah ini: c. bem/hima melibatkan seluruh mahasiswa dalam melakukan program kerja. pernyataan tentang bem/-hima melibatkan seluruh mahasiswa dalam melakukan program kerja. data yang diperoleh menunjukkan sebanyak 3,3% responden me-nyatakan tidak setuju, sebanyak 19,8% menyatakan ragu-ragu, 61,5% menyatakan setuju dan sebanyak 14,3% menyatakan sangat setuju. untuk lebih jelas dapat dilihat pada grafik dibawah ini: jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 45 d. bem fip unj melakukan koordinasi program kerja unit kegiatan mahasiswa (ukm) yang ada di fip unj. pernyataan tentag bem fip unj melakukan koordinasi program kerja unit kegiatan mahasiswa (ukm) yang ada di fip unj.data yang diperoleh menunjukkan seba-nyak 23,1% responden menyatakan raguragu, sebanyak 65,9% menya-takan setuju, dan sebanyak 11,0% menyatakan sangat setuju. untuk lebih jelas dapat dilihat pada grafik dibawah ini: e. bem memberi persetujuan pada pelaksanaan kegiatan ukm (untuk kegiatan diluar kampus/atas nama unj) . pernyataan tentang bem memberi persetujuan pada pelak-sanaan kegiatan ukm (untuk kegiatan diluar kampus/atas nama unj). data yang diperoleh menun-jukkan sebanyak 2,2% responden menyatakan tidak setuju, sebanyak 27,5% menyatakan ragu-ragu, 56,0% menyatakan setuju dan sebanyak 14,3% menyatakan sangat setuju. untuk lebih jelas dapat dilihat pada grafik dibawah ini: jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 46 f. bem/hima membuat laporan pertanggungjawaban kegiatan kepada bpm. pernyatan tentang bem/hima membuat laporan pertanggung-jawaban kegiatan kepada bpm. data yang diperoleh menunjukkan seba-nyak 3,3% responden menyatakan sangat tidak setuju, sebanyak 14,3% menyatakan ragu-ragu, 69,2% me-nyatakan setuju dan sebanyak 13,2% menyatakan sangat setuju. untuk le-bih jelas dapat dilihat pada grafik dibawah ini: mahasiswa menunjukkan persepsi yang tinggi dalam hal menyampaikan aspirasinya dalam bentuk pemilihan umum yang dilakukan untuk memilih ketua bem. persepsi yang cu-kup tinggi (61,5%) mengharapkan bahwa pemilihan umum tersebut di-lakukan secara terbuka dan dapat diikuti oleh seluruh mahasiswa fakultas ilmu pendidikan unj. hasil penelitian menunjukkan bahwa mahasiswa fakultas ilmu pendidikan mengharapkan bahwa perhi-tungan hasil pemilihan umum jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 47 dilakukan secara terbuka kepada seluruh maha-siswa fakultas ilmu pendidikan, hal tersebut berdasarkan perolehan data yang menunjukkan sebanyak 70,3% responden menyatakan setuju, dan tidak ada responden yang menyatakan tidak setuju. pernyataan responden ini menunjukkan bahwa adanya tuntutan terhadap adanya proses yang trans-paran dalam pemilihan umum yang diselenggarakan oleh bem. kesadaran akan perlunya menyampaikan aspirasi dan proses yang berlangsung secara transparan dan berkeadilan merupakan wujud dari adanya kepedulian terhadap kemahasiswaan bidang pengembangan bakat dan minat di fakultas ilmu pen-didikan unj. bem/hima menjalankan aktivi-tasnya berdasarkan kepada program kerja yang telah ditetapkan dan dipantau oleh bpm. hal ini merupakan per-wujudan dari proses monitoring yang dilakukan dalam pengelolaan organisasi kemahasiswaan. data hasil penelitian menunjukkan bahwa responden yang menyatakan setuju cukup banyak (60,4%) dan tidak ada responden yang menyatakan tidak setuju. persepsi terhadap pemantauan yang dilakukan bpm kepada bem/hima perlu dilakukan karena dapat membantu mengingatkan ketika terjadi sesuatu yang salah dan membantu agar aktivitas organisasi te-tap pada jalurnya. monitoring ber-tujuan meningkatkan efektifitas dan efi-siensi dari sebuah organisasi, dan didasarkan pada sasaran dan rencana kegiatan yang sudah ditentukan. monitoring memungkinkan bem/hima dan orma-wa untuk menentukan apakah sumber daya yang dimiliki telah mencukupi dan telah digunakan dengan baik dan menjadi dasar yang berguna untuk evaluasi apakah kapasitas yang dimiliki telah layak dan cukup, dan telah benar-benar melakukan apa yang telah direncanakan. persespi mahasiswa terhadap bem/hima agar melibatkan seluruh mahasiswa dalam melakukan program kerja menunjukkan sebanyak 61,5% responden menyatakan setuju. hal ini menunjukkan bahwa responden me-miliki persepsi yang baik untuk dapat terlibat dalam aktivitas kemahasiswaan yang dilakukan oleh bem/hima dan ormawa yang ada di lingkungan fa-kultas ilmu pendidikan unj. bem/hima setelah melakukan kegiatannya diharapkan dapat membuat laporan pertanggungjawaban kegiatan yang dilaksanakan. persepsi agar bem/hima membuat laporan pertang-gungjawaban ditunjukkan oleh seba-nyak 64 % responden yang menyatakan setuju. pertanggungjawaban kegitan yang dibuat sebagai bentuk tanggung jawab terhadap penggunaan anggaran yang telah digunakan. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 48 5. kesimpulan setelah melakukan penelitian me-ngenai persepsi mahasiswa terhadap pengembangan kegiatan badan eksekutif mahasiswa dapat ditarik kesimpulan bahwa persepsi mahasiswa secara keseluruhan adalah baik. pe-laksanaan kegaiatan bem/hima yang ada di lingkungan fakultas ilmu pendidikan diawali dengan kegaitan identifikasi kebutuhan, perencanaan program kerja, dan melakukan kon-sultasi dengan pd iii terkait program kerja, serta sosialisasi program kerja kepada mahasiswa di lingkungan fip unj. persepsi mahasiswa terhadap pemilihan umum agar pemilihan umum dapat melibatkan seluruh mahasiswa fakultas ilmu pendidikan serta dilakukan secara terbuka. bem/hima dalam melakukan akti-vitasnya diharapkan dapat melibatkan seluruh mahasiswa. bem-/hima setelah selesai melakukan kegiatannya diharapkan membuat laporan pertanggungjawaban kegiatan sebagai bentuk tanggung jawab terhadap penggunaan anggaran. 6. rekomendasi rekomendasi yang dapat disam-paikan tentang persepsi mahasiswa terhadap pengembangan kegiatan badan eksekutif mahasiswa adalah pelu dibentuk suatu wadah komu-nikasi antar mahasiswa dengan pengurus bem/hima melalui wadah yang lebih terbuka. daftar pustaka alex sobur, psikologi umum, bandung: cv pustaka setia, 200. e. mulyasa, menjadi kepala sekolah profesional dalam konteks menyukseskan mbs dan kbk, bandung: pt remaja rosdakarya, 2004. gibson, ivancevich & donnely, organisasi dan manajemen: perilaku, struktur, proses, jakarta: erlangga, 1990. gunawan jiwatno, komunikasi dalam organisasi, yogyakarta: ppm fe univ. atmajaya dan andi ofset, 1985. irawan soehartono,metode penelitian sosial,pt remaja rosdakarya, bandung, 2002. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 49 jerald greenberg & robert a. baron, behavior in organizations: understanding and managing the human side of word, fourth edition (boston: allyn & bacon, 1993. john m. darley, sam glucksberg & ronald a. klinca, psychology, englewood cliff, new jersey: prentice-hall, inc., 1991. masri singarimbun, editor: sofian efendi, metode penelitian survai (revisi), jakarta: pustaka lp3es indonesia, 1989. morgan chifford, introduction to psychology, new york: mcgrow-hill book company, 1986. noeng muhadjir, pengukuran kepribadian, yogyakarta: raka sarasih, 1992. suharsimi arikunto, prosedur penelitian suatu pendekatan praktek, bandung: rineka cipta, 1998. tor (term of reference) pengembangan mahasiswa fakultas ilmu pendidikan universitas negeri jakarta tahun anggaran 20122013. winarno surakhmad, pengantar penelitian ilmiah, bandung: tarsito, 1982. yusmar yusuf, psikologi antarbudaya, bandung: remaja rosdakarya, 1991. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 50 keterampilan berwirausaha bagi perempuan dalam upaya peningkatan kesejahteraan keluarga arifah a. riyanto stkip siliwangi bandung abstrak keterampilan berwirausaha bagi perempuan dapat dipilih yang sesuai dengan keterampilan yang biasa dilakukan seperti yang terkait dengan bidang boga, bidang busana, ataupun bidang kerajinan tangan. keterampilan yang dimiliki seseorang, khususnya para perempuan yang bekerja di rumah dapat dijadikan kegiatan wirausaha. dengan memiliki berbagai keterampilan dapat melakukan kegiatan berwirausaha, yang penting punya minat, semangat, dan jiwa wirausaha, serta mengimplmentasi kegiatan usahanya. ada lima (5) keterampilan yang harus dimiliki calon wirausaha, yaitu keterampilan mengatur skala prioritas; keterampilan manajemen waktu; pengetahuan, dan keterampilan selalu di uprade; keterampilan multitasking; dan keterampilan dalam berkomunikasi. hasil keterampilan berwirausaha yang dilakukan perempuan ini dapat dijadikan untuk menambah penghasilan keluarga terutama bagi mereka yang masih membutuhkan. dengan pemenuhan kebutuhan yang optimal dapat menjadi salah satu cara untuk meningkatkan kesejahteraan keluarga. kata kunci : keterampilan berwirausaha, perempuan, peningkatan kesejahteraan keluarga. a. pendahuluan keterampilan berwirausaha bagi perempuan dapat dijadikan masukan tambahan untuk penghasilan keluarga. keterampilan berwirausaha bagi perempuan banyak jenisnya, baik di bidang boga, busana, ataupun bidang kerajinan tangan. perempuan sebagai salah satu kelompok masyarakat indonesia yang jumlahnya hampir sama dengan kaum lakilaki, yaitu menurut badan pusat statistik provinsi jawa barat tahun 2011 jumlah laki-laki 23.004.158 dan jumlah perempuan 22.336.641 jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 51 jiwa. jadi, perempuan pun memiliki peluang usaha untuk berwirausaha yang hasilnya digunakan perbaikan ekonomi keluarga khususnya. berbagai upaya perhatian pada perempuan telah dilakukan seperti dari badan pemberdayaan perempuan dan perlindungan anak, khususnya dalam pemberdayaan perempuan lewat ekonomi produktif (swadaya mandiri). dalam harian umum pelita 19 januari 2006 dikemukakan pada halaman muka bahwa : prioritas perbaikan ekonomi, pendidikan dan kesehatan menjadi kebutuhan bersama. kantor menteri negara pemberdayaan perempuan berusaha merancang strategi pemberdayaan perempuan melalui penguatan ekonomi. … . menteri negara pemberdayaan perempuan sri rejeki sumaryoto,sh. mengemukakan ketika berlangsung rapat kerja nasional di jakarta yang dibuka menko kesra drs. h. yusuf kalla dengan pemaparan di bidang ekonomi seperti usaha kecil dan menengah, industri dan perdagangan serta sejumlah nara sumber … . kaum perempuan memiliki sejumlah potensi, kalau dikelola secara baik potensi itu akan memberi manfaat besar … . padahal jumlah kaum perempuan jauh lebih besar, namun partisipasi dan peran aktifnya masih sangat subordinat. apabila dilihat dari sensus 2000 bahwa komposisi penduduk di indonesia berjumlah 203,4 juta atau sebanyak 50,3 % kaum perempuan. potensi perempuan yang ada perlu dimotivasi untuk didayagunakan berarti perlu mendorong perempuan untuk dapat memiliki pengetahuan, sikap, dan keterampilan, sehingga dapat mengatasi permasalahan antara lain memantapkan ekonomi keluarga. salah satu upaya agar kehidupan keluarga secara ekonomi kebutuhannya terpenuhi, yaitu dengan memanfaatkan potensi dari perempuan. bagi perempuan yang kreatif, potensi yang ada dapat didayagunakan agar dapat memiliki keterampilan berwirausaha dengan mengikuti pelatihan-pelatihan yang diadakan atau apabila telah memiliki keterampilan sesuatu dapat dimanfaatkan untuk memulai berwirausaha. dari hasil berwirausaha dapat sebagai salah satu upaya pemenuhan ekonomi keluarga. kondisi ekonomi keluarga yang terpenuhi secara optimal sebagai salah satu upaya untuk mencapai jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 52 kehidupan keluarga yang sejahtera yang menjadi idaman setiap keluarga. b. pendidikan nonformal sebagai wahana pembelajaran berwirausaha bagi perempuan pemberdayaan perempuan menjadi seorang wirausahawan dapat dilakukan melalui pendidikan nonformal. dalam pendidikan nonformal dapat dijadikan wadah untuk melakukan pemberian kekuatan, kemampuan atau daya yang diperlukan untuk menolong dirinya atau keluarga. kelompok masyarakat perempuan dapat berpartisipasi untuk memecahkan masalah yang ada, antara lain dalam meningkatkan ekonomi keluarga. berperannya pendidikan nonformal di masyarakat, khususnya kelompok masyarakat perempuan menjadi suatu wadah untuk melaksanakan pembelajaran, di antaranya pembelajaran keterampilan berwirausaha. pembelajaran berwirausaha bisa bersifat pelatihan, bimbingan, motivasi diharapkan akan dapat memperbaiki kualitas hidup dari kehidupan keluarganya, yang akhirnya menjadi kualitas hidup dan kehidupan masyarakat. sesuai dengan yang dikemukakan d. sudjana (1996) bahwa ”pengembangan masyarakat mempunyai tujuan untuk terjadinya : (a) peningkatan kualitas hidup dan kehidupan masyarakat …”. kelompok masyarakat perempuan yang sosial ekonomi keluarga menengah ke bawah pada umumnya mengalami masalah dalam memecahkan masalah ekonomi keluarga. salah satu pemecahannya dengan jalan berwirausaha, untuk mendapatkan keuntungan yang memadai. program-program pendidikan nonformal ada yang dapat dilkelompokkan pada program pembangunan ekonomi, seperti yang dikemukakan oleh husen dan postlethivaite ”… bahwa pendidikan luar sekolah …, berkaitan erat dengan program-program pembangunan ekonomi seperti pertanian dan industri, gerakan ekonomi masyarakat, kewirausahaan, …”. (d.sudjana, 1996). pendidikan nonformal dapat mewadahi program pembelajaran keterampilan berwirausaha bagi perempuan di desa maupun di kota yang tentu harus disesuaikan dengan kebutuhan berwirausaha yang dapat dilakukan di kota atau di desa. dalam pembuatan program pembelajaran keterampilan berwirausaha perlu partisipasi dari kelompok masyarakat perempuan yang akan ikut pembelajaran dari jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 53 mulai perencanaan sampai dengan evaluasi. pembelajaran keterampilan berwirausaha dapat dilakukan secara klasikal atau dalam kelompokkelompok belajar berwirausaha yang disesuaikan dengan jenis minat masing-masing. kelompok-kelompok selama pelatihan akan diimplementasikan secara bertahap sehingga dapat berinisiatif, semangat, bertanggung jawab melakukan pekerjaan yang harus diselesaikan. dalam kelompokkelompok tersebut ada yang menjadi fasilitator, motivator, sebagai pembimbing, dan sebagai sumber. sebagai fasilitator hendaknya dapat bertanggung jawab untuk pencapaian tujuan berwirausaha dan berperan sebagai motivator dalam melakukan pemikiran dalam kelompok masing-masing. integritas dari refleksi dan pelaksanaan pembelajaran perlu dialami sendiri oleh orang atau setiap kelompok. dalam pembelajaran keterampilan berwirausaha diperlukan metode dan teknik pembelajaran yang dapat membangun keterampilan berwirausaha seperti dalam kelompok tersebut ada diskusi, di dalamnya ada pimpinan kelompok, fasilitator untuk mendorong para perempuan, belajar bertanggung jawab, membangun kepercayaan diri, mengembangkan sosial dan ekonomi. uraian tersebut sesuai dengan yang dikemukakan suzanne kindervatter (1979) sebagai berikut : 1) small group structure. … . 2) transfer of responsibility. … . 3) participant leadership. … . 4) agent as facilitator. … . 5) democratize and non hierarchical relationships and processes. … . 6) integration of reflection and action. … . 7) methods which encourage self-reliance. … . 8) improvement of social, economic, … model pembelajaran yang dikemukakan tersebut dapat diterapkan pada model pembelajaran keterampilan berwirausaha bagi kaum perempuan untuk peningkatan kesejahteraan keluarga. jadi, pembelajaran keterampilan berwirausaha yang dilakukan dapat berupa pembelajaran klasikal ataupun kelompok. apabila pembelajaran dilakukan secara kelompok akan disesuaikan dengan jumlah peserta, sehingga besarnya kelompok dapat disesuaikan, misalnya dalam kelompok kecil. dalam kelompok kecil dapat memberi peluang secara lebih banyak kepada semua orang untuk melakukan kegiatan yang dapat meningkatkan potensi setiap orang atau perempuan secara bertahap. dalam kelompok ini pun akan dapat dijadikan peluang untuk belajar bertanggung jawab bagi peserta didik, karena mereka, setiap orang akan merasa program yang diikutinya sebagai programnya sendiri, selain itu jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 54 dalam kelompok tersebut akan dapat menjadi berpartisipasi dalam kepemimpinan, dapat bertukar pengalaman, dan sumber belajar hanya sebagai fasilitator saja. para peserta didik dapat mengemukakan secara demokratis, dapat mengemukakan masalah-masalah yang aktual yang dirasakannya, dan yang perlu dipecahkannya. antara sumber belajar dan peserta didik tidak ada jarak hubungan yang akan menghalanginya, karena dari awal peserta didik sudah dilibatkan, sehingga program pembelajaran sesuai dengan kebutuhan peserta didik, yang dalam hal ini kelompok masyarakat perempuan. c. keterampilan berwirausaha bagi perempuan perempuan relatif mempunyai potensi yang besar, apabila para perempuan berminat, berkeinginan untuk mengembangkannya. potensi tersebut dapat diaktualisasikan apabila ada dorongan dari faktor intern dan faktor ekstern. faktor intern adalah faktor yang akan lebih mendorong diri seseorang secara kuat untuk melakukan sesuatu, misalnya melakukan berwirausaha. apapun yang akan terjadi biasanya faktor intern ini lebih kuat mendorong seseorang untuk melakukan sesuatu, misalnya berwirausaha, dibanding dari faktor ekstern. faktor ekstern akan berlangsung apabila ada orang lain yang memotivasinya, misalnya untuk berwirausaha akan bertanggung jawab jika ada yang selalu memotivasinya, misalnya melakukan wirausaha karena dorongan keluarga yang disebabkan ekonomi keluarga sangat terbatas. keterampilan berwirausaha yaitu perlu difahami mulai dari pengertian wirausaha. istilah wirausaha ada yang menyamakan dengan istilah bahasa asing entrepreneur disepadankan ke dalam bahasa indonesia dengan wiraswasta dan sekarang disepadankan dengan wirausaha. istilah entrepreneur pada awalnya berasal dari bahasa perancis kemudian diadopsi ke dalam bahasa inggris dengan menggunakan istilah entrepreneur (entrepreneurship, entrepreneurial) dari pada istilah asalnya mendekati makna entrepreneur, yaitu projector (arifah, 2006). istilah ”wiraswasta” berasal dari bahasa sansekerta yang terdiri atas tiga suku kata : ”wira”, ”swa”, dan ”sta”. wira berarti mampu unggul, teladan, tangguh, berbudi luhur, berjiwa besar, berani, pahlawan, pionir, pendekar/pejuang kemajuan, memiliki keagungan watak. swa artinya sendiri, dan sta berarti berdiri (suku kata sta ini sama dengan bahasa belanda yang juga berarti berdiri). (astim riyanto dan arifah, 2013). selanjutnya, dalam kamus besar bahasa indonesia (1994) dilihat dari istilah wiraswasta atau wirausaha tersebut berasal dari istilah yang jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 55 sama, yaitu ”entrepreneur”. istilah ”wirausaha” ini terdiri dari dua suku kata, yaitu wira diartikan sebagai manusia unggul, teladan, tangguh, berbudi luhur, berjiwa besar, berani, pahlawan, pionir, pendekar/pejuang kemajuan, memiliki keagungan watak. usaha berarti kegiatan dengan mengerahkan tenaga, pikiran, atau badan (institusi) untuk mencapai suatu maksud, pekerjaan (perbuatan, prakarsa, ikhtiar, daya guna) untuk mencapai suatu maksud, kegiatan di bidang perdagangan (dengan maksud mencari untung), perdagangan, perusahaan. dengan demikian berwirausaha dapat diartikan melakukan kegiatan dengan mempergunakan kekuatan atau kemampuan sendiri, yang berarti mempergunakan potensi akal, pikiran, sikap dan keterampilan produktif yang nantinya akan mendapatkan keuntungan atau pendapatan untuk menambah penghasilan keluarga. dari penghasilan tersebut selain sebagai keuntungan dapat meningkatkat kesejahteraan keluarga. keterampilan berwirausaha bagi perempuan banyak jenisnya, seperti keterampilan berwirausaha bidang boga, bidang busana, dan bidang kerajinan tangan atau yang lainnya. keterampilan dalam bidang boga termasuk di dalamnya keterampilan pembuatan berbagai masakan untuk pelayanan katering, keterampilan pembuatan berbagai kue basah, dan kering. keterampilan dalam bidang busana, yaitu keterampilan pembuatan busana secara perorangan (konstruksi), pembuatan busana konfeksi busana bayi, keterampilan pembuatan konfeksi busana anak, dan dewasa. bidang kerajinan tangan, yaitu keterampilan pembuatan berbagai aksesoris busana, keterampilan pembuatan milineris (pelngkap busana secara fungsioanl seperi sandal dari kain, dari tikar, loket, bandu, syal, kerudung, dan lain-lain). keterampilan kerajinan tangan seperti pembuatan boneka, bros, bunga, dan lain-lain. keterampilan pembuatan boga dapat membuka katering, penyiapan kue-kue basah dan kering baik berupa pesanan, atau toko-toko kue. jenis usaha dari keterampilan pembuatan busana bisa membuka usaha modiste, atelier, tailor, dan konfeksi busana anak/bayi dan dewasa. dari keterampilan pembuatan kerajinan dapat berusaha menjual hasil kerajinan tangan atau pesanan membuat kerajinan seperti usaha penjualan berbagai model bros, bandu, lenan rumah tangga, dapat membuka kios, toko atau ditawarkan door to door. sebagai wirausaha perlu memiliki kemampuan melihat peluang untuk berusaha atau berbisnis seperti dikemukakan oleh geoffresy g.meredith jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 56 dalam buku yang diterjemahkan andre aspasayogi (1996) sebagai berikut : para wirausaha adalah orang-orang yang mempunyai kemampuan melihat dan menilai kesempatan-kesempatan bisnis; mengumpulan sumber-sumber daya yang dibutuhkan guna mengambil keuntungan dari padanya dan mengambil tindakan yang tepat guna memastikan sukses. ungkapan tersebut dapat diartikan bahwa wirausaha, yaitu individuindividu yang lebih berorientasi pada tindakan, bermotivasi tinggi dengan berani mengambil risiko untuk mencapai tujuan atau keuntungan yang diharapkan yang menurut g. meredit dalam buku yang diterjemahkan andre asparsayogi (1996) yang pada intinya sifat-sifat yang memberikan sebuah profil wirausaha, yaitu : 1) percaya diri orang yang percaya diri akan dapat bersikap tenang, melakukan sesuatu tanpa tergantung pada orang lain, cenderung membuat keputusan yang tepat. juga ia akan optimis ke masa depan, apa yang akan dilakukan percaya akan berhasil. 2) berorientasi tugas dan hasil sehubungan dengan berorientasi tugas dan hasil, maka seseorang akan berusaha, bekerja dengan sebaik mungkin, semangat atau motivasi tinggi, inisiatif tinggi, bekerja dengan cepat, tepat, sehingga menghasilkan produk yang berkualitas. 3) pengambil risiko seseorang yang berani mengambil risiko biasanya senang pada tantangan, karena dengan tantangan yang ada seseorang pengambil risiko akan segera berpikir untuk memecahkan masalah yang dihadapi dengan hati yang tabah. 4) mempunyai sifat kepemimpinan sifat kepemimpinan dimiliki oleh seorang wirausaha, gerak tingkahnya menggambarkan sebagai pemimpin. ia berwibawa, tindakan sesuai dengan apa yang dikatakan, bawahan atau staf merasakan kenyataman untuk bekerja. 5) keorisinilan memunculkan sesuatu yang inovatif menjadi ciri keorisinalan, sehingga ia menunjukkan sifat fleksibel, kreatif, banyak sumber yang jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 57 bisa dia dapatkan dan akhirnya selalu mempunyai keinginan mendapatkan hasil yang baru dan baik. 6) berorientasi masa depan masa depan selalu menjadi perhatian seorang wirausaha, yaitu untuk kemajuan di masa depan. dengan demikian kelompok masyarakat perempuan yang menginginkan keterampilan berwirausaha perlu memperkuat jiwa kewirausahannya seperti yang dikemukakan di atas, selain para perempuan tersebut memiliki bidang-bidang keterampilan yang dimilikinya baik bidang boga, busana, kerajinan tangan dan yang lainnya, dan itu sebagai prasyarat yang harus dimiliki seorang wirausaha dalam menjalankan bidang usahanya. di samping itu ada lagi keterampilan yang akan melandasai dalam berwirausaha. menurut d.sudjana (2000) bahwa secara umum ada enam komponen keterampilan yang secara umum yang satu dan yang lainnya saling berkaitan, yaitu keterampilan produksi (productive skill), keterampilan teknis (technical skill), keterampilan fisik (physical skill), keterampilan sosial (social skill), keterampilan pengelolaam (managerial skill), dan keterampilan intelektual (intellectual skill). keterampilan produktif termasuk di dalamnya keterampilan tentang keterampilan memproduksi, dapat memproduksi yang terkait dengan bidang busana, bidang boga, dan kerajinan tangan. keterampilan produktif menghasilkan barang jadi, misalnya busana, masakan, kuekue, boneka, lenan rumah tangga (taplak meja, sarung bantal, seperai, tempat tissue, penutup galon, dan lain-alin). keterampilan produktif ini dapat barang jadi atau setengah jadi. barang setengah jadi seperti kain bordir untuk pembuatan busana, ranginang/kripik mentah, dan yang barang jadi berarti yang siap dipakai seperti busana ready to wear, sedang pada makanan siap untuk dimakan langsung. keterampilan teknis, yaitu dimulai dari keterampilan mengenal bahan baku sampai pada teknik pemasaran. dalam mengenal bahan baku berarti produsen harus betul-betul bisa memilih bahan baku yang dibutuhkan atau menjadi keinginan konsumen atau selera konsumen atau yang menjadi harapan di segmen pasarnya. keterampilan teknis inipun termasuk di dalamnya teknik atau cara pembuatannya yang berarti ketepatan dan kerapihan teknik pembuatannya, sehingga menghasilkan barang yang berkualitas dan kemasan yang menarik. berkaitan dengan keterampilan fisik, yaitu berkaitan dnegan pekerjaan dari tenaga tenis, seperti kesehatan dan kebersihan. dalam jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 58 berwirausaha tidak dapat dilupakan dari keterampilan sosial, seperti dalam pemasaran harus memiliki sikap yang menarik, sehingga orang tertarik untuk beli. selain itu juga harus menjalin hubungan baik dengan lingkungan, sesama pekerja, kalau sebagai pimpinan harus berwibawa, teladan, bersikap yang sopan, ramah, melindungi bawahan/ staf, sehingga para pekerja dapat bekerja secara nyaman dan aman. keterampilan sosial ini pun menjadi modal untuk menjalin mitra perusahaan, seperti pemasok bahan baku, agen penyalur, dan para konsumen, serta masyarakat sekitar. keterampilan sosial penting ada pada setiap wirausaha, sehingga dapat menjaga kestabilan emosi, menghargai orang lain atau pendapat orang lain, dapat memberi pelayanan prima kepada para konsumen sehingga dapat memuaskan para konsumen. keterampilan sosial ini sangat dibutuhkan oleh orang yang bertugas di bagian pemasaran, karena mereka yang bersikap baik, menghargai orang lain, bersikap sopan murah senyum akan disenangi oleh para konsumen. keterampilan pengelolaan sangat dipentingkan dalam berbagai aspek dari mulai penyediaan bahan baku sampai dengan barang itu siap dipasarkan. ketika menyiapkan bahan baku bagaimana mengelola bahan baku dari pemesanan, penyimpanan, dan pengeluaran bahan baku perlu mendapat pengelolaan yang baik. selanjutnya, bagaimana pengelolaan yang tepat dalam memproduksi barang, sehingga efisien efektif dalam pemakaian bahan baku dan produksi barang dari bahan baku sampai hasil jadi. setelah itu mengelola pengemasan, penyimpanan, sampai dengan pemasaran. juga termasuk pengelolaan keuangan agar perusahaan atau penyelenggaraan berwirausaha tersebut mendapat keuntungan yang memadai. keterampilan intelektual sangat diperlukan dalam berwirausaha walaupun wirausaha kecil-kecilan, karena daya pikir yang sehat, terkontrol, akan dapat membantu dalam mengelola dan mengembangkan usaha. daya pikir seseorang, khususnya yang berwirausaha akan dapat membantu mengelola usaha yang dilakukannya. keterampilan produktif akan sangat dibantu oleh keterampilan intelektual, karena dapat memikirkan peluang usaha ke masa depan atau dapat memprediksi kemungkinan celah-celah atau kiat-kiat berwirausaha sehingga wirausaha itu tidak putus di tengah jalan, bisa tetap berjalan walaupun di suatu saat kondisi perdagangan sedang melemah. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 59 d. berwirausaha dalam meningkatkan kesejahteraan keluarga saat ini telah banyak para perempuan yang berkiprah dalam berwirausaha, baik untuk menambah penghasilan keluarga atau untuk meningkatan ekonomi keluarga, maupun untuk menyalurkan bakat yang ada. memasuki kehidupan keluarga dalam arti melakukan perkawinan yang sah, maka setiap pasangan menginginkan mencapai kehidupan keluarga yang sejahtera. adapun pengertian keluarga sejahtera yang ada dalam program bkkbn, 1994 dikemukakan : keluarga sejahtera adalah dibentuk berdasarkan perkawinan yang sah mempu memenuhi kebutuhan hidup spiritual dan material yang layak, bertakwa kepada tuhan yang maha esa, memiliki hubungan yang sama, selaras, seimbang antara anggota keluarga dengan masyarakat lingkungannya. dikemukakan selanjutnya dalam undang-undang no. 10 tahun 1992 pasal 3 ayat (2) bahwa pembangunan keluarga sejahtera diarahkan pada pembangunan kualitas keluarga yang bercirikan kemandirian, ketahanan keluarga agar mampu mendukung kegiatan pembangunan. untuk mencapai kehidupan keluarga yang sejahtera para pasangan dalam kehidupan perkawinan perlu berupaya. keluarga dapat dipandang sejahtera apabila kebutuhan keluarga dapat terpenuhi secara seimbang baik kebutuhan fisik, mental dan sosial psikologis dengan tidak melebih-lebihkan atau mengurangkan kebutuhan yang satu dan yang lainnya baik disengaja atau tidak disengaja. kesejahteraan dalam keluarga harus dirasakan oleh orang-orang yang ada di dalamnya dalam arti dirasakan oleh suami isteri atau ayah, ibu, dan anak-anak. kesejahteraan dalam kehidupan keluarga adanya kemajuan dari waktu ke waktu, adanya kebahagiaan, keberuntungan, menjadi lebih baik, lebih maju, sukses dalam hidup. hal ini sesuai dengan yang diungkapkan dalam webster’s new international dictionary (1986) : ”welfare the state of faring or doing well; thinking or successful progress in life; a statecharachterized especialu by good fortune, happiness, wel being or prosperity”. dikemukakan pula oleh badan koordinasi keluarga berencana nasional (bkkbn) tahun 2004 ada lima pengelompokan tahapan keluarga. 1. keluarga pra sejahtera keluarga ini belum dapat memenuhi kebutuhan dasarnya secara mendasar, tetapi belum dapat memenuhi kebutuhan yang lebih tinggi. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 60 2. keluarga sejahtera i kondisi keluarga ini dapat memenuhi kebutuhan yang sangat mendasar, tetapi belum dapat memenuhi kebutuhan yang lebih tinggi. 3. keluarga sejahtera ii keluarga ini selain dapat memenuhi kebutuhan dasar minimum dapat juga memenuhi kebutuhan sosial psikologis, tetapi belum dapat memenuhi kebutuhan pengembangannya. 4. keluarga sejahtera iii keluarga sejahtera iii dapat memenuhi kebutuhan dasar minimum dan kebutuhan sosial psikologisnya serta dapat memenuhi kebutuhan pengembangannya, tetapi belum aktif dalam usaha kemasyarakatan di lingkungan desa atau wilayahnya. 5. keluarga sejahtera iii plus keluarga ini selain telah dapat memenuhi kebutuhan dasar minimum, kebutuhan sosial psikolois, dapat memenuhi kebutuhan pengembangan, antara lain dapat memberi sumbangan bagi kegiatan sosial masyarakat, membantu untuk menyumbang warga miskin, serta dapat aktif menjadi pengurus organisasi masyarakat atau institusi masyarakat lainnya. untuk mencapai kehidupan keluarga sejahtera tersebut secara bertahap antara lain diperlukan meningkatnya ekonomi keluarga. para keluarga yang masih pada tahap keluarga pra sejahtera sampai dengan minimal keluarga pra sejahtera ii perlu dimotivasi, diberdayakan agar ibu-ibu, para isteri terutama yang tidak mempunyai penghasilan untuk dapat berwirausaha agar penghasilan keluarganya dapat bertambah untuk memenuhi kebutuhan keluarganya. pemberdayaan perempuan tersebut dapat melalui pelatihan-pelatihan yang dapat memotivasi untuk berwirausaha, distimulasi untuk tetap semangat mengarungi kehidupan keluarga. semangat, jiwa wirausaha, mental kuat untuk berusaha mencari tambahan penghasilan sehingga dapat terpenuhi kebutuhan secara fisik, di samping terus dimotivasi mendorong pemenuhan kebutuhan lainnya. adanya saling membantu dalam kehidupan keluarga diperlukan, adanya keakraban antar suami isteri, saling pengertian akan dapat membantu memecahkan masalah antara lain masalah ekonomi keluarga. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 61 dalam pelatihan yang diadakan sesuaikan dengan kebutuhan para perempuan yang bersangkutan, misalnya ada yang belum memiliki keterampilan apapun, maka diberi kesempatan pembuatan sesuatu seperti pembuatan busana, pembuatan berbagai masakah atau kue-kue ataupun jenis kerajinan tangan. selanjutnya, bagi mereka yang sudah memiliki keterampilan sesuatu, bagaimana memotivasi dia agar muncul semangat dengan langsung praktek mengelola usaha kecil-kecil terlebih dahulu, yang secara bertahap dibina, dibimbing untuk dapat mengembangkan usahanya. daftar pustaka arifah a.riyanto. 2006. model pembelajaran keterampilan berwirausaha bagi perempuan untuk peningkatan kesejahteraan keluarga. disertasi. bandung : program pascasarjana upi. astim riyanto dan arifah. 2013. dasar-dasar kewiraswastaan. bandung : yapemdo. ……., 2013. kapita selekta kewirausahaan. bandung : yapemdo. badan pusat statistik nasional, 2000. statistik kependudukan tahun 2000. jakarta. badan pusat statistik provinsi jawa barat. 2011. statistik kependudukan tahun 2011. bandung. badan kependudukan dan keluarga berencana nasional tahun 1994. badan kependudukan dan keluarga berencana nasional tahun 2004. bkkbn, pedoman keluarga sejahtera (http ://gloriabetsy blogspot.com/2012/.2/konsep keluarga sejahtera) brandt, steven c., 1986, entrepreneurship sepuluh tahapan menjadi wiraswastawan tangguh (entrepreneuring the ten commandments for building a growth company), disadur oleh penerbit dahara prize, semarang : dahara prize. buchari alma. 2000. kewirausahaan. bandung : alfabeta. drucker, peter, f, 1994, inovasi dan kewiraswastaan, praktek dan dasar-dasar (innovation and entrepreneurship practice and principles), alih bahasa rusjdi naib, jakarta : erlangga. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 62 gibson, rowan, (editor), dengan pengantar heidi dan alvin toffler, 1998, rethinking the future (mendirikan kembali bisnis, prinsip, persaingan, kontrol dan kompleksitas, kepemimpinan, pasar, dan dunia), jakarta : pt. gramedia pustaka utama. harian umum pelita, 19 januari 2006. kao, john j., 1989, entrepreneurship, creativity, & organization, text, cases,& readings, englewood cliffs, new york : prentice hall. kindervatter, s. (1979). non formal education as empowering process. maschusetts center for international education university of massachusetts. meredith, geoffresy. g et all. [t.t.], the practice of entreprenurship. genewa : international labour organization. (kewirausahaan : teori dan praktek). alih bahasa andre asparsayogi. 1996 (cetakan kelima). jakarta : pt. pustaka binama pressindo. suharyadi, nugroho arisantyanto, purwanto sk, faturohman, maman. 2007. kewirausahaan : membangun usaha sukses sejak usia muda. jakarta : salemba empat. sudjana, d.h. (2000). manajemen program pendidikan untuk pendidikan luar sekolah dan pengembangan sumber daya manusia. bandung : falah production. ……. (2001). metode dan teknik pembelajaran partisipatif. cetakan keempat (cetakan pertama, 1996). bandung : falah production. undang-undang ri nomor 10 tahun 1992 tanggal 16 april 1992 tentang perkembangan kependudukan dan pembangunan keluarga sejahtera. webster's new international dictionary and seven language dictionary : three volumes hardcover – 1986. publisher: encyclopedia britannica, inc. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 63 luka liku kehidupan waria di kota tasikmalaya wiwin herwina universitas siliwangi tasikmalaya abstrak penelitian ini dilatar belakangi oleh manusia yang selalu hidup bersama dengan sesamanya.untuk memiliki kebutuhan hidup, dengan berbagai cara sesuai keadaan atau tarap umur, pendidikan, lingkungan,bakat dan sikap seseorang. dalam kenyataannya di mayarakat ada sekelompok manusia yang mempunyai perilaku menyimpang yang sering di cemoohkan oleh warga masyarakat yaitu kaum waria. tujuan nya mengungkapkan gambaran luka-liku kehidupan waria dalam mempertahankan hidup walaupun mereka dianggap sebagai sampah masyarakat yang dapat mencemari lingkungan (pencemaran sosial). permasalahan adanya faktor –faktor yang melatar belakangi terjadinya waria. penelitian ini menggunakan metode kualitatif yaiyu metode pengumpulan data exploratif terutama dengan menggunakan pemahaman langsung dan tidak langsung. sumber data yaitu orang–orang yang di minta memberikan info. dalam penelitian ini variabel yang di teliti yaitu luka liku kehidupan waria, adapun tekhnik yang di gunakan dalam penelitian ini adalah wawancara, observasi, study kasus dan teknik purposive sampling, kesimpulan dari penelitian ini waria perlu dapatkan pembinaan untuk berperan serta di dalam pembangunan dengan usaha meningkatkan kualitas sumber daya manusia bagi mereka sendiri dan sesamanya. kata kunci: luka liku kehidupan waria pendahuluan i. latar belakang masalah manusia sejak lahir berhubungan dengan manusia lain. tidak mungkin manusia itu hidup normal tanpa hidup bersama orang lain. seperti di kemukakan oleh soejono (1985:39). bahwa manusia adalah makhluk jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 64 yang selalu hidup bersama dengan sesamanya.untuk memiliki kebutuhan hidup, manusia menempuh berbagai cara sesuai keadaan atau tarap umur, pendidikan, lingkungan,bakat dan sikap seseorang. kesemuanya ini menimbulkan kelompok – kelompok sosial di dalam kehidupan manusia: kelompok kecil yang sederhana biasanya terbentuk atas dasar kekerabatan,usia,seks, dan juga perbedaan pekerjaan dan kedudukan.dalam masyarakat para individu menjadi anggota dari kelompok sosial tertentu: dalam tiap kelompok itu mereka saling pengaruh mempengaruhi dan ada kesadaran untuk tolong menolong. setiap orang harus menghormati hak hidup dan keseimbangan yang selaras dalam hubungan sesama manusia. namun demikian dalam kenyataannya dalam mayarakat ada sekelompok manusia yang mempunyai perilaku menyimpang yang sering di cemoohkan oleh warga masyarakat yaitu kaum waria. waria sebagai istilah baku dalam tata bahasa indonesia sebenarnya masih kurang populer di kalangan mayarakat awam. masyarakat lebih akrab dengan istilah bencong,atau banci yang merupakan bagian dari bahasa indonesia informal (dede ,2003) yang digunakan untuk sebutan kepada orang (laki laki atau perempuan) yang berpakaian atau berbicara sebaliknya tidak sesuai dengan kelamin nya. masyarakat juga masih sering mengalami ketidak pahaman akan perbedaan antara waria dengan istilahistilah atau sebutan yang di gunakan untuk sebutan kaum minoritas lainnya, misalnya homo seksual, interseks dan transvetis,perbedaan persepsi ini perlu di luruskan agar adanya satu pemahaman yang sama.masyarakat sering dan bahkan menyamakan antara homo dan waria. atmojo (dalam anwar, 2006) menjelaskan bahwa homo dan waria itu berbeda. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 65 waria adalah kelompok sosial, biasanya tidak jelas karakteristikanya apakah sebagai laki laki atau sebagai perempuan, perilaku mereka dapat dianggap menyimpang karena melanggar norma,yaitu fisik mereka yang laki laki berdandan sebagai wanita secara berlebihan dan sering kali melakukan hubungan seks dengan sesama jenis,berkeliaran di tempat – tempat tertentu yang dapat menggangu ketertiban, keindahan serta keamanan lingkungan, karena itu di samping statusnya tidak jelas mereka dianggap pula sebagai kelompok yang menentang kodrat manusia, berdosa, menjijikan dan dianggap sebagai pencemaran sosial bagi masyarakat setempat (di lingkungan tersebut). berdasarkan ketetapan mpr nomor 11 /mpr/1993. sasaran umum pembangunan jangka panjang. kedua adalah terciptanya kualitas manusia dan kualitas masyarakat indonesia yang maju dan mandiri dalam suasana tentram dan sejahtera lahir batin dalam tata kehidupan masyarakat bangsa dan negara yang berdasarkan pancasila dalam suasana ; 1. pola dasar pembangunan bidang kesejahteraan sosial (sk mensos r.i.no 07/huk/kep/11/1989 ) “ kehidupan bangsa indonesia yang serta berkesinambungan dan selaras dalam hubungan antar sesama manusia, manusia dengan masyarakat, manusia dengan alam, dan lingkungan manusia dengan tuhan yang maha esa”. 2. menjadi waria adalah suatu proses antara waria dengan ruang sosial dimana ia hidup dan dibesarkan, proses ini dilakukan dengan berbagai tekanan –tekanan sosial untuk kemudian di respon, sehingga pada akhirnya akan membentuk satu makna kehidupan dalam menjalani luka-liku kehidupannya. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 66 3. harapan yang mereka inginkan inilah yang akan mengantarkan mereka menuju makna hidup dalam menempuh luka-liku kehidupannya, dengan adanya harapan yang mereka miliki. mereka akan mencari cara dan celah untuk menunjukan keinginan dan eksistensi dari harapan tersebut (bastaman 2007) 4. berdasarkan paparan diatas mengenai kehidupan dan perjuangan yang di lakukan oleh kaum waria dalam menjalani dan mencapai tujuan mereka di dalam kehidupan ,maka peneliti bermaksud untuk melakukan penelitian yang berjudul lukaliku kehidupan waria di kota tasikmalaya, ( study tentang pencemaran lingkungan sosial di kota tasikmalaya ) 2. masalah penelitian permasalahan penelitian ini adalah : 1) bagaimanakah gambaran luka-liku kehidupan waria dalam mempertahankan hidup walaupun mereka sudah di cap sebagai sampah masyarakat (pencemaran sosial )?; 2) faktor –faktor apakah yang melatar belakangi terjadinya waria?; 3) sejauh manakah dinas sosial telah melaksanakan pembinaan terhadap kaum waria? kajian teoritis a. pengertian waria keadaan seseorang yang berkepribadian wanita maupun pria. sebelum istilah waria di gunakan, masyarakat sudah mengenal atau menggunakan beberapa istilah, banci, bencong dan wadam. untuk membuat batasan mengenai waria tidak lah mudah, karena terkadang tidak dapat menggambarkan keadaan sesungguhnya secara keseluruhan para ahli di bidang kelainan seks (dalam moerthiko 1987 :7 ) jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 67 mengemukakan bahwa individu – individu yang tidak jelas karakteristiknya sebagai laki-laki atau perempuan itu di sebut” waria” a. jenis – jenis waria kemala atmojo ( nadia, 2005 :40 ) menyebutkan jenis –jenis waria sebagai berikut: transsexual yang aseksual, yaitu seorang transsexual yang tidak berhasrat atau tidak mempunyai gairah seksual yang kuat. a. transsexual homoseksual, yaitu seorang transeksual yang memiliki kecenderungan tertarik pada jenis kelamin yang sama sebelum ia sampai ke tahap transsexual murni. b. transsexual yang heteroseksual, yaitu seorang transsexual yang pernah menjalani kehidupan heteroseksual sebelumnya misalnya pernah menikah. b. ciri –ciri waria menurut muslim (2003 ;111) ,ciri ciri transsexual adalah : 1. identitas transsexual harus sudah menetap selama minimal dua tahun, dan harus bukan merupakan gejala dari gangguan jiwa lain seperti skizofrenia, atau berkaitan dengan kelainan interseks, genetik atau kromosom 2. adanya hasrat untuk hidup dan di terima sebagai anggota dari kelompok lawan jenisnya, biasanya disertai perasaan risih atau tidak serasi dengan anatomi seksualnya. 3. adanya keinginan untuk mendapatkan terapi hormonal dan pembedahan untuk membuat tubuhnya semirip mungkin dengan jenis kelamin yang diinginkan. c. faktor pendukung terjadinya waria puspitosari (2005;12) mengatakan bahwa faktor –faktor terjadinya transsexual adalah disebabkan oleh faktor biologis yang di pengaruhi jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 68 oleh hormon seksual dan genetik seseorang. hermaya (nadia, 2005 ;29) berpendapat bahwa peta kelainan seksual dari lensa biologi dapat di bagi kedalam dua golongan besar yaitu ; 1) kelainan seksual akibat kromosom. 2) kelainan seksual bukan karena kromosom menurut moerthiko nadia, 2005 ;31) mengatakan bahwa dalam tinjauan medis, secara garis besar kelainan perkembangan sexual telah di mulai sejak di kandungan ibu, kelompok ini di bagi menjadi empat jenis: a.pseudomale atau disebut juga pria tersamar, b.pseudofemale atau disebut juga wanita tersamar. c.female pseudohermaprodite, d.male pseudohermaprodite, : 1) faktor internal,. b) faktor eksternal e. pengerian masalah sosial lesli (1974) dalam abu ahmadi (1988:12) menyatakan masalah sosial adalah sesuatu kondisi yang mempunyai pengaruh terhadap kehidupan sebagian besar warga masyarakat sebagai sesuatu yang tidak diinginkan atau tidak di sukai dan yang karenanya di rasakan perlunya untuk diatasi atau di perbaiki pengertian secara umum masalah sosial ini peengertian nya terutama di tekankan pada adanya kondisi atau sesuatu keadaan tertentu tak terpenuhi karena keadaan dalam kehidupan sosial warga masyarakat yang bersangkutan . 2.3 keterkaitan waria dengan pencemaran lingkungan sosial klien waria bisa di jumpai di berbagai sosio ekonomi, tetapi mempunyai ciri – ciri yang berbeda. banyak remaja pria memakai pekerja seks waria dikarenakan: a. karena larangan agama untuk melakukan hubungan seksual di luar pernikahan membuat waria menarik bagi mereka yang tidak mau menggunakan industri seks. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 69 b. karena klien pendapatan yang rendah hanya berminat pada harga yang murah, dan waria sering memberikan pelayanan secara cuma – cuma terhadap klien yang dianggap menarik. c. untuk klien yang heteroseksual, waria menyediakan pelayanan sek oral/anal sambil berprilaku seperti wanita kepada pasangan nya, serta untuk mendapatkannya murah karena tidak perlu mengeluarkan uang ekstra untuk menyewa penginapan. melihat uraian diatas sudah jelas sekali apa yang di lakukan waria sangat mencemari lingkungan sosial, karena mereka bisa merubah perilaku lawan jenisnya, -lama lama mereka ketagihan, dan akhirnya lawan jenis bisa tertular menjadi waria. 2.3.1 dinas sosil dan perannya dalam pembinaan waria. peranan dinas sosial dalam pembinaan terhadap waria sangat menunjang sekali ,karena waria dapat mempunyai keterampilan yang nantinya dapat merubah hidupnya, menambah percaya diri dan dapat mandiri tanpa ada ejekan dari masyarakat yang selalu melecehkan karena kehidupannya yang menyimpang dari masyarakat . selain pembinaan pelatihan keterampilan dinas sosial juga melakukan pembinaan mental, dan bantuan usaha ekonomi produktif. walaupun hasilnya masih belum memuaskan karena kendala-kendala tertentu. objek dan metode penelitian 3.2 metode penelitian penelitian yang di lakukan ini bersifat kualitatif dengan metode pengumpulan data exploratif terutama dengan menggunakan pemahaman langsung dan tidak langsung. sumber data yaitu orang – jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 70 orang yang di minta memberikan informasi, di sebut informan. tempat dan waktu penelitian di tempat mangkal nya para waria (dadaha), belakang kantor pos,salon kecantikan dan tempat sekertariat organisasi” hiwatas” kota tasikmalaya. teknik penelitian yang di gunakan dalam penelitian ini adalah: pengumpulan data, observasi partisifasi terbatas, wawancara, analisa data pembahasan a. pembahasan dan temuan hasil penelitian 1.waria di kota tasikmalaya keadaan kaum waria pada tahun 1990 an sebenarnya tidak begitu berbeda keadaannya dengan sekarang di lihat dari kegiatannya yang agak berbeda sekarang dilihat dari jumlahnya yang semakin meningkat dan dilihat dari pekerjaannya sudah banyak waria-waria yang berpendidikan baik itu hasil dari binaan dinas sosial maupun kursuskursus yang didanai pemerintahan terutama bidang tata kecantikan sehingga mereka memiliki keakhlian dan keterampilan, sehingga kehidupan waria sekarang hidupnya lebih meningkat terutama dalam pekerjaan, lebih mandiri,. awal menjadi waria merasa ada kelainan sebagai waria, perasaan ini timbul banyak faktor yang menyebabkan timbulnya perasaan sebagai waria. perasaan itu ada yang muncul dari usia dini ada juga yang muncul sesudah menginjak dewasa. dia belum berani mengeluarkan karakteristiknya, di usia itu dia masih berusaha menutupi jati dirinya sebisa mungkin, tapi karena sifatnya sudah bawaan alami (natural), walaupun dia berusaha menutupi dia itu tetap akan kelihatan dari tingkah laku dan gayanya jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 71 yang lebih feminim dari jati dirinya sebagai laki-laki. masyarakat akan menyetujui bahwa dia sudah memiliki tanda-tanda kewanitaanya dari bahasa dan perilaku dia lebih halus dari wanita, perasaan waria kadang muncul juga bagi kaum lelaki normal karena akibat pergaulan. lelaki normal yang sering bergaul dan berhubungan dengan waria akan mempunyai rasa dan ketagihan untuk mengulang dan mengulang lagi hubungan biologis itu karena mungkin yang awalnya di latar belakangi dengan kebutuhan hidupnya terutama untuk mencari uang atau nafkah dan akhirnya dari sering bergaul itu lama kelamaan akan merubah tingkah laku (perilaku) laki-laki tersebut sehingga dia secara perlahan, perilaku itu bisa berubah , tapi tidak ketularan sebagai waria . jadi kalau kita amati perasaan waria akan muncul akibat: 1) pergaulan 2) broken home 3) trauma orangtua 4) faktor ekonomi 5) sudah mempunyai bawaan sejak lahir. 4.1.6. upaya untuk menjamin kelangsungan hidup dalam mempertahankan hidupnya waria membentuk suatu komunitas yang dapat mengakomodir kaum waria, dimana di dalam komunitas tersebut diperlukan suatu kekompakan, kedisiplinan, solidaritas yang tinggi untuk memelihara dan menjaga nama baik kaum waria. adapun kalau ada masyarakat yang menyakiti salah satu kaum waria, mereka kompak dan membelanya, selain itu komunitas ini memperjuangkan nasib kaum nya untuk bisa merubah kehidupan nya. ketua mereka mengajukan permohonan permohanan dana baik dari dinas sosial atau jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 72 pun lembaga lain nya untuk diikut sertakan dalam pelatihan-pelatihan yang berbasis kompetensi keahlian, dimana dari hasil pelatihan tersebut di harapkan dapat merubah nasib mereka, untuk bisa memenuhi kebutuhan hidupnya. baik itu yang bersifat materi maupun yang bersifat seks yang berhubungan dengan materi otomatis berhubungan dengan kebutuhan hidup untuk makan, minum, pendidikan, kesehatan dan lain-lain. 4.1.7 hubungan biologis sebagai waria kebutuhan kaum waria akan hubungan biologis dengan laki-laki merupakan tuntutan yang di anggap mutlak harus terpenuhi. bagaimanakah kaum waria menyalurkan kebutuhan biologis di uraikan lebih lanjut di bawah ini. dalam menyalurkan hubungan biologisnya waria berhubungan dengan sesama jenis, dia akan merasa puas dan akan lebih agresif apabila dalam melakukan hubungan tersebut berekpresi sebagai wanita dan itu akan terasa oleh waria yang termasuk dalam kelompok waria transeksual murni, adapun untuk waria interseksual dalam melakukan hubungan biologisnya dia bisa sebagai wanita dan dia juga bisa sebagai laki-laki sempurna bahkan dalam berhubungan dengan wanita asli dia bisa mempunyai anak/keturunan. kebutuhan waria yang ingin terpenuhi : 1. 1.menyalurkan hubungan seks dengan laki-laki tanpa ada sanksi dari masyarakat. 2. di beri kesempatan yang sama dalam pekerjaan tanpa menganggap aneh jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 73 3. kemudahan operasi kelamin dengan prosedur dan biaya yang murah 4. menampilkan diri sebagai mana adanya tanpa di pandang rendah 5. kemudahan dalam berkosultasi mengenai segala kesulitan yang di 4.1.8 komunitas waria dalam melakukan aktualisasinya dan solidaritas terhadap sesama kaum waria. kelompok waria dalam masyarakat merupakan kelompok yang ekslusif karena mereka memiliki komunitas tersendiri dengan pola pola kehidupan yang agak berbeda dengan mayarakat pada umumnya, interaksi sosial dengan mayarakat pada umumnya bersifat negatif, terutama pandangan masyarakat terhadap mereka. bentuk interaksi sosial yang negatif dari masyarakat bisa berupa cemoohan, cibiran, bahan tertawaan dan kadang menjadi ejekan ketika berpenampilan sebagai perempuan. sikap ini berawal dari keluarga, dan lingkungan tempat tinggalnya lalu menyebar kemasyarakat pada umumnya. akibatnya mereka membentuk suatu solidaritas yang merasa senasib dimana solidaritas senasib ini merupakan kegiatan mempertahankan eksistensi mereka dalam berinteraksi sosial dengan lingkungan masyarakat yang mereka hadapi. solidaritas mereka muncul berawal dari keinginan kaum waria untuk berkumpul dan bergabung dengan sesamanya. hal ini dilakukan karena ada ke samaan kepentingan dan tujuan.sejauh mana sosial itu terwujud dalam kelompok waria di kota tasikmalaya, dapat di lihat dari jawaban mereka tehadap pertanyaan-pertanyaan yang di ajukan oleh peneliti.adapun jawaban mereka dapat di lihat pada pembahasan hasil penelitian berikut. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 74 hasil dari penelitian pada umumnya terjadi proses melalui tahapan tahapan, di mana waria dalam mencari jati diri, mencari teman, mencari dukungan, dan belajar dari teman , tidak lah muncul di usia yang sama . itu tergantung kepada proses dimana rasa sifat warianya muncul ada yang muncul di usia dini , ada yang muncul di usia remaja ada pula sifat waria nya itu muncul di usia senja. 4.1.8.1 usaha waria dalam menjalin hubungan dengan sesama waria dalam meningkatkan jati dirinya waria membentuk suatu organisasi dimana dalam organisasi tersebut ,terdapat beberapa macam kegiatan yang dapat meningkatkan solidaritas bagi para waria , hampir sebagian besar para waria mengikuti organisasi tersebut yang berada di kota tasikmalaya dengan nama hiwatas (himpunan waria kota tasikmalaya) organisasi hiwatas lebih di kenal dengan nama srikandi prasasti yang di ketuai oleh junjun (mami juniar). untuk menjalin persahabatan dan supaya lebih menambah erat persaudaraan ketua waria dalam pertiga bulan mengadakan rapat dengan maksud silaturahmi, biasanya di saat itu para waria saling bertukar pendapat dan mencurahkan rasa, baik suka maupun duka dalam menghadapi berbagai permasalahan dari sebagian masyarakat yang fanatik yang selalu mengejek ataupun melecehkan mereka. dengan mendatangi tempat-tempat yang biasa dipakai berkumpul oleh ketua waria sedikitnya beban mereka dapat di bantu dengan di berikan pengarahan pengarahan yang dapat menenangkan hati mereka, sehingga mereka dalam bertindak dan berbuat selalu diarahkan untuk jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 75 perbuatan yang lebih positif yang tidak mengganggu ketentraman masyarakat. 4.1.8.2 tolong menolong yang dilakukan oleh waria dalam kehidupan bermasyarakat sifat tolong menolong harus di tingkatkan dan di amalkan , karena itu merupakan bagian dari pancasila no 3. persatuan indonesia.bentuk tolong menolong banyak bermacam ragam , ada yang sifatnya individu, ini merupakan suatu amalan yang berhubungan dengan ilahi dimana disebutkan jika kita beramal tangan kanan memberi tangan kiri tidak boleh tahu , jadi suatu amalan yang menolong seseorang tanpa di ketahui orang lain, adapun tolong menolong yang lainnya ada yang bersifat gotong royong atau biasa juga kita kenal dengan bakti sosial , ini merupakan sifat tolong menolong yang cenderung pingin di puji orang dan di ketahui orang banyak , ini lebih cenderung ke ujub karena perbuatan kita ingin mendapat pujian. begitupun dalam komunitas waria tolong menolong juga dilakukan. adapun bentuk tolong menolong yang di lakukan oleh waria adalah 1) mengajari cara berdandan perempuan, 2) membantu dalam hal keuangan, 3) memberikan tumpangan rumah bagi waria yang tidak mempunyai tempat tinggal, 4) meminjami / bertukar pakaian perempuan/ make-up / aksesories, 5) membantu mencarikan pekerjaan, 6) membantu dalam setiap kesulitan yang di alami teman waria, 7) membantu mencarikan pasangan / langganan. 4.1.9 keinginan hidup berkeluarga sebagai manusia yang bermasyarakat tentu saja ada keinginan keinginan yang sama dengan masyarakat dilingkungan sekitarnya. mereka mempunyai keinginan untuk berumah tangga, namun di sisi lain jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 76 mereka meragukan kemampuannya apakah mereka dapat mencintai pasangan lawan jenisnya atau hanya sekedar pelarian saja untuk menutupi kekurangan dirinya atau bisa juga hanya untuk membahagiakan orang tuanya yang merasa malu kalau mempunyai anak laki laki yang berpsikis wanita. kadang dari mereka juga memikirkan keturunan untuk melanjutkan kehidupan nya di masa tua, adapun kalau mereka menikah mereka hanya untuk menutupi kekurangan dirinya (kamuflase) dan mungkin juga hanya untuk membahagiakan orang tuanya. karena mereka juga merasa terbebani dengan kehidupannya yang berbeda dengan masyarakat pada umumnya. walaupun mereka berkeluarga hanya kedok saja karena tetap di dalam diri mereka untuk melepaskan libidonya itu mereka lebih puas dengan berhubungan biologis dengan sesama jenis, maka mereka pandai menutupi keinginannya itu. untuk menyalurkan keinginannya itu mereka kadang mengadakan pertemuan dengan teman sejenisnya tanpa di ketahui oleh istrinya. di dalam lubuk hatinya mereka menyadari dan mereka juga selalu berusaha untuk sembuh dengan cara mendekatkan diri pada allah, menjauh dari pergaulan sesama jenis, karena kalau selalu bergabung terus penyakit nya tidak akan sembuh. kadang ada salah satu yang menjadi benar sembuh itu karena atas bimbingan dari istrinya dan mereka lebih banyak dzikir dan bertaubat pada yang maha kuasa, walaupun tidak sembuh seratus persen minimal mereka bisa menyembunyikan kewariaan nya itu. bahkan ada yang tetap menjadi pasangannya walau pun waria itu mempunyai istri dan anak. mereka lebih rapi menutupi tingkah lakunya, karena itu mereka lebih jaim dan di dalam penampilan dirinya mereka lebih tampak laki jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 77 laki tulen, didalam berpakaian pun mereka tidak mau memperlihatkan penampilan perempuan nya tetapi psikis mereka tetap ada sebagian psikis wanita . penjelasan ini di perkuat dengan adanya penuturan dari merlyn, putri waria indonesia 2006 ( sopyan,2006) yang menuturkan : “saya adalah perempuan, perempuan dalam jiwa. raga saya adalah laki laki. dan saya tetap merasa perempuan. tak ada yang salah cuma orang tidak melihatku lebih dalam, mereka melihat raga saya. mereka hanya melihat yang terlihat, mereka tak mau tahu lebih jauh. saya adalah perempuan, perempuan tanpa vagina.” 4.2 faktor – faktor yang melatar belakangi terjadinya waria 4.2.1 kebutuhan hidup untuk memenuhi kebutuhan hidup makan, minum, dan memperkuat ekonomi kaum waria juga mencari nafkah sesuai dengan kemampuan nya. waria yang berpendidikan adalah waria yang telah mempunyai keahlian atau keterampilan baik itu hasil dari binaan pemerintah maupun hasil dari otodidak tetapi mereka mempunyai potensi dan inovasi yang tinggi. kebanyakan pekerjaan mereka lebih banyak bekerja di salon kecantikan yang sesuai dengan kepribadian mereka, dari pekerjaan itu kadang pria normal biasa kalau sering bergaul dengan waria apalagi kalau sudah mulai berhubungan seksual, semakin lama perilakunya bisa berubah menjadi waria. biasanya perilaku ini sering terjadi pada laki laki remaja yang menjadi pasangan waria. karena terdesak oleh kebutuhan ekonomi jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 78 mereka rela untuk menjadi pasangan kaum waria. oleh mereka kebutuhan hidup nya sudah terjamin bahkan mereka sampai di biayai sekolah nya, demi terpenuhinya kebutuhan hidup itulah mereka rela menjadi pasangan hidup waria, yang pada akhirnya perilaku mereka juga berubah menjadi waria. 4.2.2 faktor keluarga (broken home) kekerasan dalam rumah tangga akan mempengaruhi perkembangan pisiologi anak, terutama pada anak yang masih berusia antara 12 tahun ke atas, kekerasan rumah tangga bisa di sebab kan dari beberapa masalah , itu bisa saja permasalahan akan timbul karena adanya faktor perceraian sehingga anak yang jadi di korbankan , setiap anak akan mendambakan suatu keluarga yang utuh, dimana dalam satu keluarga yang utuh tidak akan ada perbedaan dalam mendidik anak untuk mengantarkan ke jenjang yang lebih dewasa, rata rata anak yang mempunyai masalah perceraian orang tuanya mereka akan broken home dan kehidupan dalam keseharian nya lebih banyak merasa diasingkan ,karena mereka merasa rendah diri dan kadang merasa malu kadang perilaku waria juga akan terbentuk apabila pola asuh orang tua yang otoriter dan tidak adanya seorang ayah di saat anak usia 1-5 tahun menjadi salahsatu faktor yang melatar belakangi terjadinya waria. pesantren juga dapat menumbuhkan sifat waria, karena sering nya bergaul dan satu lingkungan dengan teman teman yang sejenis , ini akan membentuk karakter baru mereka , apalagi yang dari awal nya sudah mempunyai pembawaan waria dia akan mudah terbentuk dan akan lebih cepat mengeksploir rasa kewanitaan nya karena lingkungan sangat mendukung. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 79 faktor pergaulan kurniawati (2003), menyatakan bahwa saat individu mulai menginjak masa remaja, peranan keluarga semakin berkurang , individu sudah mulai lebih banyak berhubungan dengan lingkungan di luar keluarga. penguatanpenguatan tidak lagi di dapat dari keluarga tetapi dari lingkungan di luar keluarga.seperti teman sebaya,kelompok – kelompok sosial tertentu dll. saat mulai menginjak remaja, individu laki-laki yang berubah menjadi waria mencari identitas diri dan mulai berteman dengan sesama waria, dengan berteman dan berkumpul bersama komunitasnya waria yang lain membuat individu tersebut merasa mendapat penglakuan yang pasti. akhirnya semakin memantapkan pilihan dirinya untuk menjadi waria. 4.2.4 faktor pembawaan dari lahir kehadiran seorang waria menjadi bagian dari kehidupan sosial rasanya tidak mungkin dihindari. waria bukan menjadi hal yang aneh lagi bagi masyarakat indonesia, khususnya masyarakat tasikmalaya. di tasikmalaya, kita tidak menjumpai waria ditempat ”cebongan” (tempat pelacuran) di jalan dadaha, di kawasan kota lama. di lingkungan ”cebongan” (tempat pelacuran) kehadiran seorang waria dapat diterima secara utuh, sebagai media sosialisasi, tempat membangun solidaritas sosial antar waria dan untuk membangun konsep diri. peran keluarga, masyarakat dan teman sangat penting bagi perkembangan konsep diri seorang waria. konsep diri merupakan faktor yang dibawa sejak lahir, tetapi merupakan faktor yang dipelajari dan terbentuk dari pengalaman individu dalam hubungannya dengan orang lain. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 80 nadia (2005 ;31) mengatakan bahwa dalam tinjauan medis, secara garis besar kelainan perkembangan sexual telah di mulai sejak di kandungan ibu. 4.3 pembinaan waria oleh dinas sosial kaum waria dianggap merupakan salah satu masalah sosial pemerintah telah berusaha melakukan pembinaan antara lain : (1) mengadakan operasi penertiban di jalanan ; (2) memberikan pembinaan melalui kegiatan program atau proyek rehabilitasi keterampilan pribadi ; dan (3) memberikan bantuan uep (usaha ekonomi produktif) yaitu usaha salon kecantikan. usaha yang dilakukan oleh dinas sosial kota tasikmalaya adalah memberikan penyuluhan mental, sosial, agama untuk bekal bermasyarakat atau menyesuaikan diri. kesulitan yang di alami dinas sosial dalam melakukan rehabilitasi sosial ialah : (1) kelainan mental yang lebih komplek ; (2) keterbatasan kegiatan proyek yang di berikan oleh program pusat ; (3) belum di temukan metoda khusus memberikan bimbingan atau penyaluran yang lebih mendekati dunia waria ; (4) belum terjalin dengan baik dan konsisten dalam komunikasi antara organisasi waria dan dinas sosial kota tasikmalaya, karena keberadaan waria yg berubah ; (5) dimanfaatkannya secara intensif para waria yang telah berhasil dalam usaha mereka.pembinaan yang tekah dilakukan oleh dinas sosial kepada kaum waria yang berada di kota tasikmalaya berupa penyuluhan dan pembinaan mental, sosial, keagamaan, bermasyarakat di mana mereka berdomisili dan latihan keterampilan. peserta kursus yang berjumlah 20 orang waria,di berikan oleh dinas sosial pada tahun 2009. kursus jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 81 keterampilan itu berupa merangkai bunga dan tata rias pengantin dan lembaga kursus dan pelatihan (lkp) kecantikan. agar mereka langsung mempraktekan di lapangan, di beri bekal secara cuma-cuma.pembinaan mental di prioritaskan terutama pada kaum waria yang tercatat mempunyai masalah sosial. menghidupkan keadaan di sekitarnya, dengan pembawaannya yang supel dan humoris waria lebih disenangi. pemerintah berharap jiwa kewirausahaan dari pelatihan tata kecantikan tersebut dapat timbul dan bisa membangun usaha mandiri. sesuai dengan program pemerintah dalam menuntaskan pengangguran. 4.3.1 pendapat waria tentang peran pemerintah dalam membina kaum kaum waria merupakan salah satu penyandang masalah kesejahteraan sosial di indonesia, baik ditinjau dari segi psikologis, sosial. norma maupun secara fisik. kehidupan mereka cenderung hidup gelamor dan eksklusif/ membatasi diri pada komunitasnya saja. mereka sering terjerumus pada dunia pelacuran dan hal-hal lain yang menurut agama, aturan dan nilai masayarakat menyimpang. secara fisik memang menggambarkan mereka adalah laki tetapi sifat dan perilaku menggambarkan wanita. dengan kondisi dan situasi yang dihadapi oleh kaum waria tersebut membuat mereka cenderung terjerumus pada hal-hal yang menyimpang seperti jadi pelacur, pengemis, pengangguran dan lainnya. akibat dari perilakunya tersebut berdampak pada masalah kesehatan/ penyakit fisik, dan kehidupan sosial, seperti penyakit kelamin, kulit, hiv/aids, narkoba dan penyakit menular lainnya. sedangkan secara sosial mereka jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 82 terkucilkan/ didiskriminasi dari masyarakat maupun keluarganya sendiri, mengganggu ketertiban umum, pemalas dan lain-lainnya. kalau kondisi tersebut tidak mendapatkan perhatian yang serius dari pemerintah bersama masyarakat maka dampak akibatnya akan semakin besar dan berbahaya bagi kelangsungan hidup bangsa kita baik untuk kaum 4.5 harapan waria kota tasikmalaya harapan utama kaum waria adalah bersatu dan saling tolong-menolong, mereka sadar bahwa waria adalah kelompok minoritas dalam masyarakat perkotaan. sebagai kelompok minoritas membutuhkan persatuan guna mewujudkan solidaritas mereka. harapan waria terhadap sesama adalah berprilaku yang tidak mengundang masalah. adapun kemampuan untuk menyesuaikan diri dengan tempat dan lingkungan ini berada dan tidak bertindak kriminal merupakan harapan waria terhadap sesamanya. dengan demikian harapan agar kaum waria yang berada di mana saja kiranya dapat di akui dan di hormati oleh warga masyarakat lainnya. penataran etika di anggap penting untuk meningkatkan moral mereka. kaum waria juga warga negara yang perlu mendapat perlindungan dan perhatian serta kesejahteraan di masa tua , sedangkan mereka tidak mempunyai istri dan anak. oleh karena itu mereka memerlukan rumah jompo yang kiranya dana tersebut bersumber dari pemerintah dan kaum waria sendiri. 2. faktor –faktor yang melatar belakangi terjadinya waria 1) kebutuhan hidup, 2) faktor keluarga /broken home, 3) faktor pergaulan 4). faktor jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 83 pembawaan dari lahir. adapun yang dapat membedakan waria dapat di lihat dari 3 macam yaitu fisik ,hormon, dan jiwa. 3. dinas sosial telah berusaha melakukan pembinaan mental, pelatihan keterampilan dan bantuan usaha ekonomi produktif. hasilnya masih belum memuaskan karena kendala-kendala tertentu. dan yang sangat disayangkan dari nasib kaum waria saat ini untuk pembinaannya pun di tolak oleh kementrian disnakertransos, tidak seperti tahun-tahun kebelakang yang di respon oleh kementrian tenaga kerja kesimpulan 1. waria ( wanita pria ) adalah seorang yang mempunyai fisik pria, psikis wanita, tertarik pada jenis kelamin laki – laki, dan mempunyai hasrat tinggi dalam hubungan seks dengan laki-laki serta ada keinginan ganti kelamin, keabnormalan itu diperoleh sejak lahir, dengan catatan ada yang berat ada juga yang ringan untuk menyalurkan hasrat seks nya yang tinggi tersebut. mereka melakukan transaksi seks dengan “turun jalan” melakukan hubungan seks dengan laki –laki yang di inginkan dengan member imbalan dan hubungan seks dengan pasangan. 2. kaum waria dianggap oleh masyarakat sebagai kelompok sosial yang berprilaku menyimpang, yang tampak dari dandanan sebagai wanita yang berlebihan, secara sosiologis mereka dianggap menyimpang karena melanggar norma norma yang berlaku di masyarakat,sedangkan secara biologis mereka tidak mempunyai identitas kelamin yang sempurna dan psikis mereka mempunyai kelainan yang mengakibatkan adanya kelainan seksual. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 84 3. dari hasil penelitian menunjukan bahwa dalam kelompok waria terdapat solidaritas yang tinggi, yaitu dengan adanya organisasi waria yang terbentuk dengan diketuai seorang ketua yang dapat daftar pustaka abu akhmadi, (1990). psikologi sosial. rineka cipta, jakarta. …… .(1991), ilmu sosial dasar. rhineka cipta, jakarta …… .(1992), psikologi umum. rhineka cipta, jakarta. ary r.m, (1987).gay dunia gan i kaum. homofil. a themprin, jakarta benyamin m.d.harry (1997) .the transsexual phenomenon. all the facts, about the changing of through. hormones and surgery. warnerbooks, new york bertrand aluin l, (1980). sosiologi kerangka acuan, metode penelitian tteori tentang sosialisasi, kepribadian dan kebudayaan. pt bina usaha, surabaya. burhanudin salam (1988). filsafat manusia, antropologi, metafisika. bina aksara, jakarta. becker. s. howard. (1988). sosiologi penyimpangan di terjemahkan oleh soerjonosoekanto. rajawali pers, jakarta. didi atmadilaga. (1989). panduan skripsi, tesis, disertasi penerapan filsafat, ilmu dan metode ilmiah filsafat dan etika penelitian ilmiah. struktur penulisan karya ilmiah evaluasi, karya ilmiah. bandung departemen sosial r.i. (1989). pola dasar pembangunan bidang kesejahteraansosial mengenai pembinaan waria dep.sos 157–162. djamhoer, marthhaadisoebrata. (1993). ketua tim penyesuaian kelamin rumah sakit hasan sadikin, bandung jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 85 faisal (1986) penelitian kualitatif dasar – dasar dan aflikasi ikip bandung. greenwood, judy. (1991). seks dan permasalahannya alih bahasa, yuwono. arcan, jakarta. go piet. (1985). sexualitas dan perkawinan stft. widya sasono, malang. garna yudistira. k.(1993) .teori perubahan sosial program pascasarjana unpad bandung1990. pendekatan kualitatif dalam penelitian kuliah perdana program pascasarjana. universitas padjajaran bandung 1990/1991, bandung gerungan (1991). psikologi sosial. presesco, bandung. hendro o.c.(1991). sosiologi agama, kaniseks, yogyakarta hurlock elizabeth b. (1991) psikologi perkembangan. penerbit erlangga, surabaya. koentjaraningrat .(1990). metode-metode penelitian masyarakat, penerbit pt gramedia pustaka utama, jakarta. kemala atmojo, (1987) kami bukan lelaki. pt temprin, jakarta. lysen, a. (1984). individu dan masyarakat. pt sumur bandung, bandung. manheim ,karl, (1985). sosiologi sistematis, terjemahan oleh soejan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 39 peran permainan tradisional dalam pembelajaran anak usia dini (studi di paud geger sunten, desa suntenjaya) iis nurhayati stkip siliwangi bandung abstrak pendidikan anak usia dini merupakan pendidikan yang menentukan terbentuknya kepribadian anak. dalam hal ini maka diperlukan berbagai rangsangan untuk membentuknya. banyak cara yang dilakukan dalam memberikan rangsangan pada anak usia dini salah satuya melalui pendekatan berbasis alam seperti permainan tradisional. permainan tradisional bukan sekedar permainan yang bertujuan menghibur anak-anak, tapi juga bersifat mendidik serta berfungsi membantu anak-anak dalam membentuk karakter. kondisi lingkungan bermain bagi anak yang sudah berbeda, menjadikan permainan tradisional jarang di mainkan oleh anak-anak sekarang, mereka lebih mengenal jenis permainan yang bersifat elektronik dan digital. jenis permainan tradisional seolah-olah tersingkirkan dari lingkungan anak-anak yang tergerus oleh permainan modern seperti playstation (ps) dan jenis permainan canggih lainnya. untuk itu diperlukan upaya orang tua dan tutor dalam mengenalkan kembali permainan tradisional sebagai media pembelajaran yang dapat merangsang pembentukkan karakter anak khususnya pada anak usia 4-6 tahun. kata kunci : peran permainan tradisional, pembelajaran anak usia dini a. pendahuluan latar belakang permainan tradisional bagi anak mengandung nilai-nilai pendidikan yang dapat menumbuhkan dan mengembangkan 9 kecerdasan (kemampuan) anak yaitu kecerdasan linguistik, logika matematik, visualspasial, musikal, kinestetik, naturalis, interpersonal, dan spiritual dengan menggunakan strategi belajar sambil bermain, berpusat pada jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 40 anak dan kebermaknaan. nilai-nilai pendidikan dalam permainan tradisional tersebut terkandung dalam permainan, gerak, syair lagu maupun tembangnya. sebagaimana yang dinyatakan oleh dharmamulya (1991: 54) bahwa permainan tradisional anak mengandung unsur rasa senang, dimana rasa senang dapat mewujudkan suatu kesempatan yang baik menuju kemajuan. permainan dan mainan sangat dekat sekali dengan pola perkembangan hidup seorang anak bahkan permainan ini akan mampu mengembangkan daya pikir anakanak secara tidak langsung. menurut tedjasaputra (2001) melalui bermain anak akan memperoleh banyak keuntungan yang tidak sedikit. dari permainan yang mereka lakukan atau mainkan anak akan mendapat stimulasi yang cukup banyak. stimulasi yang diperoleh anak seharusnya tidak hanya sekedar stimulasi bagi kognisi saja tetapi juga stimulasi bagi afeksinya. bila salah satu aspek tidak diberi kesempatan untuk berkembang, maka akan terjadi ketimpangan permainan tradisional merupakan permainan yang relatif sederhana namun memberikan manfaat luar biasa jika kita menelusuri makna dari permainan itu secara mendalam. kondisi lingkungan bermain bagi anak yang sudah berbeda, menjadikan permainan tradisional jarang di mainkan oleh anak-anak sekarang, mereka lebih mengenal jenis permainan yang bersifat elektronik dan digital. jenis permainan tradisional seolah-olah tersingkirkan dari lingkungan anak-anak yang tergerus oleh permainan modern seperti playstation (ps) dan jenis permainan canggih lainnya. dengan demikian, permainan tradisional sebagai salah satu hasil budaya bangsa perlu digali, dikembangkan dan bahkan dilestarikan keberadaannya agar tidak mengalami kepunahan. upaya pelestarian permainan tradisional berarti upaya menjadikan permainan tradisional tetap ada sesuai dengan kondisinya, namun juga digemari anak. hal ini bukan hal yang mudah, mengingat kondisi sekarang yang penuh dengan inovasi teknologi yang tentu saja ikut berpengaruh terhadap keberadaan permainan tradisional ini. upaya ini dapat tercapai apabila semua pihak ikut terlibat, baik pihak pemerintah maupun masyarakat itu sendiri. untuk itu diperlukan pembelajaran yang bersifat berkelanjutan yang dapat dilakukan oleh orang tua maupun tutor dalam mengenalkan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 41 kembali permainan tradisional ini kepada anak usia dini baik di lingkungan rumah maupun di sekolah. identifikasi masalah bertolak dari apa yang telah diuraikan di atas, maka terdapat beberapa masalah yang dapat diidentifikasi, diantaranya : orang tua kurang mengenal permainan tradisional sehingga mereka tidak mengenalkan lagi beberapa permainan tradisional kepada anak-anaknya ; kecanggihan teknologi yang melahirkan berbagai jenis permainan anak yang bersifat praktis seperti play station (ps) mengakibatkan anak cenderung menyukai permainan modern dibandingkan dengan permainan tradisional; permainan tradisional di berbagai lembaga paud sudah jarang dilakukan pada kegiatan pembelajaran dengan anak sehingga di lingkungan sekolah pun anak tidak mengenal permainan tradisional ; orang tua dan pengelola serta tutor kurang memahami manfaat dari permainan tradisional sehingga berbagai manfaat dari permainan tradisional tersebut kurang tergali dan bahkan permainan tradisional dapat tergeser dengan permainan modern . rumusan masalah sebagaimana diungkapkan di atas, bahwa pemainan tradisional memiliki peran dan pengaruh yang cukup penting dalam merangsang perkembangan anak, maka berdasarkan hasil identifikasi dapat dirumuskan permasalahan penelitian sebagai berikut: bagaimana peran permainan tradisional dan pembelajarannya pada anak usia dini usia 46 tahun di paud geger sunten, desa suntenjaya. tujuan penelitian tujuan dari penelitian ini diantaranya yaitu: mengetahui peran permainan tradisional pada anak usia dini usia 4-6 tahun di paud geger sunten, mengetahui proses pembelajaran permainan tradisional pada anak usia dini usia 4-6 tahun di paud geger sunten, mengetahui faktor pendorong dan penghambat dalam mengenalkan permainan tradisional pada kegiatan pembelajaran anak usia dini usia 4-6 tahun di paud geger sunten, mengenalkan kembali permainan tradisional pada anak usia dini, melestarikan kembali budaya daerah pada anak usia dini. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 42 b. kajian teori dan metode kajian teori pengertian pendidikan anak usia dini menurut hibana (2002: 48) yaitu :”pendidikan anak usia dini adalah upaya yang terencana dan sistematis yang dilakukan oleh pendidik atau pengasuh anak usia 0-8 tahun dengan tujuan agar anak mampu mengembangkan potensi yang dimiliki secara optimal”. selanjutnya, berdasarkan undang-undang sistem pendidikan nasional n0.20 tahun 2003, pengertian pendidikan anak usia dini adalah “ suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar memiliki kesiapan dalam memasuki pendidikan lebih lanjut.” melalui pendidikan anak usia dini diharapkan anak dapat mengembangkan seluruh potensi yang dimilikinya yang meliputi pengembangan moral dan nilai-nilai agama, fisik, social emosional, bahasa, seni, menguasai sejumlah pengetahuan dan keterampilan sesuai dengan perkembangannya serta memiliki motivasi dan sikap belajar untuk berkreatif. menurut solehudin (2000:56) fungsi dari pendidikan anak usia dini pada prinsipnya ada lima fungsi yaitu : 1. pengembangan potensi 2. penanaman dasar-dasar aqidah dan keimanan 3. pembentukan dan pembiasaan perilaku-perilaku yang diharapkan 4. pengembangan pengetahuan dan keterampilan dasar yang diperlukan 5. pengembangan motivasi dan sikap belajar yang positif kelima fungsi tersebut saling terkait satu dengan yang lain dan sulit dipisahkan. dari rumusan tersebut nampak bahwa program pendidikan anak sejak usia dini sangat penting diperhatikan dan teramat sangat besar manfaatnya. kehilangan kesempatan tersebut pada masa yang sangat berharga berarti kehilangan waktu emas (golden age) bagi pengembangan manusia seutuhnya. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 43 pembelajaran anak usia dini usia 4-6 tahun pembelajaran anak usia dini bukan berorientasi untuk mengajar prestasi, seperti kemampuan membaca, menulis, berhitung, dan penguasaan pengetahuan lainnyayang sifatnya akademis. melainkan orientasi belajar anak yang sesungguhnya adalah mengembangkan sikapdan minat belajar serta berbagai potensi dan kemampuan dasar. pembelajaran pada anak usia dini khususnya dalam penyampaian materi menurut jerome bruner (dedi supriadi dalam buletin padu,2002:40) menyatakan, setiap materi dapat diajarkan pada setiap kelompok umur dengan cara-cara yang sesuai dengan perkembangannya. kuncinya adalah pada permainan atau bermain. permainan atau bermain adalah kata kunci pembelajaran pada anak usia dini. dia sebagai media, sekaligus substansi pendidikan itu sendiri. untuk itu, permainan tradisional dapat dijadikan salah satu sarana penghubung materi sehingga pembelajaran tidak akan terkesan membosankan. selain dapat dilakukan dengan mudah dan tidak memakan biaya yang mahal, anak akan selalu senang melakukan berbagai permainan tradisional padahal sebenarnya tanpa sadar mereka sedang menerima materi yang hendak diajarkan oleh pendidiknya. cara belajar anak usia dini mengalami perkembangan seiring dengan bertambahnya usia anak. khusus untuk pembelajaran anak usia dini usia 4-6 tahun, cara belajarnya yaitu ketika kemampuan bahasa anak semakin baik dan begitu anak mampu berkomunikasi dengan baik maka akan segera diikuti proses belajar anak dengan cara bertanya. anak akan menanyakan apa saja yang ia saksikan, bahkan pertanyaan anak sering kali berbentuk pertanyaan yang tiada putus. saat demikian kognisi anak berkembang pesat, dan keinginan anak untuk belajar sangat tinggi. anak belajar melalui bertanya dan berkomunikasi. ada beberapa prinsip yang harus diperhatikan dalam pembelajaran anak usia dini, antara lain : berpusat pada anak, partisipasi aktif, bersifat holistik dan integratif, dan fleksibel. berdasarkan prinsipprinsip tersebut maka dapat dipahami bahwa metode pembelajaran untuk anak perlu dirancang dan dipersiapkan dengan baik. kondisi dan karakter anak yang menjadi sumber pertimbangan utama. untuk itu pembelajaran yang dilakukan dengan bermain akan membawa harapan dan antisipasi tentang dunia yang memberikan kegembiraan dan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 44 memungkinkan anak berkhayal. bermain merupakan cermin perkembangan anak. peran permainan tradisional banyak hal yang di dapat oleh seorang anak dari sebuah permainan tradisional lewat proses bermain. dalam hal ini si anak terlibat secara langsung baik fisik maupun emosi sehingga sangat mempengaruhi masa pertumbuhannya. adapun manfaat dari permainan tradisional adalah sebagai berikut : 1. mengembangkan kecerdasan intelektual 2. mengembangkan kecerdasan emosional 3. mengembangkan daya kreatifitas 4. anak menjadi lebih kreatif 5. bisa digunakan sebagai terapi terhadap anak 6. mengembangkan kecerdasan majemuk anak, yang meliputi: mengembangkan kecerdasan intelektual anak, mengembangkan kecerdasan emosi dan antar personal anak, mengembangkan kecerdasan logika anak, mengembangkan kecerdasan kinestetik anak, mengembangkan kecerdasan natural anak, mengembangkan kecerdasan spasial anak, mengembangkan kecerdasan musikal anak, mengembangkan kecerdasan spiritual anak c. metode penelitian ini menggunakan metode deskriptif yaitu metode yang dipergunakan untuk penelitian yang masalahnya sedang berlangsung saat ini dan tertuju pada pemecahan masalah yang sifatnya segera berdasarkan pada hal-hal atau gejala yang nampak dan terlihat oleh indera manusia. dengan demikian tekanan utama penggunaan metode deskriptif ini adalah untuk menggambarkan gejala-gejala yang ada pada masa sekarang, pada masalah-masalah yang aktual. sedangkan teknik pengumpulan data yang digunakan dalam penelitian ini berupa observasi, wawancara, angket dan studi dokumentasi. d. pembahasan nilai-nilai budaya lokal tedapat pada berbagai fenomena budaya masyarakat. salah satunya ada pada permainan tradisional anak. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 45 permainan tradisional memiliki arti tersendiri dalam menanamkan sikap, perilaku, dan keterampilan pada anak. ada makna yang luhur yang terkandung didalamnya, seperti nilai agama, nilai edukatif, norma, dan etika yang kesemuanya itu akan bermanfaat dalam kehidupan masyarakat kelak. beragam permainan tradisional mengarahkan anak menjadi kuat secara fisik maupun mental, social dan emosional, tak mudah menyerah, bereksplorasi, bereksperimen dan menumbuhkan jiwa kepemimpinan. di dalam permainan tradisional yang dilakukan oleh anak, semua kegiatan menjadi bagian penting dan strategis yang akan membangun seluruh potensi yang dimiliki anak secara menyeluruh. bermain bukan hanya menjad kesenagan saja, tetapi juga suatu kebutuhan yang mau tidak mau harus terpenuhi. menurut cony semiawan, dalam kegiatan bermain, seluruh tahapan perkembangan anak dapat berfungsi dan berkembang sangat baik dan hasil dari perkembangan yang baik itu akan muncul dan terlihat pada saat si anak menginjak masa remaja. bermain atau permainan sebagai aktivitas terkait dengan keseluruhan diri anak, bukan sebagian, namun melalui permainan (pada saat anak bermain) anak akan terdorong mempraktekkan keterampilannya yang dapat mengarahkan perkembangan kognitif anak, perkembangan bahasa anak, perkembangan psikomotorik, dan perkembangan fisik. pengalaman bermain akan mendorong anak untuk lebih kreatif. mulai dari perkembangan emosi, kemudian mengarah pada kreativitas bersosialisasi. permainan tradisional lebih dari sekedar permainan anak-anak. didalamnya terbapat berbagai manfaat yang berguna untuk mengembangkan potensi anak di antaranya mengembangkan kecerdasan intelektual, mengembangkan kecerdasan emosional dan mengembangkan daya kreatifitas. meskipun memiliki peran yang begitu penting, namun permainan tradisional ini masih jarang dilakukan di paud geger sunten pada anak usia dini khususnya usia 4-6 tahun. padahal melihat lingkungan yang berada di paud geger sunten ini tentunya sangat menunjang untuk dilakukannya permainan tradisional sebagai media pembelajaran yang baik untuk merangsang berbagai potensi yang ada pada diri anak. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 46 berbagai alasan pun muncul ketika dilakukan penelitian, yakni terdapat berbagai faktor penghambat dalam melaksanakan pembelajaran melalui permainan tradisional ini seperti ketersediaan alat permainan yang masih terbatas, kurangnya pemahaman tutor dan orang tua tentang manfaat permainan tradisional, dan tempat bermain anak yang tidak sesuai dengan jumlah anak, serta ketidaksiapan tutor dalam mengajarkan permainan tradisional ini karena memang pada awalnya tidak direncanakan dengan jelas dan berkelanjutan.. permainan tradisional ini hanya dilakukan sesekali oleh para tutor dan orang tua pada anak sebagai media hiburan saja. padahal, terdapat faktor pendukung untuk dilakukannya permainan tradisional ini pada setiap pembelajaran pada anak yaitu minat anak yang cukup tinggi, memanfaatkan bahan-bahan bekas atau pun yang berasal dari alam untuk dijadikan alat-alat permainan, dan halaman luar yang dapat dijadikan sebagai tempat bermain. dengan demikian perlu adanya kerjasama antara tutor dan pihak orang tua dalam mengenalkan kembali permainan tradisional pada anak sehingga peran permainan tradisional ini dapat didapatkan oleh setiap diri anak sebagai media perangsang berbagai potensi yang ada pada diri anak permainan tradisional mengajak anak-anak untuk belajar mengembangkan ide kreatif, belajar berusaha dalam mendapatkan sesuatu serta mengajarkan anak-anak memanfaatkan bahan-bahan di sekitar mereka. selain itu dengan mengenalkan permainan tradisional kepada anak-anak adalah tahapan awal untuk menumbuhkan spirit dalam diri anak-anak untuk mencintai dan mengenal budaya bangsa. e. kesimpulan berdasarkan pembahasan dan temuan dan dari lapanga tentang peran permainan tradisional dalam pembelajaran anak usia dini usia 4-6 tahun di paud geger sunten, maka diambil beberapa kesimpulan yaitu : 1. permainan tradisional memiliki peran yang sangat penting dalam merangsang potensi yang ada pada diri anak. dalam hal ini si anak terlibat secara langsung baik fisik maupun emosi sehingga sangat mepengaruhi masa pertumbuhannya. 2. permainan tradisional sebagai media pembelajaran pada anak masih jarang dilakukan oleh tutor maupun orang tua dalam menyampaikan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 47 sebuah materi pembelajaran. hal ini dikarenakan kurangnya pemahaman akan manfaat permainan tradisional ini sehingga pembelajarannya pun belum dilakukan secara berkelanjutan dan hanya dilakukan sebagai hiburan saja pada anak. 3. terdapat faktor penghambat dalam melakukan permainan tradisional ini yaitu : kurangnya pemahaman tutor dan orang tua akan manfaat permainan tradisional, kurangnya alat permainan, tempat bermain yang tidak sesuai dengan jumlah anak (dalam ruangan), keterbatasan tutor dengan jumlah anak dalam pengawasan anak ketika bermain, dan kurangnya pengetahuan tutor dan orang tua tentang berbagai jenis permainan tradisional. 4. selain faktor penghambat, ada pula faktor pendukung dalam melakukan permainan tradisional ini diantaranya : minat anak yang cukup tinggi, alat permainan yang dapat dibuat dengan memanfaatkan barang-barang bekas maupun yang ada di alam sekitar, dan halaman luar yang dapat dijadikan sebagai tempat bermaian bagi anak. daftar pustaka adin r, hengky. 2011. manfaat permainan tradisional. (online), (http://hengkyon7.wordpress.com/2011/03/17/manfaat permainan-tradisional-permainan-yang-mulai-ditinggalkan/), diakses 30 juli 2013. hamalik, o. (1991). kurikulum dan pembelajaran. jakarta : bumi aksara. hurlock, e.b. (1991). perkembangan anak jilid 1. jakarta : erlangga. joesoef, s. (1990). pengantar metode riset sosial. bandung : mandar maju. semiawan, conny r.(2002) belajar dan pembelajaran dalam taraf usia dini (pendidikan prasekolah dan sekolah dasar). jakarta: prahellindo. soekanto, s. (1990). sosiologi tentang ikhwal keluarga, remaja dan anak. jakarta : rineka cipta. solehudin, m. (2000). konsep dasar pendidikan prasekolah. bandung : fip bandung http://hengkyon7.wordpress.com/2011/03/17/manfaathttp://hengkyon7.wordpress.com/2011/03/17/manfaatjurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 48 sudjana, n. (1989). penelitian dan penilaian pendidikan. bandung : sinar baru. supriadi, dedi. (2003). pendidikan anak usia dini dalam uu sisidiknas. www.pikiran rakyat.com/cetak. surakhmad, w.(1981). pengantar metode penelitian: metode dan teknik. bandung : tarsito undang-undang no. 20 tahun 2003 (2003). tentang sistem pendidikan nasional. jakarta : departemen pendidikan nasional. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 79 upaya bp3k (balai pertanian perikanan peternakan kehutanan) dalam meningkatkan kemandirian kelompok tani melalui pelatihan kewirausahaan di desa mekarsari kecamatan cipaku kabupaten ciamis sutarsa gandasasmita stkip siliwangi abstrak permasalahan utama yang diangkat dalam penelitian ini adalah tentang perubahan pengetahuan, sikap dan keterampilan petani sebagai hasil pelatihan kewirausahaan dan dampaknya terhadap kemadirian kelompok tani. masalah yang dihadapi petani di desa mekarsari, kecamatan cipaku, kabupaten ciamis selama ini adalah hasil pertanian yang dilakukan masih secara tradisional sehingga produksi pertanian masih sangat rendah, dengan mutu dan jenis hasil yang tidak sesuai dengan permintaan pasar. metode analisis deskripitif dan pendekatan kualitatif. subjek penelitian mencakup petani, ketua kelompok, petugas ppl dan sumber data dari informasi baik dari pustaka atau sumber lain. teknik dari instrumen penelitian, terjun kelapangan serta berusaha sendiri mengumpulkan informasi yang dibutuhkan bekenaan dengan fokus penelitian. proses analisis dan interprestasi yaitu dengan cara pemprosesan data satuan, kategorisasi penafsiran data interprestasi data dilakukan dengan merakit konteks, untuk kemudian menghubungkannya dengan teori yang menjadi kerangka acuan. hasil penelitian mencakup hal hal sebagai berikut: aspek pelaksanaan pelatihan kewirausahaan dalam meningkatkan kemandirian kelompok tani dilakukan dengan baik, hal ini dibuktikan dengan keberhasilan pelatihan (keterangan hasil wawancara). aspek pelaksanaan pelatihan dilaksnakan dengan baik dengan menggunakan materi, metode, teknik pelatihan yang bisa dipahami oleh peserta.evaluasi dan hasil pelatihan; aspek kognitif pelatihan ini memberikan peningkatan pengetahuan pada para petani, secara efektif pelatihan ini mampu meningkatkan sikap dan motivasi para petani untuk lebih giat, dan secara psikomotor pelatihan ini telah memberikan peningkatan kemampuan dan keterampilan dalam bidang kewirausahaan. dampak pelatihan kewirausahaan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 80 kelompok tani dalam meningkatkan kemandirian, semenjak adanya program pelatihan kewirausahaan anggota kelompok tani semakin membudayakan kewirausahaan dalam berbagai bentuk kemadirian kelompok tani sangat terlihat sekali pada beberapa aspek, misalnya timbulnya kesadaran para kelompok tani untuk berwirausaha pada lahan yang luas bukan lagi menanam pada bagian pinggiran lahan melainkan sudah ditengah tengah lahan. dampak secara langsung telah memberikan kontribusi dalam peningkatan kemandirian para anggota kelompok tani. kata kunci: kemandirian, kelompok tani a. pendahuluan negara indonesia negara agraris, sampai sekarang indonesia masih menyandang predikat tersebut, karena pertanian memegang peran penting dalam perekonomian nasional, ditunjuk dengan banyaknya tenaga kerja yang bergelut pada sektor pertanian atau produk nasional yang berasal dari pertanian. kenyataan menunjukan bahwa pertanian merupakan potensi pertanian yang perlu dikembangkan karena pertanian dapat memperkuat perekonomian indonesia dalam arti pertanian memberikan sumbangan yang cukup besar dalam pembangunan, yaitu dapat membantu mendapatkan sumber pendapatan negara dan merupakan kekuatan ekonomi yang potensi yang dapat dimanfaatkan sebagai sumber kehidupan masyarakat. wirausaha merupakan komponen dari proses pembangunan nasional. seorang yang memiliki jiwa wirausaha selalu menciptakan peluang peluang yang dapat mengembangkan diri dalam lingkungannya, penciptaan peluang peluang tersebut tumbuh dan berkembang dari sifat dan kepribadian setiap individu,sifat dan kepribadian, setiap individu ini akan melahirkan perilaku menurut pendapat nurul iman (1985) dan edgar h schein (1980) yang memberikan definisi perilaku sebagai berikut ”hasil kelompok dari maksud kita, persepsi kita mengenai situasi yang sekarang ada dan asumsi asumsi atau kepercayaan kita tentang situasi yang sekarang ada dan asumsi asumsi atau kepercayaan kita tentang situasi dan orang yang berada dalam situasi itu” jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 81 b. kajian teori dan metode konsep dasar pendidikan luar sekolah uu no 20 tahun 2003 tentang sisdiknas mendefinisikan pendidikan luar sekolah dalam istilah pendidikan formal,nonformal, dan informal. dijelaskan bahwa pendidikan nonformal adalah jalur pendidikan di luar pendidikan formal yang dapat dilaksanakan secara terstruktur dan berjenjang, sedangkan pendidikan informal adalah jalur pendidikan keluarga dan lingkungan, dengan demikian dapat dikatakan bahwa pendidikan luar sekolah dilaksanakan di jalur nonformal dan formal. pengertiaan lanjut tentang pendidikan luar sekolah (non formal education) mendefinisikan pls adalah setiap kegiatan pendidikan yang diorganisir diluar system pendidikan formal baik dilakukan sebagai kegiatan yang lebih luas untuk memenuhi kebutuhan pelajar (clientele) dalam mencapai tujuan belajar. sudomo (1974) pendidikan non formal menurut depdiknas adalah usaha sadar yang dilakukan untuk membentuk perkembangan kepribadian serta kemampuan anak luar sekolah atau tepatnya diluar sistem persekolahan sebagaimana yang kita kenal sekarang. pls menurut sutaryat tisnamansyah (1997) adalah konsep pendidikan sepanjang hayat yang mengandung karakteristik ,bahwa pendidikan tidak berakhir pada saat pendidikan sekolah selesai di tempuh oleh seseorang individu ,melainkan suatu proses sepanjang hayat, mencakup keseluruhan kurun waktu hidup seseorang individu sejak lahir sampai mati. perundang undangan yang terkait dengan pokok bahasan. landasan filosofis pelatihan dalam pendidikan luar sekolah. falsafah idealisme, falsafah realism,falsafah fragmatisme memperkuat kehadiran pls yang berakar pada falsafah pendidikan bangsa indonesia yaitu pancasila. atas dasar falsafah pancasila pls membantu warga belajar memiliki dan mengembangkan wawasan ketuhanan yang maha esa kemanusiaan yang adil dan beradab, persatuan indonesia, kerakyatan yang dipimpin oleh hikmat kebijaksanaan dalam permusyawaratan dan perwakilan serta keadilan sosial. peran pls mengkoordinasikan kegiatan belajar sehingga peserta didik dapat, 1. melakukan penyesuaian yang harmonis antara perkembangan rohaniah dan pertumbuhan jasmaniah dirinya jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 82 2. mengembangkan sikap positif, pikiran bebas tanggung jawab dan kesadaran terhadap diri dan lingkungannya 3. menghubungkan kehidupan rohaniah antara dirinya dengan tuhan sebagai kholiknya dengan melaksakan aturan aturannya. berdasarkan aturan ini pls hendaknya memuat bahan belajar inti yang memungkinkan peserta didik dapat memahami lingkungan alam sekitar seara tepat. tujuan pls ialah untuk membantu peserta didik menjadi manusia yang dapat mengembangkan kemampuan intelektualnya, berpikir kreatif, cepat tanggap, bersikap inovatif dan empatik. pls membantu peserta didik untuk selalu mengembangkan diri. pada tujuan penelitian ini kita akan memfokuskan makna pelatihan mengandung makna yang lebih khusus (spesifik) dan yang berhubungan dengan pekerjaan tugas yang dilakukan oleh seseorang, sedangkan yang dimaksud dengan praktis adalah bahwa responden yang sudah dilatih pola aplikasi dengan segera hingga bersifat praktis (fandi cipto dick. 1996). definisi pelatihan menurut center for development management and productivity adalah belajar untuk merubah tingkah laku orang lain dalam melaksanakan pekerjaan mereka. hadari nawawi (1997) mengatakan bahwa pelatihan pada dasarnya proses memberikan banutan bagi para pekerja untuk menguasai keterampilan khusus atau bantuan untuk menguasai keterampilan khusus atau bantuan untuk memperbaiki kekurangan dalam melaksanakan pekerjaan. vehhzal rivai (2004: 26) menegaskan bahwa pelatihan adalah proses sistematik merubah tingkah laku pegawai untuk mencapai tujuan organisasi. memperhatikan pengertian tersebut, ternyata tujuan pelatihan tidak hanya meningkatkan pengetahuan, keterampilan, dan sikap saja, akan tetapi juga untuk mengembangkan bakat seseorang. pengertian diatas mengarahkan kepada penulis untuk menyimpulkan bahwa yang dimaksud pelatihan dalam jangka pendek, bertujuan untuk meningkatkan sikap dan keterampilan, sehingga mampu meningkatkan kompotensi individu untuk menghadapi pekerjaan di dalam organisasi sehingga tujuan organisasi dapat tercapai. dengan demikian dapat disimpulkan bahwa pelatihan sebagai suatu kegiatan untuk meningkatkan kinerja saat ini dan kinerja yang akan datang. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 83 c. hasil penelitian pada bagian terakhir, penulis menyajikan simpulan dan saran yang berkaitan dengan dampak pelatihan kewirausahaan. dalam meningkatkan kemandirian kelompok tani melalui pelatihan oleh bp3k merupakan kaitan logis dari konsep berpikir deduktif kearah generalisasi. adapun saran atau rekomendasi merupakan implikasi dari kesimpulan yang dapat dioperasionalkan atau diaplikasikan d. kesimpulan kesimpulan dari penelitian mengenai upaya bp3k dalam meningkatkan kemandirian kelompok tani sebagai berikut: 1. upaya bp3k dalam meningkatkan kemandirian kelompok tani melalui pelatihan kewirausahaan di desa mekarsari kecamatan cipaku kabupaten ciamis sudah berjalan sangat baik. melalui pelatihan, bp3k memperoleh manfaat yang sangat besar terutama dalam aspek pengetahuan, sikap, dan keterampilan. 2. upaya bp3k dalam meningkatkan kemandirian kelompok tani melalui pelatihan kewirausahaan di kabupaten ciamis tumbuh semakin besar, terbukti semenjak adanya program pelatihan kewirausahaan masyarakat, anggota kelompok tani semakin membudidayakan kewirausahaan dalam berbagai bentuk. salah satu yang sangat terlihat adalah cara wirausaha mengelola lahan tanaman pertanian hingga meningkatkan produksi pertanian, memasarkan produksi, memvariasikan produksi, implikasi kesimpulan diatas memberikan, gambaran tentang betapa besarnya peran serta pengaruh serta dampak pelatihan kewirausahaan bagi para anggota kelompok tani di desa mekarsari. hal ini membuktikan bahwa dengan terapi sedikit dalam pengelolaan hasil pertanian dapat memberikan dampak yang sangat besar. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 84 daftar pustaka nawawi h. (2000) manajemen sumber daya manusia untuk bisnis yang kompetitif. yogyakarta:gajah mada university press rivai v. (2004) manajemen sumber daya manusia untuk perusahaan. jakarta:pt raja grafindo persada. tisnamansyah s. (2004) metode aplikasi perubahan sosial. handout perkuliahan program pls pps upi, bandung. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 239 evaluating entrepreneurship training program for keaksaraan fungsional program at kecamatan gununghalu nurlaenismk putra gunung halunurlaeni1708@gmail.com abstract keaksaraan fungional (kf) program faces challenges for its participants stillface issues post-program, specifically economic welfare related issues.various programs have been organised to supplement kf. among them, isentrepreneurship training and life skills training. this research attempts toevaluate such program held at desa pandansari, kecamatan gununghalu,specifically at the community of karya lestari community learning center(clc) using the responsive evaluation model. generally, the program showedpositive results and have been successful in engaging its participants to bemore responsive when facing economic challenges in daily life. keywords: keaksaraan fungsional, entrepeneurship, bakery, sewing,training introduction keaksaraan fungsional (further referred to as kf) is a program for remedying readingincapability organised by a community learning centre (clc/pkbm) and ran by familywelfare program team (pkk team) and community education (ce/pls/pm)(irmawati, 2015). the program runs for six months, two classes in a week. the durationof a class adapts with learners’ condition, considering the majority of them working asfarmers.in kecamatan gununghalu, there are six learning groups, each consisting of an averageof 10 people varying by age. among them are a majority of productive age learners,ranging from 30 years old to 45 years old. the program’s history records graduatingmany learners. the problem is that they remain unemployed, unskilful, and powerlessin facing present age economic challenges. their knowledge remains limited to thecapability of reading letters, rendering them impossible to establish new jobopportunities. for those who are farmers, they can still do daily work at the field.however, their sales remain low due to low selling power from the farmers’ side.such condition urges for a third party who facilitates necessary knowledge and skills toempower them. they need a program that may encourage them to bolster theirentrepreneurship motivation and spirit, making full use of all resources at their disposalfor their own welfare. for that purpose, kf incorporates the bolstering ofentrepreneurship motivation and spirit in its program.this research aims to evaluate the newly reinforced kf program. whether the programsucceeds in achieving its intended goal or not might have an impact on the future of the jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 240 program, as well as the community itself. by pointing out the strengths and weaknessesof the program, the organiser may conduct necessary actions to improve the program,thus indirectly affecting their community of learners as well. similar papersseveral researchers have conducted similar researches regarding entreprenurshipprogram. in addition, some of them have even conducted similar trainings themselves tovarious communities throughout the country.juwono, kurniawan and supriyana (2017) organised their own training for acommunity at desa klampok, kecamatan purworejo klampok, kabupaten banjarnegara.the training enables the community to create herbal medicines and package them intosachettes. they concluded their discussion about the tranining in three statements.first, boiled herb prescriptions for cronic diseases and herbal ointments are new fortheir target community. they are used to creating boiled herb prescriptions for staminaenhancement. they need further guidance to further their products into the commercialmarket. second, they will use e-commerce websites to promote their products, makinguse of the popular online shopping app tokopedia to facilitate transactions. third, andlast, business management trainings, marketing strategy trainings, and capital accessknowledges opens new opportunities and knowledge for the community, motivatesthem to develop their business, and enables access to business capitals.hapsari, et al. (2017) organised an entreprenrurship training targeted at women in pkkbibis luhur rw 22. they concluded, in the discussion, that their program works asintended. their participants can understand the importance of having their ownbusiness to improve their economic welfare. as an addition, they now have enough skillacquisition to bake their own cakes, enabling an opportunity to create small-scale bakestores in their own community.considering the above findings, we may conclude that various entrepreneurshiptrainings benefit the target community. it enables them access to various business-related knowledges, such as business management, market strategy, and businesscapital access. in addition, it appears as a trend that a training of skills usually followsentrepreneurship trainings. our first finding incorporates e-commerce and herbalmedicine creation skills, while our second finding incorporates small-scale business andbakery skills. methodthis section consists of two subsections. the first subsection will discuss the methodimplemented in the training, while the second subsection will discuss the methodimplemented in evaluating the training. training methodthere are three phases of the training program. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 241 figure 1. three phases of the programthe first phase is the preparation phase. organisers establish cooperation withpartners, draft and finish program proposal, and create operational design and trainingmaterials. the second phase is the procurement phase. organisers purchase necessarytools and materials for training purposes. the final phase is the execution phase. beforefacilitating skills training, organisers attempt to strengthen participants’entrepreneurship motivation and encourage them for creative ideas.there are twenty participants of this program; all of them are from ciimbang clc. thereare two separate skills trained in the program: bakery (10 participants) and sewing (10participants). despite the small number, the organisers expect the participants tospread their knowledge to people they know after the training.the program uses interactive-applicative method, involving the participants in varioustraining activities. it uses theoretical test and practice tests to assess and evaluatetraining performance. evaluated aspects include preparation, process (workflow andsystematics), result, attitude and spent time. theoretical tests are tests with answerkeys as a comparer. to identify the program’s effects on their knowledge ofentrepreneurships, the organisers use one group pretest-posttest method. research/evaluation methodthis research is a program evaluation research; drawing from an educational program,the research attempts to evaluate the program’s performance using a specified model.in this case, we use robert stake’s responsive evaluation model. this model isappropriate because it evaluates an educational program by comparing the programactivity, the program uniqueness, and the social diversity of its participants.for the reason specified above, this research uses qualitative approach and descriptivemethod. we use both primary and secondary data. we gather primary data fromobservation results, while the secondary data is from the program’s performance datathat includes participants’ data, program description, supporting infrastructures,program curriculum, and participants’ evaluation data. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 242 robert stake’s responsive evaluation model (stake, 2003)this approach enables evaluation of a specific education program by comparing theprogram activity, the program uniqueness, and the social diversity of its people. themost important feature of this model is the participants’ responsiveness to main issuesand problems (stake, 2014). in our case, we attempt to see how responsive theparticipants are to the economic issues they face in daily life settings.this model emphasises (sanders & miller, 2010):1. educational problem over objectives or hypotheses2. program participation, direct or indirect (in this case, direct program participantion)3. continuous attention to information needs of the participants and media forreportingto further fit the model with our context, we modified the model design, being asfollows (stake, 2003). first, we identify the scope of our training program (cameron,2014; judith, 2015; ngwiri, 2016). from it we draw an overview of the activities theprogram will do (kurniawati & zulfiati, 2018). we will then discover the purpose of theprogram and its concerns toward the well-being of its participants. next, we attempt todescribe (‘conceptualise’) issues and problems the participants face, being specifictoward economic issues and problems. we identify what form of data we will need toenable program evaluation. if we deem plausible, we handpick observers, judges, andinstruments to use in evaluating the program. in addition, we place the researcher asthe observer, judge, and instrument of evaluation. the observer observes experiences,transactions and outcomes the program produces. finally, we thematise and preparedescriptions about the program and its performance, drawing from the data we obtainthrough observation and necessary secondary data. results and discussion resultsin this section, we will present descriptions regarding all forms of findings throughoutthe program. we will present both primary and secondary data in a contextual format. program overviewthe training program enables participants to bolster their entrepreneurship motivationand spirit through trainings in various fields. in addition to entrepreneurship-relatedskills, the program also involves training its participants in bakery skills and sewingskills. this program is a supplementary addition to the traditional keaksaraan fungsional (kf) program, enabling its participants to further their skills and expertise.this is in to prevent them from being unemployed and struggling against dailyeconomic issues through skills and self-reliance, making use of all sorts of resourcesavailable to the participant. supporting infrastructuresbefore the program started, the organiser paid a visit to the chief of desa pandansariand the head of karya lestari clc, both situated in kecamatan gununghalu. in the visit,the organisers introduce themselves and presents the program to the villagers. both thevillage and the clc agree to support this program by providing them with participants. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 243 in addition, in the program, specifically in both the bakery training skill and the sewingtraining skill, there are several tools needed for it to succeed. the organiser purchasedbakery-related tools and sewing-related tools before the program begins. participants profilethere are twenty participants of the program. ten of them specialises themselves inbakery, while ten others focuses on sewing skills. the following table presents thecomposition of participants grouped by their age groups.table 1. program participants grouped by age no. age group bakery sewing 1 20 – 30 1 3 2 31 – 40 4 6 3 41 – 50 4 1 4 > 50 1 -total 10 10 a majority of participants in both skill groups come from the second age group, 31 – 40years old, being 10 participants in total. following this is the 41 – 50 years old agegroup, being five participants in total. the 20 – 30 years old age group has fourparticipants, one in the bakery skill group while the rest is in the sewing skill group.finally, there is one bakery skill participant aged older than 50 years old. interestinglyenough, there are no participants aged younger than 20 years old. program goalsthe ultimate goal of the program is to bolster the participants’ motivation and spirit inentrepreneurship. specifically, there are eight expected behaviours for the participantsto show after the program:a. confidencethe participants are to show behaviours that indicate their assurance and optimismto start something new.b. basic business knowledgein order to support the participants in their entrepreneurship experience, they areto show their knowing in basic business.c. risk-takinga common perception among the participants is that they are afraid to take risks.this training attempts to remove such perception and encourage them to take risksand love facing and overcoming challenges.d. leadershipthe participants are to show qualities of a leader. specifically, they are to behavelike a leader expected by the community they live in. among all the qualities, themost important ones, according to the organiser, is that they are able to socialisewith their surroundings and accept criticisms from others.e. innovation and creativityparticipants are to show creativity and the power of innovation, creating somethingnew by fully making use of all available resources for their own benefit. this furtherenables them to open job opportunities for others. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 244 f. future-orientedthe organisers expect participants to think and consider their future when makingdecisions especially those related to the business they will hold.g. honestythe values of telling something as is, or the value of being truthful, is among theexpected values the participants must show after the program.h. thorough planningthe participants are to show their qualities in making and deciding plans. thisinvolves creating detailed plans before deciding any action, especially thoseregarding the business they will own. bakery and sewing curriculumit is worth mentioning that the two programs above are, if not the only, main supportingskills trained in the program. as such, it is important to describe their curriculum.the bakery skill training attempts to enrich participants’ knowledge and improve theirskills in baking various cakes using available farm resources. by mastering bakery skillstrained in the program, the participants are to use it in opening their own small-scalebakery business. the materials are theory and practice sessions, 10% and 90% of themrespectively. the theory sessions implements classical lectures, while the practicesessions enables participants to try the skills themselves with in-between questions. inaddition, the produced cakes are apple pies, basil sticks, banana crackers and cassavacrackers.the sewing skill attempts to further participants’ knowledge and bolster their skills insewing various products, including (but not limited to) fashion, bed linen, mukena(muslim women prayer dresses), and accessories. by mastering the skill, they are to useit in opening their own small-scale clothing and/or accessory store. the materials’composition are similar to that of the bakery skill; the difference is that this is 30% and70% instead of 10% and 90%. the methods used in each session is the same: lecturesfor theory sessions and live practice with in-between questions for practice sessions.the theory sessions cover knowledge related to introduction to sewing tools, operatingsewing tools, knowledge of textile materials, making patterns, sewing by patterns andembedded entrepreneur skills. the practice sessions cover the following aspects:1. body measurement practiceto obtain best sewing results, they need fine sewing patterns. to achieve such levelof fineness, the participants must measure the target body thoroughly.2. basic pattern creationsewing patterns are fabric or paper cuts used as an example to sew clothings. thecuts follow clothing design size, body shape and specified models. in sewing,patterns are especially important. whether the fashion product fits or not ultimatelydepends on the rightness of the pattern. without patterns, they can create clothingproducts but with undesirable results. in training sessions, participants learn tocreate basic sewing patterns for shirts and trousers they wear themselves.3. cutting materialscutting sewing materials aims to separate fabric parts based on created pattern. agood cut is a clean one, where the edges separates from one another and it fits withthe previously created pattern (ernawati, 2008, in sunyoto & sutjahjanti, 2015). jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 245 failure in cutting may result in material and time losses, and there are no undoingsin cutting failures.4. sewing materialsparticipants sew materials by joining fabric cuts based on specified pattern. thetechnique used in sewing must abide by the fabric material used. inappropriatetechnique may result in unrepairable loss and less-quality sewings, at its least. program achievementsthe organizer has conducted necessary phases to evaluate the program results. thereare two kinds of evaluation done by the organiser: theory and practice. theoryevaluation involves a set of paper questions that participants must answer. theorganisers compare the participants’ anwers to a predefined answer key and gradethem accordingly. practice evaluation involves participants working on a project,assessing their preparation, process (work systematics and work steps), result, attitude,and time spent on the project. the organiser scores each aspect according to apredefined set of criterions printed and available in a scoring sheet.there is a formula used by the organisers to grade the performance of each participant.the organiser use the same formula in both sewing and bakery. the formula considersboth practice and theory, weighing them 60% and 40% each, and is as follows. where final is the final score of a participant ps is the score of a participant’s practice performance ts is the score of a participant’s performance in the theory evaluationaccording to the above formula, the scale of the final score is from zero to 100. aparticipant passes the training if they achieve score higher than 50. the following tablelists each participant and their performance scores. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 246 table 2. participants performance, graded name skill group score final ts pslaila bakery 70 74 72,40yayuk bakery 75 70 72,00anik bakery 74 76 75,20luluk bakery 78 79 78,60sayidah bakery 78 79 78,60masruhah bakery 75 77 76,20kholifah bakery 70 78 74,00niamah bakery 75 76 76,00tatik bakery 75 78 76,80sri bakery 79 79 79,00zunik sewing 70 74 72,40utaruila sewing 75 70 72,00eni sewing 74 76 75,20suyatmi sewing 78 79 78,60kurnia sewing 78 79 78,60murjiati sewing 75 77 76,20lutfiana sewing 77 80 78,50ima sewing 75 80 77,50tita sewing 75 80 77,50nafi’ah sewing 79 79 79,00average 72,59 from the above table, we can conclude that all of the participants pass the trainingabove the predefined passing score criteria. in addition, according to the organisers’statement and their internal evaluation results, they have reached the followingconclusions.before the training program, there were only 5% of the participants showingexceptionally high level of confidence. the remaining 45% of them showed high level ofconfidence, while 50% of them showed an average level. after the program, there are15% of the participants showing exceptionally high level of confidence, 75% showinghigh level, and the remaining 10% of them showed average level. we may conclude thatthe program has been generally successful in improving the participants’ self-esteemlevel. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 247 before the training program, there were only 25% of the participants showing high levelof basic business knowledge understanding, 60% showing average level and 15%showing relatively low level. after the program, there are 15% of the participantsshowing exceptionally high level of basic business knowledge understandimg, 60%showing high level, and 25% showing average level. we may conclude that the programhas generally been successful in enriching the participants’ understanding of basicbusiness knowledge.prior to the program, there were only 5% of the participants showing very high level ofrisk-taking behaviour (willing to take risks). forty percent of them showed high leveland 55% of them in average level. after the program, there are 25% of the participantsshowing very high level of risk-taking behaviour and 75% of them showing high level.we may conclude, from the provided numbers, that the program has generally beensuccessful in empowering its participants to be more willing to take risks.prior to the program, there were only 20% of the participants showing high level ofleadership behaviour. seventy percent of them showed average level and 10% of themin relatively low level. after the program, there are 15% of the participants showingvery high level of leadership behaviour and 85% of them showing high level. we mayconclude, from the provided numbers, that the program has generally been successful instrengthening its participants’ qualities in leadership.before the training program, there were only 20% of the participants showing high levelof creativity and innovation. the remaining 60% of them showed average level, while20% of them showed relatively low level. after the program, there are 5% of theparticipants showing exceptionally high level of creativity and innovation, 70% showinghigh level, and the remaining 25% of them showed average level. we may conclude thatthe program has been generally successful in enriching participants’ creativity andinnovation power.before the training program, there were only 15% of the participants showing very highlevel of future-oriented behaviour, 35% showing high level and 50% showing averagelevel. after the program, there are 20% of the participants showing exceptionally highlevel of future-oriented behaviour, 70% showing high level, and 10% showing averagelevel. we may conclude that the program has generally been successful in engaging theparticipants to consider their future in decision-making considerations.prior to the program, there were 90% of the participants showing very high level ofhonesty. the remaining 10% of them showed average level. after the program, there are30% of the participants showing very high level of honesty, 65% of them showing highlevel and 5% of them showing average. we may conclude, from the provided numbers,that there is a decline in the honesty behaviour level shown by the participants afterparticipating the program.before the training program, there were only 20% of the participants showing high levelof planning. the remaining 65% of them showed average level, while 15% of themshowed relatively low level. after the program, there are 15% of the participantsshowing exceptionally high level of planning, 75% showing high level, and theremaining 10% of them showed average level. we may conclude that the program has jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 248 been generally successful in engaging its participants in planning before taking anyaction. discussionin this section, we will analyse our findings and relate them with the responsiveevaluation model design.the responsive evaluation model emphasises educational problem over objectives orhypotheses. from the above data, we may see that the program did not emphasiseeducational problem. instead, it focuses on how participants show expected behavioursafter participating in the program. there are no stages of improvement in the trainingprocess that tries to solve participants’ problems while performing various activities. byanalysing it with robert stake’s responsive evaluation model, we can define the scopeof the training program. the program limits itself to economic issues the participantsface.participants participate the program directly, adding a point to program participationaspect of the emphasised points. the organiser engage them in various activities,ranging from classical theory lectures to live demonstrations of taught skills. thisenables the participants to involve themselves in learning, providing the much-neededfield experience in skill mastery. according to robert stake’s responsive evaluationmodel, this program values direct participation over indirect ones.the program provided continuous attention to information needs of the participantsand media for reporting. they have been cooperative with the researcher in providingdata and explanations regarding the program. in addition, participants’ need ofinformation has been extensive; they were providing them with post-program career orjob opportunities, or further supported in running their own small-scale business.furthering our statement at the first paragraph of this section about the scope of theprogram, we state that the organiser has defined the scope of the program clearly. itlimits the program to two specific supplementary skills—bakery and sewing—andincorporate entrepeneurship knowledge and attitude in between. according to robertstake’s responsive evaluation model, the program runs this activity overview. inaddition, they have also limited the participants to twenty people. this is becauseovernumbered participants may hinder the organisers to run the training programeffectively. in addition, they are also running the program specifically in desapandansari and karya lestari clc community.we have discussed the overview of program activities in the previous section. inaddition, the program’s purposes and concerns have been specific—that is, to improvethe economic welfare condition of its participants through entrepeneurship and lifeskillutilisation by making use of available resources fully. the program has also addressedissues and problems faced by the participant—being mostly economic welfare-relatedissues.the researcher acts as the observer, judge, and research instrument. to evaluate theprogram, the researcher gathers both primary data by interviewing organisers andsecondary data by utilising the data provided in the program’s public report. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 249 by identifying the data we need, we discovered that we need descriptive data regardingthe participants’ experiences to enable evaluation of the program. we have obtained itby observing their activities and act as a research instrument to interview theparticipants and the organiser. the participants experience both theoretical learningand live-practice learning. the organiser have theories presented in classical lecturesand grade them through classical paper-based test. in addition, to apply learnedtheories, they also organise live-practice sessions where participants may directlyinvolve themselves in activities that uses their skills. they bake and create cakes or sewclothing products systematically until they made a product meaningful for themselves.from the eight points presented in the previous section, as well as the internal scoringresults, we may conlude that the participants generally experience learning benefitsfrom the training. in general, they show changing attitudes regarding to eight aspectsmeasured by the program. in addition, they also showed knowledge and skilfulness ineither bakery or sewing, compared to prior experiences. the outcome of this programhas generally been positive, since it achieves what it intends to do. conclusionthis conclusion draws from robert stake’s responsive evaluation model. the scope ofthis program limits its intention to addressing only economic-related issues itsparticipants face. as such, the purpose of this program solely aims to help solveparticipants’ economic issues and problems, at the same time improving their economicwell-being. the issues and problems participants face mostly relates to economic issues:poverty and unemployment are two among the commons. the form of data we need willbe a description of participants’ experiences during the program, as well as additionaldescriptive and statistical data from the organisers. in addition to handpickedobservers, judges, and evaluation instruments, we place the researcher as observers,judges, and evaluation instruments. from the generally positive remarks from theparticipants and organisers, we conclude that the program has been successful toachieve its intended goal. referencescameron, b. (2014). using responsive evaluation in strategic management. strategic leadership review, 4(2), 22–27.hapsari, d. i., sugiarti, s., sugiyarmasto, s., d. n., y. j., & widyastuti, e. (2017). pelatihankewirausahaan “pemberdayaan pkk bibis luhur rw 22 sebagai pkk yang siapberbisnis.” journal of health, 4(1), 21. https://doi.org/10.30590/vol4-no1-p21-24irmawati, a. (2015). pembelajaran keaksaraan fungsional pekerja buruh gendong di pasar giwangan yogyakarta. fakultas ilmu pendidikan.judith, k. (2015). strategic management practices and challenges at nandi countygovernment. iosr journal of humanities and social science, 2(1), 5–14.juwono, w. p., kurniawan, y. d., & supriyana, n. (2017). teknologi pembuatan obatherbal dan paking sachet bagi kelompok dasa wisma pengelola apotik hidup didesa klampok, kec. purworejo klampok, kab. banjarnegara. iteks, 9(2), 7–14. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 250 kurniawati, & zulfiati. (2018). evaluasi program pembelajaran sejarah terintegrasidalam mata pelajaran ips di smpn 4 kota bekasi. jurnal pendidikan sejarah, 7(1),1–28.mulyono, d. (2017). menegaskan karakter pendidikan nonformal. empowerment, 1(1).ngwiri, m. w. (2016). strategic management practices, organizational culture and organizational performance: a case study of pz cussons east africa.sanders, j. r., & miller, r. (2010). the oral history of evaluation: the professionaldevelopment of james r. sanders. american journal of evaluation, 31(1), 118–130.https://doi.org/10.1177/1098214009346332stake, r. (2003). responsive evaluation bt international handbook of educationalevaluation. in t. kellaghan & d. l. stufflebeam (ed.) (hal. 63–68). dordrecht:springer netherlands. https://doi.org/10.1007/978-94-010-0309-4_5stake, r. (2014). information science and responsive evaluation. e-learning and digital media, 11(5), 443–450. https://doi.org/10.2304/elea.2014.11.5.443sunyoto, s., & sutjahjanti, a. (2015). efektivitas pelatihan ketrampilanwirausaha bagi kelompok belajar keaksaraan fungsional di desapandansari. sistem jurnal ilmu ilmu teknik, 11(2), 42–53. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 78 strategi pemantauan dengan teknik visitasi, berjangka, terus menerus dan berkesinambungan dalam pengendalian mutu program lembaga kursus dan pelatihan di kecamatan cidadap kota bandung riyantini pusdikav tni ad e-mail : riyantinis@gmail.com abstrak riyantini, strategi pemantauan dengan teknik visitasi, berjangka, terus menerus dan berkesinambungan dalam pengendalian mutu program lembaga kursus dan pelatihan di kecamatan cidadap kota bandung. dalam melakukan kegiatan pemantauan program lembaga kursus dan pelatihan di kecamatan cidadap kota bandung, masalah pokok yang dibahas dalam karya tulis ini adalah bagaimana strategi pemantauan yang efektif dan mudah dilaksanakan oleh penilik dalam pengendalian mutu program lembaga kursus dan pelatihan di kecamatan cidadap kota bandung? teknik penulisan karya tulis bersifat deskriptif. dan data diperoleh serta disajikan secara deskriptif yang dianalisis dan dapat diterapkan serta dikembangkan lebih lanjut. sampel dalam karya tulis ini adalah lembaga kursus dan pelatihan yang berada di kecamatan cidadap kota bandung. berdasarkan hasil pengamatan dan pengalaman, ternyata teknik pemantauan yang selama ini dilaksanakan oleh penilik kurang efektif dalam pencapaian hasil yang maksimal. ini terlihat dari analisa data dari tahun pertama dan kedua penulis mendapat tugas di kecamatan cidadap, kurang optimalnya peningkatan pengendalian mutu maka perlu adanya program tindak lanjut yang dilakukan penulis dalam pengendalian mutu program paudni. melalui strategi pemantauan dengan teknik visitasi, berjangka, terus menerus dan berkesinambungan (“sijakasembung”) dalam pengendalian mutu lembaga kursus dan pelatihan yang dapat dikembangkan lebih lanjut oleh penulis dalam rangka melaksanakan tugas pokok dan fungsinya dalam pengendalian mutu program paudni. kata kunci : penilik , strategi pemantauan, pengendalian mutu program pendahuluan a. latar belakang masalah salah satu tenaga kependidikan yang bergerak di bidang pendidikan non formal adalah penilik, dalam peraturan menteri negara pemberdayaan aparatur mailto:riyantinis@gmail.com jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 79 negara dan reformasi birokrasi nomor 14 tahun 2010 tentang jabatan fungsional penilik dan angka kreditnya, dijelaskan bahwa penilik adalah jabatan fungsional yang mempunyai ruang lingkup, tugas, tanggungjawab dan wewenang untuk melakukan pengendalian mutu dan evaluasi dampak program pendidikan non formal dan informal sesuai dengan peraturan perundang undangan yang diduduki oleh pegawai negeri sipil. salah satu kegiatan penilik dalam pengendalian mutu program adalah melaksanakan pemantauan program pendidikan non formal dan informal yang berada di wilayah binaannya masing masing. agar tujuan kegiatan pematauan yang dilaksanakan penilik sesuai dengan sasaran maka dibutuhkan teknik pemantauan yang efektif dan mudah dilakukan. namun demikian dalam melaksanakan kegiatan pemantauan, penilik mengalami beberapa hambatan sehingga dirasakan belum maksimal dalam pencapaian sasarannya. adapun hambatan yang dirasakan diantaranya adalah kurang konsisten dalam penyusunan instrumen pemantauan, mengumpulkan data lembaga, menganalisis hasil pemantauan, dan menyusun hasil pemantauan program. dari hal tersebut diatas, maka secara garis besar dapat diidentifikasi bahwa diperlukan pendekatan atau strategi dalam melaksanakan kegiatan pemantauan sehingga menjadi efektif dan efisien. agar proses pengendalian mutu program sesuai sasaran dan dapat mengatasi kesenjangan antara tuntutan tugas pokok dan fungsi penilik dengan kenyataan di lapangan bahwa penilik sebagai pengendali mutu, maka perlu mengetahui efektifitas teknik pemantauan dalam pengendalian mutu program paudni saat ini. dengan upaya yang dapat dilakukan penilik adalah membuat suatu kegiatan pemantauan sehingga diharapkan dapat menjadi perencana, pendorong, pengarah, dan fasilitator yang bersifat dinamis. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 80 b. permasalahan berdasarkan uraian diatas, maka permasalahan yang ingin penulis angkat dalam karya tulis adalah: bagaimana strategi pemantauan yang efektif dan mudah dilaksanakan oleh penilik dalam pengendalian mutu program lembaga kursus dan pelatihan di kecamatan cidadap kota bandung? c. tujuan penulisan karya tulis mendeskripsikan strategi pemantauan dengan teknik visitasi, berjangka, terus menerus dan berkesinambungan (“sijakasembung”) dalam pengendalian mutu program lembaga kursus dan pelatihan di kecamatan cidadap kota bandung. d. manfaat karya tulis manfaat yang diharapkan dari karya tulis ini adalah: 1. manfaat teoritis secara teoritis karya tulis ini diharapkan dapat memperkaya teori maupun konsep tentang strategi pemantauan yang efektif dan mudah dilakukan oleh penilik dalam pengendalian mutu program lembaga kursus dan pelatihan. 2. manfaat praktis memberikan masukan kepada sesama penilik tentang strategi pemantauan dengan teknik vistasi, berjangka, terus menerus dan berkesinambungan (“sijakasembung”) dalam pengendalian mutu program lembaga kursus dan pelatihan. tinjauan pustaka a. pengertian pemantauan berbicara tentang pemantauan tidak akan terlepas dari prinsip manajemen secara umum, sedangkan manajemen program pendidikan non formal merupakan terapan dari manajemen umum. ada beberapa pendapat tentang pengertian manajemen yang dirangkum oleh d. sudjana (2008) dalam bukunya evaluasi program pendidikan luar sekolah: “manajemen adalah kegiatan untuk mendayagunakan sumberdaya manusia, sarana dan prasarana serta berbagai potensi jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 81 yang tersedia, atau yang dapat disediakan, untuk digunakan secara efektif dan efisien dalam mencapai tujuan organisasi atau lembaga”. salah satu fungsi manajemen diantaranya fungsi pembinaan (conforming) yang mencakup tiga subfungsi, yaitu pengawasan (controlling), penyeliaan (supervising) dan pemantauan (monitoring). sedangkan pengertian monitoring (bahasa indonesia : pemantauan) adalah pemantauan yang dapat dijelaskan sebagai kesadaran (awareness) tentang apa yang ingin diketahui, pemantauan umumnya dilakukan untuk tujuan tertentu, untuk memeriksa terhadap proses berikut objek atau untuk mengevaluasi kondisi kemajuan menuju tujuan hasil manajemen atas efek tindakan dari beberapa jeni antara lain tindakan untuk mempertahankan manajemen yang sedang berjalan. (http://id.wikipedia.org/wiki/monitoring.) kegiatan monitoring atau pemantauan yang dilaksanakan akan mengacu pada perencanaan dan penilaian program. pada dasarnya kegiatan monitoring yang akan dilakukan di lembaga kursus dan pelatihan juga memiliki prinsip prinsip yang harus diperhatikan, diantaranya yakni : 1) prinsip perencanaan sebagai standar pelaksanaan tujuan mencapai sasaran, 2) prinsip tercapainya tujuan, dengan mengadakan perbaikan untuk menghindari penyimpangan penyimpangan, 3) prinsip fisiensi, apabila dapat menghindarkan penyimpangan yang terjadi 4) prinsip tanggungjawab, terhadap pelaksanaan rencana lembaga, 5) prinsip standar, pemantauan atau lebih efektif dan efisien memerlukan standar yang tepat dan akan dipergunakan sebagai acuan atau alat ukur pelaksanaan dan tujuan yang akan dicapai oleh lembaga kursus dan pelatihan. b. standar pengelolaan di lembaga kursus dan pelatihan menurut uu no. 20 tahun 2003 tentang sistem pendidikan nasional pasal 26 bahwa kursus dan pelatihan diselenggarakan bagi masyarakat yang memerlukan bekal pengetahuan, keterampilan dan kecakapan hidup dan sikap untuk mengembangkan diri, mengembangkan profesi, bekerja, usaha mandiri dan/atau melanjutkan pendidikan ke jenjang yang lebih tinggi. sesuai pp no. 19 tahun 2005 tentang standar nasional pendidikan, standarisasi kursus mengacu pada standar nasional pendidikan yang mencakup standar isi, standar proses, standar kompetensi jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 82 lulusan, standar pedidik dan tenaga kependidikan, standar sarana prasarana, pengelolaan, pembiayaan, standar penilaian pendidikan. berdasarkan permendiknas no. 49 tahun 2007 tentang standar pengelolaan satuan pendidikan nonformal mencakup perencanaan program, pelaksanaan rencana kerja, pengawasan dan evaluasi, kepemimipinan pendidikan nonformal, sistem informasi manajemen. c. penilik sebagai pemantau berdasarkan peraturan menteri negara pendayagunaan aparatur negara dan reformasi birokrasi nomor 14 tahun 2010 tentang jabatan fungsional penilik dan angka kreditnya. jabatan fungsional penilik adalah jabatan fungsional yang mempunyai ruang lingkup, tugas, tanggungjawab dan wewenang untuk melakukan kegiatan pengendalian mutu dan evaluasi dampak program pendidikan pada jalur pendidikan non formal dan informal. pengendalian mutu yang dilakukan penilik adalah pemantauan program, bimbingan kepada pendidik dan tenaga kependidikan serta penilaian program yang merupakan mata rantai saling berkesinambungan dan berkelanjutan. d. pengendalian mutu program paudni menurut ahyari, yang dikutip oleh rudy prihantoro (2012) pengertian pengendalian mutu adalah segala aktivitas untuk menjaga dan mengarahkan agar mutu atau kualitas produk dapat dipertahankan sebagaimana yang telah direncanakan. sedangkan menurut ravianto, yang dikutip oleh rudy prihantoro (2012) proses pengendalian mutu adalah memutarkan siklus pdca, yaitu melakukan perencanaan, pengerjaan atau proses, pengecekan atau evaluasi dan ak si perbaikan terhadap masalah yang berkaitan dengan kualitas. siklus pdca. siklus pdca merupakan penerapan dari konsep pengendalian mutu dan untuk mendapatkan hasil yang maksimal, maka pengendalian mutu harus dilakukan dengan maksimal pula, serta menjamin terlaksananya kesinambungan yang terdiri atas : 1) tahap perencanaan (plan) , 2) tahap pelaksanaan (do), 3) tahap jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 83 pemeriksaan (check), 4) tahap tindakan perbaikan (action). sedangkan pengendalian mutu program paudni adalah proses memonitor melalui penilaian dan perbaikan agar hasilnya melebihkan harapan dengan meninimalisir kesenjangan, dengan cara menerapkan asas asas pengendalian mutu dimaksudkan agar program yang dilakukan oleh lembaga pendidikan non formal sesuai dengan standar pendidikan nasional sebagaimana diamanatkan dalam undang undang tentang standar nasional pendidikan termasuk di dalamnya standar pendidikan non formal. berkaitan dengan tugas pokok dan fungsinya, penilik sebagai pengendali mutu program dengan melakukan kegiatan pemantauan, penilaian dan bimbingan program pendidikan non formal, ketiga kegiatan tersebut merupakan mata rantai yang berkesinambungan dan berkelanjutan. dengan melaksanakan asas asas pengendalian mutu pada siklus pdca yang penulis lakukan selama ini dengan istilah strategi pemantauan dengan teknik visitasi, berjangka, terus menerus dan berkesinambungan (“sijakasembung”). dengan penjabarannya sebagai berikut : 1. tahap perencanaan (plan), kegiatan yang dilaksanakan melakukan visitasi / berkunjung ke lembaga untuk memperoleh data dan informasi serta komitmen awal yang diperlukan untuk memilih proses yang relevan, dengan penetapan target untuk perbaikan dan perumusan tindakan guna mencapai target tersebut. 2. tahap pelaksanaan (do), kegiatan yang dilaksanakan mengumpulkan nformasi dasar tentang proses yang berlangsung dalam jangka waktu yang sudah ditentukan/berjangka, dan mengumpulkan data lanjutan untuk mengetahui apakah perubahan telah membawa ke arah perbaikan atau tidak, sesuai rencana yang telah dibuat. 3. tahap pemeriksaan (check), kegiatan yang menafsirkan perubahan terus menerus pada lembaga dengan menyusun data dalam grafik untuk mendapatkan kesimpulan sementara. 4. tahap tindakan perbaikan (action), kegiatan yang memutuskan perubahan mana yang akan diimplementasikan dan dilakukan secara berkesinambungan jika perubahan yang dilakukan berhasil bagi perbaikan proses maka perlu disusun prosedur yang baku. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 84 pembahasan a. konsep teknik pemantauan “sijakasembung” efektif tidaknya kegiatan pemantauan yang dilakukan di satuan pendidikan nonformal tergantung pada pelaku utama yaitu penilik, dengan memperhatikan prinsip-prinsip sbb : 1. teliti, artinya informasi yang diperoleh harus benar 2. berkala, artinya informasi diperoleh secara berkala sehingga usaha perbaikan dilakukan berkala juga. 3. objektif dan komprehensif, artinya hasil pemantauan dapat dipahami oleh semua orang yang terlibat. 4. terfokus pada satu titik kegiatan pemantauan. 5. realistik, kegiatan dapat dilakukan dengan mudah 6. fleksibel, kegiatan pemantauan cukup lentur dalam menghadapi kemungkinan kemungkinan diluar dugaan 7. prespektif dan operasional, kegiatan pemnatauan dapat menunjukkan tindakan yang harus dilakukan 8. dapat diterima oleh seluruh elemen yang terlibat. dengan memperhatikan hal tersebut di atas, maka konsep pemantauan teknik “sijakasembung” yang telah penulis laksanakan selama kurang lebih 1 (satu) tahun di wilayah binaan yaitu di kecamatan cidadap kota bandung sangat memudahkan dalam melaksanakan pengendalian mutu di lembaga kursus dan pelatihan. adapun makna dari “sijakasembung” adalah : 1. si, diambil dari kata visitasi atau kunjungan, artinya kunjungan awal ke lembaga untuk memperoleh data awal serta membuat komitmen antara penilik dan pengelola lembaga dalam membuat jadwal kegiatan pemantauan. 2. jaka, diambil dari kata berjangka artinya kegiatan pemantauan dilakukan jangka waktu tertentu sesuai kegiatan yang telah direncanakan. 3. sem dan bung, diambil dari kata terus menerus dan berkesinambungan artinya kegiatan pemantauan dilakukan dengan terus menerus dan berkesinambungan. dengan demikian konsep pemantauan dengan teknik “sijakasembung” ini dapat bermakna visitasi berjangka dilakukan terus menerus dan berkesinambungan, jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 85 dengan harapan lembaga kursus dan pelatihan terus menerus melakukan perubahan, pembaharuan, perbaikan dan pengembangan yang akhirnya timbul inovasi, penulis sampaikan dalam bentuk dekriptif sehingga mudah dipahami dan dapat dikembangkan lebih lanjut. b. prosedur teknik pemantauan “sijakasembung” adapun tahapan pelaksanaan strategi pemantauan dengan teknik “sijakasembung” adalah sebagai berikut : 1. tahap perencanaan a. menyusun program kerja tahunan. b. menyusun program kerja triwulan 1, 2, 3, 4. c. visitasi/kunjungan awal ke lembaga kursus dan pelatihan serta membuat jadwal kunjungan dengan pengelola lembaga kursus dan pelatihan sesuai komitmen bersama antara penilik dan pengelola yang dituangkan dalam kegiatan kunjungan ke lembaga. 2. tahap pelaksanaan a. visitasi/kunjungan lanjutan sesuai komitmen dengan lembaga dan permasalahan yang dihadapi oleh lembaga b. pelaksanaan pemantauan dilakukan dengan jadwal yang telah disepakati, dalam jangka waktu 1 (satu) triwulan dalam program kerja triwulan penilik. c. kegiatan pemantauan dilakukan secara terus menerus sehingga bila rutin dilakukan hasil pelaporan dari lembaga secara kontinu akan membuahkan hasil yang dapat di nilai. d. kegiatan pemantauan dilakukan dengan cara 3 (tiga) kali kunjungan ke lembaga kursus, setelah itu dilaksanakan 1 (satu) kali penilaian/evaluasi. 3. tahap penilaian a. .kegiatan penilaian dilakukan setelah 3 (tiga) kali kunjungan ke lembaga dan menyusun data dalam grafik untuk memperoleh kesimpulan sementara. b. terjadinya peningkatan dalam kelengkapan adminstrasi lembaga c. terjadinya peningkatan dalam administrasi pembelajaran peserta didik jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 86 d. apabila ditemukan penyimpangan, baik dalam bidang akademik maupun bidang manajerial kegiatan pemantauan dan pembinaan akan terus dilakukan secara berkesinambungan. penerapan pemantauan dengan teknik “sijakasembung” dalam pengendalian mutu program lembaga kursus dan pelatihan ini mengacu pada strategi, metode dan teknik pelaksanaannya melalui pendekatan siklus pdca untuk mewujudkan quality improvment artinya akan terjadinya perbaikan kualitas pengendalian mutu lembaga kursus dan pelatihan, yang pada akhirnya keberhasilan teknik “sijakasembung”diperlukan comitment dan intergrity dari semua pihak untuk mengimplementasikannya. c. strategi pemecahanan masalah teknik penulisan karya tulis ini bersifat deskriptif, data yang disajikan akan memberikan gambaran dengan menunjukkan hasil analisis, sehingga dapat diterapkan lebih lanjut. strategi pemecahan masalah yang dilaksanakan untuk menjawab pokok permasalahan di atas , yaitu : 1. mendeskripsikan teknik pemantauan yang mudah dilaksanakan penilik dalam pengendalian mutu program lembaga kursus dan pelatihan di kecamatan cidadap kota bandung. adapun sasarannya adalah lembaga kursus dan pelatihan yang berada di kecamatan cidadap dengan sampel yang diambil dari 10 (sepuluh) lembaga kursus dan pelatihan karena keterbatasan waktu, tenaga dan biaya. namun demikian apa yang dipelajari dari sampel tersebut kesimpulannya akan diberlakukan untuk populasi, sehingga sampel yang diambil harus betul betul representative (sugiyono; 2011). berdasarkan sampel pemantauan yang dilakukan bahwa lembaga kursus dan pelatihan yang sering dikunjungi dengan dibuatkan program perencanaan (komitmen) hasilnya akan lebih efektif, dan memerlukan pembinaan lebih lanjut dari penilik. karena pada dasarnya kegiatan pemantauan dengan teknik “sijakasembung” ini dapat membantu memecahkan masalah yang ada di lembaga, adapun prosedur pelaksanaannya sebagai berikut : jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 87 a) perencanaan kegiatan meliputi mempersiapkan materi pemantauan, b) tujuan yang ingin dicapai, c) sasaran kegiatan, d) bahan atau sumber yang mendukung, e) rencana penilaian f) waktu dan tempat . 2. bagaimana strategi pemantauan dengan teknik “sijakasembung” dilaksanakan oleh penilik dalam pengendalian mutu program lembaga kursus dan pelatihan di kecamatan cidadap kota bandung ? pelaksanaan teknik “sijakasembung” disusun disesuaikan kebutuhan : a) kegiatan awal, melakukan visitasi atau kunjungan awal ke lembaga untuk memperoleh data awal dan membuat komitmen bersama tentang jadwal kunjungan dengan persetujuan lembaga. komitmen dibuat dan disesuaikan dengan kebutuhan lembaga sehingga akan terjadi timbal balik yang positif. b) kegiatan inti, melakukan visitasi/kunjungan lanjutan ke lembaga sesuai jadwal yang telah disepakati, dan memberikan instrumen yang telah disusun berdasarkan kisi kisi dan indikator maka diperoleh data sehingga penilik akan mudah memberikan pemecahan masalah yang berkaitan dengan bidang akademik atau bidang manajerial. dalam jangka waktu satu bulan dengan 3 (tiga) kali kunjungan dan 1 (satu) kalipemantauan yang lebih efektif. c) kegiatan akhir, penilik akan merangkum seluruh data dan dianalisis untuk mengetahui apakah ada perubahan yang signifikan dan atau kendala kendala yang dihadapi lembaga lalu di evaluasi dan diberikan imbingan sebagai tindak lanjut kegiatan pemantauan yang telah dilaksanakan, sehingga kegiatan pemantauan dapat dilakukan terus menerus dan berkesinambungan. 3. metode yang dipakai dalam karya tulis ini menggunakan metode observasi menurut supardi (2006), “metode observasi merupakan metode pengumpul data yang dilakukan dengan cara mengamati dan mencatat secara sistematik gejalagejala yang diselidiki”. observasi dilakukan menurut prosedur dan aturan tertentu sehingga dapat diulangi kembali oleh peneliti dan hasil observasi memberikan kemungkinan untuk ditafsirkan secara ilmiah. obsevasi dilakukan secara partisipasi, artinya penulis melakukan sendiri metode obsevarsi kemudian dihimpun dan disimpulkan. instrumen yang digunakan untuk mengambil data adalah : jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 88 a) instrumen pengumpulan data yang dipergunakan untuk memperoleh data awal lembaga, yang mengacu pada standar nasional pendidikan nonformal. b) instrumen pemantauan bidang akademik dan manajerial sesuai permen pemberdayaan dan aparatur negara dan reformasi birokrasi no. 14 tahun 2010. c) format kontrak kerja/komitmen bersama antara penilik dan lembaga kursus dan pelatihan dalam melaksanakan kegiatan pemantauan. 4. hasil pengolahan data kegiatan pemantauan dengan teknik “sijakasembung” di lembaga kursus dan pelatihan yang berada di kecamatan cidadap kota bandung yang telah dilaksanakan selama kurang lebih selama satu tahun, dan ternyata ada perubahan yang berarti salah satunya di lihat dari peningkatan jumlah peserta didik. untuk tenaga pendidik masih memerlukan peningkatan kemampuan penilaian pembelajaran karena hasil yang diperoleh dari 16 orang sampel yang memenuhi nilai cukup 7 orang dan selebihnya 9 orang masih kurang. sehingga masih diperlukan pembinaan yang terus menerus dan berkesinambungan. d. hasil teknik pemantauan “sijakasembung” hasil dari teknik pelaksanaan pematauan yang dilakukan oleh penulis dapat disampaikan sebagai berikut : 1. untuk proses perencanaan, dalam pengendalian mutu program lkp, yaitu: a. tersusunnya rencana tahunan pengendalian mutu program, agar memudahkan penilik mencapai sasaran sesuai dengan waktu yang yang di tentukan sebelumnya. b. tersusunnya rencana kerja triwulan pengendalian mutu program, dengan tujuan agar memudahkan penilik mengevaluasi setiap triwulan hasil yang telah dicapai. 2. untuk proses pemantauan program lembaga kursus dan pelatihan , yaitu : a. adanya instrumen pemantauan program, untuk mengetahui hal hal yang menjadi hambatan dalam penyelenggaraan pengelolaan dan proses belajar di lembaga kursus dan pelatihan. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 89 b. diperolehnya data lalu dihimpun serta diklasifikasikan menurut jenis dan hambatannya. c. analisa hasil pemantauan program, diperlukan untuk mengetahui pemecahan masalah yang dapat di lakukan oleh penulis sebagai sumber masukan dan perbaikan selanjutnya. d. tersusunnya laporan hasil pemantauan program, yang dilakukan secara rutin dan berkesinambungan berdasarkan data yang telah dihimpun dan dianalisis oleh penulis dari lembaga kursus dan pelatihan dengan tujuan sebagai bahan masukan atau bahan pertimbangan dalam pengendalian mutu program. pemantauan yang dilakukan terfokus pada : a. pengelolaan dan administrasi lembaga b. pelaksanaan delapan standar nasional pendidikan c. lingkungan lembaga d. pelaksanaan ujian lokal dan nasional e. pelaksanaan penerimaan warga belajar baru f. sarana belajar e.dampak kegiatan pemantauan “sijakasembung” 1. adapun dampak kegiatan pemantauan yang dilakukan dengan teknik “sijakasembung” ini adalah : a. lembaga kursus dan pelatihan di kecamatan cidadap kota bandung ingin terus dilakukan pemantauan oleh penilik. b. lembaga kursus dan pelatihan di kecamatan cidadap kota bandung dapat membuat laporan laporan kegiatan dengan rutin. c. penilik dapat melibatkan 3 (tiga) perannya sekaligus dalam satu kegiatan saja yaitu sebagai pemantau, pembimbing dan penilai program. d. penilik tidak mengalami kesulitan dalam memperoleh informasi perkembangan lembaga kursus dan pelatihan. e. terjalinnya kerjasama yang sinergis antara penilik dan lembaga kursus dan pelatihan. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 90 f. terjadinya peningkatan kinerja lembaga kursus dan pelatihan. g. akuntabilitas lembaga kursus dan pelatihan oleh masyarakat. 2. faktor faktor pendukung ada beberapa faktor yang mendukung pelaksanaan teknik pemantauan “sijakasembung” dalam pengendalian mutu program lembaga kursus dan pelatihan di kecamatan cidadap kota bandung, diantaranya adalah : a. tersedianya sarana prasarana yang cukup representatif yang dapat digunakan dalam kegiatan pemantauan di lembaga kursus dan pelatihan. b. keterbukaan pengelola lembaga kursus dan pelatihan di wilayah binaan kecamatan cidadap dalam menerima penilik untuk melaksanakan tugas pokok dan fungsinya, dalam hal ini kegiatan pemantauan. c. dukungan yang sangat baik dari pengelola lembaga kursus dan pelatihan di kecamatan cidadap kota bandung 3. faktor faktor penghambat dalam pelaksanaannya, penulis menyadari ternyata teknik “sijakasembung” ini berjalan masih belum maksimal disebabkan adanya beberapa faktor faktor penghambat sehingga perlu diperhatikan dan diantisipasi pada : a. terfokusnya pada tujuan. b. hanya menggunakan data dan informasi yang tampak (visible) dalam pengambilan keputusan. c. mobilitas pengelolaan lembaga kursus dan pelatihan dan pergantian personil yang terus menerus. penutup a. kesimpulan strategi pemantauan dengan teknik “sijakasembung” merupakan salah satu strategi dalam melakukan pemantauan secara terus menerus, berjangka dan berkesinambungan. dan kesimpulannya sebagai berikut : 1. teknik “sijakasembung” dilakukan dengan durasi tiga kali kunjungan dan satu kali evaluasi dalam waktu satu semester yaitu pada triwulan 2 (dua) bulan april, jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 91 mei dan juni serta di triwulan 3 (tiga) pada bulan juli, agustus, september. dan penilaian dilakukan pada triwulan 4 (empat). 2 setelah dilakukan kegiatan pemantauan yang dilakukan tidak lebih dari 1 (satu) tahun ternyata terjadi peningkatan peserta didik secara signifikan di lembaga kursus dan pelatihan. 3. diperoleh gambaran bahwa kemampuan penilaian tenaga pendidik di lembaga kursus dan pelatihan masih perlu pembinaan lebih lanjut. 4.apabila ditemukan penyimpangan dalam pelaksanaan kegiatan pemantauan maka dilakukan pembinaan lebih lanjut. 5. pengalaman penulis sebagai penilik, bahwa strategi ini efektif diterapkan dalam melakukan pemantauan dalam rangka pengendalian mutu program lembaga kursus dan pelatihan di kecamatan cidadap kota bandung. b. saran 1.pengendalian mutu program lembaga pendidikan nonformal akan berjalan secara efektif dan efisien jika dilakukan pemantauan dengan teknik “sijakasembung” sesuai standar yang telah ditentukan, untuk itulah diperlukan penilik yang memiliki kapabilitas tinggi sehingga dapat mengembangkan diri secara profesional, aktif, kreatif dan inovatif. 2. diperlukan upaya kongkrit dan langsung dirasakan oleh penilik untuk meningkatkan kompetensinya. upaya yang dilakukan diantaranya adalah : diberikan kesempatan yang seluas luasnya untuk mengikuti pendidikan dan pelatihan jabatan fungsional penilik secara berkala sesuai dengan jabatannya, dimana dalam diklat fungsional tersebut kemampuan penilik dapat ditingkatkan dan standar komptensi penilik yang diharapkan dapat tercapai. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 92 daftar pustaka daftar buku: arinkunto, suharsimi. (2004) . manajemen penelitian. jakarta: rineka cipta. .................................... (2010). prosedur penelitian. jakarta : rineka cipta. kamus besar bahasa indonesia edisi tiga tahun 2003 diterbitkan oleh pusat bahasa depdiknas, jakarta nanang fattah. (2012). sistem penjaminan mutu pendidikan. bandung: rosda karya. permendiknas no. 49 tahun 2007 tentang standar nasional pendidikan program pendidikan nonformal. permenpan dan rb no. 14 tahun 2010 tentang jabatan fungsional penilik dan angka kreditnya prihantoro, rudy. c. (2012). konsep pengendalian mutu. bandung: rosda karya. sudjana, d. (2008). evaluasi program pendidikan luar sekolah. bandung: rosda karya. sudjana, nana. (2005). penilaian hasil proses belajar mangajar. bandung: remaja rosda karya. undang undang no. 20 tahun 2003 tentang sistem pendidikan nasional, diknas, jakarta, 2005 daftar website http://id.wikipedia.org/wiki/monitoring http://nuwrileardkhiyari.blogdetik.com/2013/12/01/monitoring http://suhartama.blogspot.com/2013/03/fungsi-pemantauan.html wikipedia indonesia tahun 2012 jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 174 hubungan antara media pembelajaran sempoa dengan kreativitas berpikir anak pada kursus mental aritmatika adil sempoa mandiri (asma) cabang kota bandung. novi widiastuti stkip siliwangi bandung abstrak kursus sangat berkembang pesat di jawa barat hingga pada tahun 2007 tercatat sebanyak 1533 dengan beragam keterampilan yang diajarkan. kursus mental aritmatika salah satunya yang menawarkan berbagi keunikan dalam proses pembelajaran, mulai dari penggunaan istilah dalam pembelajaran, cara menyampaikan materi pembelajaran, samapi pada media yang digunakan. sempoa adalah media pembelajaran yang digunakan.. media sempoa yang digunakan diharapkan dapat berperan sebagaimana mestinya sebuah media pembelajaran yang berfungsi membantu tersampaikannya sebuah pesan. permasalahan dalam penelitian ini adalah (1) bagaimana hubungan antara media pembelajaran dengan kreativitas berpikir anak?, (3) seberapa besar kadar signifikansi antara media pembelajaran sempoa dengan kreativitas berpikir anak? tinjauan teoritis yang digunakan adalah teori belajar pendidikan luar sekolah, konsep media pembelajaran, konsep kreativitas berpikir anak. penelitian ini menggunakan pendekatan kuantitatif dengan metode studi deskriptif. serta teknik pengumpulan data yang digunakan dalam penelitian ini yaitu angket, dan tes kreativitas berpikir siswa. populasi penelitian adalah 75 unit kursus, sampel penelitian adalah 13 unit yang tersebar sebanyak 8 di kota bandung, 3 di kabupaten bandung, 1 di kabupaten bandung barat, 1 di kota cimahijumlah responden adalah 5 siswa dan 1 orang pengajar dari setiap unit. hasil penelitian meliputi : (1) koefisien korelasi sebesar 0,786 hal ini menunjukkan bahwa terdapat hubungan yang cukup antara media pembelajaran dengan kreativitas berpikir siswa. koefisien determinasi sebesar 61,78%. artinya 61, 78% dari kreativitas berpikir siswa, dipengaruhi oleh media pembelajaran digunakan. kesimpulan penelitian ini adalah bahwa terdapat hubungan yang cukup jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 175 signfikan antara media pembelajaran dan kreativitas berpikir pada siswa. 38,22 % dari kreativitas dipengaruhi oleh faktor lain misalnya genetika, lingkungan belajar, iq, dan lain-lain yang tidak dipaparkan dalam penelitian ini. kata kunci : media belajar sempoa, kreativitas berfikir aritmatika a. pendahuluan perkembangan ilmu pengetahuan dan teknologi semakin berkembang seiring dengan perkembangan zaman dan tuntutan persaingan dunia. menurut indeks pembangunan manusia (ipm), indonesia berada pada urutan ke 109 di bawah turkmenistan. (www.depok.go.id) peningkatan kesejahteraan masyarakat jawa barat menjadi kata kunci dari upaya pencapaian visi jawa barat tahun 2010, yaitu peningkatan sumberdaya manusia pada aspek pendidikan, kesehatan, dan aspek daya beli masyarakat. sumber daya manusia dapat dikembangkan melalui pendidikan sebagaimana disebutkan dalam undang undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional, yang menyatakan bahwa: pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa, dan negara. pendidikan di indonesia dibagi dalam tiga jalur sebagaimana tercantum dalam undang-undang sistem pendidikan nasional nomor 20 tahun 2003 bahwa pendidikan terbagi dalam tiga jalur yaitu jalur formal, nonformal, dan informal. djudju sudjana (2001:22-23) menjelaskan bahwa: pendidikan nonformal ialah kegiatan terorganisir dan sistematis di luar sistem persekolahan yang mapan, dilakukan secara mandiri atau merupakan bagian penting dari kegiatan yang lebih luas dan sengaja dilakukan untuk melayani peserta didik tertentu di dalam mencapai tujuan belajarnya. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 176 tujuan belajar ditempuh melalui proses pendidikan, sebagaimana disebutkan bahwa pendidikan nonformal berfungsi sebagai pengganti, penambah, dan pelengkap (sudjana, 2001:74). pendidikan nonformal sebagai penambah pendidikan formal bertujuan untuk menyediakan kesempatan belajar kepada tiga kategori peserta didik. pertama, para siswa pada suatu jenjang pendidikan sekolah yang membutuhkan kesempatan belajar guna memperdalam penguasaan materi tertentu. kedua, mereka yang telah menamatkan suatu jenjang pendidikan sekolah dan masih memerlukan layanan pendidikan untuk memperluas pemahaman dan penggunaan materi pelajaran yang telah diperoleh. ketiga, mereka yang putus sekolah dan mempunyai kebutuhan belajar untuk memperoleh pengetahuan baru dan keterampilan yang berkaitan dengan lapangan pekerjaan atau penampilan diri dalam masyarakat (sudjana 2001:77). kursus merupakan salah satu lembaga yang bertujuan sebagai penambah pendidikan formal karena memberikan layanan pendidikan yang tidak diperoleh di pendidikan formal. beragam jenis kursus mulai dikembangkan hingga pada pada tahun 2006 tercatat oleh direktori sebanyak 1533 kursus atau sebesar 1,2% mengalami peningkatan pada tahun sebelumnya (direktori lembaga kursus 2007). mental aritmatika merupakan salah satu disiplin ilmu pengetahuan eksakta yang telah terbukti sangat berguna sebagai dasar pengembangan kerangka dan cara berpikir anak. mental aritmatika menggunakan sempoa dikenal dengan mental aritmatika sempoa (mas) membantu anak berhitung dengan cepat bahkan sampai tiga kali lebih cepat dari kalkulator. saat ini mas telah dikenal di dunia internasional sebagai salah satu pendidikan alternatif untuk meningkatkan kecerdasan anak. banyak negara mengikuti jejak orang jepang, taiwan, korea, di mana pendidikan sempoa telah diajarkan di semua sekolah dasar pemerintah. mas diterapkan pada anak–anak karena usia anak–anak merupakan tahap perkembangan manusia yang sangat penting. pengetahuan dan keterampilan yang dipelajari dengan sengaja ataupun tidak, akan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 177 mempengaruhi kehidupannya kelak. oleh karena itu mas bermaksud memberikan pengaruh yang positif bagi kehidupan anak. menurut sejarahnya, sempoa adalah alat hitung ala abakus pertama yang dimiliki suku babilonia dalam bentuk sebilah papan yang ditaburi pasir. di atasnya orang bisa menorehkan berbagai bentuk huruf atau simbol. alat itu makin disempurnakan di zaman romawi. papannya dibuat berlekuk–lekuk agar saat menghitung manik–manik mudah digerakkan dari atas ke bawah. orang cina mengembangkan ”hsuan pan” (nampan penghitung) alias abakus itu menjadi dua bagian . jepang mnegenal abakus pada abad ke-16 namun jepang mengubah susunan manik–manik menjadi satu pada jeruji atas dan empat di jeruji bawah. satu manik–manik jeruji atas bernilai lima dan empat di jeruji bawah mulai dari tengah ke kiri bernilai satuan, selanjutnya puluhan, ratusan dan seterusnya. sedangkan di bagian tengah ke kanan untuk menghitung bilangan desimal. (brosur direktorat pembinaan kursus dan kelembagaan 2007) media pembelajaran yang digunakan dalam hal ini adalah sempoa ala jepang yang bertujuan untuk memudahkan siswa dalam memahami suatu materi. inti belajar mental aritmatika bukanlah untuk menghasilkan anak yang mampu berhitung cepat saja melainkan tujuan utamanya lebih untuk meningkatkan konsentrasi, kreativitas, dan kecerdasan emosional anak bahkan rasa percaya diri pun bisa ditumbuhkan lewat itu. untuk membuktikan hal tersebut, maka penulis mengambil penelitian berjudul hubungan antara media pembelajaran sempoa dengan kreativitas berpikir anak pada kursus mental aritmatika adil sempoa mandiri (asma) cabang kota bandung. identifikasi masalah berdasarkan kepada halhal tersebut diatas yang didukung pula oleh hasil pengamatan dilapangan, maka fenomenafenomena yang diamati adalah sebagai berikut: 1. pendekatan yang digunakan dalam pembelajaran adalah student centre yaitu berpusat pada siswa, karena usia dan daya tangkap antar siswa berbeda. 2. waktu belajar kursus asma sangat fleksibel sesuai dengan jam sekolah anak. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 178 3. kursus asma menggunakan media sempoa sebagai alat bantu dalam pembelajaran. 4. sempoa dapat mengoptimalkan fungsi otak kanan manusia 5. sempoa merupakan alat yang melibatkan indera peraba, indera pendengaran, dan indera penglihatan. 6. siswa kursus asma terlihat sangat menikmati proses belajar sempoa,hal ini terlihat dari ekspresi siswa saat belajar. 7. siswa yang mengikuti kursus mendapat perhatian yang cukup dari orang tua, hal ini terlihat dari kebanyakan siswa selalu diantar oleh orang tuanya. 8. istilah pekerjaan rumah (pr) diganti dengan kesenangan rumah (kr) 9. system reward yang digunakan adalah dengan pemberian stiker bintang yang dapat ditukar dengan hadiah jika telah terkumpul dalam jumlah tertentu. 10. kreativitas dapat dipengaruhi oleh genetika, lingkungan, dan pola asuh keluarga. 11. indikator kreativitas berpikir adalah anak memiliki keluwesan, fleksibilitas, dan orisinalitas dalam berpikir. perumusan dan pembatasan masalah dari uraian yang dipaparkan di atas, maka dapat dirumuskan masalah pokok dari penelitian ini adalah “bagaimana hubungan antara media pembelajaran sempoa dengan kreativitas berpikir anak?”. mengingat luasnya ruang lingkup kajian yang berkaitan dengan masalah tersebut dan keterbatasan penulis, maka penelitian ini dibatasi dalam beberapa sub masalah sebagai berikut: 1. adakah hubungan fungsional antara media pembelajaran sempoa dengan kreativitas berpikir anak? 2. bagaimana bentuk hubungan antara media pembelajaran sempoa dengan kreativitas berpikir anak? 3. seberapa besar kadar signifikansi antara media pembelajaran sempoa dengan kreativitas berpikir anak? tujuan penelitian penelitian ini dilakukan dengan tujuan yaitu : 1. untuk mengetahui hubungan fungsional antara media pembelajaran sempoa dengan kreativitas berpikir anak? jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 179 2. untuk mengetahui bentuk hubungan antara media pembelajaran sempoa dengan kreativitas berpikir anak? 3. untuk mengetahui kadar signifikansi hubungan antara media pembelajaran sempoa dengan kreativitas berpikir anak? variabel penelitian berdasarkan penelitian yang berjudul: “hubungan antara media pembelajaran sempoa dengan kreativitas berpikir anak pada kursus mental aritmatika adil sempoa mandiri (asma) cabang kota bandung”, maka dapat ditentukan variabelnya sebagai berikut: 1. variabel bebas x (independent variable) adalah media pembelajaran sempoa. 2. variabel terikat y (dependent variable), yaitu kreativitas berpikir hipotesis berdasarkan permasalahan di atas, maka diajukan hipotesis : h0 : tidak terdapat hubungan yang signifikan antara media pembelajaran sempoa dengan kreativitas berpikir anak pada kursus mental aritmatika asma cabang kota bandung. h1 : terdapat hubungan yang signifikan antara media pembelajaran sempoa dengan kreativitas berpikir anak pada kursus mental aritmatika asma cabang kota bandung tinjauan teoritis 1. konsep media media menurut heinich, (1982 : 5) medium ; media (plural) derived from latin medium, between the term refers to anything that carries information between a source and a receiver. film, television, radio, audio recordings, photographs, projected visuals, printed materials, and the like are media of communication. they are considered intructional media when they are used to carry messages with an instructional intent. berikut ini beberapa pendapat para ahli komunikasi atau ahli bahasa tentang pengertian media yaitu: a. orang, material, atau kejadian yang dapat menciptakan kondisi sehingga memungkinkan siswa dapat memperoleh pengetahuan, jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 180 keterapilan, dan sikap yang baru, dalam pengertian meliputi buku, guru, dan lingkungan sekolah (gerlach dan ely dalam ibrahim, 1982:3), b. komponen strategi penyampaian yang dapat dimuati pesan yang akan disampaikan kepada pembelajar bisa berupa alat, bahan, dan orang (degeng, 1989:142), c. alat yang secara fisik digunakan untuk menyampaikan isi materi, yang terdiri antara lain buku, tape-recorder, kaset, video kamera, video recorder, film, slide, foto, gambar, grafik, televisi, dan komputer (gagne dan briggs dalam arsyad, 2002:4), (www.endonesa.wordpress.com) banyak batasan yang diberikan orang mengenai media pembelajaran, asosiasi teknologi dan komunikasi pendidikan (association of education and communication technology/aect) di amerika misalnya membatasi media sebagai segala bentuk dan saluran yang digunakan orang untuk menyalurkan pesan / informasi (arif sadiman 1996:6). latuheru (1988:14), menyatakan bahwa : media pembelajaran adalah bahan, alat, atau teknik yang digunakan dalam kegiatan belajar mengajar dengan maksud agar proses interaksi komunikasi edukasi antara guru dan siswa dapat berlangsung secara tepat guna dan berdaya guna. berdasarkan definisi tersebut, media pembelajaran memiliki manfaat yang besar dalam memudahkan siswa mempelajari materi pelajaran. media pembelajaran yang digunakan harus dapat menarik perhatian siswa pada kegiatan belajar mengajar dan lebih merangsang kegiatan belajar siswa. (www.listyo-geografi.blogspot.com) yudhi munadi (2008 : 55) melakukan klasifikasi media pembelajaran berdasarkan pada indera yang terlibat. bila dilihat dari intensitasnya, maka indera yang paling banyak membantu manusia dalam perolehan pengetahuan dan pengalaman adalah indera pendengaran dan indera penglihatan. kedua inderawi ini adakalanya bekerja sendiri–sendiri dan adakalanya bekerja bersama–sama. media pembelajaran yang melibatkan indera pendengaran (telinga) saja kita sebut sebagai media audio. media yang melibatkan indera penglihatan (mata) saja disebut media visual dan media yang melibatkan keduanya disebut media audio visual. apabila dalam proses jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 181 pembelajaran melibatkan banyak indera bukan hanya penglihatan dan pendengaran saja maka disebut multimedia. sempoa merupakan media pembelajaran karena digunakan sebagai perantara antara guru dan siswa dalam menyampaikan materi berhitung oleh karena itu sempoa dapat dikategorikan sebagai multimedia karena melibatkan lebih dari dua indera yakni indera penglihatan, indera peraba, indera pendengaran. sistem kerja sempoa adalah dengan menggerakkan biji sempoa hanya dengan dua jari yakni jari telunjuk dan jempol. anak dilatih aspek psikomotornya secara konsisten sehingga lambat laun akan terbiasa berhitung cepat dengan mental aritmatika, artinya sempoa hanya berada pada imajinasinya. fungsi media pembelajaran diklasifikasikan menjadi lima yaitu fungsi media pembelajaran sebagai sumber belajar, fungsi semantik, fungsi manipulatif, fungsi psikologis, dan fungsi sosio kultural. secara teknis media pembelajaran berfungsi sebagai sumber belajar. menurut yudhi munadi (2008 : 37) : fungsi media pembelajaran sebagai sumber belajar adalah fungsi utamanya di samping ada fungsi – fungsi lainnya”. jadi kesimpulannya adalah fungsi utama media pembelajaran adalah sebagai sumber belajar. media pembelajaran adalah bahasanya guru, maka untuk beberapa hal media pembelajaran dapat menggantikan fungsi guru terutama sebagai sumber belajar. pemahaman di atas sejalan dengan pernyataan edgar dale (yudhi munadi 2008 : 37) bahwa : sumber belajar adalah pengalamanpengalaman yang pada dasarnya sangat luas, yakni seluas kehidupan, yang mencakup segala sesuatu yang dapat dialami dan yang dapat menimbulkan peristiwa belajar. maksudnya adanya perubahan tingkah laku ke arah yang lebih sempurna sesuai dengan tujuan yang telah ditentukan. sebagaimana digambarkan melalui kerucut edgard dale. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 182 gambar 2.1 kerucut pengalaman (edgar dale) berdasarkan kerucut pengalaman diatas, jelas bahwa penggunaan multimedia baik itu verbal, visual dan keterlibatan siswa memiliki kontribusi lebih besar terhadap daya ingat siswa. untuk itu penggunaan multimedia ini diupayakan bisa diterapkan dalam pembelajaran guna terlaksananya proses pembelajaran yang efektif. fungsi media pembelajaran yang keempat adalah fungsi psikologis yang diklasifikasikan menjadi lima yaitu fungsi atensi, fungsi afektif, fungsi kogniitif, fungsi imajinatif, dan fungsi motivasi. berikut penjelasanya yaitu : pertama, fungsi atensi yaitu berasal dari kata attention yang artinya adalah perhatian, dengan kata lain bahwa media pembelajaran dapat meningkatkan perhatian (attention) siswa terhadap materi ajar. setiap orang memiliki sel saraf penghambat, yakni sel khusus dalam sistem saraf yang berfungsi membuang sejumlah sensasi yang datang. dengan adanya saraf penghambat ini para siswa dapat memfokuskan perhatiannya pada rangsangan yang dianggapnya menarik dan membuang rangsangan–rangsangan lainnya. media pembelajaran yang tepat guna adalah media pembelajaran yang mampu menarik dan memfokuskan perhatian siswa. dalam psikologi komunikasi, fenomena ini disebut perhatian selektif sebagaimana dikatakan oleh jalaludin rahmat yang dikutip oleh yudhi jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 183 munadi (2008 : 44) ‘ketika kita memperhatikan rangsangan tertentu sambil membuang rangsangan yang lainnnya disebut perhatian selektif atau selective attention’. kedua, fungsi afektif menurut jahja qahar (yudhi munadi 2008 : 44), yakni menggugah perasaan emosi dan tingkat penerimaan atau penolakan siswa terhadap sesuatu. setiap orang memiliki gejala batin jiwa yang berisikan kualitas karakter dan kesadaran. ia berwujud pencurahan perasaan minat, sikap penghargaan, nilai–nilai, dan perangkat emosi atau kecenderungan–kecenderungan batin’. yudhi munadi (2008 : 44) mengungkapkan bahwa : media pembelajaran yang tepat guna dapat meningkatkan sambutan atau penerimaan siswa terhadap stimulus tertentu. sambutan atau penerimaan tersebut berupa kemauan. dengan adanya media pembelajaran, terlihat pada diri siswa kesediaan untuk menerima beban pelajaran dan untuk itu perhatian anak akan tertuju pada pelajaran yang diikuti. hal ini akan ditemukan pada siswa jika memang pemilihan media pembelajaran yang tepat dan menarik perhatian anak. selain timbulnya kemauan yang besar terhadap pelajaran yang diikuti, disebutkan juga oleh yudhi munadi bahwa penerimaan lain yang timbul adalah sebuah tanggapan yakni berupa partisipasi siswa dalam keseluruhan proses pembelajaran secara sukarela, ini merupakan reaksi siswa terhadap rangsangan yang diterimanya. tidak menutup kemungkinan bahwa dalam jiwanya akan melakukan penilaian dan penghargaan terhadap nilai–nilai atau norma–norma yang diperolehnya, dan pada tingkat tertentu maka nilai atau norma tersebut akan diterima dan diyakininya. ketiga, fungsi kognitif diungkapkan oleh yudhi munadi (2008 : 46) adalah “pembahasan tentang aktivitas yang meliputi persepsi, mengingat, dan berpikir”. sebagai contoh seorang siswa yang belajar melalui pengalaman langsung misalnya darmawisata, ia mampu menceritakan kembali sepulang darmawisata. semua pengalamannya tercatat dalam benaknya dalam bentuk gagasan dan tanggapan. dengan demikian jelaslah bahwa media pembelajaran ikut andil jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 184 dalam pengembangan kognitif siswa. semakin banyak ia dihadapkan pada objek–objek akan semakin banyak pula pikiran dan gagasan yang dimilikinya atau semakin kaya dan luas alam pikiran kognitifnya. keempat, fungsi imajinatif adalah media pembelajaran dapat meningkatkan dan mengembangkan imajinasi siswa. imajinasi (imagination) berdasarkan kamus lengkap psikologi yang dikutip oleh c.p. chaplin (yudhi munadi 2008 : 46) adalah proses menciptakan objek atau peristiwa tanpa pemanfaatan data sensoris. imajinasi ini mencakup penimbulan atau kreasi objek – objek baru sebagai rencana bagi masa mendatang, atau dapat juga mengambil bentuk fantasi yang didominasi kuat sekali oleh pikiran – pikiran autistik’. kelima, fungsi motivasi adalah media pembelajaran yang digunakan dapat meningkatkan motivasi siswa. motivasi dilihat dari asal katanya yaitu motif menurut sardiman am. (yudhi munadi 2008 : 27), adalah ‘daya upaya yang mendorong seseorang untuk melakukan sesuatu’. sehingga media pembelajaran sebaiknya dapat mendorong seseorang untuk melakukan sesuatu yang positif. menurut aminuddin rasyad (yudhi munadi 2008 : 28) dalam setiap diri manusia pada umumnya mempunyai dua macam motif atau dorongan yaitu motif yang sudah ada dalam diri yang sewaktu – waktu akan muncul tanpa ada pengaruh dari luar, disebut intrinc motive. bila dalam diri ini baik dan berfungsi pada setip diri siswa, maka tingkah laku belajarnya menampakkan diri dalam bentuk aktif dan kreatif. bila motif intrinsiknya kurang berfungsi maka tingkah laku belajarnya tidak menampakkan kekatifan dan kreatif yang berarti. motif lainnya adalah motif yang datang dari luar diri yakni karena ada pengaruh situasi lingkungannya, motif ini disebut extrinsic motive. atas dasar motif inilah diajurkan kepada para guru untuk dapat menciptakan suasana belajar yang kondusif. kedua motif ini dapat bekerja secara sadar maupun tidak sadar’. dengan demikian motivasi merupakan usaha sadar yang dapat ditimbulkan dari pihak luar dalam hal ini guru atau pendidik untuk mendorong, mengaktifkan dan menggerakkan siswanya secara sadar untuk terlibat secara aktif dalam proses pembelajaran. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 185 guru dapat memotivasi siswanya dengan cara membangkitkan minat belajarnya dengan cara memberikan dan menimbulkan harapan. donald o. hebb yang dikutip oleh aminuddin rasyad (yudhi munadi 2008 : 47) menyebut cara pertama dengan arousal dan kedua dengan expectancy. pertama yaitu arousal adalah suatu usaha guru untuk membangkitkan intrinsic motive siswanya, sedangkan yang kedua yaitu expectancy adalah suatu keyakinan yang secara seketika timbul untuk terpenuhinya suatu harapan yang mendorong seseorang untuk melakukan suatu kegiatan. harapan akan tercapainya suatu hasrat atau tujuan dapat menjadi motivasi yang ditimbulkan guru ke dalam diri siswa.salah satu pemberian harapan itu yakni dengan cara memudahkan siswa dalam menerima dan memahami isi pelajaran yakni melalui pemanfaatan media pembelajaran yang tepat guna. sehingga seorang pendidik dituntut untuk berpikir dan bersikap kreatif dalam menyampaikan materi pelajaran kepada siswa. fungsi media pembelajaran yang kelima adalah fungsi sosio–kultural yakni mengatasi hambatan sosio–kultural antarpeserta komunikasi pembelajaran. bukan hal yang mudah untuk memahami para siswa dalam jumlah yang cukup banyak. masing–masing memiliki karakteristik yang berbeda apalagi bila dihubungkan dengan adat , keyakinan, lingkungan, pengalaman dan lain–lain. sedangkan di pihak lain kurikulum dan materi ajar ditentukan dan diberlakukan secara sama kepada seluruh siswa. tentunya ini menjadi tugas guru untuk dapat menyampaikan materi yang sama namun dengan cara yang berbeda sehingga dapat dipahami oleh seluruh siswa. apalagi jika latar belakang budaya dan pengalaman guru berbeda dengan siswa. tetapi masalah ini dapat diatasi dengan bantuan media pembelajaran. 2. konsep kreativitas kreativitas adalah kemampuan menghasilkan sesuatu yang baru sebagaimana disebutkan oleh matlin (muallifah 2009 : 79) bahwa kreativitas adalah kemampuan menghasilkan suatu pekerjaan atau hasil karya yang baru dan bermanfaat. selain itu, kreativitas juga menjadi topik yang penting untuk membedakan individu dalam level sosialnya saat penyelesaian suatu tugas. namun demikian semua ahli yang jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 186 mendalami kreativitas berpendapat sama bahwa novelty (sesuatu yang baru) merupakan komponen utama dalam kreativitas. senada dengan pendapat di atas, weisberg dalam (muallifah 2009 : 80) mengemukakan bahwa : kreativitas tidak hanya dilihat dari bentuk produk namun dapat berupa proses. jika berkaitan dengan produk, maka kreativitas haruslah menghasilkan manfaat atau kegunaan. sedangkan kreativitas yang berupa proses dapat dilihat melalui penggunaannya sebagai alat untuk memecahkan masalah. longman dictionary of contemporary english (wahyudin 2007 : 3) menyebutkan bahwa ‘creativity also creativeness, the ablility to produce new and original ideas and things inventiveness’. kreativitas adalah kemampuan menciptakan sesuatu yang baru dan asli. anderson dalam muallifah (2009 : 81) mengungkapkan bahwa ‘kriteria baru dapat mencakup dua perspektif yakni psikologi dan budaya’. menurut perspektif psikologis, suatu ide atau gagasan dikatakan baru apabila orang tersebut belum pernah membuat hal itu, walaupun tidak menutup kemungkinan di tempat lain sudah ada orang yang pernah membuat hal yang serupa namun ini bersifat kebetulan. sementara menurut perspektif budaya, sesuatu dianggap baru dan kreatif apabila di lingkungan budaya masyarakat tersebut memang belum ditemukan gagasan atau ide tersebut. anne s. fishkin dan aileen s. johnson dalam muallifah (2009 : 84) menunjukkan anak yang memiliki pribadi kreatif adalah mereka yang memiliki ciri–ciri : a. fluency, kemampuan anak dalam menggeneralisasi gagasan atau ide, sehingga memungkinkan terciptanya pemecahan masalah yang kreatif, b. elaboration, kemampuan menambah, mengemas dan menciptakan suatu gagasan kreatif, c. flexibility, kemampuan memunculkan beberapa ide yang berbeda dalam pemecahan masalah yang sama, d. system for decision making, seseorang memliki sistem dalam pengambilan keputusan e. originality, kemampuan menciptakan hal yang baru, unik, tidak biasa dan benar-benar berbeda, jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 187 f. risk-tasking, berani mangambil resiko dengan mencoba hal-hal yang baru. g. complexity, kemampuan mebuat hal yang sukar atau rumit, h. curiosity, keinginan untuk mengetahui banyak hal, banyak bertanya dan banyak mencari hal-hal baru. i. imagination, kemampuan untuk bermimpi, menemukan, melihat, berpikir serta membuat konsep ide atau produk baru menjadi sebuah bakat. adapun beberapa karakteristik orang yang memiliki kreativitas diantaranya: a. lancar berfikir b. fleksibel dalam berfikir c. orisinil d. elaborasi (www.isrona.wordpress.com) menurut robert j sternberg, seorang siswa dikatakan memiliki kreativitas di kelas manakala mereka senatiasa menunjukkan: (1) merasa penasaran dan memiliki rasa ingin tahu, mempertanyakan dan menantang serta tidak terpaku pada kaidah-kaidah yang ada; (2) memiliki kemampuan berfikir lateral dan mampu membuat hubungan-hubungan diluar hubungan yang lazim; (3) memimpikan tentang sesuatu, dapat membayangkan, melihat berbagai kemungkinan, bertanya “ apa jika seandainya”, dan melihat sesuatu dari sudut pandang yang berbeda; (4) mengeksplorasi berbagai pemikiran dan pilihan, memainkan idenya, mencobakan alternatifalternatif dengan melalui pendekatan yang segar, memelihara pemikiran yang terbuka dan memodifikasi pemikirannya untuk memperoleh hasil yang kreatif; dan (5) merefleksi secara kritis atas setiap gagasan, tindakan dan hasil-hasil, meninjau ulang kemajuan yang telah dicapai, mengundang dan memanfaatkan umpan balik, mengkritik secara konstruktif dan dapat melakukan pengamatan secara cerdik. (www.definisi-pengertian.blogspot.com) menurut david cambell ciri-ciri kreativitas ada tiga kategori: a. ciri-ciri pokok: kunci untuk melahirkan ide, gagasan, ilham, pemecahan, cara baru, penemuan. b. ciri-ciri yang memungkinkan: yang membuat mampu mempertahankan ide-ide kreatif, sekali sudah ditemukan tetap hidup. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 188 c. ciri-ciri sampingan: tidak langsung berhubungan dengan penciptaan atau menjaga agar ide-ide yang sudah ditemukan tetap hidup, tetapi kerap mempengaruhi perilaku orang-orang kreatif. (www.wartawarga.gunadarma.ac.id) berbagai pendapat yang telah dikemukakan bahwa pada dasarnya semua orang yang kreatif adalah orang yang penuh dengan rasa penasaran terhadap hal baru dan memiliki kecepatan dalam berpikir sehingga muncul alternatif jawaban dari setiap pertanyaan yang dihadapi. hal ini ditandai dengan munculnya ide baru yang orisinil dan bermanfaat sehingga berbeda dengan yang lain. berdasarkan beberapa pendapat ahli, maka penulis menyimpulkan indikator dari kreativitas yaitu : a. keluwesan keluwesan adalah seseorang yang kreatif dapat berpikir dengan cepat dan memberikan banyak jawaban. b. fleksibilitas fleksibilitas adalah ketika seseorang dapat memberikan memberikan alternatif jawaban sebagai solusi dan memiliki rasa ingin tahu yang tinggi c. keaslian, adalah memiliki kemampuan berpikir tentang sesuatu yang baru dan orisinal. 1. faktor-faktor yang mempengaruhi kreativitas anak seorang anak yang kreatif bukan hanya berasal dari genetika saja namun juga sangat dipengaruhi oleh lingkungan dan pola asuh orang tua. bahkan hasil penelitian yang ada bahwa kedua faktor tersebut memiliki kedudukan yang sama penting setelah genetika, karena perkembangan kreativitas anak berproses melalui interaksi antara pribadi anak dan lingkungannya. penelitian dacey (muallifah, 2009:91) menunjukkan bahwa keluarga dari anak kreatif sangat jauh berbeda dengan anak lainnya. keluarga dari anak kreatif memiliki karakteristik tersendiri diantaranya : a. orang tua sangat mendukung untuk mengembangkan minat, bakat, dan potensi kreatifnya dengan melakukan usaha-usaha yang optimal, seperti menyediakan fasilitas belajar, memilihkan mentor terbaik,atau menyekolahkan anak di sekolah terbaik. b. orang tua anak yang kreatif tidak terlalu ikut campur dalam urusan minat, bakat, dan kegiatan anak, serta tidak berbuat jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 189 otoriter, terlalu mengawasi, atau membatasi kegiatan anaknya. mereka hanya membatasi prilaku yang boleh dilakukan dan yang tidak boleh dilakukan. c. orang tua menunjukkan humor yang tinggi, mereka sering bercanda bersama anak-anaknya dan ikut berperan aktif dalam mengoptimalkan kreativitasnya. d. orang tua mendorong anak untuk tidak putus asa dan mendorong kerja keras dalam proses kreativitas anaknya. e. orang tua dari anak kreatif sangat perhatian dan terlibat langsung dalam pendidikan anaknya. hasil penelitian yang dilakukan oleh prof utami munandar (muallifah 2009:92) menegaskan hal yang serupa yakni pengaruh sikap orang tua terhadap perkembangan kreatif anak. utami membagi sikap orang tua menjadi dua dimensi yaitu sikap orang tua yang memupuk kreativitas anak dan yang tidak memupuk bahkan menghambat kreativitas anak. adapun sikap orang tua yang memupuk kreativitas anak sebagai berikut : 1. menghargai pendapat anak dan mendorong untuk mengungkapkannya 2. memberikan waktu kepada anak untuk berpikir, merenung, dan berkhayal tentang apapun yang ada dalam benaknya 3. memperbolehkan anaknya untuk mengambil keputusan sendiri, sehingga anak akan bertanggung jawab dengan keputusannya itu. 4. mendorong keingintahuan anak untuk mengetahui banyak hal. orang tua memfasilitasi keingintahuan anak dengan memberikan informasi yang layak. hal ini bisa dilakukan dengan memberikan buku-buku bacaan pada anak, atau dengan mengajak anak mengunjungi objek yang ingin diketahuinya, dan menanyakan apapun yang dilihat di dalamnya karena dengan cara seperti itu, bisa memancing atau menstimulus kreativitas berpikirnya. 5. meyakinkan anak bahwa orang tua menghargai apa yang ingin dilakukan anak, apapun hasil akhirnya. hal yang dapat dilakukan adalah dengan memberikan kesempatan untuk melakukan eksperimen dari setiap pengetahuan yang dimilikinya. 6. menunjang dan mendorong kegiatan kreatif anak. orang tua memberikan fasilitas yang mendukung, membimbing anak dalam eksperimentasinya, atau mengasuh bakat anak dengan berbagai kegiatan positif, misalnya lomba, kursus, atau pelatihan. 7. menikmati waktu luang bersama anak. orang tua senang bersama anak. orang tua mampu menjalin komunikasi yang baik dengan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 190 anak, terbuka, hangat, empati dan komunikasi yang bersifat dua arah. 8. berikan pujian yang sungguh-sungguh dan tepat sasaran 9. menjalin hubungan kerjasama yang baik dengan anak, artinya orang tua mau membantu anaknya ketika anak mengalami kesulitan. sikap-sikap orang tua yang menghambat dan mematikan kreativitas anak : a. surveilance b. evaluation c. rewards d. competition e. over – control f. restricting choice g. pressure 2. kiat–kiat dasar mengembangkan kecerdasan dan kreativitas pada anak pengembangan kreativitas anak dapat dilakukan dengan berbagai cara misalnya seperti : a. menyediakan fasilitas dan sarana untuk mendukung kreativitas mereka. b. menyediakan tempat yang aman bagi anak. c. memotivasi anak ketika dia mulai putus asa d. biarkan anak mengungkapkan tentang frustasi kegagalannya. e. berempati dengan memahami perasaannya. berpikir kreatif dapat memancing anak untuk berpikir kritis, menggunakan pengetahuan yang telah dimilikinya, dan menjelajah cara berpikir baru (bernadette, 2004:106). pendekatan dan metode penelitian pendekatan yang digunakan dalam penelitian ini adalah kuantitatif dengan metode deskriptif. penelitian ini menggunakan dua metode statistik untuk menganalisa data yaitu statistik deskriptif untuk mengukur nilai rata-rata simpangan baku dan statistik inferensial dalam bentuk analisis regresi dan analisis korelasi. analisis regresi digunakan untuk mengungkapkan hubungan fungsional antara jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 191 variabel-variabel penelitian, sedangkan analisis korelasi digunakan untuk mengukur derajat keeratan hubungan variabel penelitian. 1. operasionalisasi variabel variabel penelitian terdiri dari variabel bebas (x) yaitu media pembelajaran sempoa dan variabel terikat (y) yaitu kreativitas berpikir. populasi penelitian adalah seluruh siswa kelas 4-6 yang mengikuti kursus aritmatika asma di cabang bandung. cabang bandung memiliki 75 unit yang tersebar di kota bandung, kabupaten bandung, kabupaten bandung barat dan kota cimahi. dari seluruh unit bandung yaitu berjumlah 75 unit yang tersebar di 4 wilayah yakni 45 unit di kota bandung, 18 di kabupaten bandung, 6 di kabupaten bandung barat, dan 6 di kota cimahi. secara proporsional dilihat dari yang paling sediktit yakni 6 maka diambil perbandingan 1:6 artinya diambil 1 sampel dari setiap 6 jumlah populasi. oleh karena itu diambil sampel sebesar 45/6=7,5 dibulatkan menjadi 8 di kota bandung, 18/6=3 di kabupaten bandung, 6/6=1 di kabupaten bandung barat, dan 6/6=1 di kota cimahi. setiap unit diambil sampel sejumlah 5 siswa yang terdiri dari siswa kelas 4-6. hasil penelitian 1. hubungan fungsional antara media pembelajaran sempoa dengan kreativitas berpikir anak persamaan regresi linier ŷ = 0,55 + 4,27 x yang menggambarkan hubungan fungsional antara variabel x dan variabel y. dalam arti lain menggambarkan bagaimana keadaan variabel y (kreativitas berpikir) pada saat keadaan variabel x (media pembelajaran sempoa) tertentu. kemiringan 4,27 menunjukan bahwa besarnya kenaikan kreativitas berpikir apabila penggunaan media pembelajaran sempoa naik satu tingkat adalah sebesar 4,27 atau bila kreativitas berpikir anak naik satu tingkat maka penggunaan media pembelajaran sempoa pada kursus asma naik sebesar 4,27 tingkat. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 192 2. bentuk hubungan antara media pembelajaran sempoa dengan kreativitas berpikir anak dari hasil perhitungan analisis varians ternyata dapat diketahui bahwa variabel kreativitas (y) bergantung (dependen) terhadap variabel media pembelajaran sempoa (x). artinya kreativitas tergantung terhadap media pembelajaran sempoa. 3. kadar signifikansi hubungan antara media pembelajaran sempoa dengan kreativitas berpikir anak koefisien korelasi 0,786 menunjukan korelasi hubungan yang cukup antara penggunaan media pembelajaran sempoa dengan kreativitas berpikir anak pada kursus asma cabang kota bandung. terdapat hubungan antara penggunaan media pembelajaran sempoa dalam membangun kreativitas berpikir anak pada kursus asma yaitu harga t hitung sebesar 10,09 hasil ini lebih besar dibandingkan dengan t tabel yang telah ditetapkan yaitu 1,67 maka hubungannya signifikan. nilai koefisien determinasi yaitu sebesar 61,78% artinya penggunaan media pembelajaran sempoa mempunyai kontribusi terhadap kreativitas berpikir anak pada kursus asma. daftar pustaka heinich, r., molenda, m., and russels, j.d (1982). instructional media. amerika : miriam seda. muallifah (2009). psycho islamic smart parenting. jogjakarta : diva press. sadiman, arif (1996). media pembelajaran (pengertian, pengembangan, dan pemanfaataanya). jakarta : raja grafindo persada. sudjana, (2001). pendidikan luar sekolah, wawasan, sejarah, perkembangan, falsafah, teori pendukung, azas. bandung : falah production. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 193 sudjana, (1992). metoda statistika. bandung : tarsito. sugiyono, (2008). metode penelitian pendidikan, bandung, alfabeta. suryana, y. dan priatna, t. (2007). metode penelitian pendidikan. bandung : azkia pustaka utama. trianto (2009). mendesain model pembelajaran inovatif progresif (konsep, landasan dan implementasinya pada ktsp), jakarta, kencana prenada media group. tynan, bernadette (2004). melatih anak berpikir seperti jenius. jakarta:pt gramedia pustaka utama. widodo, c. dan jasmadi, (2008). buku panduan menyusun bahan ajar . jakarta : pt elex media komputindo. subdin pls dinas pendidikan, (2007). direktori lembaga kursus di jawa barat. undang-undang dasar republik indonesia nomor 20 tahun 2003. blog archive (2007). rangkuman buku media pembelajaran. (online) tersedia: http://www.neozonk.blogspot.com /2007/11/rangkuman-buku-media-pembelajaran.html. (5 januari 2010) chietra (2008). kumpulan skripsi online full content (online). tersedia : http://www.one.indoskripsi.com /judul-skripsitugas-makalah/psikologi-umum/kreativitas. (22 november 2009) direktorat pembinaan kursus & kelembagaan (2009). profil lembaga (online). tersedia : http://www.infokursus.net email: ditbinsus@yahoo.co.id eko (2008). pengertian kreatifitas. (online) tersedia : http://www.eko13.wordpress.com /2008/03/16/pengertian-kreativitas/. (5 januari 2010) http://www.neozonk.blogspot.com:%20/2007/11/rangkuman-buku-media-pembelajaran.html http://www.neozonk.blogspot.com:%20/2007/11/rangkuman-buku-media-pembelajaran.html mailto:ditbinsus@yahoo.co.id http://eko13.wordpress.com/2008/03/16/pengertian-kreativitas/ http://eko13.wordpress.com/2008/03/16/pengertian-kreativitas/ jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 194 irawan, listyo yudha (2009). pengertian media pembelajaran menurut beberapa ahli.tersedia : http://www.listyogeografi.blogspot.com /2009/11/pengertian-mediapembelajaran-menurut.html (11 juli 2010). isronax (2007). create our future. (online) tersedia : http://www. isrona.wordpress.com /2007/02/15/ciri-anak-kreatif/. (5 januari 2010) purwanto, kreativitas berpikir menurut guilford. (online) tersedia : http://www.depdiknas.go.id /publikasi/balitbang/074/j74. _03.pdf (23 november 2009) sudrajat, akhmad (2008). lets talk about education! (online). tersedia : http://akhmadsudrajat.wordpress.com /2008/01/12/media-pembelajaran/. (19 november 2009) susanto, eko (2008). pengertian kreativitas (online) tersedia : http://www.eko13.wordpress.com /2008/03/16/pengertian-kreativitas/ (11 juli 2010). widyartono didin (2009). media pembelajaran (online) tersedia : http://www.endonesa.wordpress.com /ajaranpembelajaran/media-pembelajaran/) (11 juli 2010). http://listyo-geografi.blogspot.com/2009/11/pengertian-media-pembelajaran-menurut.html http://listyo-geografi.blogspot.com/2009/11/pengertian-media-pembelajaran-menurut.html http://listyo-geografi.blogspot.com/2009/11/pengertian-media-pembelajaran-menurut.html http://isrona.wordpress.com/2007/02/15/ciri-anak-kreatif/ http://isrona.wordpress.com/2007/02/15/ciri-anak-kreatif/ http://www.depdiknas.go.id/publikasi/balitbang/074/j74.%20_03.pdf http://www.depdiknas.go.id/publikasi/balitbang/074/j74.%20_03.pdf http://akhmadsudrajat.wordpress.com/2008/01/12/media-pembelajaran/ http://akhmadsudrajat.wordpress.com/2008/01/12/media-pembelajaran/ http://www.eko13.wordpress.com/ jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 92 pemanfaatan alat permainan edukatif (ape) dalam pembelajaran paud seatap margaluyu kecamatan cipatat kabupaten bandung barat eka sri hendayani stkip siliwangi bandung abstrak menurut undang-undang sisdiknas nomor 20 tahun 2003, pendidikan di indonesia dibagi ke dalam tiga jalur, yaitu: jalur pendidikan formal, jalur pendidikan non-formal, dan jalur pendidikan informal. selama ini proses pembangunan manusia indonesia melalui upaya-upaya pendidikan, lebih ditekankan pada pendidikan persekolahan atau pendidikan formal saja. perhatian pemerintah dan masyarakat jarang sekali diarahkan kepada pendidikan non-formal yang sebenarnya memiliki nilai penting yang sama. bahkan dalam beberapa konteks situasi bisa dipandang lebih penting dalam rangka pembangunan manusia indonesia secara efektif, efisien, integratif, kreatif dan holistik. hal ini senada dengan pemikiran tilaar (1998:16) yang menyatakan bahwa jalur pendidikan sekolah dan jalur pendidikan luar sekolah itu saling komplementer dalam sistem pendidikan nasional, sehingga perhatian yang sama dan adil harus diberikan kepada jalur pendidikan sekolah dan jalur pendidikan luar sekolah.sebagai bagian dari program pendidikan luar sekolah, pendidikan anak usia dini (paud) adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir (0 tahun) sampai dengan usia enam tahun yang dilakukan melalui pemberian rangangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut (pasal 1 butir 14 uu no. 20 tahun 2003).paud seatap margaluyu kecamatan cipatat kabupaten bandung barat adalah salah satu lembaga paud yang senantiasa konsisten memberikan layanan pendidikan pra-sekolah dasar bagi anakanak di sekitar lokasi sdn margaluyu di mana paud ini berada. meskipun sarana dan prasarana sekolah yang belum maksimal dan optimal serta mencukupi, paud ini terus mengembangkan pembelajarannya sesuai dengan kebutuhan anak didik.berdasarkan penelitian pendahuluan yang dilakukan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 93 terhadap hasil pembelajaran anak didik, penulis menemukan bahwa dengan keterbatasan alat permainan edukatif (ape) terdapat kekurangan dalam hasil pembelajaran baik secara kognitif, afektif, konatif maupun psikomotorik. untuk itulah sangat diperlukan pemanfaatan ape secara optimal dan maksimal dalam rangkan pembelajaran yang lebih berhasil guna. kata kunci: pendidikan non-formal, paud, ape, hasil belajar yang maksimal. a. pendahuluan belajar tidak hanya terbatas kepada memperoleh pengetahuan dan keterampilan saja seperti menulis, membaca dan berhitung serta yang lainnya, tetapi juga memperoleh kecakapan dan keahlian hidup (life skills) seperti sikap diri, kebiasaan, kebersihan, cinta tanah air, tanggungjawab, percaya diri dan keahlian terapan (applied skills) serta nilai-nilai kepribadian diri anak yang lainnya. syarif menyebutkan dalam ace suryadi (2009:65-66) bahwa perkembangan dan kualitas anak dipengaruhi oleh banyak faktor, di antaranya adalah faktor keturunan (hereditas) dan lingkungan yang termasuk di dalamnya intervensi pendidikan. berdasarkan lampiran peraturan menteri pendidikan nasional nomor 58 tahun 2009 tentang paud disebutkan bahwa sarana dan prasarana adalah perlengkapan untuk mendukung penyelenggaraan kegiatan pendidikan, pengasuhan, dan perlindungan yang pengadaannya disesuaikan dengan jumlah anak, kondisi sosial, budaya dan jenis layanan paud. (2009:23). dengan demikian jelaslah sudah, bahwa untuk mencapai hasil pembelajaran dan pendidikan anak paud yang maksimal dan optimal harus didukung oleh beberapa aspek teknis dan non-teknis di antaranya sarana dan prasarana yang dibutuhkan, khususnya alat permainan edukatif (ape). untuk itulah, penulis mencoba untuk melakukan penelitian yang lebih jauh tentang masalah tersebut dan menguraikannya dalam tulisan yang berjudul: “pemanfaatan alat permainan edukatif dalam pembelajaran di jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 94 paud seatap margaluyu kecamatan cipatat kabupaten bandung barat” sebagai sebuah penelitian studi kasus. b. kajian teoritis dalam rangka memberikan pemahaman yang luas namun mudah dicerna, penulis mencoba menguraikan definisi operasional dari istilahistilah pokok pada judul skripsi ini, yaitu: 1. paud, sebagaimana disebutkan dalam undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional pasal 1 angka 14 adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. penyelenggaraan paud jalur pendidikan formal berbentuk taman kanak-kanak (tk), raudhatul athfal (ra) dan bentuk lain yang sederajat, yang menggunakan program untuk anak usia 4 ≤ 6 tahun. sedangkan penyelenggaraan paud jalur pendidikan non-formal berbentuk taman penitipan anak (tpa) dan bentuk lain yang sederajat, yang menggunakan program untuk anak usia 0 < 2 tahun, 2 < 4 tahun, 4 ≤ 6 tahun dan program pengasuhan untuk anak usia 0 ≤ 6 tahun; kelompok bermain (kb) dan bentuk lain yang sederajat, menggunakan program untuk anak usia 2 < 4 tahun dan 4 ≤ 6 tahun. (salinan permendiknas nomor 58 tahun 2009 tentang standar paud). 2. sehingga ace suryadi (2009:70) menyimpulkan bahwa ada signifikansi antara pendidikan anak usia dini dengan proses upaya melejitkan potensi diri anak pada usia emas (golden age), karena prinsip pembelajaran paud adalah bermain sambil belajar sesuai dengan tingkat usia, perkembangan psikologis dan kebutuhan spesifik anak, serta mendekatkan anak dengan lingkungannya. dia pun menambahkan, bahwa dalam rangka mendukung pembelajaran paud yang “mudah, murah dan bermutu” serta sesuai dengan “prinsip pembelajaran dan perkembangan anak usia dini” berbagai inovasi telah dilakukan di antaranya dengan pengembangan konsep alat permainan edukatif (ape) bagi anak-anak paud. sementara paud seatap adalah paud yang berada di lokasi sd/mi yang merupakan satu kesatuan pendidikan yang tidak dapat dipisahkan. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 95 1. sarana atau dalam istilah lain disebut sebagai media adalah perantara atau pengantar sumber pesan dengan penerima pesan. beberapa ahli memberikan definisi tentang media pembelajaran. schramm (1977) mengemukakan bahwa media pembelajaran adalah teknologi pembawa pesan yang dapat dimanfaatkan untuk keperluan pembelajaran. sementara itu, briggs (1977) berpendapat bahwa media pembelajaran adalah sarana fisik untuk menyampaikan isi/materi pembelajaran seperti : buku, film, video dan sebagainya. sedangkan, national education associaton (1969) mengungkapkan bahwa media pembelajaran adalah sarana komunikasi dalam bentuk cetak maupun pandang-dengar, termasuk teknologi perangkat keras. dari ketiga pendapat di atas disimpulkan bahwa media pembelajaran adalah segala sesuatu yang dapat menyalurkan pesan, dapat merangsang fikiran, perasaan, dan kemauan peserta didik sehingga dapat mendorong terciptanya proses belajar pada diri peserta didik. brown (1973) mengungkapkan bahwa media pembelajaran yang digunakan dalam kegiatan pembelajaran dapat mempengaruhi terhadap efektivitas pembelajaran. pada mulanya, media pembelajaran hanya berfungsi sebagai alat bantu guru untuk mengajar yang digunakan adalah alat bantu visual. sekitar pertengahan abad ke –20 usaha pemanfaatan visual dilengkapi dengan digunakannya alat audio, sehingga lahirlah alat bantu audiovisual. sejalan dengan perkembangan ilmu pengetahuan dan teknologi (iptek), khususnya dalam bidang pendidikan, saat ini penggunaan alat bantu atau media pembelajaran menjadi semakin luas dan interaktif, seperti adanya komputer dan internet. media memiliki beberapa fungsi, diantaranya: a. media pembelajaran dapat mengatasi keterbatasan pengalaman yang dimiliki oleh para peserta didik. b. media pembelajaran dapat mengatasi perbedaan tersebut. jika peserta didik tidak mungkin dibawa ke obyek langsung yang dipelajari, maka obyeknyalah yang dibawa ke peserta didik, yang bisa dalam bentuk nyata, miniatur, model, maupun bentuk gambar – gambar secara audio visual dan audial. c. media pembelajaran dapat melampaui batasan ruang kelas. banyak hal yang tidak mungkin dialami secara langsung di dalam kelas oleh para peserta didik tentang suatu obyek, yang disebabkan, karena: (a) obyek terlalu besar; (b) obyek terlalu kecil; (c) obyek yang bergerak terlalu lambat; (d) obyek yang bergerak terlalu cepat; (e) obyek yang terlalu kompleks; (f) obyek jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 96 yang bunyinya terlalu halus; (f) obyek mengandung berbahaya dan resiko tinggi. melalui penggunaan media yang tepat, maka semua obyek itu dapat disajikan kepada peserta didik. media pembelajaran memungkinkan adanya interaksi langsung antara peserta didik dengan lingkungannya. d. media menghasilkan keseragaman pengamatan e. media dapat menanamkan konsep dasar yang benar, konkrit, dan realistis. f. media membangkitkan keinginan dan minat baru. g. media membangkitkan motivasi dan merangsang anak untuk belajar. h. media memberikan pengalaman yang integral/menyeluruh dari yang konkrit sampai dengan abstrak 2. alat permainan edukatif (ape), alat permainan yang sengaja dirancang secara khusus untuk kepentingan pendidikan. (mayke sugianto, 1995). sementara direktorat paud (2003) menyebutkan bahwa alat permainan edukatif (ape) adalah segala sesuatu yang dapat dipergunakan sebagai sarana atau peralatan untuk bermain yang mengandung nilai pendidikan (edukatif) dan dapat mengembangkan seluruh kemampuan anak. (dalam h.engking s.hasan dan sri nurhayati, 2011:8).sementara neyla rolina (2010:2) menyebutkan bahwa ape merupakan singkatan dari alat permainan edukatif. mengapa “permainan”? karena pada dasarnya anak memang berada dalam masa bermain. maka yang dibutuhkan bukanlah alat pembelajaran atau alat peraga, melainkan alat permainan untuk mendukung kegiatan bermainnya. namun ape biasa disebut sebagai media pembelajaran ataupun alat peraga. sedangkan menurut sudjana dan rivai (1991: 1), media instruksional merupakan alat bantu mengajar yang termasuk dalam komponen metodologi penyampaian pesan untuk mencapai tujuan instruksional. c. metode penelitian metode yang dikembangkan dalam penelitian ini adalah penelitian studi kasus (case study), yakni penelitian yang terfokus pada kasus yang diteliti, stake (2005) menekankan pada pentingnya kasus pada setiap tahapan proses penelitian studi kasus. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 97 berdasarkan pendapatnya tersebut, stake (2005, 2006) menjelaskan proses penelitian studi kasus adalah sebagai berikut: 1. menentukan dengan membatasi kasus. tahapan ini adalah upaya untuk memahami kasus, atau dengan kata lain membangun konsep tentang obyek penelitian yang diposisika sebagai kasus. dengan mengetahui dan memahami kasus yang akan diteliti, peneliti tidak akan salah atau tersesat di dalam menentukan kasus penelitiannya. 2. memilih fenomena, tema atau isu penelitian. pada tahapan ini, peneliti membangun pertanyaan penelitian berdasarkan konsep kasus yang diketahuinya dan latar belakang keinginannya untuk meneliti. pertanyaan penelitian dibangun dengan sudah mengandung fenomena, tema atau isu penelitian yang dituju di dalam proses pelaksanaan penelitian. 3. memilih bentuk-bentuk data yang akan dicari dan dikumpulkan. data dan bentuk data dibutuhkan untuk mengembangkan isu di dalam penelitian. penentuan data yang dipilih disesuaikan dengan karakteristik kasus yang diteliti. pada umumnya bentuk pengumpulan datanya adalah wawancara baik individu maupun kelompok; pengamatan lapangan; peninggalan atau artefak; dan dokumen. 4. melakukan kajian triangulasi terhadap kunci-kunci pengamatan lapangan, dan dasar-dasar untuk melakukan interpretasi terhadap data. tujuannya adalah agar data yang diperoleh adalah benar, tepat dan akurat. 5. menentukan interpretasi-interpretasi alternatif untuk diteliti. alternatif interpretasi dibutuhkan untuk menentukan interpretasi yang sesuai dengan kondisi dan keadaan kasus dengan maksud dan tujuan penelitian. 6. membangun dan menentukan hal-hal penting dan melakukan generalisasi dari hasil-hasil penelitian terhadap kasus. stake (2005, 2006) selalu menekankan tentang pentingnya untuk selalu mengeksplorasi dan menjelaskan hal-hal penting yang khas yang terdapat di dalam kasus. karena pada dasarnya kasus dipilih karena diperkirakan mengandung kekhususannya sendiri. dalam kaitan penelitian tentang “pemanfaatan alat permainan edukatif (ape) dalam pembelajaran di paud seatap margaluyu kecamatan cipatat kabupaten bandung barat”, penulis mencoba menerapkan studi kasus pada seluruh objek penelitian di paud tersebut yang berjumlah 15 orang (9 orang perempuan dan 6 orang laki-laki). jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 98 adapun langkah-langkah kongkritnya adalah sebagai berikut: 1. kasus yang diteliti adalah: pemanfaatan ape di paud seatap margaluyu; 2. isu penelitiannya adalah: a. bagaimana kondisi objektif pembelajaran paud saat ini? b. bagaimana penggunaan/pemanfaatan alat permainan edukatif (ape) dilaksanakan? c. bagaimana dampak ape terhadap hasil belajar berdasarkan lingkup garapan paud seatap margaluyu kecamatan cipatat kabupaten bandung barat? 3. pengumpulan data yang berasal dari: proses pembelajaran, wawancara, dan studi literatur. 4. kajian integratif terhadap data yang terkumpul. 5. menentukan asumsi dan hipotesis untuk lebih mengarahkan penelitian kasus yang difokuskan. 6. eksplorasi dan improvasi terhadap data yang terkumpul menjadi sebuah kesimpulan yang analitik, objektif dan argumentatif. d. hasil dan pembahasan berikut ini adalah langkah – langkah kongkrit yang dilakukan oleh peneliti dalam proses pengumpulan data studi kasus tentang penggunaan ape di paud seatap margaluyu kecamatan cipatat kabupaten bandung barat: 1. pemilihan kasus: dalam pemilihan kasus hendaknya dilakukan secara bertujuan (purposive) dan bukan secara rambang. kasus dapat dipilih oleh peneliti dengan menjadikan objek orang, lingkungan, program, proses, dan masvarakat atau unit sosial. ukuran dan kompleksitas objek studi kasus haruslah masuk akal, sehingga dapat diselesaikan dengan batas waktu dan sumbersumber yang tersedia; 2. pengumpulan data: terdapat beberapa teknik dalarn pengumpulan data, tetapi yang lebih sering dipakai dalarn penelitian kasus adalah observasi, wawancara, dan analisis dokumentasi. peneliti sebagai instrurnen penelitian, dapat menyesuaikan cara pengumpulan data dengan masalah dan lingkungan penelitian, serta dapat mengumpulkan data yang berbeda secara serentak; 3. analisis data: setelah data terkumpul peneliti dapat mulai mengagregasi, mengorganisasi, dan mengklasifikasi data menjadi unit-unit yang dapat dikelola. agregasi merupakan proses mengabstraksi hal-hal khusus menjadi hal-hal umum guna jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 99 menemukan pola umum data. data dapat diorganisasi secara kronologis, kategori atau dimasukkan ke dalam tipologi. analisis data dilakukan sejak peneliti di lapangan, sewaktu pengumpulan data dan setelah semua data terkumpul atau setelah selesai dan lapangan; 4. perbaikan (refinement): meskipun semua data telah terkumpul, dalam pendekatan studi kasus hendaknya dilakukan penvempurnaan atau penguatan (reinforcement) data baru terhadap kategori yang telah ditemukan. pengumpulan data baru mengharuskan peneliti untuk kembali ke lapangan dan barangkali harus membuat kategori baru, data baru tidak bisa dikelompokkan ke dalam kategori yang sudah ada; 5. penulisan laporan: laporan hendaknya ditulis secara komunikatif, rnudah dibaca, dan mendeskripsikan suatu gejala atau kesatuan sosial secara jelas, sehingga rnernudahkan pembaca untuk mernahami seluruh informasi penting. laporan diharapkan dapat membawa pembaca ke dalam situasi kasus kehidupan seseorang atau kelompok. data yang diperoleh dari 15 orang peserta adalah dengan memberikan mereka beberapa tema pembelajaran yang berkaitan langsung dengan dunia kehidupan mereka sehari-hari, seperti: 1. diri sendiri (aku dan panca indera) 2. lingkunganku (keluarga, rumah dan sekolah) 3. kebutuhanku (makanan/minuman,pakaiandan kesehatan/kebersihan/keamanan) 4. tanaman, dan 5. binatang persyaratan ape yang digunakan untuk proses pembelajaran di tk/paud adalah sebagai berikut: 1. mengandung nilai pendidikan; 2. aman atau tidak berbahaya bagi anak; 3. menarik dilihat dari warna dan bentuknya; 4. sesuai dengan minat dan taraf perkembangan anak; 5. sederhana, murah dan mudah diperoleh; 6. awet, tidak mudah rusak dan mudah pemeliharaannya; 7. ukuran dan bentuknya sesuai dengan usia anak; 8. berfungsi mengembangkan kemampuan anak. adapun jenis ape yang digunakan adalah seperti: jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 100 1. gambar anggota tubuh dan panca indera: kepala, tangan, kaki, badan, mata, telinga, hidung, mulut, dll. 2. jenis-jenis warna yang terkait dengan anggota tubuh. 3. beberapa jenis makanan pokok dan minuman, dan buah-buahan, seperti: nasi, jagung, singkong, pisang, ubi, roti, jus buah, susu, teh, jeruk, apel, melon, semangka, dll. 4. gambar orang-orangan yang menunjukkan ayah, ibu, kakek, nenek, paman, bibi, kakak, adik dan aku. 5. beberapa jenis peraga binatang peliharaan, seperti: anjing, kucing, kelinci, ayam, burung, monyet, angsa, bebek, dll. 6. gambar jenis tempat tinggal, seperti: rumah, tenda, gua, dll. 7. gambar-gambar bagian rumah, seperti: pintu, jendela, pagar, tangga, dll. 8. serta berbagai jenis ape lainnya yang dapat menunjang proses pembelajaran di paud. sebagai bahan penelitian, peneliti mencoba mempersempit tema pembelajaran tentang makanan dan minuman. alat peraga yang digunakan adalah gambar dan beberapa prototype makanan dan minuman, seperti: beras/padi, jagung, ubi, singkong, kentang, ikan, daging sapi/ayam, sayur bayam/sosin, susu, jus, teh, dll. ketika penelitian dilakukan terhadap proses pembelajaran sebelum dan sesudah pemanfaatan ape tersebut di atas, secara kasat mata atau nyata peneliti menemukan perbedaan yang signifikan terhadap hasil kedua proses pembelajaran tersebut. dengan cara konvensional pada proses pembelajaran pertama, di mana guru menjadi titik sentral sebagai pemberi informasi dan siswa adalah sekedar objek pembelajar, maka ditemukan proses yang monoton dan kejenuhan siswa dalam menerima pengetahuan dari guru. bahkan sebagian siswa lebih banyak asyik ngobrol dengan temannya. hal ini adalah bukti bahwa secara afektif, kognitif dan terutama psikomotorik siswa tidak terangsang untuk serius belajar. sementara itu, ketika guru memberikan beberapa jenis tiruan benda dan gambar yang terkait dengan tema pembelajaran makanan dan minuman, terlihat sekali antusiasme siswa. sampai muncul berbagai pertanyaan yang mengarah kepada sebegitu besarnya tingkat animo dan keingintahuan mereka. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 101 berikut adalah beberapa jenis ape yang digunakan dalam tema makanan dan minuman: berikut adalah beberapa pertanyaan siswa yang muncul setelah proses pembelajaran yang dilakukan dengan menggunakan ape:  bu, terbuat dari apakah nasi itu?  bu, apakah hanya nasi saja yang kita makan?  bu, apa bedanya nasi dengan jagung?  bu, apa gunanya kita banyak minum susu?  bu, boleh tidak kita minum kopi?  bu, kenapa orang barat lebih suka makan roti daripada nasi?  bu, lebih bagus mana semangka atau pisang?  dan lain-lain. demikian pula, para siswa lebih cepat mampu memberikan jawaban terhadap setiap pertanyaan guru yang berkaitan dengan makanan dan minuman setelah mereka mengikuti proses pembelajaran dengan menggunakan ape. sehingga jelaslah bahwa ape adalah segala sesuatu yang dapat digunakan sebagai sarana atau peralatan untuk bermain yang mengandung nilai pendidikan (edukatif), yang dapat merangsang pertumbuhan den perkembangan anak usia dini guna mengembangkan seluruh aspek kemampuan, potensi dan kecerdasan anak. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 102 ace suryadi (2009:73) menyebutkan bahwa dalam rangka mendukung pembelajaran pendidikan anak usia dini (paud) yang ‘mudah’, ‘murah’ dan ‘bermutu’ serta sesuai dengan ‘prinsip pembelajaran dan perkembangan anak usia dini’, berbagai inovasi telah dilakukan antara lain melalui pengembangan konsep alat permainan edukatif (ape). sementara salim al-idrus (2010:1) menyebutkan bahwa sarana dan prasarana pendidikan merupakan salah satu sumber daya yang penting dan utama dalam menunjang proses pembelajaran di sekolah, untuk itu perlu dilakukan peningkatan dalam pendayagunaan dan pengelolaannya, agar tujuan yang diharapkan dapat tercapai. ape dan bahan belajar digunakan untuk mendukung kegiatan main anak, yang disesuaikan dengan usia anak dan rencana kegiatan belajar yang sudah disusun. ape tidak harus yang sudah jadi, tetapi dapat membuat bersama oleh guru, orangtua dan anak. penggunaan ape dan bahan belajar baik yang sudah jadi maupun yang dikembangkan sendiri harus memperhatikan hal-hal berikut: menggunakan bahan yang aman bagi anak (tidak mengandung zat yang membahayakan kesehatan anak); menarik bagi anak dan dapat dimainkan oleh anak dengan berbagai cara; murah dan mudah didapatkan di lingkungan sekitar. untuk mempermudah penggunaan ape yang dimiliki oleh program layanan paud, sebaiknya ditempatkan pada tempat khusus. apabila tempat kegiatan program layanan paud bersifat permanen (menetap), semua alat dapat disimpan di rak-rak yang dapat dijangkau oleh anak saat akan memainkannya. e. kesimpulan kondisi objektif pembelajaran paud saat ini secara umum sudah baik, terutama di lembaga-lembaga paud swasta bonafid yang para orangtua/wali siswanya lebih mengerti terhadap pentingnya pendidikan. selain itu pula, terdapat kecenderungan bahwa mempersiapkan anak untuk masuk ke sekolah dasar adalah sebuah keharusan. sehingga dengan biaya pendidikan yang tinggi pun mereka sanggup untuk memenuhinya. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 103 demikian pula dengan pemanfaatan alat permainan edukatif (ape), di beberapa paud/tk telah menjadi sebuah keharusan, karena menjadi kebutuhan anak untuk lebih memahami setiap materi pembelajaran yang diberikan oleh para tutor. sementara di paud seatap margaluyu masih mempergunakan ape yang ada, belum memadai sesuai dengan kebutuhan pembelajaran. dengan penelitian yang dilakukan, didapat hasil bahwa pemanfaatan/penggunaan ape secara tepat dan memadai dapat merangsang anak untuk lebih aktif dan kreatif dalam proses pembelajaran. sehingga secara afektif, kognitif, konatif dan psikomotorik para siswa lebih mampu memahami setiap tema pembelajaran dengan cepat dan aplikatif. untuk itulah, pemanfaatan ape dalam proses pembelajaran di paud bukanlah sekedar trend melainkan sebuah keharusan dalam rangka meningkatkan layanan pendidikan terhadap seluruh anak didik. daftar pustaka al-idrus, salim (2011), manajemen sarana dan prasarana, stie indonesia, malang arifin, tajul, tehnik penulisan proposal penelitian dan skripsi, lembaga penerbit fak.syari’ah iain sunan gunung djati, bandung, 1999 arikunto, suharsimi. (2002). prosedur penelitian: suatu pendekatan praktek. jakarta: pt. asdi mahasatya direktorat paud ditjen pls (2006), pedoman teknis penyelenggaraan kober, jakarta hasan, h. engking s (2011), konsep dasar dan analisis kebijakan pls, hand out, stkip siliwangi, bandung hasan, h. engking s, dkk (2008), penuntun penyusunan proposal penelitian dan penulisan skripsi, stkip siliwangi, bandung purwanto, m. ngalim, mp (1999), ilmu pendidikan teoritis dan praktis, pt.remaja rosdakarya, bandung jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 104 tedjasukmana (2010), etika profesi pendidikan luar sekolah (pls), hand out, stkip siliwangi, bandung tim bina potensi (2011), pedoman teknis penyelenggaraan kober, nuansa aulia, bandung jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 24 upaya ibu pekerja dalam membimbing anak di rumah di kelurahan baros kecamatan cimahi tengah kota cimahi dini nurbaety stkip siliwangi bandung abstrak permasalahan dalam penelitian ini adalah bagaimana upaya ibu pekerja dalam membimbing anak di rumah. tujuan penelitian ini adalah untuk mengungkap data mengenai upaya ibu pekerja dalam membimbing anak di rumah , untuk mengungkapkan data mengenai cara atau strategi ibu pekerja dalam membimbing anak di rumah yang memperngaruhi perkembangan diri pada anak usia dini, untuk mengungkapkan data mengenai hambatanhambatan yang dihadapi ibu pekerja dalam membimbing anak di rumah. kata kunci : upaya ibu pekerja dalam membimbing anak a. pendahuluan pada zaman globalisasi ini banyak tantangan yang dihadapi untuk memenuhi kebutuhan ekonomi di dalam keluarga. seorang ibu (istri) dituntut mencari nafkah sebagai penambah penghasilan suami, karena tuntutan zaman baru didalam masyarakat yang mengalami masa emansipasi wanita. hal ini sesuai dengan pernyataan pudjiwati. s (1983 : 230) bahwa ke ikut sertaan ibuibu pekerja merupakan, “… usaha untuk mendapatkan pengakuan status baru, sesuai dengan zaman baru dalam keluarga maupun dalam masyarakat luas“. secara kodrat seorang ibu biasanya lebih banyak berperan dalam mendidik dan membimbing anak. hal ini mengingatkan bahwa kesempatan ibu untuk bertemu dengan anak lebih banyak dan hubungan dengan anak akan lebih dekat, sehingga seorang ibu lebih mudah memahami karakter seorang anak. oleh karena itu seorang ibu memiliki peranan yang sangat besar bagi penciptaan karakter anak dalam kehidupan yang baik terutama bagi perkembangan kepribadian anak. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 25 b. kajian teori dan metode pengertian membimbing moh. surya (1988: 36) memberikan definisi mengenai membimbing yang lebih lengkap yaitu: “membimbing ialah suatu proses pemberian bantuan yang terus menerus dan sistematis dari pebimbing kepada yang dibimbing agar tercapai kemandirian dalam pemahaman diri dan perwujudan diri dalam mencapai tingkat perkembangan yang optimal dan penyesuaian diri dengan lingkungan.” tujuan membimbing tujuan membimbing dapat dibedakan dalam tujuan sementara dan tujuan akhir : 1. tujuan sementara adalah supaya orang bersikap dan bertindak sendiri dalam situasi kehidupannya sekarang. 2. tujuan akhir adalah supaya orang mampu mengatasi kehidupannya sendiri mengambil sikap sendiri, mempunyai pandangan sendiri dan menanggung sendiri konsekuensi atau tindakantindakannya. fungsi membimbing dalam pelaksanaannya membimbing memiliki empat fungsi yang bertujuan untuk memperjelas terlaksananya membimbing itu sendiri. empat fungsi membimbing menurut nur ihsan ( 2003 : 12) adalah : 1. fungsi pengembangan, merupakan fungsi membimbing dalam mengembangkan seluruh potensi dan kekuatan yang dimiliki individu . 2. fungsi penyaluran, merupakan fungsi membimbing dalam memantapkan kegiatan yang dilakukan oleh individu. 3. fungsi adaptasi, merupakan fungsi membantu para pelaksanan pendidikan terhadap latar belakang, pendidikan, minat, kemampuan dan kebutuhan individu. 4. fungsi penyesuaian, merupakan fungsi membimbing dalam membantu individu menemukan penyesuaian diri dan pengembangan diri secara optimal. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 26 prinsipprinsip membimbing dalam pelaksanaannya membimbing perlu memperhatikan prinsip prinsip yaitu : 1. membimbing yaitu suatu proses membantu individu agar agar mereka dapat membantu dirinya sendiri dengan memecahkan masalah yang dihadapinya 2. upaya membimbing pada prinsipnya harus menyesuaikan kesemua orang karena semua orang tentu mempunyai masalahmasalah yang perlu pertolongan. 3. dalam membimbing harus diingatkan bahwa semua orang meskipun semua dalam kebanyakan sifatnya namun mempunyai perbedaan perbedaan individual. 4. perlu diadakannya program evaluasi dan penyelidikpenyelidik individual sehingga diperlukan kumpulankumpulan catatan mengenai kemajuan atau keadaan orang yang dibimbing tadi. 5. fungsi membimbing adalah menolong orang supaya berani dan dapat memikul tanggung jawab sendiri dalam mengatasi kesukaran kesukarannya, sehingga hasilnya dapat berupa kemajuan keseluruh pribadi yang bersangkutan. 6. usaha membimbing harus luwes sesuai dengan kebutuhan dan keadaan masyarakat serta kebutuhan individual. 7. membimbing dimulai dengan identifikasi kebutuhan yang dirasakan oleh individu yang akan dibimbing. pendidikan keluarga sebagai satuan pendidikan luar sekolah pendidikan luar sekolah merupakan salah satu dari sekian banyak istilah yang muncul dalam studi pendidikan. namun, istilah ini telah tumbuh menjadi kenyataan dan nampaknya khasanah pendidikan di dunia ini. setiap warga negara berhak mendapatkan pendidikan tanpa memandang atau membedakan suku, agama, ras, dan lain sebagainya. pada hakekatnya pendidikan dapat dilakukan secara sadar untuk mencapai suatu tujuan tertentu, menurut amier indrakusuma (1973 :277 ) sebagai berikut : “pendidikan ialah suatu usaha yang sadar teratur dan sistematis, yang dilakukan oleh orangorang yang diserahi tanggung jawab untuk mempengaruhi anak agar mempunyai sifat dan tabiat sesuai citacita pendidikan”. dalam undangundang no. 23 tahun 2003 tentang sistem pendidikan nasional dikatakan bahwa, “ jalur pendidikan terdiri atas pendidikan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 27 formal, nonformal dan informal yang dapat saling melengkapi dan memperkaya.” pendidikan luar sekolah menurut djuju sudjana ( 2000:23) memberikan pengertian pendidikan luar sekolah sebagai berikut : “ setiap kegiatan terorganiser dan tersistematis, diluar sistem persekolahan yang mapan, dilakukan secara mandiri atau merupakan bagian penting dari kegiatan yang lebih luar yang sengaja dilakukan tetapi tidak terlalu mengikuti peraturanperaturan yang tetap dan ketat.” c. metode metode yang digunakan dalam penelitian ini adalah metode deskriptif yaitu suatu metode yang dapat menyelidiki dan memecahkan masalah yang berlangsung pada masa sekarang. data yang disimpulkan semula disusun, dijelaskan, kemudian dianalisis. sedangkan untuk menyusun data pada penelitian ini, penulis menggunakan teknik sebagai berikut : 1. pengamatan ( observasi ) pengamatan ( observasi ) adalah kegiatan mempelajari suatu gejala dan peristiwa melalui upaya mengamati dan mencatat data atau informasi secara sistematis (d. sudjana, 2004:301). hal ini dilakukan penulis karena kesibukan para ibu bekerja di kelurahan baros kecamatan cimahi tengah kota cimahi. hal ini berguna bagi penulis dalam memberikan penilaian atau pendapat pribadi secara langsung tanpa dimanipulasi, sehingga bersifat objektif. 2. wawancara menurut kartini kartono (1990: 287), wawancara (interview) adalah suatu percakapan yang diarahkan pada suatu masalah tertentu ini merupakan suatu proses tanya jawab lisan dimana dua orang atau lebih berhadaphadapan secara fisik selanjutnya katakana bahwa teknik ini merupakan teknik pelengkap untuk memperoleh informasi atau data yang diperlukan. 3. angket angket adalah alat daftar yang berisikan pertanyaan atau pernyataan yang disusun secara khusus guna menggali dan menghimpun kata dan atau informasi yang cocok dianalisis (babbie, 1986: 556). hal ini jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 28 digunakan untuk mendapatkan faktafakta yang diketahui atau dialami oleh responden seperti data pribadi, pengetahuannya tentang objek yang diteliti, sikap, pendapat, dan aspirasi responden. 4. studi literatur teknik ini bertujuan untuk mengumpulkan data dengan cara mempelajari bukubuku bacaan, dokumen, laporanlaporan, serta pendapat dan teoriteori yang berhubungan dengan masalah yang diteliti. d. hasil dan pembahasan menurut mutawali (1982: 15) berpendapat bahwa : “keluarga adalah sekumpulan manusia yang terdiri dari bapak, ibu dan anak (atau tanpa anak ) yang sengaja diadakan berdasarkan pernikahan, tempat tinggal tertentu mempunyai fungsifungsi tertentu.”pada kebanyakan keluarga, ibulah yang mempunyai terpenting terhadap pendidikan anakanaknya. sejak anak itu dilahirkan, ibulah yang memberi makan dan minum, memelihara, dan selalu dekat dengan anak anak. itulah sebabnya kebanyakan anak lebih cinta kepada ibunya daripada kepada anggota keluarga lainnya. pada jaman sekarang para ibu mempunyai kesibukan diluar rumah, tapi anak kurang diperhatikan dan tidak mendapatkan kasih sayang dari orang tuanya. hal yang dilakukan orang tua dalam mengatasi hamabatan dalam membimbing anak dirumah adalah dengan mengatur waktu untuk tetap membimbing anak dirumah walaupun dengan kesibukan yang luar biasa para ibu tetap ingin mengurus anaknya sendiri. kondisi seperti ini menjadi dilema tersendiri bagi orang tua yang bekerja terutama untuk ibu. di satu sisi dengan bekerja, ekonomi keluarga dapat terbantu. di sisi lain beberapa pekerjaan ibu rumah tangga harus rela diberikan kepada orang lain termasuk dalam mengurus anak. dilema ini tidak saja dirasakan oleh satu ibu melainkan semua ibu yang bekerja. keluar dari pekerjaan tak ayal menjadi pilihan untuk mengatasi dilema ini. padahal keluar dari pekerjaan bukanlah satu-satunya solusi. hambatan yang dihadapi seorang ibu dalam membimbing anak dirumah, dapat disimpulkan yaitu, keterbatasan waktu , kesibukan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 29 bekerja, keterbatasan keterampilan, frekuensi pertemuan dirumah, serta dapat menimbulkan berkurangnya frekuensi interaksi ibu dan anak. sehingga kurangnya komunikasi antara ibu dan anak, sehingga anak terbiasa menyelesaikan tugasnya sendiri tanpa didampingi orang tua. dari hasil analisa, penulis dapat menyimpulkan bahwa pernyataan penelitian yang berkaitan dengan pelaksanaan pendidikan dalam keluarga, sebagai bahan dalam memberikan pendidikan kepada anakanaknya orang tua harus terlebih dahulu paham tentang pendidikan. hal, yang paling penting untuk anak adalah selalu mendapatkan perhatian, dukungan, kasih sayang dan pandangan untuk perkembangannya dimasa yang akan datang. e. kesimpulan upaya membimbing pada kasus keluarga, ibu pekerja intinya yaitu harus ada interaksi antara orang tua dan anak, yang diwujudkan dalam sikap menumbuhkan kemandirian, menciptakan keterbukaan, menumbuhkan integrasi diri, mengembangkan kehebatan kemampuan anaknya, menumbuhkan intensitas kesadaran, penanaman ketekunan, menciptakan kebebasan. sopan santun pun selalu diajarkan sebagai bekal untuk anak agar dapat bersosialisasi dengan baik di lingkungannya. beberapa keluarga membiasakan anak mengucapkan terimakasih dan mengucapkan salam sebelum masuk atau keluar rumah. pendidikan hidup sehat pun selalu diajarkan oleh orang tua kepada anak seperti, cuci tangan sebelum dan sesudah makan, menggosok gigi, mencuci kaki dan tangan sebelum tidur. daftar pustaka arikunto, s. (1998). prosedur penelitian.bandung : rineka cipta dagun, m.s. (1990). psikologi keluarga.jakarta : rineka cipta djaenudin, a. (1982). motif berprestasi dan tingkat sosial ekonomi sebagai faktor penentu terhadap minat orang dewasa dalam program kejar paket a. tesis jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 30 dirjen diklusepora et al. (2000). peranan wanita dalam pembangunan yang berwawasan kemitrasejajaran dengan pendekatan gender. yogyakarta iksan, n. (1998). karier wanita di mata islam. solo : pustaka amanah kartono, k. (1990). pengantar metodologi riset sosial. bandung : mandar maju kantor menteri negara pemberdayaan perempuan ri. (2002). panduan gender dalam perencanaan partisipatif. jakarta : bpkb jayagiri langgulung, h ( 1996). falsafat pendidikan. jakarta : pustaka al husna ollenburger, j c et al. (1996). sosiologi wanita. bnadung : rineka cipta pujosuwarno, s. (1984). pola asuh ibu dalam hubungannya dengan. penyesuaian diri anak. tesis pada pps bp ikip. bandung purwanto, n. m. p. (1995). ilmu pendidikan teoritis dan praktis. bandung : remaja rosdakarya rodiah, s. (2007). penggunaan metode karyawisata dalam meningkatkan kreativitas anak usia dini. skripsi fip upi s, pudjiwati. ( 1983). peranan wanita dalam perkembangan massyarakat desa. jakarta : rajawali sadirman, a. m. (2001). interaksi dan motivasi belajar mengajar. jakarta : raja grafindo shabir, k. m. a. (2001). peran ibu dalam mendidik generasi muslim. jakarta : firdaus soelaeman, m. i. (1994). pendidikan dalam keluarga. bandung : alfabeta sukanto, s. (1990). sosiologi keluarga. jakarta : rineka cipta soewanto, n. s.h. (1968). kedudukan wanita indonesia dalam hukum dan masyarakat. jakarta : timur mas jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 31 sudjana, d. (1996). pendidikan luar sekolah wawasan sejarah perkembangan filsafah dan teori pendukung asas. bandung : nusantara press suharto, b. (1990). manajemen pengajaran secara manusiawi. jakarta : rineka cipta surya, m. ( 1988). pengantar bimbingan dan penyuluhan.jakarta : jurnal ilmiah nasional susanti, l. (2002). pelaksanaan program rehabilitasi remaja eks korban narkotika di panti ramadi putra “ binagkit” lembang. skripsi fip upi sydrawi, m. m. (1999). wanita dalam alqur’an. jakarta : gema insani press undangundang ri no. 20 tahun 2003 tentang sistem pendidikan nasional thamrin at all. ( 1989). peranan orang tua dalam. meningkatkan prestasi belajar anak. jakarta: bpk gunung mulia vembrianto (1993). pengantar perencanaan pendidikan. jakarta : pt grasindo winkel, w. s. ( 1991). psikologi pengajaran. jakarta : pt grasindo jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 121 strategi penumbuhan perilaku prososial anak usia dini melalui metode bercerita (studi kasus di pendididkan anak usia dini (paud) matahari rw x1v kelurahan citeureup kecamatan cimahi utara kota cimahi) iceu aisah stkip siliwangi bandung abstrak metode bercerita adalah suatu metode pembelajaran yang menarik perhatian siswa dan bermanfaat diantaranya sebagai penanaman nilai-nilai moral dan perilaku yang baik. penelitian ini bertujuan mendeskripsikan tema-tema cerita pilihan guru dalam bercerita di paud matahari cimahi, mendeskripsikan penerapan metode bercerita di paud matahri cimahi. mendeskripsikan hasil penerapan metode bercerita terhadap perilaku prosoial anak. yang terdiri dari respon anak terhadap metode bercerita dan dampak dari metode bercerita terhadap perilaku prososial anak. pendekatan metode adalah deskriptif kualitatif, dimana teknik pengumpulan data adalah melalui observasi, wawancara dan studi lireratur serta studi dokumentasi. kata kunci : perilaku prososial, metode bercerita, pendidikan anak usia dini. a. pendahuluan dalam undang-undang republik indonesia. nomor 20 tahun 2003 tentang sistem pendidikan nasional pada bab 1 pasal 1 butir 14 dinyatakan bahwa: pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia 6 tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rokhani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. pencapaian perkembangan nilai-nilai moral diupayakan dan ditumbuhkan dengan berbagai rangsangan dan berbagai metode jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 122 belajar agar dapat menarik siswa untuk belajar, untuk membentuk perilaku yang baik dan menjadi suatu pembiasaan dalam kehidupan sehari-hari. perilaku yang diharapkan dan ingin dicapai diantaranya perilaku prososial anak, dalam penumbuhan perilaku prososial anak ini diupayakan dengan strategi penerapan metode bercerita. dengan bercerita anak dapat mencontoh perilaku yang baik diantaranya perilaku menolong, berbagi, hiduprukun dengan teman, saling menyayangi dan bersama-sama belajar dengan teman tanpa bertengkar dan berebut. tingkat usia kanak-kanak merupakan kesempatan pertama yang sangat baik bagi pendidik untuk membina kepribadian anak yang akan menentukan masa depan mereka. penanaman nilai-nilai agama sebaiknya dilaksanakan kepada anak pada usia pra-sekolah, sebelum mereka dapat berpikir secara logis dan memahami hal-hal yang abstrak serta belum dapat membedakan hal yang baik dan buruk. agar semenjak kecil sudah terbiasa dengan nilai-nilai kebaikan dan dapat mengenal tuhannya yaitu allah swt. hal ini sejalan dengan pendapat yang dikemukakan oleh zakiyah daradjat (1996) sebagai berikut: anak-anak bukanlah orang dewasa yang kecil, kalau kita ingin agar agama mempunyai arti bagi mereka hendaklah disampaikan dengan cara-cara lebih konkrit dengan bahasa yang dipahaminya dan tidak bersifat dogmatic saja. zakiyah daradjat, (1996). cerita adalah suatu kegiatan yang dilakukan oleh guru kepada murid-muridnya, orang tua kepada anaknya, guru bercerita kepada pendengarnya.. karena merupakan tugas pendidik atau guru untuk membimbing anak didiknya agar berperilaku dan membiasakan diri untuk berperilaku yang baik dan mengerjakan kebaikan seperti saling menolong saling menghargai, saling bekerjasama, bertutur kata yang baik, jujur dan tidak saling bertengkar dan berolok-olok dalam pergaulan sehari-hari. membimbing anak didiknya agar berperilaku dan membiasakan diri untuk berperilaku yang prososial, bertutur kata yang baik dan tidak saling bertengkar dan berolok-olok dalam pergaulan sehari-hari, saling menyayangi, saling berkerjasama dan berbagi dengan teman. hal ini tersirat dalam al-qur’anku (2004). diantaranya : q.s muhamad. surat ke 47, ayat 21 artinya: (yang lebih baik bagi mereka adalah) taat kepada allah dan bertutur kata yang baik, sebab apabila perintah ditetapkan (mereka tidak menyukainya). padahal jika benar-benar beriman kepada allah niscaya yang lebih baik bagi mereka jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 123 q.s alhujurat. surat ke 49, ayat 10 dan 11 artinya: sesungguhnya orang-orang mu’min itu bersaudara, karena itu damaikanlah antara kedua saudaramu yang berselisih dan bertakwalah kepada allah agar kamu mendapat rahmat. (ayat 10). wahai orang-orang yang beriman janganlah suatu kaum mengolok-olok kaum yang lain karena boleh jadi mereka (yang diperolok-olokan) lebih baik dari mereka (yang mengolok-olok) dan jangan pula perempuan-perempuan (mengolokolokan) perempuan lain karena boleh jadi perempuan yang diperolokolokan lebih baik dari perempuan yang mengolok-olok. janganlah kamu saling mencela satu sama lain, dan janganlah saling memanggil dengan gelar yang buruk. seburuk-buruk panggilan adalah (panggilan pasik) setelah beriman. dan barang siapa tidak bertobat, maka mereka itulah orang-orang yang jalim. b. kajian teori penelitian ini berjudul strategi penumbuhan perilkau prosossial anak melalui metode bercerita dalam kajian pustaka ini dibahas diantaranya : 1. kata strategi diadopsi dari istilah militer yang berarti siasat atau akal untuk memperoleh kemenangan. dari beberapa pengertian yang dikemukakan para ahli, strategi mengandung makna yang terkait dengan upaya pencapaian tujuan. 2. strategi penumbuhan menurut peneliti adalah sebagai suatu rencana, taktik, atau cara yang diupayakan untuk mencapai tujuan. sebagai contoh guru dalam mengajar melakukan suatu strategi penumbuhan, untuk mengupayakan keberhasilan dalam pembelajaran, contohnya. strategi penumbuhan perilaku prososial anak melalui suatu penerapan metode bercerita dalam belajar. strateginya diantaranya pemilihan tema cerita yang menarik bagi anak dan pemilihan sesuai dengan kebutuhan dalam peningkatan penumbuhan perilaku prososial anak, persiapan sebelum cerita disampaikan pada anak, pemilihan media yang dipakai dalam bercerita sesuai dengan kebutuhan. 3. itadz (2008:81-100) menguraikan manfaat bercerita dalam membentuk pribadi dan perilaku anak, sebagai berikut : a. membantu pembentukan pribadi dan moral anak. cerita sangat efektif membentuk pribadi dan moral anak. melalui cerita, anak dapat memahami nilai baik dan buruk yang berlaku pada masyarakat. b. menyalurkan kebutuhan imajinasi dan fantasi. cerita daapat dijadikan sebagai media menyalurkan imajinasi dan fantasi jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 124 anak.pada saat menyimak cerita, imajinasi anak mulai dirangsang,imajinasi yang dibangun anak saat menyimak cerita memberikan pengaruh positif terhadap kemampuan anak dalam menyelesaikan masalah anak secara kreatif. c. memacu kemampuan verbal anak. cerita dapat memacu kecerdasan linguistik anak. cerita mendorong anak bukan saja senang menyimaktetapi juga senang bercerita atau berbicara. anak belajartata cara berdialog dan bernarasi. d. merangsang minat menulis anak. anak yang terbiasa memahami cerita dan lebih awal berkenalan dengan cerita akan memiliki kemampuan menulis dengan baik. e. merancang minat baca anak. kegiatan bercerita dengan buku menjadi pelatihan baca yang penting. cerita akan merangsang anak untuk menumbuhkan minat anak terhadap bacaannya. f. membuka cakrawala pengetahuan anak. melalui cerita anak akan mendapatkan berbagai pengetahuan yang bermanfaat. 4. agus .s(2008:30), manfaat bercerita diantaranya. a. menanamkan kejujuran, keberanian, kesetiaan, keramahan dan ketulusan. b. memberikan sejumlah pengertian sosial, nilai-nilai moral dan keagamaan. c. memberikan pengalaman belajar untuk melatih mendengarkan. 5. agustini elis reni (2010:11) menyatakan bercerita mempunyai makna penting bagi perkembangan anak karena melalui bercerita guru dapat mengkomunikasikan nilai-nilai, budaya sosial, agama, mengembangkan fantasi anak, membantu mengembangkan dimensi bahasa anak. dalam bercerita dapat ditanamkan berbagai macam nilai-nilai moral, nilai agama, nilai sosial, nilai budaya, dan sebagainya 6. menurut hana (2011), cerita adalah peristiwa yang disampaikan, baik yang berasal dari kenyataan (non fiksi) ataupun tidak nyata (fiksi), metode bercerita merupakan komunikasi universal yang sangat mempengaruhi jiwa manusia. 7. pengertianpaud pendidikan anak usia dini (paud), adalah jenjang pendidikan sebelum jenjang pendidikan dasar yang merupakan suatu upaya pembinaan yang ditujukan bagi anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut, yang diselenggarakan pada jalur formal, nonformal, dan informal. pendidikan anak usia dini jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 125 merupakan salah satu bentuk penyelenggaraan pendidikan yang menitik beratkan pada peletakan dasar ke arah pertumbuhan dan perkembangan fisik (koordinasi motorik halus dan kasar), kecerdasan (daya pikir, daya cipta, kecerdasan emosi, kecerdasan spiritual), sosio emosional (sikap dan perilaku) bahasa dan komunikasi, sesuai dengan keunikan dan tahap-tahap perkembangan yang dilalui oleh anak usia dini. c. metode penelitian penelitian ini menggunakan metode deskriptif kualitatif, penelitian kualitatif adalah proses penelitian untuk memahami yang didasarkan kepada tradisi penelitian dengan metode yang khas, yang meneliti masalah manusia atau masyarakat. peneliti membangun gambaran yang kompleks, dan holistik, menganalisis kata-kata, melaporkan pandangan informan secara terperinci dan melakukan penelitian dalam setting ilmiah. tujuan penelitian tujuan penelitian ini adalah untuk mendeskripsikan tentang strategi penumbuhan perilaku prososial anak usia dini melalui metode bercerita di paud matahari. manfaat penelitian sesuai dengan pernyataan di atas, penelitian ini diharapkan dapat memberikan manfaat sebagai berikut 1. kegunaan teoritis hasil penelitian ini diharapkan dapat memperkaya temuan empiris dalam kajian pembelajaran dengan menggunakan metode bercerita di paud, untuk penumbuhan perilaku prososial anak usia dini. 2. kegunaan praktis hasil penelitian ini diharapkan dapat menjadi informasi bagi orang tua dan pendidik mengenai strategi penumbuhan perilaku prososial anak usia dini melalui penerapan metode bercerita dalam pembelajaran. dengan informasi ini diharapkan lingkungan pendidikan dapat membuat suatu program yang berhubungan dengan pengembangan perilaku prososial. penelitian ini juga jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 126 diharapkan dapat memberikan sumbangan informasi bagi peneliti lain yang ingin mengetahui lebih jauh tentang peranan penerapan metode bercerita sebagai strategi penumbuhan perilaku prososial anak usia dini. teknik pengumpulan data teknik umum pengumpulan datakualitatif diantaranya, (koentjaraningrat,1977:138). dalam pengumpulan data ini teknik yang digunakan adalah wawancara, ada dua bentuk wawancara yaitu wawancara berencana /standardized interview dan wawancara tak berencana /unstandardized interviewselain wawancara juga observasi studi dokumentasi dan studi literaturdengan mempelajari dan mengkaji buku-buku yang ada hubungannya dengan masalah-masalah yang sedang diteliti, dengan harapan memperoleh bahan atau sumbersumber pendapat yang bersifat teoritik untuk pengayaan penelitian. populasi dan sampel penelitian populasi dan sampel penelitian dilakukan di paud matahari kota cimahi dengan pertimbangan bahwa karakteristik anak usia dini (3-6 tahun) dinilai tepat dijadikan sebagai sasaran penelitian, karena anak usia dini adalah masa yang sangat baik untuk dilakukan pembimbingan yang mengarah ke hal-hal yang positif baik itu dalam perkembangan kognisi, perilaku, fisik motorik, sosial emosional, nilai-nilai agama dimana setiap hari mereka bergaul dan belajar bersama-sama di paud. sampel penelitian adalah seluruh siswa, anak usia dini baik laki-laki maupun perempuan di paud matahari kota cimahi. sebanyak 35 orang. d. hasil penelitian hasil penelitian dan pembahasan penelitian adalah : 1. tema tema cerita pilihan guru tema cerita untuk bercerita diantaranya adalah tema-tema cerita tentang perilaku prososial, diantaranya adalah tema-tolong menolong, tema berbagi, tema bekerjasama dan tema kejujuran, tema tersebut menjadi tema pilihan gurur-guru paud matahari adalah bertujuan agar anak didik terbiasa mendengarkan ceritacerita yang baik tentang perilaku yang diharapkan oleh guru dan orang tua. diantaranya perilaku suka menolong teman suka berbagi jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 127 kepada teman, mau belajar dan bergaul serta bekerjasama dengan teman, serta bersikap jujur dan saling menyayangi. 2. penerapan metode bercerita dipaud matahari. metoda bercerita adalah metode yang dilakukan dalam pembelajaran, di paud matahari pelaksanakannya rutin dadakan setiap hari rabu, bertempa di majelis ta’lim. metode bercerita diterapkan sebagai upaya dari para guru dalam penumbuhan perilaku prososial anak didiknya. di dalam bercerita guru mengambil cerita yang bertemakan tentang perilaku prososial.sebelum bercerita guru mempersiapkan berbagai hal diantaranya pemilihan tema cerita, persiapan media cerita dan persiapan tempat bercerita dan mempersiapkan materi cerita. dalam pelaksanaan bercerita biasa dilakukan satu minggu satu kali, di hari rabu. 3. hasil penerapan merode bercerita terhadap perilaku prososial anak diantaranya adalah : a. respon anak respon anak terhadap penerapan metode bercerita adlah cukup baik diaman anak memperhatian guru ketika guru bercerita, anak duduk dengan tenang dan senang, anak tidak bermain-main saat guru bercerita, anak dapat menjawab pertanyaan yang diberikan guru tentang peristiwa dan isi cerita. b. dampak dari metoda bercerita terhadap perilaku prososial anak dampak dari metode bercerita terhadap perlaku anak adalah cukup baik, dengan seringnya mendengar cerita anak-anak terbiasa dengan hal-hal yang baik tanpa merasa dinasehati tetapi anak dapat mencontoh perilaku-perilaku yang baik dari cerita tersebut. dampak terhadap perilaku prososial anak diantaranya adalah anak mengerti dan biasa menolong. anak suka berbagi dan memberi kepada teman yang membutuhkan, anak suka bersam-sama belajar dan bermain dengan rukun, anak dapat jujur dalam berkata dalam perbuatan misalnya dalam mengerjakan tugas mau mengerjakan sendiri tanpa dibantu orang lain. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 128 e. kesimpulan dan saran dari hasil penelitian ini sesuai dengan data hasil dari wawancara dengan dengan guru-guru hasil dari observasi di lapangan dalam penerapan metode bercerita serta studi dokumentasi dan studi literatur dapat disimpulkan bahwa strategi penumbuhan perilaku prososial melalui metode bercerita di paud matahari dapat berhasil dengan cukup baik, dengan strategi 1. tema-tema yang dipilih oleh guru adalah tema tentang perilaku prososial diantaranya, tema baik hati tema tolong menolong, tema berbagi, tema bekerjasama dan tema kejujuran. dengan rutin dilaksanakan dalam pembelajaran sehingga anak menjadi terbiasa dengan cerita yang diberikan oleh guru. menjadi suatu pelajaran dan tauladan untuk dicontoh dalam kehidupan sehari-hari. 2. penerapan metode bercerita biasa dilaksanakan di paud matahari, secara rutin setiap satu minggu sekali, bertempat di dalam ruangan majelis ta’lim nursaidi, dengan tahapan kegiatan, dimulai dengan pembiasaan berbaris dan bernyanyi, tahap pembukaan yaitu dengan mengabsen anak dan menyapa keadaan anak, dilanjutkan dengan pelaksanaan bercerita dan ditutup dengan mengadakan tanya jawab. 3. hasil dari penerapan metode bercerita terhadap perilaku prososial anak cukup baik, anak merespon apabila guru bercerita dan dalam perilaku sehari-hari ada perubahan dari kebiasaan yang kurang baik seperti berebut mainan dengan teman bertengkar dengan teman, tidak mau bermain bersama dan belajar bersama dan ada anak yang tidak suka berbagi sekarang tidak lagi. saran kepada guru-guru paud matahari adalah agar lebih meningkatkan hasil yang lebih baik terhadap penumbuhan perilaku prososial anak hendaknya guru lebih meningkatkan lagi ilmu pengetahuan dan kemampuan dibidang pedagogik dan ketrampilan dalam penyampaian cerita, media cerita, tema cerita dan ketrampilan dalam penyampaian cerita agar lebih ditingkatkan lagi. daftar pustaka agustini, elis reni (2010). implementasi metode bercerita dalam mengembangkan empati anak usia taman kanak-kanak. skripsi:tidak diterbitkan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 129 al-qur’anku.(2004). dengan tajwid blok warna disertai terjemah. jakarta-indonesia lautan lestari (lestari books) hana, j, s, psi (2011) terapi kecerdasan anak dengan dongeng. yogyakarta: pt. berlian media itadz (2008: 81-100) cerita untuk anak usia dini. yogyakarta: tiara wacana koentjaraningrat (1977). metode-metode penelitian kemasyarakatan. bandung: pt. gramedia pustaka utama undang-undang ri. no. 20 tahun 2003. bab 1 pasal 1 tentang sistem pendidikan nasional. bandung: penerbit citra umbara al-qur’anku.(2004). dengan tajwid blok warna disertai terjemah. jakarta-indonesia lautan lestari (lestari books) jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 120 pengembangan pendidikan karakter pada anak usia dini melaui metode bercerita (studi kasus pada satuan paud sejenis (sps) al muslimun kecamatan cisarua kabupaten bandung barat) sri wachyuni abstrak penelitian ini dilatar belakangi pengetahuan guru yang masih kurang dan belum efektif atau tepat guna terhadap pengembangan pendidikan karakter pada peserta didik di sps al muslimun.tujuan penelitian ini adalah ingin memperoleh gambaran tentang perencanaan, pelaksanaan, penilaian dan hasil metode bercerita terhadap pengembangan pendidikan karakter pada anak usia dini. landasan teori penelitian ini merujuk pada :konsep-konsep pendidikan karakter pada anak usia dini, bercerita metode bercerita , metode bercerita dalam pendidikan karakter dan konsep ape dalam kaitannya dengan metode bercerita. pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan menggunakan teknik pengumpulan data observasi, wawancara dan dokumentasi. selanjutnya dilakukan triangulasi untuk meminimalkan terjadinya bias dan untuk meningkatkan reliabilitas dan validitas data yang diperoleh.subjek penelitian ini adalah pengelola, guru dan peserta didik kelas a sedangkan lokasi penelitian ini adalah satuan paud sejenis (sps) al muslimun yang berlokasi di kampung panyandaan desa jambudipa kecamatan cisarua kabupaten bandung barathasil penelitian ini adalah a) perencanaan pengembangan karakter melalui metode bercerita direncakan pada awal tahun ajaran yang disusun dalam ktsp (kurikulum satuan tingkat pendidikan) yang didalamnnya terdapat rencana kegiatan mingguan dan rencana kegiatan harian (rkm dan rkh). b) pelaksanaan metode bercerita berlangsung pada saat pembelajaran berlangsung,. pelaksanaan metode bercerita dalam penelitian ini dilaksanakan sebanyak 2 kali. c) penilaian metode bercerita dilakukan terhadap guru dan peserta didik.terdapat peningkatan pengembangan karakter setelah dilaksanakan metode bercerita pada peserta didik. d) hasil pengembangan pendidikan karakter dengan metode bercerita akan lebih efektif jika dilakukan melalui pembiasaan. adapun jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 121 tujuannnya adalah agar anak mempraktekkan langsung nilainilai tersebut dan terbiasa untuk melakukan ha-hal yang baik dengan harapan nilai tersebut dapat terinternalisasi dalam kehidupan anakkesimpulan penelitian ini adalah nilai-nilai karakter dasar yang penting pada anak seperti tanggung jawab, disiplin dan kemandirian pada anak dapat ditingkatkan melalui metode bercerita. hal ini akan berjalan lebih baik lagi apabila setiap peserta didik memiliki minat serta motivasi untuk mengembangkan karakter, serta ada dukungan dan kerjasama dengan orang tua dan guru. rekomendasi untuk untuk guru dan pengelola adalah peningkatan pemahaman terhadap materi cerita dan peningkatan terhadap keratifitas pembuatan ape yang bahannnya ada di lingkungan sekitar untuk menunjang penyajian materi cerita yang menarik dan bermutu. kata kunci : pengembangan karakter, metode bercerita a. pendahuluan penerapan pendidikan karakter anak usia memerlukan pemahaman tentang konsep, teori, metodologi dan aplikasiyang relevan.salah satu alternatif metode pembelajaran pendidikan karakter ini adalah melalui metode bercerita, sebab pada dasarnya anak usia dini senang bercerita atau dilibatkan memerankan ke dalam cerita tersebut. dewasa ini kegiatan untuk mengembangkan pembelajaran pendidikan karakter anak usia dini di satuan paud sejenis (sps) al muslimun metode penyampaian untuk mengembangkan pembelajaran pendidikan karakter anak hanya menggunakan metode ceramah dan bercakapcakap. metode tersebut biasanya digunakan sebagai metode rutinitas dalam kegiatan belajar mengajar di kelas. metode-metode tersebut akan menjadi lebih bermakna jika disampaikan dalam bentuk metoda bercerita, sehingga kegiatan ini sangat menyenangkan dan dapat menambah pemahaman anak tentang karakter.kegiatan bercerita tidak setiap saat dilakukan di sps al muslimun. para guru biasanya hanya mengobservasi anak yang sedang berinteraksi ketika jam istirahat berlangsung, sesekali saja memasukkan kegiatan bercerita ini dalam program pembelajaran. kalaupun ada, penerapan kegiatan bercerita di di sps al muslimun lebih dominan dilakukan hanya untuk mengisi waktu menjelang kepulangan. kegiatan bercerita ini tampak lebih efektif untuk digunakan sebagai kegiatan yang dapat jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 122 mengembangkan karakter anak karena dengan bercerita melibatkan beberapa anak untuk berinteraksi dan berbicara satu sama lain secara teoritis penelitian ini bermanfaat memberikan sumbangan bagi pengembangan pengetahuan ilmiah dibidang pendidikan non formal terkait posisinya dalam menggunakan dan memfungsikan lembaga pendidikan anak usia dini (paud) jalur non formal. hal tersebut merupakan salah satu gambaran tentang pendidikan non formal yang telah berkembang di tengah masyarakat. b. kajian teori pendidikan karakter menurut pusat bahasa depdiknas adalah “bawaan, hati, jiwa, kepribadian, budi pekerti, perilaku, personalitas, sifat, tabiat, temperamen, watak”. karakter berasal dari bahasa yunani yang berarti “to mark” atau menandai dan memfokuskan bagaimana mengaplikasikan nilai kebaikan dalam bentuk tindakan atau tingkah laku .setiap manusia pada dasarnya memiliki potensi untuk berkarakter sesuai dengan fitrah penciptaan manusia saat dilahirkan, akan tetapi dalam kehidupannnya kemudian memerlukan proses panjang pembentukan karakter melalui pengasuhan dan pendidikan sejak usia dini. pendidikan karakter adalah pendidikan yang melibatkan pengetahuan, kecintaaan dan penenaman perilaku kebaikan yang menjadi pola/ kebiasaan (permendiknas no 58 tahun 2009) . dalam rencana strategis (renstra) kementrian pendidikan nasional (sekarang kementrian pendidikan dan kebudayaan) 2010-2014 telah mencanangkan pendidikan karakter untuk seluruh jenjang pendidikan di indonesia mulai tingkat pendidikan anak usia dini (paud) sampai perguruan tinggi (pt) dalam sistem pendidikan di indonesia. berkaitan dengan pelaksanaan renstra pendidikan karakter di semua jenjang tersebut maka sangat diperlukan kerja keras semua pihak, terutama terhadap program-program yang memiliki kontribusi besar terhadap peradaban bangsa harus benar-benar dioptimalkan.pendidikan karakter pada anak usia dini dewasa ini sangat diperlukan dikarenakan saat ini bangsa indonesia sedang mengalami krisis karakter dalam diri anak bangsa. berbagai permasalahan yang melanda bangsa belakangan ini ditenggarai karena jauhnya kita dari karakter. jati diri bangsa tercerabut dari akarnya.sejatinya pendidikan karakter ini memang sangat penting dimulai sejak dini. sebab falsafah menanam sekarang menuai hari esok jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 123 adalah sebuah proses yang harus dilakukan dalam rangka membentuk karakter anak bangsa pada umumnya pembelajaran pendidikan karakter yang dilakukan di paud hanya sebatas pada seputar teori dan konsep yang diterapkan melalui ceramah, padahal pada prinsipnya pembelajaran di paud adalah bermain sambil belajar, dan bercerita sehingga pengembangan pendidikan karakter pada anak usia dini sulit tersampaikan, salah satu alternatif metode pembelajaran pendidikan karakter yang dilakukan di paud adalah melalui metode bercerita, sebab pada dasarnya anak usia dini senang bercerita atau dilibatkan untuk memerankan kedalam cerita tersebut. pembelajaran untuk anak usia dini diwujudkan sedemikian rupa sehingga dapat membuat anak aktif, senang, bebas memilih. anak-anak belajar melalui interaksi dengan alat-alat permainan dan perlengkapan serta manusia, . bercerita adalah menuturkan sesuatu yang mengisahkan tentang perbuatan atau sesuatu kejadian dan disampaikan secara lisan dengan tujuan membagikan pengalaman. metode bercerita adalah cara penyampaian atau penyajian materi pembelajaran secara lisan dalam bentuk cerita dari guru kepada anak didik. dalam pelaksanaan kegiatan pembelajaran di paud, metode bercerita dilaksanakan dalam upaya memperkenalkan, memberikan keterangan, atau penjelasan tentang hal baru dalam rangka menyampaikan pembelajaran yang dapat mengembangkan berbagai kompetensi dasar usia anak paud. oleh karena itu materi yang disampaikan berbentuk cerita yang awal dan akhirnya berhubungan erat dalam kesatuan yang utuh, maka cerita tersebut harus dipersiapkan terlebih dahulu. biasanya kegiatan bercerita dilaksanakan pada kegiatan penutup, sehingga kalau anak pulang, anak menjadi tenang dan senang setelah mengikuti pembelajaran, namun demikian pada prakteknya tidak selalu pada saat kegiatan penutup, bercerita dapat dilakukan pada saat kegiatan pembukaan, kegiatan inti, maupun pada waktu-waktu senggang di sekolah, misalnya pada saat waktu istirahat, karena mendengarkan cerita adalah sesuatu yang mengasyikkan bagi anak usia dini. menurut tampubolon (1991:50), “bercerita kepada anak memainkan peranan penting bukan saja dalam menumbuhkan minat dan kebiasaan membaca, tetapi juga dalam mengembangkan bahasa dan pikiran anak”. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 124 fungsi kegiatan bercerita bagi anak usia 4-6 tahun adalah membantu perkembangan bahasa anak dan dengan bercerita pendengaran anak dapat difungsikan dengan baik, untuk kemampuan berbicara dengan menambah perbendaharaan kosa kata, kemampuan mengucapkan katakata, melatih merangkai kalimat sesuai dengan tahap perkembangannya, selanjutnya anak dapat mengekpresikannya melalui bernyanyi, menulis, ataupun menggambar sehingga pada akhirnya anak mampu membaca situasi , gambar, tulisan atau bahasa isyarat. bercerita merupakan salah satu metode dan teknik bermain yang banyak dipergunakan di paud. bercerita merupakan salah satu pemberian pengalaman belajar bagi anak paud dengan membawakan cerita kepada anak secara lisan. jadi, bercerita adalah cara bertutur dan menyampaikan cerita atau memberikan penjelasan secara lisan. bercerita juga merupakan cara untuk menyampaikan nilai-nilai yang berlaku di masyarakat. seorang guru paud hendaklah mampu menjadi seorang pendongeng yang baik yang akan menjadikan cerita sebagai kegiatan bermain yang menarik dan dapat menjadikan pengalaman yang unik bagi anak petahuan kepada orang lain” (bachri :2005:10). saat mendongeng atau bercerita terjadi transfer nilai, terjalin juga kedekatan antar guru dan anak sekali bercerita tidak usah terlalu lama. sekitar 15 sampai 20 menit saja sudah cukup. karena perhatian anak dapat cepat terlihkan pada hal-hal yang lain. dalam bercerita bukan lamanya waktu bercerita, yang penting adalah kualitas dan kuantitasnya. walau cuma beberapa menit, tapi dilakukan setiap hari, akan lebih efektif. banyak sekali manfaat yang diperoleh anak dalam penggunaan cerita bagi pengembangan karakter anak, antara lain: 1. mengasah imanjinasi anak, dapat dimunculkan melalui pengenalan sesuatu yang baru sehingga otak kanan anak akan produktif memproses informasi yang diperolehnya. 2. mengembangkan kemampuan berbahasa yaitu melalui perbendaharaan kosa kata yangsering didengarnya. semakin banyak kosa katayang dikenalnya, semakin banyak juga konsep tentang sesuatu yang dikenalnya. selain melalui kosa kata kemampuan berbahasa juga dapat diasah melalui ketepatan berrbahasa sesuai dengan suasana emosi. 3. mengembangkan aspek sosial, yaitu cerita tidak dibangun hanya oleh satu tokoh. munculnya berbagai tokoh dalam cerita mencerminkan kebersamaan dalam kehidupan sosial. dalam cerita anak-anak, jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 125 tokoh-tokoh itu saling berkomunikasi dan bersosialisasi satu sama lain. 4. mengembangkan aspek moral, yaitu cerita memliki peluang besar untuk menanamkan moralitas pada anak. pesan-pesan yang kental tentang penanaman disiplin, kepekaan terhadap kesalahan, kepekaan untuk meminta maaf dan memaafkan, kepekaan untuk menghormati yang tua dan menyayangi yang muda, dapat dititipkan melalui tokoh cerita. 5. mengembangkan aspek spiritual melalui cerita-cerita dengan tema keagamaan. 6. mengembangkan aspek emosi, yaitu cerita yang dominan berisi rasa dendam dan sakit hati yang diceritakan teru-menerus pada anak dapat membentuk emosi yang negatif, yaitu prasangka buruk yang berlebihan atau sebaliknya. 7. menumbuhkan semangat berprestasi, yaitu dapat ditumbuhkan melalui cerita-cerita kepahlawanan, cerita biografi atau cerita-cerita yang direka yang memiliki muatan semangat berprestasi. 8. melatih konsentrasi anak yaitu cerita dapat menjadi terapi bagi lemahnya konsentrasi anak. melalui aktivitas bercerita anak akan terbiasa untuk mendengar, menyimak mimik gerak si pencerita, atau memberi komentar di sela-sela bercerita, (musfiroh, et. al., 2005:7882). c. metode metode yang digunakan dalam penelitian ini adalah metode deskriptif analitik yaitu bertujuan untuk menjelaskan peristiwa atau kejadian yang terjadi pada masa sekarang secara actual tanpa menghiraukan kejadian waktu sebelum dan sesudahnya denga cara mengolah, menganalisis, menafsirkan, dan menyampaikan data hasil penelitian (nazir, 2003: 89).dalam penelitian ini peneliti ingin memperoleh gambaran yang jelas dan mendalam mengenai penggunaan metode pembelajaran dalam pengembangan pendidikan karakter anak usia dini yang meliputi proses perencanaan, pelaksanaan, penilaian dan hasil pembelajaran yang dicapai. peneliti menggunakan teknik observasi, wawancara, studi dokumentasi dan studi kepustakaan untuk mengumpulkan data dalam penelitian ini. selanjutnya dilakukan triangulasi untuk meminimalkan terjadinya bias dan untuk meningkatkan reliabilitas dan validitas data yang diperoleh d. hasil dan pembahasan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 126 perencanaan adalah sebuah awal dalam kegiatan proses pembelajaran sehingga pengelola,ketua pengelola dan guru bersama-sama untuk menetukan secara keseluruhan perencanaan pembelajaran tersebut dilaksanakan setiap tahun ajaran baru, disebut juga ktsp (kurikulum tingkat satuan pendidikan). dalam pelaksanaan pembelajaran guru melakukan kegiatan belajar mengajar sesuai rkh yang mengacu pada ktsp. posisi guru selaku planner menentukan sebuah pendekatan secara personal dan psikologis. yang menjadi faktor dominan dalam pelaksanaan pembelajaran anak usia dini adalah pembentukan rasa tanggung jawab, disiplin dan kemandirian yang merupakan indikator dari pendidikan karakter.dalam penelitian ini pembelajaran dengan metode bercerita dilakukan dalam dua kali praktek. pelaksanaan observasi pada praktek metode bercerita ke satu menunjukkan hasil yang belum relevan dengan tujuan, masih terdapat banyak kekurangankekurangan. pada praktek yang kedua barulah terlihat hasil pengembangan pendidikan karakter. observasi dilakukan pada ketiga orang anak yang diketahui memiliki kekurangan dalam indikator karakter bertanggung jawab, disiplin dan kemandirian. pada setiap simulasi guru telah mempersiapkan dan menetapkan tujuan dan tema yang dipilih, menetapkan bentuk cerita yang dipilih, menetapkan rancangan alat dan bahan yang ditentukan dan menentukan langkahlangkah kegiatan bercerita yang dirancang peneliti sendiri. e. kesimpulan hasil pembelajaran melalui metode bercerita dalam mengembangkan karakter anak usia dini, 1) anak lebih antusias dengan menggunakan metode bercerita, 2) keterlibatan peserta didik pada saat pelaksanaan metode bercerita diterapkan, 3) komunikasi antar peserta didik terjalin secra komunikatif dengan penerapan metode bercerita, 4) komunikasi antar guru dengan peserta didik terlihar efektif dan komunikatif dengan penerapan metode bercertita, 5) dengan menerapkan metode bercerita dapat nampak meningkat karakter anak dalam aspek tanggung jawab, disiplin dan mandiri. bagi guru temuan penelitian diantaranya adanya masalah relatif masih rendahnya kemampuan guru menata skenario bercerita, potensi untuk mengatasi masalah tersebut diketahui para guru memperhatikan kesungguhan dan minat belajar walaupun status mereka belum profesional untuk itu diupayakan saran sebagai alternatif agar diberi kesempatan untuk mengikuti berbagai pelatihan guru. bagi pengelola adanya keterbatasan media dan sarana pembelajaran jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 127 khususnya untuk metode bercerita, potensi untuk mengatasinya tersedia limbah – limbah kertas atau tanaman yang bisa dimanfaatkan sebagai sumber media, para guru memiliki kesiapan waktu untuk belajar, untuk itu diupayakan pemanfaatan sumber daya lingkungan sebagai bahan-bahan pembuatan ape yang inovatif, dilakukan penggunaan metode bercerita lebih ditingkatkan frekuensinya agar diri anak lebih cepat tumbuh rasa tanggung jawab, disiplin dan mandiri. daftar pustaka dirjen paudni, kemendiknas (2012), pedoman pendidikan karakter pada pau moeslichatoen, r. (2004). metode pengajaran di taman kanak-kanak. jakarta : pt. rineka cipta musfiroh, tadkiroatun. 2005. bercerita untuk anak usia dini. jakarta: depdiknas suyanto, s,(2005). konsep dasar pendidikan anak uisa dini. jakarta : depdiknas.permendiknas nomor 58 tahun 2009 jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 14 penguatan pls dalam membangun karakter bangsa melalui pembinaan pramuka di stkip siliwangi bandung muliati purwasasmita stkip siliwangi bandung abstrak pendidikan merupakan bagian penting didalam pengembangan makna belajar yaitu produktif, inovatif, responsive, adaptif, dan leading. gerakan pramuka merupakan suatu wadah pembinaan dan pengembangan generasi muda yang didirikan untuk membentuk tenaga kader pembangunan.pandega yang berpangkalan di perguruan tinggi merupakan sumber daya manusia yang berpendidikan tinggi memiliki potensi yang kuat sebagai kader pemimpin.stkip siliwangi bandung sebagai lembaga pendidikan keguruan penghasil calon pendidik mempunyai potensi yang menguntungkan dan bagus untuk menumbuh suburkan pembinaan generasi muda.pandega peserta didik yang terakhir 21 – 25 tahun beranjak dewasa 90% kegiatannya dari diri sendiri dan berorientasi pada sumbu-sumbu ketuhanan yang maha esa, diri sendiri, lingkungan, dan masyarakat.pramuka pandega yang berpangkal di perguruan tinggi harus ditangani secara serius untuk mencetak pembina pramuka yang tangguh.masalah yang nampak bahwa masih terkotak-kotaknya pembinaan terhadap anak-anak/pemuda antara lain, berkurangnya mobilitas mahasiswa dan calon mahasiswa karenanya mobilitas mahasiswa disebabkan tersedianya lembaga pendidikan dari tingkat desa sampai tingkat tinggi di daerah. aspek yang sangat penting peranan pendidikan tinggi dalam pembangunan bangsa : a) merupakan tempo terbinanya anak-anak muda dari berbagai lapisan social ekonomi serta latar belakang etnis dan daerah menjadi manusia indonesia, b) disadari pentingnya kesadaran peranan pembinaan nilai dan wawasan, dan wawasan yang merupakan ciri manusia indonesia dalam rangka pembangunan bangsa, maka usaaha yang sampai sekarang dilaksanakan perlu ditingkatkan,karena dalam pembangunan bangsa, aspek pembina terutama dalam perbaikan kurikulum dan extra non kurikuler sebagai penyelenggara kegiatan seperti menwa, kepramukaan dan sebagainya. dengan demikian tenaga-tenaga pengajar, pendidik, disiapkan sebagai jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 15 pembina-pembina pramuka khususnya di perguruan tinggi dapat memberikan bekal yang cukup bagi para mahasiswa sebagai kader pemimpin pembangunan dimasa mendatang melalui pendidikan pramuka. kata kunci : penguatan pls, pembangunan karakter, pramuka pendahuluan sudah pada tempatnya para pendidik dan para cerdik pandai berusaha dan memikirkan pendidikan putra – putrid indonesia, anak bangsa yang kelak akan menjadi penerus bangsa yang jaya dan bermartabat turut berkiprah bersama-sama negara-negara lain yang maju di dunia internasional. pada sekarang ini bidang pendidikan mendapat sorotan yang tajam, sehingga menjadi masalah utama. istimewa dinegeri kita yang kini sedang mengkonsilidasi diri, serta upaya pembangunan yang multi komplek sering meminta keuletan dan prestasi yang maksimal dari kita. untuk mencapai hasil yang sebesar-besarnya kita harus menggunakan segala alat yang ada pada kita, begitu pula modal tenaga manusia harus kita pergunakan sepenuhnya. hal ini karena kita harus mempersiapkan anak-anak dan pemuda kita untuk membangun dalam batas-batas kemampuan mereka dan mengikut sertakan mereka didalam membangun ini. yang dimaksud dengan pembangunan ialah pembangunan dalam arti yang seluas-luasnya secara material dan sprituil, sehingga kelak anakanak dan pemuda kita dapat menjadi penyumbang utama serta pembantu didalam pembangunan dan akhirnya menjadi manusia indonesia, manusia pembina. pengisian waktu terluang bagi anak-anak dan pemuda menajdi persoalan sendiri yang cukup rumit, dan kadang-kadang memusingkan. betapa tidak para ahli, sampai-sampai pemerintahpun berusaha agar baik pendidikan di rumah maupun pendidikan disekolah, bahkan pendidikan khusus rokhani berjalan sebaik-baiknya namun waktu senggang masih banyak juga bagi anak-anak / pemuda yang belum terisi. saluran-saluran yang sehat dibutuhkan untuk memberikan tempat pencetusan energi yang berada dalam tubuhnya. h. spenaer dalam ela saba mengungkapkan teorinya bahwa didalam badan anakjurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 16 anak ada sumber-sumber energy yang tidak kunjung habis yang kadang mencari jalan keluar dengan cara meletus dalam bentuk gerakan. cerdik pandai telah berusaha supaya rekreasi dengan segala bentuknya beraneka ragam dapat menambah masukan unsur-unsur pendidikan dalam tunas muda. para pejuang yang sadar tidak kurang sumbangannya dalam hal ini agar tunas muda dapat menggantikannya dalam menjunjung tinggi kebesaran nusa dan bangsa. sebagai contoh yang nyata prestasi-prestasi olah raga yang gemilau, juga pertandingan di bidang keilmuan seperti matematika, walau jumlahnya masih terlalu sedikit dibanding dengan jumlah penduduk seluruh indonesia ini tidak berarti, bahwa jasa mereka kecil dalam pendidikan anak-anak dan pemuda indonesia. apa jadinya bila waktu terluang mereka terbuang sia-sia atau diisi dengan kegiatan-kegiatan yang tidak dapat dipertanggung jawabkan. berdasarkan uraian singkat diatas ini perlu diketengahkan soal kepanduan sebagai soal pokok dalam menyukseskan pendidikan dan pembangunan nusa bangsa. pada hakekatnya pendidikan adalah merupakan pembinaan kepribadian anak / pemuda untuk meningkatkan dan memperkembangkan nilai-nilai obyektif mereka yang tercerminkan dalam cita-cita dan sikap hidupnya. jalan untuk mencapai itu ialah : 1. mempertinggi mental – moral – budi pekerti dan memperkuat keyakinan beragama. 2. mempertinggi kecerdasan dan keterampilan. 3. membina / memperkembangkan fisik yang kuat dan sehat. masalah pembinaan seorang anak / pemuda bukanlah merupakan monopoli sebuah lingkungan pendidikan saja tetapi merupakan masalah yang membutuhkan kerjasama dan saling menyempurnakan dari ketiga lingkungan pendidikan yang ada yaitu : 1. pendidikan dirumah 2. pendidikan disekolah 3. pendidikan yang ketiga ialah pendidikan ditengah masyarakat. didalam penyelenggaraannya segala kegiatannya sesuai dengan ketetapan mprs harus selalu berorientasi kepada falsafah pancasila. salah satu organisasi yang bergerak dilingkungan pendidikan ketiga ini dan memenuhi persyaratan-persyaratan tersebut adalah gerakan pendidikan kepanduan praja muda karana “gerakan pramuka”. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 17 gerakan pendidikan kepanduan praja muda karana pada hakekatnya adalah sebuah lembaga pendidikan yang bersifat nasional merupakan medan gerak aktivitas karya bagi anak-anak dan pemuda. latihanlatihan yang dijalankan bergerak dibidang pembentukan watak dan bangsa (nation of character building). dasar pemikiran 1. gerakan pramuka merupakan suatu wadah pembinaan dan pengembangan generasi muda yang didirikan untuk membentuk tenaga dan kader pembangunan. oleh karenanya gerakan pramuka mempunyai tugas pokok menyelenggarakan pendidikan keparamukaan bagi anak-anak dan pemuda guna menumbuhkan tunas bangsa agar menjadi generasi yang lebih baik, bertanggungjawab dan mampu membina serta mengisi kemerdakaan nasional. 2. gerakan pramuka adalah gerakan kependidikan kepanduan praja muda karana yang berfungsi sebagai lembaga pendidikan luar sekolah, menggunakan pdmpk yang pelaksanaannya dengan keadaan dan kepentingan perkembangan bangsa serta masyarakat indonesia. 3. pandega adalah peserta didik yang berusia 21 – 25 th, yang beranjak dewasa dengan 90% kegiatan adalah hasil dari dirinya sendiri yang berorientasi pada sumber-sumber utama yaitu tuhan yang maha esa, diri sendiri, dan lingkungan atau masyarakat. 4. pandega yang berpangkalan di perguruan tinggi merupakan sumber daya manusia yang berpendidikan tinggi, yang merupakan potensi yang tinggi untuk pembentukan tenaga kader pimpinan gerakan pranuka maupun pimpinan masyarakat bangsa negara. 5. stkip siliwangi sebagai lembaga pendidikan keguruan menghasilkan calon pendidik mempunyai potensi yang menguntungkan dalam menumbuh suburkan pembinaan generasi muda. 6. pramuka pandega yang berpangkatan di perguruan tinggi perlu ditangani secara serius untuk mencetak pembina pramuka yang tangguh. dasar-dasar oprasional a. gbhn bab ii, pola umum pelita sektor agama dan kepercayaan terhadap tuhan yang maha esa, sosial budaya point 2. b. uu ri no. 2 tahun 1989 yang di revisi tahun 2003 tentang system pendidikan nasional. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 18 c. anggaran dasar dan anggaran rumah tangga, gerakan pramuka tahun 1988. d. surat keputusan kwartir national no. 086 tahun 1987 tentang petunjuk pelaksanaan pembinaan dan pengembangan gugus depan pramuka yang berpangkalan di perguruan tinggi. e. surat keputusan kwartir nasional tahun 1988 tentang pola pembinaan penegak dan pandega. f. kebijaksanaan kwarnas tentang pembinaan pramuka pandega di gudep yang berpangkatan di perguruan tinggi. faktor obyektif a. bahwa gerakan pramuka berfungsi sebagai lembaga pendidikan luar sekolah yang membantu pemerintah dan masyarakat dalam melaksanakan pembangunan dibidang pendidikan khususnya pendidikan luar sekolah. b. bahwa suksesnya pembangunan nasional adalah akan banyak ditentukan oleh sektor pendidikan yang akan menciptakan manusiamanusia pembangunan seutuhnya. c. bahwa pendidikan akan berhasil mencapai tujuan bila kita mampu mengharmoniskan pendidikan sekolah dan pendidikan di luar sekolah. d. mempersiapkan tenaga / kader pembangunan yang akan bergerak dilingkungan luar sekolah belum dapat ditangani secara sungguhsungguh. e. bahwa pendidikan kepramukaan di perguruan tinggi khususnya di stkip siliwangi belum berkembang dan menarik partisipasi mahasiswa dan para dosen. faktor-faktor subyektif a. bahwa para pandega yang seharusnya mempersiapkan menjadi pembina berkecenderungan asyik dengan kegiatannya sendiri menggali pengalaman, keterampilan, dan ilmu-ilmu terapan lainnya untuk kemajuan dirinya sendiri sehingga berkesan eklusive. b. kecenderungan ada usaha menjadikan gerakan pramuka menjadi pusat segala macam kegiatan anak remaja dan pemuda meskipun kegiatan tersebut sudah ditangani oleh organisasi lain diluar gerakan-gerakan pramuka. sebagai akibat dari usaha diatas jumlah pembina yang cakap, terlatih dan terampil sangat kurang, tak seimbang dengan yang dibutuhkan untuk dapat menghasilkan anak / peserta didik yang bermutu tinggi sedangkan gerakan pramuka adalah gerakan pendidikan. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 19 tugas dan tujuan pendidikan kepramukaan di perguruan tinggi tugas pokok perguruan tinggi a. menjadikan perguruan tinggi sebagai pusat pengembangan ilmu pengetahuan dan teknologi serta pusat kegiatan penelitian sesuai dengan kebutuhan pembangunan masa sekarang yang akan datang. b. mendidik mahasiswa agar mampu menguasai ilmu pengetahuan dan teknologi, berjiwa penuh pengabdian serta memiliki rasa tanggung jawab yang besar terhadap masa depan bangsa dan negara indonesia dalam rangka pelaksanaan tri dharma perguruan tinggi. c.mengembangkan tata kehidupan kampus sebagai masyarakat ilmiah yang berbudaya, bermoral pancasila dan berkepribadian indonesia. tridharma perguruan tinggi sebagai sekolah tinggi keguruan dan ilmu pendidikan (stkip) siliwangi bandung mempunyai fungsi melaksanakan tri dharma perguruan tinggi yang terdiri atas : a. pendidikan : dalam upaya menghasilkan manusia terdidik yang memiliki kemampuan dibidang ilmu pendidikan terapan, akademik dan atau prafesional. b. penelitian, dalam upaya menghasilkan pengetahuan, teori, konsep, metodologi, model dan atau informasi baru yang memperkaya ilmu khasanah ilmu pendidikan. c. pengabdian pada masyarakat : dalam bentuk pengertian jasa yang berdasar penalaran dan pengolahan ilmu pengetahuan, teknologi dan seni bagi masyarakat dalam upaya membangun dan membina masyarakat. sebagai pendidikan tinggi stkip siliwangi bandung mempunyai tugas pokok : 1. menerapkan, mengembangkan dan menyebarluaskan ilmu dalam upaya turut serta mencerdaskan kehidupan bangsa, mengembangkan manusia seutuhnya. 2. mengupayakan ketersediaan sumber daya manusia terdidik yang mampu memberikan layanan pendidikan terapan professional atau ilmuwan pendidikan, mengembangkan ilmu pengetahuan dan teknologi dalam bidang pendidikan melalui penyelenggaraan penelitian, pengembangan dan kegiatan lainnya. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 20 3. pendidikan berbasis religi. uu republik indonesia no. 20 tahun 2003 tentang sistem pendidikan nasional pasal 1 mengamanatkan antara lain peserta didik memiliki kekuatan spiritual keagamaan. pasal 2 juga mengamanatkan antara lain agar pendidikan nasional berakar pada nilai-nilai agama. oleh karena itu pendidikan berbasis agama termasuk pendidikan non formal yang mempunyai peranan strategis dalam pembangunan watak bangsa. menurut nurwahid (2008) peran pendidikan berbasis religi adalah membentuk sikap dan kepribadian yang kuat kepada peserta didik, memotivasi semangat keilmuan dan karya peserta didik membangun kepribadian atau karakter orang soleh, membangun sikap peduli dan pandangan yang visioner untuk kepentingan masa depan bangsa dan masyarakat banyak. dalam ungkapan diatas terkandung makna nilai tentang hidup dan kehidupan. hakikat pendidikan adalah mengajarkan, melatih, mengarahkan, membina dan mengembangkan seluruh potensi peserta didik dalam menyiapkan peserta didik untuk merealisasikan fungsi dan risalah kemanusiaan dihadapan tuhannya. 4. sepirit bekerja keras dan mencapai prestasi yang didasarkan pada pemahaman religi dalam kepramukaan. gardner (1999) dan amstrong (2003) menyebutkan sebagai kecerdasan spiritual, baik kecerdasan eksistensial maupun kecerdasan spiritual gardner dan amstrong memandang sebagai kecerdasan kesembilan setelah 8 kecerdasan majemuk yang lain : lingnistik, matematik logis, sosial, kenestetika jasmani, musical, inter personal, interpersonal dan naturalis. tujuan pembangunan pendidikan non formal a. peran pendidikan non formal dalam membangun karakter sebagai proses pembudayaan sangat strategis. pls (pnf) merupakan pendidikan yang diselenggarakan secara melembaga di luar sistem pendidikan formal baik dilakukan secara mandiri maupun merupakan bagian dari kegiatan lain yang lebih luas, yang dirancang bangun untuk membelajarkan masyarakat sesuai dengan kebutuhan belajar dan potensi lingkungan. unesco (1970) bahwa pls merupakan upaya pendidikan sebagai komunikasi terorganisir dan berkelanjutan yang dirancang untuk menumbuhkan kegiatan belajar. kelengkapan penilaian tugas profesi mengingat out put adalah pendidik yang juga sebagai pembina pramuka. taksanomi berlajar adalah kegiatan untuk mengetahui, jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 21 mengerjakan, memecahkan masalah kehidupan bersama dan kemampuan hidup. stkip siliwangi sebagai sumber tenaga pembina tujuan umum : 1. memupuk, membimbing dan mengarahkan generasi muda sebagai generasi yang bertaqwa kepada tuhan yang maha esa, cerdas, memiliki disiplin nasional, patriotism, kepemimpinan keterampilan, memiliki watak dan kepribadian indonesia seutuhnya, sebagai generasi muda kader bangsa dan kader pembangunan. 2. membantu dan ikut serta dalam usaha sistematis agar gerakan pramuka dapat mengimbangi perkembangan masyarakat. 3. merealisasikan peningkatan kerjasama dengan lembaga-lembaga ilmiah agar perkembangan gerakan pramuka dapat menampung segala segi kemampuan, tanpa terseret oleh segi-segi negatif dari kemajuan itu sendiri. 4. pembinaan dan pembimbingan generasi muda / mahasiswa dengan upaya pembinaan dan atau pendidikan pramuka sebagai usaha pendidikan luar sekolah dalam rangka mewujudkan pendidikan nasional. 5. memupuk, membimbing dan mengarahkan pelaksanaan fungsi para mahasiswa sebagai calon pendidik yang berpancasila serta memiliki rasa setia kepada negara dan bangsa dengan member pengertian tentang gerakan pramuka. b. tujuan khusus 1.memberikan bekal pengetahuan, kecakapan, pengalaman, penghayatan kepada para mahasiswa dengan dasar pokok pendidikan kepramukaan sehingga dengan pengetahuan dan pengalaman yang diperoleh diharapkan dapat : membangkitkan minat terhadap usaha-usaha gerakan pramuka, serta member dukungan dan bantuan pada usaha pendidikan kepramukaan tersebut. 2. mengerti tentang aspirasi anak, remaja pemuda indonesia. 3. mengerti syarat-syarat kepemimpinan yang diperlukan dalam pembinaan gerakan pramuka. 4. kelengkapan penilaian tugas profesi mengingat out put adalah pendidik yang juga sebagai pembina pramuka. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 22 langkah-langkah / upaya dalam mempersiapkan pandega menjadi pembina pramuka tangguh untuk mencapai tujuan program pendidikan kepraqmukaan di stkip siliwangi bandung dilaksanakan berbagai kegiatan dalam bentuk kegiatan praktek secara praktis meliputi segala kegiatan pramuka di segala bidang kehidupan bangsa dan negara. pembinaan kegiatan sesuai dengan kebijaksanaan kwartir nasional tentang pramuka pandega yang berpangkatan di kampus perguruan tinggi. 1. bina diri 2. bina satuan 3. bina masyarakat ad. 1 a) pencapaian syarat-syarat sku b) mengikuti kegiatan satuan di gudepnya c) mengikuti kegiatan satuan karya d) mengikuti berbagai bentuk pendidikan / latihan e) partisipasi kegiatan pramuka lainnya yang dilaksanakan di rantingnya, cabang, daerah, nasional f) menambah wawasan diri melalui bulletin, surat kabar, tv, buku-buku kepramukaan, dll. g) melakukan berbagai penelitian sesuai dengan disiplin ilmu. ad.2 bina satuan sebagai pandega sekaligus calon pembina dalam membina dirinya sendiri dapat pula dilakukan kegiatan membaktikan dirinya dalam satuan gerakan pramuka seperti : a. menjadi pengurus dewan racana b. menjadi instruktur baik dalam materi kepramukaan maupun keterampilan c. menjadi pembantu pembina pramuka d. menjadi panitia pada berbagai kegiatan gerakan pramuka. ad.3 bina masyarakat a) menjadi tenaga peneliti b) menjadi tenaga penyuluh masyarakat c) menjadi tenaga pelopor jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 23 d) menjadi kader pemimpin e) mengikuti kegiatan bakti masyarakat langkah-langkah dalam mempersiapkan pembina pramuka tangguh mengingatkan dan menggugah para pandega terhadap fungsinya. memotivasi para pandega untuk mempersiapkan diri menjadi pembina tangguh melalui proses bina diri. merencanakan, mengelola, mengevaluasi kegiatan agar tercipta kegiatan yang effektif. menjalin kerjasama dengan semua pihak atau instansi untuk meningkatkan kualitas pembina. mengusahakan dilaksanakannya kuliah kepramukaan yang terstruktur dalam kurikulum. penutup kesimpulan : 1. pendidikan luar sekolah program diarahkan untuk meningkatkan pengetahuan, keterampilan termasuk transformasi sikap anggota peserta didik dan anggota kelompok masyarakat dalam upaya meningkatkan kwalitas hidup mereka. 2. kepramukaan merupakan salah satu wadah pembinaan generasi muda diluar sekolah yang menjadi kegiatan integral dari pendidikan. 3. pembinaan pramuka di stkip siliwangi mempunyai arti sebagai usaha pengadaan dan peningkatan kwantitas serta kwalitas pendidikan pembinaan pramuka melalui proses kegiatan bina diri, bina satuan dan bina masyarakat, sehingga stkip siliwangi merupakan sumber pembina pramuka. 4. kepramukaan bagi mahasiswa stkip siliwangi bandung merupakan hal yang sangat relevan sebagai bahan kelengkapan didalam menunaikan tugas profesi sebagai pendidik dan sebagai pembina pramuka di sekolah, sesuai dengan tridarma perguruan tinggi. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 24 saran : pembinaan pramuka di stkip siliwangi bandung hendaknya diperlakukan sebagai usaha stkip siliwangi bandung dalam memenuji panggilan pendidikan. penyusunan rencana dalam program kerja pandega di stkip siliwangi bandung hendaknya diarahkan pada pengadaan dan peningkatan kwantitas dan kwalitas pembina pramuka, serta untuk kepentingan penunaian tugas profesi pendidik dan sebagai pembina pramuka baik di sekolah maupun di masyarakat. untuk kelancaran dan kesuksesan rencana program kerja serta tercapainya tujuan pramuka perlu dibina dan dikembangkan kerjasama yang harmonis dengan semua pihak dan atau instansi yang berhubungan dengan saling menunjang, termasuk dalam bidang pengusahaan dana. daftar pustaka abdulhak i. (2000) metodologi pembelajaran orang dewasa. bandung. adira. ayi olim (1999) desertasi kemampuanmembelajarkan diri pemuda-pemuda pelopor dan pengembangannya. bandung. pasca sarjana upi. ahmad sanusi ph.d. (1999) kehidupan kebangsaan yang cerdas, strategi pembelajaran dan management pendidikan. bandung. departemen pendidikan dan kebudayaan institut keguruan dan ilmu pendidikan. ace suryadi, ph.d. (2007) pokok-pokok kebijakan pembangunan pendidikan non formal. jakarta. department pendidikan nasional direktorat jenderal pendidikan luar sekolah. ahmad wiranata kusumah, letjen prn dan winarno surachmad, dr, m.sc., ed. prof. (1999) reformasi dan alih generasi. jakarta. abdurachman muhni, gatot ahmad (1959) pandu indonesia dari masa ke masa. jakarta. balai pustaka. buwono sri sultas hamengku ix (1968) amanat pada musyawarah kerja andalan daerah dan cabang cirebon. kwarda jabar. dikti (1982 – 1983) kursus pembina pramuka mahir tingkat lanjutan. jakarta cibubur. jurnal empowerment volume 4, nomor 2 september 2015, issn no. 2252-4738 25 depdiknas (1982) pedoman penyelenggaraan pendidikan dan latihan kepramukaan. jakarta ditjen olah raga dan pemuda. ella saba (1991) kepemimpinan dalam organisasi gerakan pramuka khusus untuk penegak dan pandega. bandung. fpok – ikip. engking suwarman hasan (2007) strategi menciptakan manusia yang bersumber daya unggul. bandung. upi fip – pls. hm. fakri gaffar, dr., prof. al-qur’an pencerah untuk mencerdaskan kehidupan manusia. bandung. dkm al-furqon. knowles makons (1971) self directed learning. chicago. fallett publishing. kinder voter s. (1979) non formal educational as and emforvering proces. usa. university of mosschusset. lembaga pengembangan potensi pemuda nasional (2000) para pemuda dalam pembangunan dan permasalahannya. jakarta lp3n. mashudi (1983) kursus pembina pramuka mahir tingkat dasar. jakarta. kwarnas. nasution s. (1988) metode penelitian naturalistik. bandung. transito. rucana kujang siliwangi (1998) ikip sebagai sumber pembina pramuka. bandung. gudep 01011 – 01012 sihombing (2000) pembinaan generasi muda. bandung. sunaryo kartadinata (2009) membangun keutuhan bangsa melalui pendidikan dalam bingkai untuk sistem pendidikan nasional. bandung. universitas pendidikan di indonesia. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 152 penggunaan media manipulatif untuk meningkatkan kemampuan mengenal konsep bilangan pada anak usia dini (studi kasus di pos paud melati kecamatan regol kota bandung) nenden susilowati abstract this research is motivated by problems found in pos paud melati kecamatan regol kota bandung, is the ability to recognize the concept of number of children in pos paud melati is mean . it can be seen from the child 's response when asked about dealing with numbers . therefore, research is conducted aiming to determine the increase in the ability to know the concept of numbers in early childhood with the use of manipulative media. the focus of his research are: 1 ) what media is used by teachers in improving the ability to know the number concept in children ? 2) how the application of manipulative media in children? 3) how the progress of the ability to recognize the concept of numbers in children after using manipulative media? the approach used in this study is a qualitative approach with descriptive analytical method. the collected data is the data observation, interview and documentation. the use of manipulative media is the application of the use of multiple media to improve the ability to recognize the concept of numbers that are given to children in pos paud melati kecamatan regol kota bandung.the results showed that the use of manipulative media can increase the ability to know the concept of numbers in early childhood. children can count many objects from 1-10 , counting by pointing objects ( familiar concept of numbers with objects ) to 10 , pointing to the symbol of numbers 1-10 , connect / pair emblem numbers with pictures of objects up to 10 ( no children were told to write ) better.the use of manipulative media has the advantage in the learning process, the child has learned and enthusiastic spirit better, as indicated by the response of the child when the teacher asks, actively involved in each activity and active cooperation with friends. the interaction between the child and her or teachers becomes more intertwined. this suggests that children learn in a fun atmosphere, so that the children can get to know and understand the concept of numbers either. that a barrier is the lack of creativity of jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 153 teachers in creating and providing an attractive medium for children's learning.efforts to overcome the above problems, it is recommended to increase the creativity of teachers internally in various ways to mastery (mastery) media , engage teachers in a variety of training and provide opportunities for teachers to continue to a higher level . keywords : media manipulative , concept numbers a. pendahuluan anak usia dini merupakan sosok individu yang sedang mengalami proses pertumbuhan yang sangat pesat dan sangat fundamental bagi perkembangan selanjutnya. george s morisson (2012 : 184) menyatakan bahwa masa-masa bayi dan balita dari lahir hingga tiga tahun penuh dengan kejadian-kejadian penting. morison (2012 : 45) juga mengemukakan sebuah hasil penelitian perkembangan otak bahwa tiga tahun pertama anak sangat penting untuk mengembangkan kemampuan intelektual, emosi, dan sosial anak, dan perkembangan intelaktual yang paling cepat terjadi sebelum usia lima tahun. usia 0-5 tahun diketahui sebagai usia yang sangat menentukan dalam pembentukan karakter dan kecerdasan seorang anak. kondisi penting inilah yang melatar belakangi pemerintah indonesia menetapkan pendidikan anak usia dini (paud) sebagai bagian tak terpisahkan dalam keseluruhan sistem pendidikan nasional kita (suryadi, 2006 : iii) layanan paud sebenarnya mulai memasyarakat sejak tahun 2002 bersamaan dengan gencarnya informasi tentang pentingnya paud demi generasi mendatang yang jumlahnya setiap saat berkembang dengan pesat. proyeksi penduduk indonesia usia dini (0-6 tahun) pada tahun 2012 sebanyak 30,35 juta, ditargetkan terbina melalui paud sebanyak 21 juta (69,3%) melalui paud formal 5,95 juta (19,6%) dan paud non formal 15,05 juta (49,7%). (kemdikbud, 2012). pembelajaran matematika, dalam hal ini mengenalkan konsep bilangan pada anak usia dini perlu perhatian dari para praktisi pendidikan mengingat masa usia dini merupakan masa yang sangat fundamental, bila salah dalam mengembangkan potensi anak, maka akan berdampak negatif pada perkembangan selanjutnya. oleh sebab itu perlu adanya penelitian lebih lanjut yang membuktikan bahwa penggunaan media jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 154 manipulatif sangat efektif untuk meningkatkan kemampuan mengenal konsep bilangan pada anak usia dini. untuk meningkatkan kemampuan mengenal konsep bilangan pada anak usia dini diperlukan media yang dapat menggantikan benda nyata atau kongkrit, sehingga anak akan belajar dan memahami konsep bilangan dengan baik. sebagaimana disebutkan oleh tajudin (2008 : 23) bahwa bilangan adalah banyaknya benda, jumlah, satuan sistem matematika yang dapat diunitkan dan bersifat abstrak, oleh sebab itu diperlukan media yang dapat menjembatani antara konsep-konsep materi yang abstrak menjadi lebih kongkrit. maka dari itu guru dapat menggunakan media manipulatif sebagai media yang tepat digunakan dalam mengenalkan konsep bilangan untuk anak usia dini. media adalah segala sesuatu yang dapat dipakai atau dimanfaatkan untuk merangsang daya pikir, perasaan, perhatian dan kemampuan anak, sehingga mendorong terjadinya proses pembelajaran yang optimal. media yang digunakan haruslah mampu membawa anak pada dunia mereka, yaitu dunia anak yang bebas dan murni untuk mencapai berbagai hal yang kreatif, berekspresi, bermain dan belajar. banyaknya pengetahuan baru yang diperoleh anak akan sangat tergantung dari kemampuan dan kreativitas guru dalam mengembangkan kegiatan dan melengkapi alat-alat atau sarana penunjang yang diperlukan. menurut lorton dalam setiowargo (blogspot.com/2011/04/mediapembelajaran), media manipulatif adalah segala benda yang dapat dilihat, disentuh, didengar, dirasakan, dan dimanipulasikan. hal ini menunjukkan bahwa segala sesuatu yang bisa dan biasa ditemukan anak dalam kesehariannya dapat dijadikan media pembelajaran yang lebih kontekstual. bruner (1966) mengungkapkan bahwa dalam kegiatan pembelajaran anak sebaiknya diberi kesempatan untuk memanipulasi benda-benda atau alat peraga, sehingga anak dapat melihat secara langsung bagaimana keteraturan serta pola-pola yang terdapat pada benda yang sedang diperhatikannya. dalam melaksanakan pembelajaran matematika permulaan pada anak usia dini, guru perlu menyediakan media-media yang manipulatif. media tersebut sebaiknya disesuaikan dengan tingkat kesiapan atau jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 155 kematangan anak pada rentang usianya, dapat dimanipulasikan dan bervariasi sehingga menyenangkan dan memberi kepuasan bagi anak. studi pendahuluan yang dilakukan penulis di pos paud melati kecamatan regol kota bandung, diketahui permasalahan yang terjadi dalam mengenalkan konsep bilangan pada anak cenderung masih menekankan pada penugasan yang ada dalam buku lembar kerja siswa serta penggunaan media yang sangat terbatas, sehingga proses pembelajaran menjadi monoton dan pemahaman anak tentang konsep bilangan masih kurang baik. berdasarkan permasalahan yang ditemukan maka peneliti mencoba memfokuskan bahasan pada penggunaan media manipulatif untuk meningkatkan kemampuan mengenal konsep bilangan pada anak usia dini. sebagai objek penelitian adalah pendidik dan peserta didik anak usia dini di pos paud melati. adapun lokasi penelitiannya dilaksanakan di pos paud melati, jalan mohammad toha, gang dungusema ii rt. 02 rw. 03, kelurahan ciseureuh, kecamatan regol, kota bandung. a. kajian teori pembelajaran pada anak usia dini merupakan proses interaksi antara anak, orang tua, atau orang dewasa lainnya dalam suatu lingkungan untuk mencapai tugas perkembangan. interaksi yang terjadi dapat mempengaruhi tercapainya tujuan pembelajaran yang akan dicapai. hal tersebut mencerminkan suatu hubungan dimana anak memperoleh pengalaman yang bermakna, sehingga proses belajar dapat berlangsung dengan lancar. pembelajaran akan menjadi suatu pengalaman yang bermakna bagi anak apabila anak dapat melakukan sesuatu atas lingkungannya, dengan demikian pembelajaran merupakan kesempatan bagi anak untuk berkreasi dan memanipulasi objek atau ide. greenberg (1994) (hartati, 2005 : 29) berpendapat bahwa anak akan terlibat dalam belajar secara lebih intensif jika ia membangun sesuatu daripada sekedar melakukan atau menirukan sesuatu yang dibangun oleh orang lain. ia melukiskan bahwa pembelajaran dapat efektif jika anak dapat belajar melalui bekerja, bermain dan hidup bersama dengan lingkungannya. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 156 kata media berasal dari bahasa latin dan merupakan bentuk jamak dari kata "medium" yang secara harfiah berarti "perantara" yaitu perantara sumber pesan (a source) dengan penerima pesan (a receiver). banyak batasan yang diberikan orang tentang media. berikut ini pendapat para ahli dan organisasi profesi tentang pengertian media. menurut association of education and communication tecnology (aect, 1997 ), media adalah segala bentuk dan saluran yang digunakan orang untuk menyalurkan pesan atau informasi. gagne (1970) memberi pengertian media yakni berbagai jenis komponen dalam lingkungan siswa yang dapat merangsangnya untuk belajar. briggs (1970) mengatakan bahwa media adalah segala alat fisik yang dapat menyajikan pesan serta merangsang siswa untuk belajar. schramm (1977) berpendapat bahwa media adalah teknologi pembawa pesan yang dapat dimanfaatkan untuk keperluan pendidikan. national education association (nea, 1969) mengartikan media sebagai bentukbentuk komunikasi baik tercetak maupun audio visual serta peralatannya. media hendaknya dapat dimanipulasi, dapat dilihat, didengar dan dibaca. menurut heinich, molenda, dan russell (1993 : 25) media adalah alat saluran komunikasi seperti film, televisi, diagram, bahan tercetak (printed materials), komputer, dan instruktur. sedangkan menurut sadiman, a.s. (2007 : 7), media adalah segala sesuatu yang dapat digunakan untuk menyalurkan pesan dari pengirim ke penerima sehingga dapat merangsang pikiran, perasaan, perhatian dan minat serta perhatian siswa sedemikian rupa sehingga proses belajar terjadi. media manipulatif digunakan guru sebagai alat bantu dalam proses pembelajaran untuk menjelaskan berbagai materi pembelajaran. dijelaskan oleh lorton bahwa media manipulatif adalah segala benda yang dapat dilihat, disentuh, didengar, dan dimanipulasikan. james (2009 : 1), mengatakan media manipulatif adalah model kongkrit yang dapat disentuh, digerakan oleh anak, yang berfungsi untuk membantu anak memahami berbagai konsep matematika. ohanian ( resnich, 1997 ) mengatakan bahwa media manipulatif memungkinkan anak untuk mengeksplorasi konsep abstrak, misalnya mengenai jumlah, perbandingan, dan bentuk, serta memberikan dasar yang kuat bagi pemahaman struktur matematika. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 157 selanjutnya moomaw & hieronymus (1948 : 13), menjelaskan bahwa media manipulatif dalam pembelajaran matematika merupakan media yang dapat membantu anak dalam memecahkan permasalahan matematika, yaitu dengan cara objek dapat digerakkan dan dibentuk oleh anak, media yang dapat membantu anak mempermudah belajar angka dan operasi bilangan , dan merupakan media yang dapat membantu anak dalam memahami konsep jumlah. ketika mendengar kata “bilangan” atau angka, tidak akan terlepas dari yang namanya matematika. dalam keseharian hidup manusia selalu menemukan bilangan atau angka, dimanapun kita berada. angka merupakan simbol yang digunakan untuk melambangkan bilangan. menurut tajudin (2008 : 23), bilangan adalah banyaknya benda, jumlah, satuan sistem matematika yang dapat diunitkan dan bersifat abstrak. copley (2001 : 47) menyebutkan bahwa bilangan adalah lambang atau simbol yang merupakan suatu objek yang terdiri dari angkaangka.bilangan memiliki tampilan atau bentuk (representasi) yang saling berkaitan, diantaranya benda nyata, model mainan, ucapan dan simbol (angka atau kata). setiap bilangan yang dilambangkan dalam bentuk angka, adalah sebuah konsep abstrak. sebagaimana dikemukakan diatas bahwa dalam pembelajaran matematika, dalam hal ini mengenal konsep bilangan, tidak hanya tampilan bahasa saja, atau tampilan gambar semata, tapi harus diikuti dengan tampilan model atau benda mainan . setelah kita tahu bahwa konsep bilangan itu bersifat abstrak, maka cenderung sukar untuk difahami oleh anak usia dini. pemikiran anak usia dini masih berdasarkan pada pengalaman kongkrit. oleh sebab itu untuk dapat mengembangkan konsep bilangan pada anak usia dini tidak dapat dilakukan dalam jangka waktu yang singkat, tetapi harus dilakukan secara bertahap, dalam jangka waktu yang lama, serta dibutuhkan media yang kongkrit. pengembangan kognitif anak usia dini dalam permendiknas no.58 tahun 2009 dibagi atas dua pengembangan, yaitu sains dan matematika. matematika itu sendiri dibagi atas tiga kemampuan yakni; 1. pengetahuan umum dan sains, 2. konsep bentuk, warna, ukuran, dan pola, 3. konsep bilangan, lambang bilangan dan huruf (kemendiknas, 2010: 12-13). sebagaimana spodek, saracho & davis (ramli, 2005:190 jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 158 193), menyebutkan bahwa kemampuan kognitif anak 4-5 tahun yang berhubungan dengan mengenal konsep bilangan adalah sebagai berikut: 1) menghitung dan menyentuh empat benda atau lebih, 2) menyadari beberapa angka dan huruf, 3) mengemukakan urutan angka sampai sepuluh. dalam kaitannya dengan pengenalan konsep bilangan, pembelajaran pada anak usia dini merupakan awal dari pembelajaran matematika. dari pernyataan diatas, berarti kemampuan tentang konsep bilangan dan huruf sudah dapat diperkenalkan pada anak. dijelaskan dalam buku pedoman pembelajaran permainan berhitung permulaan di taman kanak-kanak (2007), bahwa permainan berhitung di taman kanak-kanak seyogyanya dilakukan melalui tiga tahapan penguasaan berhitung di jalur matematika, yaitu : 1. penguasaan konsep, yakni pemahaman dan pengertian tentang sesuatu dengan menggunakan benda dan peristiwa kongkrit, seperti pengenalan warna, bentuk, dan menghitung bilangan. 2. masa transisi, adalah proses berpikir yang merupakan masa peralihan dari pemahaman kongkrit menuju pengenalan lambang yang abstrak, dimana benda kongkrit itu masih ada dan mulai dikenalkan bentuk lambangnya. hal ini harus dilakukan secara bertahap sesuai dengan laju dan kecepatan kemampuan anak yang secara individual berbeda. misal ketika guru menjelaskan konsep satu dengan menggunakan benda (satu buah pensil), anak-anak dapat menyebutkan benda lain yang memiliki konsep sama, sekaligus mengenalkan bentuk lambang dari angka satu. 3. lambang, merupakan visualisasi dari berbagai konsep, misalnya lambang 7 untuk menggambarkan konsep bilangan tujuh, merah untuk menggambarkan konsep warna, besar untuk menggambarkan konsep ruang, dan persegi empat untuk menggambarkan konsep bentuk. b. metode penelitian metode penelitian yang digunakan adalah kualitatif tipe interaktif dengan metode studi kasus. metode studi kasus dianggap cocok untuk penelitian ini karena sesuai dengan permasalahan dan tujuan penelitian ini yang pada dasarnya ingin meneliti mengenai penggunaan media manipulatif untuk meningkatkan kemampuan mengenal konsep bilangan pada anak usia dini. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 159 c. hasil dan pembahasan berdasarkan hasil penelitian, maka dapat ditarik kesimpulan bahwa media manipulatif sangat baik digunakan pada anak usia dini dalam mengenalkan konsep bilangan, karena penggunaan media manipulatif dapat meningkatkan kemampuan mengenal konsep bilangan pada anak dengan antusias yang baik dan suasana menyenangkan. selain meningkatkan kemampuan mengenal konsep bilangan, penggunaan media manipulatif juga dapat mengembangkan kemampuan bersosialisasi, konsentrasi dan mengembangkan rasa percaya diri anak. d. kesimpulan kesimpulan penelitian ini merujuk pada pertanyaan penelitian, yaitu: 1. media apa yang digunakan guru dalam meningkatkan kemampuan mengenal konsep bilangan pada anak usia dini di pos paud melati? 2. bagaimana proses penerapan media manipulatif dalam mengenalkan konsep bilangan pada anak ? 3. bagaimana peningkatan kemampuan mengenal konsep bilangan sesudah menggunakan media manipulatif ?. hasilnya adalah sebagai berikut: 1. media yang digunakan guru dalam meningkatkan kemampuan mengenal konsep bilangan pada anak. selama ini penggunaan media dalam proses pembelajaran untuk mengenalkan konsep bilangan lebih banyak menggunakan media gambar atau dengan bola plastik kecil, karena media yang ada di pos paud melati masih sangat terbatas. media yang tersedia untuk mengenalkan konsep bilangan pada anak, baru ada bola plastik kecil, sehingga dalam mengenalkan konsep bilangan pada anak lebih banyak menggunakan lembar kerja siswa, jadi dirasakan monoton dan belum optimal. keterbatasan media yang ada di pos paud melati disebabkan oleh beberapa faktor, diantaranya : terbatasnya bantuan operasional yang didapat, biaya pendidikan yang minim, serta kurangnya pengetahuan guru tentang manfaat menggunakan media, sehingga kemampuan anak dalam mengenal konsep bilangan masih kurang. 2. proses penerapan media manipulatif dalam mengenalkan konsep bilangan pada anak. pada proses ini terdapat tahapan perencanaan dan pelaksanaan penerapan. tahapan perencanaan penggunaan media manipulatif jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 160 untuk melihat peningkatan kemampuan mengenal konsep bilangan pada anak di pos paud melati, dirancang dengan seoptimal mungkin. guru memilih pengembangan kemampuan dasar kognitif yang berhubungan dengan matematika khususnya dalam mengenal konsep bilangan, dilihat tingkat capaian perkembangan, capaian perkembangan dan indikator yang akan diterapkan. kegiatan yang direncanakan dalam penelitian ini disesuaikan dengan tingkat pencapaian perkembangan anak usia 4-5 tahun (kelompok a), bidang pengembangan kognitif (matematika), diantaranya : membilang banyak benda satu sampai sepuluh, mengenal konsep bilangan, dan mengenal lambang bilangan. maka dipersiapkan media manipulatif yang akan digunakan untuk meningkatkan kemampuan mengenal konsep bilangan pada anak di pos paud melati. proses penggunaan media manipulatif di kelas dirasakan sangat efektif, mudah diberikan dan anak mudah memahaminya. 3. kemampuan mengenal konsep bilangan sesudah menggunakan media manipulatif . kemampuan anak dalam mengenal konsep bilangan menjadi lebih meningkat. anak menjadi lebih cepat faham dalam mengenal konsep bilangan, terlihat dari kecepatan anak dalam menjawab pertanyaan guru yang berhubungan dengan membilang, menghubungkan dan menunjuk lambang bilangan. anak antusias dan semangat ketika mengikuti proses pembelajaran. rekomendasi pada awalnya media yang digunakan, penerapan penggunaan media manipulatif, dan kemampuan mengenal konsep bilangan pada anak usia dini di pos paud melati belum sesuai harapan, sehingga perlu adanya motivasi dan kesungguhan dari kepala sekolah dan guru untuk meningkatkan kemampuan mengenal konsep bilangan dengan menggunakan media manipulatif melalui perencanaan dan pengadaan media manipulatif yang lebih bervariasi. walaupun begitu, terdapat potensi yang dapat ditumbuh kembangkan, antara lain ; kesungguhan dan keuletan guru, motivasi belajar dan keingintahuan yang tinggi walaupun latar belakang guru belum sesuai kualifikasi pendidikan s1. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 161 upaya mengatasi permasalahan tersebut, penulis merekomendasikan untuk: 1. meningkatkan kreativitas guru secara internal dengan berbagai cara untuk masteri (penguasaan) media. 2. mengikutsertakan guru dalam berbagai pelatihan yang relevan. 3. sepanjang memungkinkan guru diberi peluang untuk melanjutkan studi ke jenjang yang lebih tinggi, sehingga memiliki kualifikasi sesuai dengan standar pendidikan yang diharuskan. daftar pustaka pedoman pembelajaran permainan berhitung permulaan.(2007). jakarta: depdiknas, direktorat jenderal manajemen pendidikan dasar dan menengah, direktorat pembinaan tk dan sd. solehuddin, (1997). konsep dasar pendidikan prasekolah. ikip bandung: departemen pendidikan fakultas ilmu pendidikan. sriningsih, nining, (2008). pembelajaran matematika terpadu untuk anak usia dini. bandung: pustaka 11. sujiono, yuliani n, (2009). konsep dasar pendidikan anak usia dini, jakarta : pt indeks. suyanto, slamet. (2005). pembelajaran untuk anak tk. jakarta: depdiknas,direktorat jenderal pendidikan tinggi. zaman, badru et al, (2005). media dan sumber belajar tk . jakarta : depdiknas. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 94 pengaruh pelayanan prima terhadap efektifitas diklat di pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikanbidang taman kanak-kanak dan pendidikan luar biasa (p4tk tk dan plb) ir suwardi stkip siliwangi bandung abstrak tahun 2012 dan tahun 2013 pelaksanaan diklat di p4tk tk dan plb bandung pada setiap pelaksanaan diklat belum mendapatkan perhatian yang serius, indikasinya adalah dari 54 jenis diklat, ditahun 2013 hanya 33% responden memberikan tanggapan layanan penyelenggaraan diklat sangat baik, 58% pesserta diklat memberikan tanggapan layanan penyelenggaraan diklat baik, sedangkan di tahun 2012, 23% peserta diklat memberikan tanggapan layanan penyelenggaraan diklat sangat baik, 66% peserta diklat memberikan tanggapan baik, dan 10% peserta diklat memberikan tanggapan kurang baik. rendahnya capain indikator sangat baik dan baik dibawah 80%.beberapa masalah dapat yang bisa diidentifikasi : (1) lembaga p4tk tk dan plb bandung belum mengadakan analisis hubungan fungsional antara masing-masing variabel layanan akademik. (2) lembaga p4tk tk dan plb bandung belum mengadakan analisis hubungan fungsional antara masing-masing variabel layanan non akademik terhadap peserta diklat. (3) lembaga p4tk tk dan plb bandung belum mengadakan analisis hubungan fungsional antara variabel layanan akademik dan non akademik dalam penyelenggaraan diklat. (4) lembaga p4tk tk dan plb belum mengadakan analisis hubungan fungsional antara variabel layanan akademik terhadap tanggapan responden. (5) lembaga p4tk tk dan plb bandung dirasa kurang optimal dalam memberikan layanan non akademik terhadap tanggapan responden.tujuan penelitian untuk : (1) menganalisis hubungan antar variabel pelayanan akademik, (2) menganalisis hubungan antara variabel pelayanan non akademik, (3) menganalisis hubungan antara pelayanan akademik dan pelayanan non akademik yang diselenggarakan dalam diklat, (4) menganalisis hubungan antara pelayanan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 95 akademik terhadap tanggapan responden, dan (5) menganalisis hubungan antara pelayanan non akademik terhadap tanggapan responden.metode yang digunakan dalam penelitian ini adalah metode penelitian naturalistik dengan menggunakan pendekatan deduktif (deductive approach), data hasil tanggapan dianalisis melalui penentukan hubungan antara masing-masing variabel pelayanan akademik dan non akademik serta variabel pelaksanaan program diklat. selanjutnya untuk mengetahui efektifitas pelaksanaan penyelenggaraan program data dinalisis dengan uji statistik nonparametrik, dengan menggunakan desain penelitian yaitu, dua variabel independen komponen pelayanan akademik dan komponen pelayanan non akademik) dan satu variabel independen (pelaksanaan program diklat). hasil analisis data :(1) terdapat hubungan antara variabel pelayanan akademik di p4tk dan plb bandung. (2) terdapat hubungan antara variabel pelayanan non akademik di p4tk tk dan plb bandung. (3)terdapat hubungan antara pelayanan akademik dan pelayanan non akademik di p4tk tk dan plb bandung. (4) terdapat hubungan antara pelayanan akademik terhadap tanggapan responden di p4tk tk dan plb bandung. (5) terdapat hubungan antara pelayanan non akademik terhadap tanggapan responden di p4tk tk dan plb bandung. kata kunci: hubungan, efektifitas, pelayanan akademik, pelayanan non akademik, penyelenggaraan diklat. a. pendahuluan pelayanan merupakan kegiatan/keuntungan yang ditawarkan oleh organisasi atau perorangan kepada konsumen/customer yang bersifat tidak berwujud dan tidak dapat dimiliki (robbins: 1994). dalam pelayanan konsumen (customer) adalah masyarakat yang mendapat manfaat dari aktivitas yang dilakukan oleh organisasi atau petugas dari organisasi pemberi pelayanan. pelayanan yang dikatakan tidak berwujud tersebut berarti pelayanan itu hanya dirasakan, pelayanan sifatnya tidak dapat diraba, pelayanan sangat berlawanan sifatnya dengan barang jadi, pelayanan merupakan kenyataanya terdiri dari tindakan nyata dan merupakan pengaruh dan sifatnya adalah tindak sosial, produksi dan konsumsi dari pelayanan tidak dapat dipisahkan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 96 secara nyata, karena pada umumnya kejadianya bersamaan dan terjadi di tempat yang sama sugiyanti (1999). karakteristik tersebut bisa dijadikan dasar bagaimana memberikan pelayanan yang terbaik (prima). dalamimplementasinya pengembangan dan pemanatapan system manajeman pelayanan publik menuju pelayanan prima, menekankan pada fokus perhatian (focus of interes) yang dapat dilakukan melalui penyiapan sumber daya aparatur (pelayan) yang sadar akan fungsinya sebagai pelayan masyarakat dan memberi arah (standar) yang dapat memberikan motivasi, agar setiap individu dan kelembagaan berkepentingan untuk memberikan pelayanan secara prima kepada masyarakat (pelanggan/customer). mengahadapi tantangan dan peluang dalam memberikan pelayaan, diperlukan suatu pencerahan (insight) yang mencerminkan bahwa pelayanan bukan hanya persoalan fisik (front liner) melainkan juga visioner dan missioner yang membawa bangsa ini ke masa depan yang ideal. dalam implentasinya di p4tk tk dan plb bandung dalam memberikan layanan penyelenggaraan diklat memberikan layanan baik yang bersifat akademik maupun yang bersifat non akademik, tujuan penelitian adalah: (1) mengetahui hubungan antara variabel pelayanan akademik,(2) mengetahui hubungan antara variabel pelayanan non akademik, (3) mengetahui hubungan antaraa pelayanan akademik dan pelayanan non akademik yang diselenggarakan dalam diklat, (4) mengetahui hubungan antaraa pelayanan akademik terhadap tanggapan responden, dan (5) mengetahui hubungan antaraa pelayanan non akademik terhadap tanggapan responde. penelitian ini dilaksanakan di p4tk bandung. dengan subjek 226 peserta diklat dari populasi 464 peserta diklat yang diambil secara sisitematis, teknik sampling sistematis, adalah pengambilan sampel berdasarkan urutan angkatan kemudian menentukan sampel melalui penomoran (genap, ganjil, kelipatanya), (sugiono, 2001: 85). desain yang digunakan dalam penelitian ini menggunakan desain dua variabel independen (komponen akademik dan komponen non akademik) dan satu variabel dependen (jenis dan pelaksanaan diklat). metode yang digunakan dalam penelitian ini adalah metode penelitian naturalistik, dimana sampel tidak diberikan treatment (perlakuan) sehingga sampel berjalan secara alamiah sesuai dengan prosedur dan program yang telah ditetapkan oleh lembaga p4tk. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 97 proses atau langkah yang ditempuh dalam penelitian ini, peneliti menggunakan pendekatan deduktif (deductive approach), maksudnya adalah penelitian kuantitatif yang berangkat dari theoretical frame waork sesuatu yang bersifat abstrack, kemudian difokuskan dengan theory substantive, kemudian dirumuskan hipotesisnya (hipothesis empirical) untuk di uji menuju ke empirical social reality, neuman, 2003 (dalam sugiyono, 2007: 22). instrumen yang digunakan dalam penelitian ini adalah angket. angket digunakan untuk meminta tanggapan setiap peserta diklat sehari menjelang pelaksanaan diklat selesai. tanggapan peserta berisikan tentang kualitas pelayanan akademik dan non akademik terhadap setiap jenis pelaksanaan diklat. tanggapan peserta didik, diberikan melalui jawaban tertutup melalui cek list (√) terhadap indikator jawaban masing-masing indikator pelayanan. analisis data menggunakan teknik uji korelasi bivariate pearson dan analisis signifikansi uji perbedaan yang menggunakan uji mann whitney b. kajian teori definisi menurut beberapa ahli antara lain, sikula dalam sumantri (2000:2) mendifinisikan pelatihan adalah proses pendidikan jangka pendek yang menggunakan cara dan prosedur yang sistematis dan terorganisir. para peserta pelatihan akan mempelajari pengetahuan dan ketrampilan yang sifatnya praktis untuk tujuan tertentu. sedangkan menurut beach vale.(1993) pelatihan adalah suatu proses membantu orang lain dalam memperoleh skill dan pengetahuan. michael j. (dalam moekijat, 2005 : 2) menjelaskan istilah latihan untuk menunjukkan setiap proses untuk mengembangkan bakat, keterampilan dan kemampuan pegawai guna menyelesaikan pekerjaan-pekerjaan tertentu. center for development management and productivity mendifinisikan pelatihan adalah adalah belajar untuk mengubah tingkah laku orang dalam melaksanakan pekerjaan mereka. muhamad. k (2010) menyatakan bahwa pelatihan pada dasarnya adalah proses memberikan bantuan bagi para pekerja untuk menguasai keterampilan khusus atau membantu untuk memperbaiki kekurangannya dalam melaksanakan pekerjaan. fokus kegiatannya adalah untuk meningkatkan kemampuan kerja dalam memenuhi kebutuhan tuntutan cara bekerja yang paling efektif pada masa sekarang. john prior (1998) mengemukakan pelatihan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 98 adalah suatu tindakan untuk meningkatkan pengetahuan dan ketrampilan seseorang pegawai yang melaksanakan pekerjaan tertentu. dalam pp ri nomor 71 tahun 1991 pasal 1 disebutkan latihan kerja adalah keseluruhan kegiatan untuk memperoleh, meningkatkan serta mengembangkan produktivitas, disiplin, sikap kerja dan etos kerja pada tingkat keterampilan tertentu berdasarkan persyaratan jabatan tertentu yang pelaksanaannya lebih mengutamakan praktek dari pada teori. berkaitan dengan fokus permasalahan dalam penelitian ini, pengertianpengertian di atas juga dinyatakan dalam peraturan pemerintah ri nomor 101 tahun 2000 yaitu tentang pendidikan dan pelatihan jabatan pns. peraturan tersebut berbunyi “diklat dalam jabatan dilaksanakan untuk mengembangkan pengetahuan, keterampilan dan sikap pns agar dapat melaksanakan tugas-tugas pemerintah dan pembangunan dengan sebaik-baiknya”. maman. s (2004:226) menegaskan bahwa “pelatihan adalah proses sistematis mengubah tingkah laku pegawai untuk mencapai tujuan organisasi. pelatihan berkaitan dengan keahlian dan kemampuan pegawai dalam melaksanakan pekerjaan saat ini. pelatihan memiliki orientasi saat ini dan membantu pegawai untuk mencapai keahlian dan kemampuan tertentu agar berhasil melaksanakan pekerjaan”. berdasarkan beberapa difinisi yang telah diuraikan di atas dapat disimpulkan bahwa pelatihan adalah suatu upaya yang terorganisir secara sistematis, yang dilaksankan dalam jangka waktu tertentu dengan tujuan untuk meningkatkan pengetahuan, sikap dan ketrampilan, sehingga mampu meningkatkan kompetensi individu untuk menghadapi pekerjaan di dalam organisasinya. moekijat (2005) menjelaskan tujuan umum pelatihan sebagai berikut :(a) untuk mengembangkan keahlian, sehingga pekerjaan dapat diselesaikan dengan lebih cepat dan lebih efektif, (b) untuk mengembangkan pengetahuan, sehingga pekerjaan dapat diselesaikan secara rasional, dan (c) untuk mengembangkan sikap, sehingga menimbulkan kemauan kerjasama dengan teman-teman pegawai dan dengan manajemen (pimpinan).veithzal, r (2004:226) tujuan pelatihan tidak hanya untuk meningkatkan pengetahuan, keterampilan dan sikap saja, akan tetapi juga untuk mengembangkan bakat seseorang, sehingga dapat melakukan pekerjaan sesuai dengan yang dipersyaratkan. stepphen. r (1995:223) adalah untuk meningkatkan pengetahuan, keterampilan, dan sikap karyawan serta meningkatkan kualitas dan produktivitas organisasi secara keseluruhan, dengan kata lain tujuan pelatihan adalah jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 99 meningkatkan kinerja dan pada gilirannya akan meningkatkan daya saing. heidjarracman, dkk (1989:346) menyebutkan tujuan utama pelatihan adalah: (a) memperbaiki kinerja, (b) melatihkan pengetahuan sikap dan mental, (c) melatihkan keterampilan,dan (d) meningkatkan wawasan dan pengetahuan. dari beberapa definisi di atas dapat disimpulkan bahwa tujuan pelatihan adalah untuk membekali pengetahuan dan keterampilan agar peserta diklat dapat meningkat pengetahuan dan wawasannya sehingga dapat meningkatkan kinerjanyan di tempat asal. c. metode penelitian metode yang digunakan dalam penelitian ini adalah metode penelitian naturalistik, dimana sampel tidak diberikan treatment (perlakuan) sehingga sampel berjalan secara alamiah sesuai dengan prosedur dan program yang telah ditetapkan oleh lembaga p4tk tk dan plb. d. hasil penelitian hasil rekapitulasi hubungan antara variabel pelayanan akademik. berdasarkan skor perolehan rekapitulasi data bidang pelayanan akademik seperti yang disajikan pada gambar 4.1. gambar 4.1 rata-rata prosentase pelayanan akademik kode keterangan a1 program diklat a2 sarana prasarana laboratorium a3 pengajar a4 sarana pendukung prosses diklat , a5 sarana pendukung proses belajar raata-rata ketercapaian layanan bidang akademik jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 100 hasil rekapitulasi hubungan antara variabel pelayanan non akademik. berdasarkan skor perolehan rekapitulasi data bidang pelayanan non akademik seperti yang disajikan pada lampiran 4, maka diperoleh ratarata prosentasepelayanan non akademik seperti ditunjukkan pada gambar 4.2. kode keterangan a6 pelayanan penginapan di asrama a7 kondisi fasilitas di asrama a8 penataan lingkungan kampus a9 pelayanan komsumsi a10 pelayanan panitia r rata-rata pelayanan non akademik gambar 4.2 rata-rata prosentase pelayanan non akademik pengaruh bidang layanan akademik dan non akademik terhadap pelaksanaan program. hubungan bidang layanan akademik terhadap penyelenggraan diklat seperti ditunjukkan pada tabel 4.3. didapat hubungan hubungan antaraa x1 dengan x2 mempunyai koefisien korelasi 0,162 dan x1 terhadap y -0,139 dan hubungan x2 terhadap y 0,111. dari kriteria uji korelasi peroson apabila koef. person semakin mendekati 1 atau -1 terjadi hubngan yang semakin erat, dan bila koeefisien person semakin mendekati 0 maka kedua variabel terjadi hubungan yang semakin lemah (duwi p: 2007: 109).dari hasil analisis uji korelasi antara hubngan akademik dan non akademik terhadap y dan dengan menggunakan kriteria uji koefisien korelasi pearson, maka hubungan antara variabel jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 101 x1 dengan x2 didapat koefisien pearson 0,162 terjadi hubungan yang lemah. hubungan antara variabel x1 denganydidapat koefisien pearson -0,139 terjadi hubungan yang sangat erat. hubungan antara variabel x2 dengan y didapat koefisien pearson 0,111 terjadi hubungan yang sangat erat. lemahnya hubungan antaraa variabel (x1) terhadap (x2) dalam penelitian ini mengindikasikan bahwa lembaga kurang memperhatikan hubungan bentuk pelayanan yang disediakan terhadap layanan akademik dan layanan non akademik. namun demikian hubungan (x1) dan (x2) terhadap (y) masing-masing mempunyai indikator koefisien korelasi lebih besar dari -1 (minus satu) ini memberikan makna bahwa sarana prasara layanan akademik dan non akademik yang telah dipersiapan panitia telah dapat berkontribusi dengan baik terhadap pelaksanaan semua jenis diklat yang direncanakan. efektifitas layanan akademik dan non akademik terhadap pelaksanaan diklat. untuk mengetahui efektifitas layanan akademik dan non akademik terhadap keterlaksanaan semua jenis diklat (54 jenis diklat) digunakan uji statistik mann whitney, hal ini dikarenakan data tidak homogen tetapi data terdistribusi dengan normal. dari hasil uji homogenitas seperti ditunjukkan pada tabel 4.4. terlihat bahwa didapat sig. (p) 0,00. kriteria uji hipotesis bila sig.(p) > 0,05 maka terima ho (ho : varias data sampel homogen). dari hasil pengujian ini dapat disimpulkan bahwa varians data sampel tidak homogen, dari hasil uji normalitas didapat bahwa variabel (x1) mempunyai sg.(p) 0.489, (x2) mempunyai sg (p) 0,187, dan (y) mempunyai sig.(p) 0,083. kriteria uji statistik, jika sig.(p) > 0,05 maka terima ho (ho : sampel data terdistribusi normal). dari hasil pengujian normalitas dan kriteria uji statistik dapat disimpulkan bahwa sampel skor data (x1), (x2) dan (y) kesemuanya terdistribusi secara normal.dari hasil uji mann whitney didapat sig.(p) 0,07. kriteria uji statistik, jika sig.(p) > 0,05 maka terima ho (ho : ada perbedaan rata-rata pelayanan akademik dan non akademik terhadap pelaksanaan diklat).dari hasil analisi dan kriteria uji dapatlah dikatakan bahwa ada pengaruh yang positip bentuk layanan akademik dan non akademik terhadap pelaksanakaan diklat, artinya akan terjadi pengaruh yang positip bentuk layanan akademik dan non akademik terhadap pelaksanaan diklat dengan kata lain jika layanan akademik dan non akademik semakin baik maka pelaksanaan diklat akan dapat terlaksana dengan baik dan sebaliknya bila layanan akademik dan non semakin jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 102 tidak mendukung maka pelaksanaan keberhasilan pelaksanaan diklat juga semakin menurun. dengan demikian dapatlah disimpulkan bahwa bentuk layanan akademik dan non akademik yang diberikan kepada peserta diklat di lembaga (p4tk dan plb) terhadap pelaksanaan diklat dapat berjalan efektif. kefektifan bentuk layanan akademik dan non akademik kepada peserta diklat terhadap keterlaksaan penyelenggaran diklat juga tergambar bahwa 33% pesera dikat menyatakan sangat baik dan 58% menyatakan baik, namun demikian ada beberara hal layanan akademik dan non akademik yang perlu mendapat perhatian untuk pelayanan diklat dimasa yang akan datang. e. kesimpulan dan rekomendasi berdasarkan rumusan permasalahan, tujuan penelitian, hasil dan pembahasan dalam penelitian ini, maka dapat disimpulkan, sebagai berikut: 1. hubungan bidang layanan akademik terhadap penyelenggraan diklat diperoleh hubungan terkecil antara hubungan a3 (pengajar) dan a4 (sarana pendukung proses diklat) 0,332, sedangkan hubungan terbesar diperoleh antara hubungan a5, (sarana pendukung proses belajar) 0.672 dan a1 (program diklat) 0,552. 2. hubungan bidang layanan akademik terhadap penyelenggraan diklat diperoleh hubungan terkecil antara hubungan a7 (kondisi fasilitas asrama) dan a6 (pelayanan penginapan di asrama) 0,251, sedangkan hubungan terbesar diperoleh antara hubungan a10 (pelayanan panitia) 0,858 dan a8 (penataan lingkungan kampus) 0,764. 3. hubungan bidang layanan akademik terhadap penyelenggraan diklat seperti ditunjukkan pada tabel 4.3. diperoleh hubungan antaraa x1 dengan x2 mempunyai koefisien korelasi 0,162 dan x1 terhadap y 0,139 dan hubungan x2 terhadap y 0,111. 4. hubungan antara pelayanan akademik terhadap tanggapan responden untuk mengetahui efektifitas pelayanan akademik dan non akademik terhadap keterlaksanaan semua jenis diklat (54 jenis diklat) digunakan uji statistik mann whitney, hal ini dikarenakan data tidak homogen tetapi data terdistribusi dengan normal. dari hasil uji homogenitas terlihat bahwa diperoleh sig. (p) 0,00. kriteria uji hipotesis bila sig.(p) > 0,05 maka terima ho (ho : varians data jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 103 sampel homogen). dari hasil pengujian ini dapat disimpulkan bahwa varians data sampel tidak homogen. 5. hubungan antara pelayanan non akademik terhadap tanggapan responden. dari hasil analisis dan kriteria uji dapatlah dikatakan bahwa ada pengaruh yang positip bentuk layanan non akademik terhadap pelaksanakaan diklat, artinya akan terjadi pengaruh yang positip bentuk layanan non akademik terhadap pelaksanaan diklat dengan kata lain jika layanan non akademik semakin baik maka pelaksanaan diklat akan dapat terlaksana dengan baik dan sebaliknya bila layanan akademik dan non semakin tidak mendukung maka pelaksanaan keberhasilan pelaksanaan diklat juga semakin menurun. dengan demikian dapatlah disimpulkan bahwa bentuk layanan non akademik yang diberikan kepada peserta diklat di lembaga p4tk tk dan plb terhadap pelaksanaan diklat dapat berjalan efektif daftar pustaka kamil.muhamad. 2010. model pendidikan dan pelatihan, bandaung, alfabeta. moekijat. 1991. latihan dan pengembangan pegawai. cetakan kedua. alumni bandung. moekijat. 2005. evaluasi pelatihan dalam rangka meningkatkan produktifitas. mandar maju. bandung. priyatno duwi. 2009. lima jam belajar olah data dengan spss versi 16. andi offset.yogyakarta. prior, john. 1998. gower hand book of training and development. england : gower publishing limited robbins. 1994. organizational behavior. new jersey: a simon & schuster company. sugiyanti. 1999. strategi pelayanan prima. republik indonesia: lembaga administrasi negara. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 104 sugiyono.(2007) metodepenelitian kuantitatif dan kualitatif. alfabeta.bandung sugiyono.(2007)metode penelitian kuantitatif dan kualitatif. alfabeta.bandung. sumantri sondang. 2000. pelatihan dan pengembangan sumber daya manusia. bandung, fakultas psikologi unpad jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 38 peran petugas pemberdayaan dalam meningkatkan partisipasi masyarakat melalui penyuluhan k-3 (kebersihan, keindahan dan ketertiban) di kecamatan cimahi selatan kota cimahi 1sutaryat trisnamansyah, 2asep hidayat 1,2 stkip siliwangi abstrak berawal dari judul tesis diatas penulis bermaksud untuk melakukan sebuah penelitian yang berkaitan dengan masalah partisipasi masyarakat di kelurahan melong kecamatan cimahi selatan. dengan tujuan untuk memperoleh data tentang (a) pelaksanaan program k-3 dikelurahan melong, (b). bentuk partisipasi masyarakat dalam pelaksanaan k-3,(c) faktor-faktor penghambat dan pendorong dalam pelaksanaan k-3 di kelurahan melong. metode yang digunakan dalam penelitian ini adalah metode deskriptif, dengan sampel penelitian terdiri dari 100 orang kepala keluarga, dari jumlah 67.108 orang yang berada di 36 rw sekelurahan melong. adapun pertanyaan penelitian yang pernah diajukan adalah : (a)bagaimana pelaksanaan k-3 di kelurahan melong?, (b)bagaimana bentuk-bentuk partisipasi masyarakat yang disumbangkan dalam pelaksanaan k-3 di kelurahan melong?, (c) faktor-faktor apakah yang menjadi penghambat dan pendorong partisipasi masyarakat dalam pelaksanaan program k-3? dari hasil penelitian tersebut menyatakan bahwa pelaksanaan k-3 di kelurahan melong belum berjalan dengan maksimal, hal ini dikarenakan kadar partisipasi warga masyarakat melong relatif rendah dengan beberapa kenyataan empirik, menunjukan bahwa dorongan masyarakat untuk mengikuti program k-3 bukan atas keinginan sendiri melainkan melainkan di perintah oleh petugas dari seksi pemberdayaan masyarakat dalam hal ini petugas satuan pelaksana k-3(spk-3). kata kunci : partisipasi masyarakat. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 39 a. pendahuluan pembangunan merupakan bagian dari sebuah upaya untuk mengelola sumber daya alam, maka dengan demikian pelaksanaan pembangunan harus memperhatikan lingkungan hidup manusia,ini merupakan cerminan dari rasa cinta tanah air dan adanya kesadaran masyarakat untuk mengelola lingkungan hidup, pernyataan ini termaktub dalam uu ri no. 4 tahun 1982 lingkungan hidup merupakan rahmat alloh subhanahuwataala, yang pemeliharaannya tidak terlepas dari keterlibatan warga masyarakat. oleh karena itu mengembangkan kesadaran masyarakat dalam meningkatkan partisipasi adalah penting untuk membangkitkan swadaya dan kreatifitas masyarakat dalam memecahkan masalahmasalah lingkungan hidup. sejalan dengan pernyataan tersebut diatas slamet margono (1980 : 1), menyatakan bahwa partisipasi masyarakat itu adalah ikut serta ambil bagian dalam suatu kegiatan, ikut memanfaatkan serta menikmati hasil yang telah dicapai, partisipasi merupakan bagian yang sering menjadi suatu kendala dalam proses pembangunan. 1. perumusan masalah bagaimanakah peran seksi pemberdayaan dalam meningkatkan partisipasi masyarakat melalui penyuluhan k-3, di kelurahan melong kecamatan cimahi selatan ? 2. tujuan penelitian a. untuk memperoleh data tentang pelaksanaan kegiatan k-3 di kelurahan melong kecamatan cimahi selatan. b. untuk mengetahui bentuk partisipasi masyarakat yang disumbangkan dalam pelaksanaan k-3 di kelurahan melong kecamatan cimahi selatan. c. untuk memperoleh gambaran tentang faktor-faktor yang menjadi penghambat dan pendorong partisipasi masyarakat, dalam pelaksanaan kegiatan k-3 di kecamatan cimahi selatan. 3. kegunaan penelitian a. diharapkan dapat berguna dalam pengembangan ilmu pengetahuan yang berkenaan dengan teori partisipasi dan teori kesehatan masyarakat. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 40 b. diharapkan dapat memberikan masukan terhadap penyempurnaan dalam pelaksanaan program kegiatan k-3, sehingga program k-3 dapat dirasakan manfaatnya oleh seluruh warga masyarakat yang ada di kelurahan melong kecamatan cimahi selatan kota cimahi. b. kajian teori 1. partisipasi menurut (soekidjo notoatmodjo, 2007: 124) adalah salah satu bentuk pengorganisasian dalam mengikutsertakan seluruh anggota masyarakat untuk memecahkan segala bentuk permasalahan masyarakat itu sendiri, senada dengan pendapat di atas (santoso s hamidjoyo, 1974 : 41) mengatakan bahwa partisipasi adalah ikut serta yaitu mengikuti dan menyertai pemerintah dalam program pembangunan karena pada kesnyataannya pemerintah yang sampai saat ini merupakan perancang, penyelenggara dan penyedia dana dalam pembangunan. pendapat tersebut mengandung arti bahwa pembangunan itu di prakarsai oleh pemerintah, masyarakat dituntut terlibat atau berpartisipasi dalam proses pembangunan itu. pembangunan apapun bentuknya hanya akan berhasil apabila ada partisipasi aktif dari masyarakat itu sendiri yang didukung oleh adanya pengertian,kesadaran dan inisiatif dalam melaksanakan program-program pemerintah. 2. jenis-jenis partisipasi dalam teori partisipasi terdapat beberapa jenis partisipasi seperti dikatakan oleh santoso s hamidjoyo (1974: 6) bahwa jenis partisipasi masyarakat itu berbeda baik secara fisik maupun non fisik.partisipasi yang disumbangkan oleh masyarakat itu diantaranya adalah : (a). partisipasi buah pikiran, (b). partisipasi tenaga, (c). partisipasi harta benda, (d). partisipasi keterampilan dan kemahiran, (e). partisipasi sosial. semakin banyaknya jenis partisipasi yang disumbangkan,maka setiap anggota masyarakat dapat turut merasakan berbagai hal sebagai hasil dalam melaksanakan program pembangunan dan sebagai wujud partisipasi menurut engking s hasan, (2003 : 15) adalah sebagai berikut : a. turut serta menyumbangkan buah pikiran. b. turut serta menyumbangkan finansial (harta benda) c. turut serta menyumbangkan tenaga. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 41 d. turut serta menyumbangkan dukungan, saran, anjuran-anjuran, nasihat dan sebagainya. e. turut serta mengambil keputusan. 3. bentuk dan unsur partisipasi menurut bentuknya santoso s. hamijoyo (1973 : 139) mengatakan bahwa partisipasi terdiri dari, (a). partisipasi aktif, (b). partisipasi pasif. unsur dasar yang menentukan dalam partisipasi masyarakat menurut santoso (1984: 41) adalah : a. komunikasi sikap, terdapat pada tingkah laku yang diakibatkan oleh pengertian yang menimbulkan kesadaran. b. perubahan sikap,terdapat pada tingkah laku yang diakibatkan oleh pengertian yang menimbulkan kesadaran. c. rasa kebanggaan yang menimbulkan spontanitas yaitu kesesuaian melakukan sesuatu yang tumbuh dari lubuk hati sendiri tanpa dipaksa oleh orang lain. 4. ciri-ciri partisipasi menurut enceng mulyana (1986: 25) ciri-ciri umum partisipasi adalah sebagai berikut : a. titik berat partisipasi adalah pada keterlibatan mental emosional yang dapat dilihat dari kemampuan perwujudan tingkah laku. b. kesediaan untuk memberikan dukungan tergerak setelah adanya stimulus,dan wujud dari lingkungan itu berbeda-beda. c. bahwa partisipasi dilakukan dengan segala tanggungjawab atas dasar kesadaran terhadap apa yang telah dilakukan dan terhadap tujuan yang hendak dicapai. d. partisipasi tersebut tidak hanya sekedar ikut ambil bagian, tetapi juga memanfaatkan hasil dan menikmati hasil dari pembangunan. 5. konsep dasar kesehatan lingkungan a. kesehatan lingkungan adalah ilmu yang mempelajari interaksi antara lingkungan dengan ksehatan manusia, tumbuhan dan hewan dengan tujuan untuk meningkatkan faktor lingkungan yang menguntungkan (eugenik)dan mengendalikan faktor yang merugukan (disgenik), sedemikian rupa sehingga risiko terjadinya gangguan kesehatan dan keselamatan jadi terkendali. usaha yang dilakukan membuat kondisi semua elemen lingkungan air, udara, makanan, tanah, biota dan manusia beserta perilakunya) menjadi sehat, sehingga tidak jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 42 menyebabkan timbulnya penyakit, baik manusia, hewan maupun tumbuhan. dengan demikian, kualitas lingkunganlah yang sangat penting untuk diperhatikan. b. kesehatan masyarakat kesehatan masyarakat erat sekali hubungannya dengan kesehatan lingkungan kalau dilihat dari definisinya, seperti yang dikemukakan oleh winslow (1920)yaitu: kesehatan masyarakat adalah ilmu dan kiat (art),untuk 1) mencegah penyakit 2) memperpanjang usia harapan hidup,dan 3) meningkatkan kesehatan dan efesiensi masyarakat melalui masyarakat yang terorganisir untuk: 1) sanitasi (kesehatan) lingkungan 2) pengendalian penyakit menular 3) pendidikan higiene perseorangan 4) mengorganisir pelayanan medis dan perawatan agar dapat dilakukan dianosis dini dan pengobatan pencegahan, serta 5) membangun mekanisme sosial,sehingga setiap insan dapat menikmati standar kehidupan yang cukup baik untuk dapat memelihara kesehatan. dengan demikian setiap warga negara dapat menyadari haknya atas kehidupan yang sehat dan panjang.peran serta masyarakat sangat penting dalam kesehatan masyarakat dan lingkungan.sesuai dengan definisi”kesehatan masyarakat”yang diberikan oleh winslow,maka masyarakat hanya akan sehat apabila setiap insan ikut serta menyehatkan dirinya sendiri serta lingkungannya.tampa partisipasi masyarakat (termasuk partisipasi para ahli),kesehatan tidak akan tercapai. 6. penyuluhan pembangunan dalam pendidikan luar sekolah. a. konsep dasar pendidikan luar sekolah pendidikan luar sekolah adalah proses pembelajaran yang dilakukan diluar sekolah, terorganisir dan sistematik berjangka pendek dan kontinu untuk memberikan fasilitas terhadap peserta didik dalam rangka mencapai tujuan belajarnya serasi dengan tujuan pendidikan nasional. seperti dikemukakan oleh beberapa akhli berikut ini : jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 43 1) pls menurut seameo : adalah setiap usaha pendidikan dalam arti luas yang didalamnya terdapat komunikasi yang teratur, terarah diselenggarakan di luar sekolah sehingga seseorang (sekelompok orang) memperoleh informasi tentang pengetahuan, latihan, keterampilan dan bimbingan sesuai dengan usianya dengan tujuan untuk mengembangkan, pengetahuan, sikap, keterampilan dan nilai yang memungkinkan dirinya menjadi peserta didik yang efisien dan efektif dalam lingkungan keluarga, pekerjaan serta negara. 2) pls menurut djudju sudjana (2001: 98) : adalah setiap kegiatan pendidikan yang sistematik diselenggarakan dengan sengaja dan berkelanjutan diluar jalur pendidikan sekolah untuk membantu peserta didik dalam mengaktualisasikan dirinya sesuai dengan kebutuhan belajarnya. 3) dari kedua pendapat tersebut diatas kita meyakini bahwa pls merupakan pendidikan yang bersifat kemasyarakatan dan berfungsi untuk menyiapkan dan memberikan bekal kepada warga belajar, agar mampu bekerja dan berwirausaha serta meningkatkan martabat dan kualitas kehidupannya. dan kalau dilihat jenisnya pendidikan luar sekolah itu terdiri dari : (a). pendidikan umum, (b). pendidikan keagamaan, (c). pendidikan jabatan kerja, (d). pendidikan kedinasan, dan (e). pendidikan kejuruan. sedangkan menurut fungsinya : (1). pls sebagai suplemen, (2). pls sebagai komplemen dan (3). pls sebagai substitusi. b. tujuan pendidikan luar sekolah menurut pp no.73/ 1991 pasal 2 : 1) pls melayani warga belajar supaya dapat berkembang sedini mungkin dan sepanjang hayatnya guna meningkatkan martabat dan mutu hidupnya. 2) pls membina warga belajar agar memiliki pengetahuan, keterampilan dan sikap mental yang diperlukan untuk mengembangkan diri, bekerja mencari nafkah atau melanjutkan ketingkat dan/ atau jenjang pendidikan yang lebih tinggi. 3) memenuhi kebutuhan belajar masyarakat yang tidak dapat dipenuhi dalam jalur pendidikan sekolah. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 44 c. penyuluhan penyuluhan adalah sebuah proses belajar pada suatu pendidikan yang bersifat non-formal bagi masyarakat dan keluarganya agar berubah perilakunya untuk berani lebih baik, berusaha untuk lebih menguntungkan, berusaha hidup lebih sejahtera, bermasyarakat lebih baik dan menjaga kelestarian lingkungannya pun lebih baik. selain dari pada itu penyuluhan juga dapat menyebar luaskan informasi tentang pentingnya ikut serta (partisipasi) dalam pelaksanaan program pemerintah. seperti halnya dalam pelaksanaan program kebersihan, keindahan dan ketertiban (k-3). seperti dikemukakan oleh setiana l. (2005) penyuluhan secara umum adalah ilmu sosial yang mempelajari sistem dan proses perubahan pada individu serta masyarakat agar dapat terwujud perubahan yang lebih baik sesuai dengan harapan. banyak sekali istilah-istilah atau sebutan terhadap penyuluhan, di setiap negara memiliki sebutannya masingmasing, (a). di indonesia penyuluhan artinya penyampaian/ informasi, (b). di australia di kenal dengan forderung yang artinya menggiring seseorang ke arah yang diharapkan, (c). di jerman dikenal dengan sebutan aufklarung artinya pencerahan d. pemberdayaan dalam kontek pendidikan luar sekolah pemberdayaan masyarakat adalah suatu upaya atau proses untuk menumbuhkan kesadaran, kemauan, dan kemampuan masyarakat dalam mengenali, mengatasi, memelihara, melindungi dan meningkatkan kesejahteraan mereka sendiri. seperti halnya di kemukakan oleh engking s. hasan (1998) : bahwa pemberdayaan sebagai upaya memberikan kekuatan kepada orang miskin atau kelompok yang lemah agar mereka menyadari keadaan dirinya dan pada akhirnya mampu melakukan aksi untuk keluar dari lingkaran kemiskinannya tersebut. 1) menurut batasannya pemberdayaan masyarakat terdiri dari :  tumbuhnya kesadaran, pengetahuan dan pemahaman.  timbulnya kemauan atau kehendak.  timbulnya kemauan masyarakat untuk ikut serta dalam berbagai program kegiatan yang di selenggarakan oleh pemerintah. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 45 2) prinsip pemberdayaan masyarakat pada prinsipnya pemberdayaan masyarakat mampu menumbuhkan kemampuan masyarakat dari dalam diri masyarakat itu sendiri. dan pemberdayaan masyarakat itu bukan suatu yang ditanamkan atau dicangkokkan dari luar masyarakat yang bersangkutan melainkan proses memampukan, ”dari, oleh dan untuk” masyarakat itu sendiri. sehingga pada akhirnya pemberdayaan masyarakat akan menghasilkan kemandirian baik pada dirinya ataupun kelompok masyarakatnya, seperti : a. menumbuhkembangkan potensi diri b. mengembangkan gotong-royong c. menggali kontribusi masyarakat d. menjalin kemitraan e. desentralisasi. c. metode metode penelitian yang digunakan dalam penelitian ini adalah ”metode deskriptif”. dengan alat pengumpul data, observasi, wawancara, angket, dan studi dokumentasi. d. pembahasan dalam pembahasan hasil penelitian ini penulis mencoba untuk menganalisa data-data hasil penelitian yang telah dikemukakan pada bahasan terdahulu. adapun peneliatian ini bertujuan untuk mengetahui tingkat partisipasi masyarakat, serta faktor penyebab rendahnya partisipasi masyarakat. tinggi rendahnya partisipasi masyarakat dapat dipengaruhi oleh dua faktor, baik dari spk-3 maupun dari masyarakat itu sendiri. hasil penelitian tersebut diatas menyatakan bahwa,pelaksanaan k-3 di kelurahan melong kecamatan cimahi selatan belum berjalan dengan maksimal. hal ini dikarenakan kadar partisipasi masyarakat yang relatif rendah dengan beberapa kenyataan empirik, menunjukan bahwa dorongan masyarakat untuk mengikuti program k-3 bukan atas keinginannya sendiri, melainkan perintah dari petugas pemberdayaan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 46 dalam hal ini adalah satuan petugas pelaksana k-3. disisi lain wujud dari partisipasi rendah tampak dalam kedisiplinan, tanggung jawab pemeliharaan yang kurang menggembirakan. bentuk partisipasi masyarakat kelurahan melong kecamatan cimahi selatan yang dapat disumbangkan dalam pelaksanaan program k-3 adalah dalam bentuk tenaga dan hal ini diwujudkan pada saat melaksanakan kerja bakti yang dilakukan setiap satu minggu sekali. adapun yang menjadi yang menjadi faktor penghambat partisipasi masyarakat dalam pelaksanaan k-3 tersebut datang dari warga masyarakat itu sendiri dan juga petugas pemberdayaan masyarakat atau satuan petugas pelaksana k-3, antara lain: 1. rendahnya pengetahuan masyarakat tentang pentingnya k-3. 2. kurangnya sosialisasi dan informasi yang disebarkan oleh spk-3, kepada masyarakat tentang pentingnya program k-3. 3. adanya ketidaksesuaian antara kebutuhan masyarakat dengan program – program yang diselenggarakan oleh pemerintah. sedangkan yang menjadi pendorong terhadap partisipasi masyarakat, diantaranya adalah: 1. adanya perasaan senasib dan sepenanggungan. 2. adanya keterikatan pada tujuan hidup. 3. adanya kemampuan untuk menyesuaikan dengan bahan. 4. adanya program kegiatan yang berjalan atau sedang dilaksanakan. e. kesimpulan pelaksanaan program k-3 akan dapat dilaksanakan dengan baik apabila ada kerjasama antara pemerintah dengan masyarakat. memelihara dan mewujudkan lingkungan hidup yang bersih, tertib dan indah adalah kewajiban segenap warga masyarakat,dengan adanya partisipasi aktif dari seluruh warga masyarakat maka pelaksanaan k-3 akan berjalan dengan sempurna. bentuk partisipasi yang disumbangkan oleh warga masyarakat dalam pelaksanaan program k-3 adalah adalah dalam bentuk tenaga. dan faktor-faktor yang menjadi penghambat dalam partisipasi masyarakat adalah: (a). kurang atau tidak adanya komunikasi yang dapat memperluas informasi tentang k-3, (b). rendahnya tingkat pendidikan dan pengetahuan masyarakat, yang menyebabkan kurangnya kemampuan masyarakat untuk berpartisipasi. sedangkan yang menjadi pendorong untuk berpartisipasi adalah: perasaan senasib dan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 47 sepenanggungan, keterikatan pada tujuan hidup, adanya kegiatan yang sedang dilaksanakan. daftar pustaka hasan, e s .(2003). pembangunan masyarakat (hand out perkuliahan) stkip siliwangi, bandung slamet, m. (1980). meningkatkan partisipasi masyarakat dalam pembangunan pedesaan. jakarta: tunas hamidjoyo, s. s .(1973). aplikasi model komunikasi pada perubahan sikap. bandung (ipps-fip) ikip bandung. sastropoetro. s .(1986).partisipasi komunikasi. bandung alumni mulyana, e .(2010). bahan penulisan pengantar komunikasi, cimahi. stkip siliwangi bandung. notoatmodjo, soekidjo. (2007). promosi kesehatan dan ilmu perilaku. jakarta, rineka cipta soemirat slamet, juli. (2011). yogyakarta. gajah mada university press amdal .(2008). himpunan perundang-undangan republik indonesia. bandung. nuansa aulia jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 65 pengaruh penyuluhan alat permainan edukatif (ape) terhadap peningkatan kemampuan ibu dalam mendidik anak di bkb rahayu neneng nur’aida universitas pendidikan indonesia abstrak penelitian ini bertujuan untuk mengetahui hasil penyuluhan alat permainan edukatif (ape) untuk usia 0 – 1 tahun terhadap peningkatan kemampuan ibu yang dilaksanakan bkb rahayu penelitian ini dilakukan pada ibu – ibu peserta penyuluhan alat permainan edukatif (ape) yang mempunyai anak usia 0 – 1 tahun yang berjumlah 20 orang dan 1 orang kader sebagai responden dalam peneltian ini. metode penelitian yang digunakan adalah metode survey dengan teknik deskriptif. teknik pengumpulan data dengan menggunakan angket untuk peserta penyuluhan yang berisi 40 butir soal meliputi aspek kognitif, afektif dan psikomotor. wawancara dilakukan kepada kader untuk mengetahui kebenarannya. dokumen pendukung digunakan peneliti untuk menguatkan analisis data. penyuluhan alat permainan edukatif (ape) memberikan pengetahuan dan keterampilan kepada ibu bagaimana ape yang baik dan sesuai untuk anak usia 0 – 1 tahun. berdasarkan hasil analisis penelitian dapat menunjukkan bahwa secara keseluruhan alat permainan edukatif (ape) untuk usia 0 – 1 tahun yang berlangsumg di bkb rahayu, didapatkan jumlah prosentase melalui 3 indikator yaitu kognitif sebanyak 40,25%, afektif sebanyak 45%, dan psikomotor 56,11%. dengan demikian disarankan agar bkb rahayu beserta kadernya terus agar terus menggali dan mencari materi tentang alat permainan edukatif (ape) dan menambah kreatifitas model alat permainan edukatif (ape) lagi agar lebih menarik. bagi peserta penyuluhan, diharapkan dapat menambah partisipasinya terlebih meluangkan waktu sejenak untuk memberikan perhatian terhadap materi alat permainan edukatif (ape) yang disampaikan oleh kader. kata kunci: pengaruh penyuluhan ape untuk meningkatkan keterampilan ibu jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 66 a. pendahuluan anak adalah anugerah yang tidak ternilai bagi sebuah keluarga. keberadaan anak merupakan salah satu hal yang diidamkan oleh banyak keluarga, tidak hanya sebagai tempat mencurahkan kasih sayang namun yang terpenting adalah sebagai generasi penerus. keluarga merupakan lingkungan yang pertama dikenal oleh anak. keluarga memiliki peranan penting dalam meletakkan nilai dasar dalam kehidupan anak. melalui keluarga anak belajar mengembangkan kemampuan fisik, sosial, bahasa, dan kemampuan lain yang berlaku pada masyarakatnya. perananan orang tua terutama ibu dalam memberikan pendidikan dan pengasuhan didalam keluarga memegang posisi kunci. seorang ibu memegang peranan yang sangat penting dan utama dalam memberikan pembinaan dan bimbingan (baik fisik maupun psikologis) kepada putra – putrinya dalam rangka menyiapkan generasi penerus yang lebih berkualitas, serta mampu menjadi individu maupun warga negara yang baik dan bertanggung jawab. orang tua terutama ibu harus memiliki keterampilan dalam mendidik dan mengasuh anak agar orang tua dapat mengetahui tahap demi tahap perkembangan anaknya masing – masing. sebagai orang tua layaknya harus tanggap dengan apa yang sedang dilakukan anak. misalnya bermain, bermain adalah hal yang paling disenangi anak. bermain merupakan suatu kegiatan yang dilakukan anak untuk memperoleh kesenangan, tanpa mempertimbangkan hasil akhir. kegiatan bermain membuat anak menjadi berkembang sesuai dengan kemampuannya, namun orang tua harus menyadari bahwa tidak semua permainan itu baik untuk anak. permainan yang baik ialah permainan yang mampu membuat semua otot kecerdasan anak itu bekerja. jadi orang tua harus memberikan permainan yang tidak hanya sekedar membuat anak dapat memainkannya tetapi harus ada nilai – nilai pendidikan yang tertuang didalamnya. apalagi ibu yang bekerja seringkali kurang memperhatikan alat permaian apa yang digunakan anak dalam bermain. tetapi ibu yang tidak bekerja pun terkadang sulit untuk menentukan alat permainan apa yang paling baik untuk anaknya. tidak semua alat permainan cocok untuk semua usia, terlebih usia 0 – 1 tahun. usia 0 – 1 tahun adalah masa – masa dimana anak berkembang jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 67 pesat, baik fisik maupun psikologis. dengan cepatnya pertumbuhan ini, perubahan tidak hanya terjadi dalam penampilan tetapi juga dalam kemampuan. kemampuan yang dimaksud adalah kemampuan anak yang secara alami dilakukan anak sesuai usianya antara lain gerakan mata, memegang, mengigit, mencari sumber bunyi, dsb. program bina keluarga balita ini sangat strategis untuk para ibu dari berbagai kalangan karena semua ibu dapat menjadi peserta dan anggota bina keluarga balita (bkb) di wilayahnya masing – masing. salah satu tujuan program bina keluarga balita (bkb) adalah memberikan pengetahuan dan keterampilan kepada para ibu mengenai pola asuh bagi anak serta cara mendidik anak sedini mungkin sesuai dengan usia dan tahap perkembangan anak, baik dalam aspek fisik, kognitif, emosional, maupun sosial. namun jika keterampilan mengenai pola asuh hanya sebatas pengetahuan saja, maka diperlukan penyadaran kepada para ibu adanya manfaat dari penerapan pengetahuan yang ia peroleh di bina keluarga balita (bkb) dalam pengasuhan dan pendidikan anak – anak mereka. dari sekian banyaknya penyuluhan – penyuluhan yang ada di program bina keluarga balita, penulis meneliti tentang penyuluhan alat permainan edukatif untuk usia 0 – 1 tahun. alat permainan edukatif ialah suatu alat permainan yang khusus digunakan dalam pendidikan anak antara lain untuk merangsang berbagai kemampuan anak balita dalam hal gerakan kasar dan halus (otot tubuh, anggota badan, jari – jemari) berbicara dan mengadakan hubungan dengan orang lain, kecerdasan, menolong diri sendiri dan bergaul. berdasarkan uraian diatas maka penulis mengganggap perlu diadakannya suatu penelitian berupa survey untuk mengetahui bagaimana hasil yang diperoleh dari orang tua melalui penyuluhan alat permainan edukatif (ape) untuk usia 0 – 1 tahun. identifikasi masalah berdasarkan latar belakang masalah diatas dapat diidentifikasi masalah–masalah sebagai berikut: 1. bagaimana mengasuh dan mendidik anak dengan menggunakan alat permainan edukatif yang sesuai usia anak? 2. bagaimana memanfaatkan alat permainan edukatif disekitar anak 0 – 1 tahun? jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 68 3. apakah penyuluhan alat permainan edukatif dapat meningkatkan kemampuan ibu – ibu dalam mendidik anak usia 0 – 1 tahun? 4. bagaimana partisipasi ibu – ibu dalam mengikuti penyuluhan alat permainan edukatif? 5. apakah setelah mengikuti alat permainan edukatif ibu dapat membuat alat permainan edukatif sesuai usia anaknya? kegunaan penelitian hasil penelitian diperoleh secara praktis diharapkan berguna untuk: 1. sebagai bahan masukan bagi penyelenggara program untuk peningkatan pelaksanaan program dimasa yang akan datang. 2. bagi peneliti, penelitian ini dapat mengaplikasikan ilmu yang didapat diperkuliahan, serta menambah wawasan tentang pentingnya peran orang tua bagi perkembangan anak. 3. bagi lembaga hasil dari penelitian agar dapat menambah manfaat dari kemajuan lembaga yang telah diteliti. sedangkan secara teoritis diharapkan berguna untuk: 1. bagi jurusan pendidikan luar sekolah hasil penelitian agar dapat dijadikan sebagai bahan masukan dan tambahan reverensi serta dapat menambah pengetahuan dan wawasan baik dosen maupun mahasiswa jurusan pendidikan luar sekolah mengenai program bina keluarga balita. 2. membuka wawasan kepada masyarakat betapa pentingnya peran orang tua bagi perkembangan anak. b. kajian teori dan kerangka berfikir hakikat penyuluhan penyuluhan menurut kamus bahasa indonesia berarti proses, cara, perbuatan menyuluh. namun demikian, masih ditemukan beberapa kesamaan persepsi untuk istilah 'penyuluhan'. satu di antaranya, yaitu bahwa ”penyuluhan merupakan keterlibatan seseorang untuk melakukan komunikasi informasi secara sadar dengan tujuan membantu sesamanya memberikan pendapat sehingga bisa membuat keputusan yang benar. ada pula yang menyebutkan penyuluhan merupakan suatu proses pendidikan yang akan membawa perubahan sesuai dengan tingkah laku yang diharapkan. perubahan perilaku memerlukan waktu. sebelum melakukan perilaku yang ditawarkan sasaran penyuluhan harus jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 69 diyakinkan terlebih dahulu bahwa perilaku tersebut sangat bermanfaat dan mampu dilakukan oleh sasaran. menurut mardikanto metode penyampaian penyuluhan menurut keadaan psiko sosial sasarannya dapat diklasifikasikan menjadi 3 yaitu: metode penyampaian secara perorangan, kelompok dan massal. dalam penyuluhan alat permainan edukatif metode yang digunakan untuk melaksanakan kegiatan penyuluhan ini yaitu: metode ceramah, merupakan metode pertemuan yang paling sederhana dan paling sering diselenggarakan untuk menggugah kesadaran dan minat sasaran penyuluhan. metode demonstrasi didalam penyuluhan ini berguna sebagai metode dalam menyampaikan praktek cara membuat dan cara menggunakan alat permainan edukatif serta dapat mengetahui manfaat – manfaat alat permainan tersebut. hakikat alat permainan edukatif (ape) alat permainan edukatif (ape) adalah suatu alat permainan yang khusus digunakan dalam pendidikan anak antara lain untuk merangsang berbagai kemampuan anak balita dalam hal gerakan kasar dan halus (otot tubuh, anggota badan, jari – jemari) berbicara dan mengadakan huuungan dengan orang lain, kecerdasan, menolong diri sendiri dan bergaul. ape dapat membatu merangsang dan menunjang kemampuan anak sebaik mungkin (hal ini perlu ditegaskan kepada ibu/ keluarga agar tidak mempunyai pendapat keliru bahwa ape dapat menciptakan seorang anak yang luar biasa cerdasnya). hakikat penyuluhan alat permainan edukatif (ape) penyuluhan menurut kamus bahasa indonesia berarti proses, cara, perbuatan menyuluh. namun demikian, masih ditemukan beberapa kesamaan persepsi untuk istilah 'penyuluhan'. satu di antaranya, yaitu bahwa ”penyuluhan merupakan keterlibatan seseorang untuk melakukan komunikasi informasi secara sadar dengan tujuan membantu sesamanya memberikan pendapat sehingga bisa membuat keputusan yang benar. yang dimaksud dengan alat permainan edukatif (ape) adalah suatu alat permainan yang khusus digunakan dalam pendidikan anak antara lain untuk merangsang berbagai kemampuan anak balita dalam hal gerakan kasar dan halus (otot tubuh, anggota badan, jari – jemari) berbicara dan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 70 mengadakan hubungan dengan orang lain, kecerdasan, menolong diri sendiri dan bergaul. berdasarkan definisi – definisi diatas maka penulis menyimpulkan bahwa penyuluhan alat permainan edukatif merupakan suatu proses pemberian informasi kepada peserta mengenai suatu alat permainan bagi anak – anak yang dapat merangsang berbagai kegiatan otot halus dan kasar mereka sehingga dapat berbicara, dan mengadakan hubungan dengan orang lain, kecerdasan, menolong diri sendiri dan bergaul. hakikat kemampuan ibu menurut abdul muthalib kemampuan adalah kesanggupan untuk bertindak dalam menyusun hubungan abstrak atau membuat suatu hal yan sifatnya kreatif. richard nelson jhon merumuskan, arti kata kemampuan termasuk ”penguasaan, kewenangan dan keahlian dalam beberapa aktifitas”, sedangkan menurut s.c utami munandar, ” kemampuan merupakan daya untuk melakukan suatu tindakan sebagai hasil dari pembawaan dan latihan”. seseorang akan berhasil melakukan sesuatu apabila memiliki kemampuan melakukannya. kemampuan tidak akan muncul begitu saja tetapi melalui suatu proses yang dilakukan secara berulang – ulang. berdasarkan pengertian dari beberapa ahli diatas dapat disimpulkan bahwa pengertian kemampuan adalah kesanggupan untuk melakukan suatu tindakan sebagai hasil dari proses belajar dan latihan. kemampuan menurut kamus bahasa indonesia berarti kesanggupan, kecakapan, atau kekuatan. jadi kemampuan yang dimaksud disini adalah kemampuan orang tua dalam mendidik anaknya agar anak dapat melakukan kegiatan – kegiatan yang sesuai dengan usia dan kemapuan anak serta agar dapat meningkatkan pengetahuan, keterampilan, kesadaran, dan sikap ibu dan anggota lainnya dalam membina tubuh kembang anak balita secara optmal terutama melalui kegiatan rangsangan fisik, intelektual, mental, spiritual, sosial, emosional sebagai komponen utama. hakikat pola asuh orang tua secara etimologi pengasuhan berasal dari kata “asuh" yang artinya pemimpin, pengelola, pembimbing sehingga “pengasuh” adalah orang yang melaksanakan tugas membimbing, memimpin atau mengelola. pengasuhan yang dimaksud disini adalah mengasuh anak. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 71 mengasuh anak adalah mendidik dan memelihara anak, seperti mengurus makanannya, minumnya, pakaiannya, dan keberhasilannya dalam periode pertama sampai dewasa. dengan pengertian tersebut, dapat dipahami bahwa pengasuhan anak yang dimaksud adalah kepemimpinan dan bimbingan yang dilakukan terhadap anak yang berkaitan dengan kepentingan hidupnya. dalam pengasuhan, keluarga menjadi lembaga pertama yang mempunyai tanggung jawab memberikan pembinaan tumbuh kembang anak sehingga keluarga merupakan wadah pertama dan utama dalam mengasuh anak, dimana orang tua mempunyai peranan yang sangat penting dalam memberikan kebutuhan yang diperlukan anak. ada 3 kebutuhan dasar yang harus dipenuhi orang tua, yaitu: 1. kebutuhan fisik dan biologis 2. kebutuhan kasih sayang 3. kebutuhan stimulasi hakikat bina keluarga balita (bkb) gerakan bina keluarga balita adalah suatu upaya untuk meningkatkan pengetahuan, kesadaran, keterampilan dan sikap ibu serta anggota keluarga lainnya dalam membina tumbuh kembang anak balita yang optimal terutama melalui kegiatan rangsangan mental emosional, moral dan sosial agar menjadi manusia indonesia yang berkualitas. kegiatan rangsangan mental emosional, moral dan sosial kepada balita dilakukan dalam kegiatan bermain dengan anak balita. bkb (bina keluarga balita) diupayakan mampu memberikan pengetahuan dan keterampilan berupa pembinaan dan pola asuh tumbuh kembang balita agar para ibu mampu mengoptimalkan pertumbuhan dan perkembangan anaknya dengan pengasuhan yang baik. dari uraian diatas dapat dideskripsikan bahwa bkb (bina keluarga balita) adalah sebuah alternatif lembaga pendidikan anak usia dini. bkb (bina keluarga balita) tidak hanya memfasilitasi pendidikan untuk anak, namun bagi orang tua pula terutama bagi para ibu. c. metodologi penelitian setiap penelitian pada hakekatnya mempunyai metode yang telah ditetapkan berdasarkan tujuan penelitian karena “metode penelitian merupakan cara atau jalan untuk memperoleh pemecahan terhadap objek permasalahan”, yang sangat berperan untuk menelaah suatu jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 72 penelitian. metode penelitian ini menggunakan metode survey yaitu ”penelitian yang mengambil sampel dari suatu populasi dan menggunakan kuisioner sebagai alat pengumpulan data yang pokok”. teknik penyajian data yang dilakukan adalah teknik deskriptif yang dimaksudkan “untuk pengukuran yang cermat terhadap fenomena social tertentu, misalnya perceraian, pengangguran, keadaan gizi, preferensi terhadap politik tertentu dan lain – lain. pada penelitian ini angket dan wawancara berperan dan berfungsi sebagai alat pengumpul data yang utama, dengan demikian penelitian ini dilakukan untuk membuat deskripsi atau gambaran secara sistematik, factual, dan akurat mengenai fakta – fakta, sifat serta hubungan antar fenomena yang diteliti melalui pemaparan angka – angka yang diperoleh. populasi dan sampel penelitian pelaksanaan penelitian selalu berkisar pada pokok yang dijadikan topik judul. setiap penelitian ilmiah memerlukan sumber data tertentu yang dapat dipercaya untuk memberikan sejumlah data dalam penelitian. penentuan populasi suatu penelitian berhubungan erat dengan variabel yang sesuai dengan masalah penelitian. populasi adalah sekelompok subjek baik manusia, nilai tes, benda-benda ataupun objek yang dijadikan penelitian. pada penelitian ini yang menjadi populasi adalah para peserta bkb terutama ibu – ibu yang mempunyai anak usia 0 – 1 tahun yang terlibat dalam proses penyuluhan alat permainan edukatif, yang terdiri atas peserta penyuluhan yang berjumlah 20 orang. sampel yang digunakan dalam penelitian ini adalah sampel total. menurut winarno surakhmad "sampel total adalah sampel yang jumlahnya sebesar populasi”. populasi yang terdapat di dalam penelitian ini sekaligus dijadikan sebagai sampel penelitian. teknik pengumpulan data dalam penelitian ini, peneliti menggunakan instrument yang berbentuk angket, penggunaan dokumen dan wawancara. semua isi dari instrumen tersebut akan berorientasi terhadap keberhasilan penyuluhan alat permainan edukatif dilihat dari segi proses dan dari segi hasil. penyebaran angket dilakukan untuk mengkroscek pilihan jawaban yang diberikan oleh para penyuluh. pengisian angket dilakukan oleh peserta penyuluhan mengenai hasil dari pengetahuan, sikap, dan tindakan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 73 peserta didik mengikuti kegiatan penyuluhan yang diselenggarakan bkb rahayu kelurahan cibadak rw 05. jumlah pertanyaan yang akan diajukan sebanyak 40 item. teknik penggunaan dokumen dalam penelitian ini dimaksudkan untuk menemukan dokumen yang relevan dalam menunjang kebutuhan peneliti sehingga dapat digunakan untuk alasan – alasan yang dapat dipertanggungjawabkan. teknik wawancara dalam penelitian ini ditujukan kepada kader bkb rahayu guna mengkroscek pengetahuan peserta sebelum dan sesudah diberikan penyuluhan alat permainan edukatif. d. hasil penelitian dan pembahasan identitas responden responden terdiri dari 20 orang dimana responden tersebut adalah anggota bkb rahayu sekaligus menjadi peserta penyuluhan alat permainan edukatif (ape). dilihat dari latar belakang pendidikan responden beragam dan dari hasil yang diperoleh bahwa jumlah prosentase responden yang berlatar belakang smu yaitu sebanyak 50%, sltp sebanyak 20%, dan 15% berlatar belakang sd sedangkan sarjana sebanyak 10% dan diploma sebanyak 5%. dilihat dari status pernikahan para responden, maka dapat terlihat sebanyak 85% responden yang telah menikah dan memiliki anak yang sebagian besar bersekolah di paud rahayu, sebanyak 15% responden memiliki status janda baik itu ditinggal cerai hidup ataupuncerai meninggal. apabila dilihat dari pekerjaan yaitu lebih dari sebagian responden tepatnya 13 orang (65%) merupakan ibu rumah tangga, 3 orang (15%) karyawati, 1 orang (5%) buruh, dan 3 orang (15%) adalah berdagang. deskripsi data angket hasil penyebaran angket yang dilakukan peneliti kepada 20 responden di bkb rahayu kita dapat dideskripsikan dalam bentuk tabel-tabel dan berdasarkan indikator instrument yang akan dipaparkan dibawah ini. pilihan jawaban angket disesuaikan dengan setiap pertanyaan, namun jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 74 secara garis besar jawaban mencakup ya, ragu – ragu, dan tidak. seluruh pertanyaan berdasarkan 3 aspek, yaitu kognitif, afektif dan psikomotor. e. hasil pembahasan program bina keluarga balita ini sangat strategis untuk para ibu dari berbagai kalangan karena semua ibu dapat menjadi peserta dan anggota bina keluarga balita (bkb) di wilayahnya masing – masing. salah satu tujuan program bina keluarga balita (bkb) adalah memberikan pengetahuan dan keterampilan kepada para ibu mengenai pola asuh bagi anak serta cara mendidik anak sedini mungkin sesuai dengan usia dan tahap perkembangan anak, baik dalam aspek fisik, kognitif, emosional, maupun sosial. dari banyaknya penyuluhan – penyuluhan yang ada di bina keluarga balita (bkb) penyuluhan alat permainan edukatif (ape) merupakan salah satu penyuluhan yang diselenggarakan di bina keluarga balita (bkb) rahayu. materi – materi penyuluhan ini mengacu pada kantong wasiat. dimana kantong wasiat tersebut berisi tentang materi yang hendak disuluh. penyuluhan alat permainan edukatif (ape) memang ditujukan untuk orang tua terutama ibu yang mempunyai balita yaitu 1 sampai 5 tahun. penyuluhan alat permainan edukatif (ape) untuk usia 0 – 1 tahun ini bertujuan agar ibu dapat lebih tahu secara terperinci bagaimana cara mendidik anak usia 0 – 1 tahun dengan menggunakan media alat permainan edukati (ape). karena alat permainan edukatif (ape) pada hakekatnya dapat merangsang aktivitas anak untuk mempelajari sesuatu tanpa anak menyadarinya, baik menggunakan teknologi modern maupun teknologi sederhana bahkan bersifat tradisional. kemampuan anak usia 0 – 1 tahun masih sangat terbatas dan masih bergantung kepada ibunya sendiri, maka ibu harus dapat memberikan alat permainan yang sesuai dengan kemampuan anak 0 – 1 tahun. alat permainan edukatif (ape) yang dianjurkan untuk usia 0 – 1 tahun adalah alat permainan edukatif (ape) yang dapat dapat merangsang mata dan gerak mata, bisa dimainkan dengan bermacam – macam cara yaitu dengan diisap, digigit, digoyang – goyang dan yang dapat melatih pendengaran anak. penelitian tentang penyuluhan alat permainan edukatif (ape) merupakan hal penting untuk mengetahui keefektifan penyuluhan ini. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 75 serta upaya mengumpulkan informasi untuk mengetahui sejauhmana hasil pelaksanaan program bina keluarga balita (bkb) ini apakah peserta bkb ikut berpartisipasi dalam pada saat pelaksanaan penyuluhan alat permainan edukatif (ape) untuk usia 0 – 1 tahun. guna meningkatkan kemampuan orang tua dalam mendidik dan mengasuh anak . daftar pustaka arikunto, suharsimi . 1985. prosedur penelitian. jakarta: bina aksara. arsyad, azhar. 2006. media pembelajaran. jakarta: pt. raja grafindo persada. bkkbn. 1993. bina keluarga balita. bandung: bkkbn bandung. bkkbn jawa barat. 1999. bina keluarga balita. bandung:kodya bandung. bkkbn kodya bandung. 2008. bina keluarga balita. bandung. bkkbn. 1997. petunjuk teknis penyelenggaraan gerakan bina keluarga balita bagi kader di kodya bandung. bandung: bkkbn. depdiknas bahasa pusat. 2005. kamus besar bahasa indonesia. jakarta: balai pustaka. effendi, sofian dan masri singarimbun.1995. metode penelitian survai. jakarta: lp3es. hasan, maimunah. 2009. paud (pendidikan anak usia dini). yogyakarta: diva press. hidayat, alimul aziz .a. 2007. siapa bilang anak sehat pasti cerdas. jakarta: elex media komputindo. herijulianti, eliza. 2001. pendidikan kesehatan gigi. jakarta: kedokteran egc. hernachi mike, 2000. bobby de porter. quantum learning. bandung: khaifa. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 76 h.s hawkins & a.w. vand den ban. 1999. penyuluhan pertanian. yogyakarta: kanisius. hurlock, elizabeth b. 1999. perkembangan anak jilid 2, edisi keenam. alih bahasa meitasasi tjandrasa. jakarta: erlangga. kodya bdg, cibadak kelurahan. 2009. paparan lurah cibadak. bandung: kodya bandung mardikanto, totok. 1993. penyuluhan pembangunan pertanian. surakarta: sebelas maret university press. priharsiwi, endah. 2006. busung lapar. yogyakarta: media presindo. rahmisari. 2003. mengiplementasikan acuan menu pembelajaran pendidikan anak dini usia pada bina keluarga balita. jakarta: direktorat padu rostyah n.k, abdul muthalib. 1979. taksonomi tujuan – tujuan pendidikan. jakarta: nasco. subagyo, joko. 1991.metode penelitian. jakarta: rineka cipta. sudjono, anas. 1996. pengantar statistik pendidikan. jakarta: raja grafindo, persada. surakhmad, winarno. 1990. penelitian – penelitian ilmiah dasar, metode, teknik. bandung: tarsito jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 85 meningkatkan kreativitas anak melalui alat peraga edukatif puzzle (studi kasus di sps al-bidayah kec. rongga) rima nurul azmi sps al-bidayah rima nurul a stkip siliwangi bandung abstrak penelitian ini mengangkat permasalahan belum optimalnya kreativitas anak di sps al-bidayah desa cibedug kecamatan rongga kabupaten bandung barat. tujuan penelitian adalah : 1. mengungkapkan data tentang peningkatan kreativitas anak melalui alat peraga edukatif puzzle di paud al-bidayah . 2. mengungkapkan data tentang peningkatana kreativitas anak melalui pemanfaatan hasil dari bermain dengan puzzle. landasan teori dan konsep antara lain : konsep kreativitas, konsep alat peraga edukatif sebagai upaya meningkatkan kreativitas anak sebagai upaya tujuan kemandirian dan kecerdasan nasional. penelitian ini menggunakan penelitian kualitatif hal ini dilakukan dengan masalah yang diteliti merupakan masalah yang ada pada masa sekarang yang sedang dihadapi, teknik pengumpulan data menggunakan wawancara, observasi, dan studi dokumentasi. objek penelitian 25 orang anak. hasil penelitian dan temuan, dari data yang dikumpulkan terungkap bahwa yang menyebabkan kurang optimalnya perkembangan kreativitas anak yaitu kurangnya pengetahuan orang tua desa cibedug kecamatan rongga akan cara-cara merangsang kreativitas anak sejak usia dini. didalam melaksanakan kegiatan belajar sambil bermain, tutor sps albidayah menggunakan alat peraga edukatif puzzle sebagai metoda demonstrasi/ praktek hal ini akan merangsang anak untuk berfikir kreatif karena dengan metoda tersebut dapat dilakukan langsung oleh anak serta tersedia di lembaga. yang merupakan kegiatan pokok dari kegiatan paud al-bidayah adalah kegiatan bermain sambil belajar dengan menggunakan alat peraga edukatif seadanya, karena dengan minimnya alat peraga edukatif yang dimiliki menjadi salah satu kendala para tutor untuk melakukan praktek peningkatan kreativitas secara maksimal. ada sebagian anak yang tidak mau mengikuti acara bermain dengan menggunakan alat peraga edukaitf puzzle jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 86 disebabkan tidak suka karena gambarnya acak-acakan. cara yang digunakan oleh tutor paud al-bidayah untuk mengajak anak tersebut untuk bermain puzzle bersama anak lain sehingga anak tersebut mau belajar. adapun umumnya warga belajar mengikuti kegiatan belajar mengajar agar bisa melatih konsentrasi anak serta merangsang anak untuk kreatif. dengan demikian masih adanya kemauan anak untuk bermain dan belajar dengan menggunakan alat peraga edukatif puzzle selain merasakan hasil yang telah diperoleh, warga belajar berusaha untuk mencoba aneka bentuk puzzle yang lain dari mengikuti kegiatan bermain sambil belajar menggunakan alat peraga edukatif puzzle tersebut. adapun cara warga belajar dalam mengikuti kegiatan belajar sambil bermain yaitu dengan mencoba aneka bentuk puzzle yang lain. dengan adanya usaha tersebut warga belajar dalam setiap kegiatan belajar mengajar bertambah semangat walaupun hanya beberapa orang saja. kesimpulan, adanya warga belajar yang belum menyukai kegiatan belajar sambil bermain dengan menggunakan alat peraga edukatif puzzle, sehingga masih diperlukan pendampingan dari tutor paud untuk menggalakan kembali kegiatan belajar sambil bermain dengan menggunakan alat peraga edukatif puzzle. dampak yang diperoleh, adanya partisipasi dari keluarga, khususnya orang tua terhadap kegiatan pendampingan belajar sambil bermain pada anak, ditunjang pula oleh partisipasi dari lingkungan masyarakat yang ada. kata kunci : kreativitas anak dapat dibentuk melalui pembinaan oleh orang tua sejak dini. a. pendahuluan pendidikan anak usia dini (paud) dimaksudkan sebagai proses fasilitasi untuk perkembangan dan pertumbuhan anak secara fisik dan psikis di luar lingkungan keluarga sebelum memasuki pendidikan dasar. upaya ini dipahami sebagai dasar ke arah perkembangan pengetahuan, sikap, keterampilan dan daya cipta yang diperlukan anak dalam menyesuaikan diri dengan lingkungannya, sebagai dasar pertumbuhan dan perkembangan selanjutnya. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 87 dalam konteks kesadaran seperti inilah paud al-bidayah hendak mencoba mengembangkan gagasan dan model pendidikan yang berperspektif anak, berbasis pada solidaritas komunitas lingkungan pendidikan—sebagai salah satu pilar pendidikan, dan hendak memberikan makna penting bagi proses rekonstruksi kultural yang adil jender, dan tidak memandang latar kelas maupun etnis. pola belajar sambil bermain yang diadakan disekolah yang sesuai dengan tingkat usianya dapat memberikan respon yang positif terhadap anak. namun terkadang pengetahuan orang tua yang minim tentang pendidikan terhadap perkembangan anak dapat menjadi kendala terhadap tumbuh kembang anak, untuk itu peran orang tua, guru, sekolah serta lingkungan perlu diperhatikan secara bersama-sama demi mengoptimalkan potrensi kecerdasan anak. saat ini di desa cibedug masih banyak orang tua yang kurang faham akan pentingnya kreativitas pada anak. hal ini disebabkan pengetahuan orang tua yang masih minim atau karena orang tua kurang peduli akan proses tumbuh kembang anak. tidak sedikit orang tua yang tidak mengetahui bakat yang dimiliki oleh anak mereka. sehingga bakat yang dimiliki anak pun tidak dapat berkembang dengan optimal karena tidak adanya proses pembelajaran yang baik dari orang tua. berdasarkan temuan dari hasil penelitian dan situasi kongkrit masyarakat desa cibedug, kemampuan orang tua dalam mengembangkan kreatifitas anak perlu dikembangkan. dengan persyaratan itulah sebagai titik awal menggugah penulis untuk melakukan penelitian mengenai kreativitas anak melalui paud albidayah, dengan judul “meningkatkan kreativitas anak melalui alat permainan edukatif puzzle” studi kasus di sps al-bidayah desa cibedug kecamatan rongga. b. kajian teori konsep kreativitas kreativitas adalah kemampuan untuk membuat kombinasi baru, berdasarkan data, informasi, atau unsur-unsur yang ada. dalam hal ini, munandar mengartikan bahwa kreativitas sesungguhnya tidak perlu menciptakan hal-hal yang baru, tetapi merupakan gabungan (kombinasi) dari hal-hal yang sudah ada sebelumnya. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 88 ada beberapa cara yang dapat dilakukan dalam meningkatkan kreativitas, yaitu: percaya pada kemampuan anak, memberi dukungan terhadap anak, sediakan fasilitas yang dapat mengasah kreativitas, dan berikan anak pengalaman baru. selain itu, cirri-ciri anak kreatif yaitu lancer dalam berfikir, fleksibel dalam berfikir, orisinil (asli) dalam berfikir, dan elaborasi (mampu member gagasan atas jawaban yang dikemukakan). pengertian anak menurut psikologi, anak adalah periode pekembangan yang merentang dari masa bayi hingga usia lima atau enam tahun, periode ini biasanya disebut dengan periode prasekolah, kemudian berkembang setara dengan tahun tahun sekolah dasar. konsep alat peraga edukatif ada beberapa konsep dasar yang perlu diketahui dalam memahami alat permainan edukatif, yaitu alat permainan edukatif (ape) merupakan seperangkat instrumen, baik merupakan metode atau cara maupun perkakas yang digunakan seseorang dalam rangka mendidik anak dengan menekankan konsep bermain sambil belajar, alat permainan edukatif adalah serangkaian alat yang digunakan anak , orang tuamaupun guru dalam meningkatkan fungsi intelegensi, emosi, dan spiritual anak, sehinggamuncul kecerdasan yang dengannya seluruh potensi yang dimiliki anak dapat melejit, jika dipandang dari sudut pandang materialnya, alat permainan edukatif terdiri dari berbagai jenis yang dapat mengembangkan daya berpikir (kognisi), cipta bahasa, motorik,dan keterampilan anak, bahan yang digunakan sebagai alat permainan edukatif tidak mengikat, harus terbuatdari salah satu bahan dasar, seperti plastik atau kayu, besi, tanah, plastisin, spon, atau pun yang lainnya. sebab anak tidak memperdulikan bahan yang bagus atau tidak, bahan yang mahal atau tidak. tetapi yang terpenting adalah alat permainan itu menyenangkan atau tidak, dan bagi orang tua atau guru, tujuan dari materi dapat tersampaikan atau tidak. anak-anak sangat membutuhkan sarana pendidikan berupa alat bermain yang lengkap.alat yang lengkap dapat memberi peluang kepada anak untuk dapat bereksplorasisepuasnya. tetapi tidak harus mahal, sebab alat yang mahal bukan satu-satunya kuncikeberhasilan dalam mencapai tujuan pendidikan anak-anak. namun, harus disesuaikandengan kebutuhan, fungsi, dan tujuan pendidikan itu sendiri. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 89 puzzle puzzle merupakan permainan menyusun kepingan gambar sehingga menjadi sebuah gambar yang utuh. permainan ini tentu permainan yang sudah dikenal semua orang, bahkan mungkin di seluruh dunia. tua, muda, besar, kecil semua menyukainya, bahkan permainan ini hadir dalam berbagai bentuk dan versi. bahkan anda bisa menemukan puzzle dengan jumlah kepingan yang fantastis, hingga mencapai ribuan keping gambar. tentunya bukan perkara mudah untuk menyusun puzzle yang ini. orangtua harus memperhatikan bahwa kemampuan tiap anak itu berbeda. biasanya anak yang sejak dini sudah dikenalkan dengan puzzle akan lebih mahir dan terbiasa bermain puzzle. oleh karena itu, para orang tua yang akan memilih puzzle untuk anaknya, jangan berdasarkan umur, tetapi bergantung kepada kemampuan si buah hati. umumnya, anak-anak yang kuat kemampuan visualnya, akan lebih mudah dan cepat menyelesaikan permainan ini. c. metode dalam penelitian ini peneliti menggunakan penelitian kualitatif. karena data dan informasi yang peneliti kumpulkan lebih banyak bersifat keterangan-keterangan atau penjelasan yang bukan berbentuk angka. menurut bogdan dan taylor (dalam margono, 2005 : 36) penelitian kualitatif adalah proses penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari orang-orang dan perilaku yang diamati. d. hasil dan pembahasan desa cibedug merupakan salah satu desa yang berada di wilayah kecamatan rongga kabupaten bandung barat.keadaan penduduk desa cibedug menurut golongan umur dan jenis kelamin berjumlah ..... dengan mata pencaharian didominasi oleh petani, guru, dan pedagang. berdasarkan hasil penelitian dengan menggunakan angket, angket tersebar sebanyak 25 orang responden. dari hasil penelitian tersebut maka dapat memberi gambaran bahwa sekitar 40 persen warga belajar sps al-bidayah memiliki kreativitas yang baik dan termotivasi untuk mencari permainan yang lebih menantang. sebagian warga belajar mengerti dengan cara yang diajarkan oleh tutor akan cara bermain alat peraga edukatif puzzle yang sisanya masih ada yang tidak mau tahu jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 90 cara bermain puzzle atau sebagian lagi susah untuk mencerna perintah para tutor dalam bermain puzzle. hasil perubahan pada warga belajar setelah menerima bimbingan pembelajaran dari para tutor, menunjukan lebih dari setengah (62%) warga belajar mengalami peningkatan yaitu mereka dapat lebih cepat dalam menyusun puzzle bahkan ada beberapa anak yang ingin mengganti puzzle yang biasa digunakan dengan puzzle yang lebih sulit dari biasanya. dengan demikian perubahan yang dirasakan dari hasil pembimbingan para tutor sebagian besar mengalami perubahan pengetahuan dan keterampilan. e. kesimpulan dari data yang terkumpul terungkap bahwa yang menyebabkan kurang optimalnya kreativitas anak karena minimnya pengetahuan orangtua di desa cibedug kecamatan rongga akan cara meningkatkan dan mengembangkan kreativitas anak sehingga masih diperlukannya pembimbingan dari tutor paud terhadap anak dan orang tua. dalam melaksanakan kegiatan pembimbingan bermain sambil belajar kepada anak dan orang tua, tutor menyampaikan hal yang harus dilakukan orang tua adalah memberikan dukungan kepada anak serta percaya kepada kemampuan anak. selain itu orang tua sebaiknya memberikan kesempatan yang luas kepada ana, mendampingi anak pada saat bermain, tidak terlalu ikut campur (tidak memaksakan ide kita), serta tidak emosional. dengan menganggap anak sebagai manusia yang utuh, maka akan banyak manfaat bagi anak tersebut diantaranya anak akan menyadari bahwa dirinya juga dianggap sebagaimana manusia yang lain, sehingga ia akan memiliki motivasi yang tinggi untuk berkembang, anak juga akan memiliki rasa percaya diri dalam banyak hal dan ini sangat positif bagi perkembangan kreativitasnya serta anak akan bisa menghargai orang lain sebagaimana ia juga dihargai orang lain pada saat ini. daftar pustaka aieto.(2012). 4 cara meningkatkan kreativitas anak [online]. tersedia: http://karyakarya-aietoo.blogspot.com/2012/02/4-cara meningkatkan-kreativitas-anak.html (2 april 2012) http://karyakarya-aietoo.blogspot.com/2012/02/4-carahttp://karyakarya-aietoo.blogspot.com/2012/02/4-carajurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 91 khoerunnisa.(2012).cara membuat anak menjadi cerdas.tersedia: http://www.ibudanbalita.com/diskusi/pertanyaan/76197/cara membuat-anak-menjadi-cerdas.html (7 februari 2012). faelaema. (2009). tips mengembangkan kreativitas anak. [online]. tersedia: http://keluargakecilbahagia.wordpress.com/2009/12/17/tips mengembangkan-kreativitas -anak.html (2 april 2012) hasan soewarman engking (1997), metode penelitian, jurusan pendidikan luar sekolah fip ikip: bandung http://www.ibudanbalita.com/diskusi/pertanyaan/76197/carahttp://www.ibudanbalita.com/diskusi/pertanyaan/76197/carahttp://keluargakecilbahagia.wordpress.com/2009/12/17/tipshttp://keluargakecilbahagia.wordpress.com/2009/12/17/tipsjurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 13 program pelatihan ecbt (edulab certified basic teaching ) dalam upaya meningkatkan kinerja tutor (studi kasus di konsultan pendidikan edulab bandung) hn. noegraha abstrak penelitian ini difokuskan pada program pelatihan ecbt (edulab certified basic teaching) di edulab bandung jln. kalimantan no. 7 bandung. untuk mengetahui pendapat pengelola, instruktur dan tutor peserta mengenai program pelatihan ini. metoda dalam penelitian ini adalah deskriptif. sample penelitian ini adalah sebanyak 10 orang terdiri dari dua (2) pengelola, tiga (3) instruktur dan lima (5) tutor peserta. berdasarkan hasil penelitian dapat diidentifikasi bahwa program pelatihan ecbt adalah pelatihan yang dikembangkan berdasarkan kebutuhan edulab , tutor dan siswa. namun secara khusus program pelatihan ecbt ini dapat mengoptimalkankompetensi profesional tutor terutama dalam pengajaran di edulab. berdasarkan testimoni responden program ini diidentifikasi mampu meningkatkan kinerja tutor, menyenangkan, dan berbeda dari program pelatihan umumnya serta bisa mengakomodasi kebutuhan akademik, rasio tutor dan sarana prasrana. kata kunci : pelatihan , kinerja tutor a. pendahuluan seiring dengan perkembangan perusahaan yang semakin pesat, maka dibutuhkan sdm (sumber daya manusia) yang kompeten agar dapat mendorong perkembangannya. sdm memegang peranan sentral dalam sebuah perusahaan karena dengan kompetensi serta komitmen yang dimiliki, mereka merupakan asset serta faktor penggerak sistem organisasi. edulab merupakan suatu perusahaan yang bergerak dibidang konsultan pendidikan yang memiliki visi untuk menjadi konsultan pendidikan terbaik dan terdepan berskala internasional. misi edulab adalah berkomitmen memberikan pendampingan pendidikan terbaik kepada siswa, pendidik dan masyarakat melalui inovasi produk dan layanan agar tercipta insan berkualitas (visi dan misi edulab, 2013) jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 14 untuk mewujudkan visi dan misi tersebut, maka dibutuhkan sumber daya yang kompeten. dari visi dan misi tersebut jelas bahwa edulab merupakan konsultan pendidikan yang berkomitmen memberikan pendampingan pendidikan terbaik, karena itu sdm yang paling utama diperlukan disini adalah tutor (pendidik). tutor yang kompeten yang diharapkan oleh edulab memiliki kriteria tertentu yang berbeda dengan pengajar pada umumnya. karena itu untuk menunjang kebutuhan ini, maka dibutuhkan suatu program pelatihan agar seluruh tutor dapat memiliki kompetensi sesuai dengan yang diharapkan oleh perusahaan. adapun rumusan masalah dari penelitian ini adalah untuk mengetahui ; “bagaimanakah pelatihan ecbt dalam upaya meningkatkan kinerja tutor di lembaga pendidikan edulab bandung.” tujuan dari penelitian ini adalah mengetahui sejauh mana perubahan kompetensi tutor baik dari aspek pedagogik, professi, sosial dan pribadi , untuk meningkatkan kompetensi tutor edulab, khususnya untuk tutor baru, maka dibuatlah program pelatihan. adapun tujuan penelitian dijabarkan dalam empat pokok pertanyaan yang meliputi : 1. bagaimanakah implementasi program pelatihan ecbt ? 2. bagaimanakah strategi program pelatihan ecbt ? 3. bagaimanakah efektifitas program pelatihan ecbt ? 4. bagaimankah hambatan program pelatihan ecbt ? b. kajian teori 1. konsep pelatihan pelatihan ecbt adalah bertujuan untuk meningkatkan kemampuan sdm khusunya tutor. hal ini sesuai dengan pendapat mathis (2002), pelatihan adalah suatu proses dimana orang-orang mencapai kemampuan tertentu untuk membantu mencapai tujuan organisasi. oleh karena itu, proses ini terikat dengan berbagai tujuan organisasi, pelatihan dapat dipandang secara sempit maupun luas. sedangkan menurut payaman simanjuntak (2005) pelatihan bertujuan meningkatkan kemampuan dan keterampilan kerja . pelatihan merupakan bagian dari investasi sdm (human investment) untuk jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 15 meningkatkan kemampuan dan keterampilan kerja, dan dengan demikian meningkatkan kinerja pegawai. pelatihan biasanya dilakukan dengan kurikulum yang disesuaikan dengan kebutuhan jabatan, diberikan dalam waktu yang relatif pendek, untuk membekali seseorang dengan keterampilan kerja. pelatihan ecbt dapat memberikan jenjang karir jabatan di masa mendatang sesuai dengan pernyaataan ivancevich 2. konsep pendididkan luar sekolah program pelatihan ecbt adalah pendidikan luar sekolah/ non formal yang bertujuan untuk mengembangkan pengetahuan, sikap dan keterampilan seperti dikatakan djudju sudjana (2000: 47) sehingga perubahan semua aspek tersebut harus bermanfaat bagi masyarakat 3. konsep kinerja tutor (guru) pengertian kinerja tutor/ guru sudah didefinisikan oleh beberapa ahli. tutor merupakan profesi profesional dimana ia dituntut untuk berupaya semaksimal mungkin menjalankan profesinya sebaik mungkin. sebagai seorang profesional maka tugas guru sebagai pendidik, pengajar dan pelatih hendaknya dapat berimbas kepada siswanya. dalam hal ini guru hendaknya dapat meningkatkan terus kinerjanya yang merupakan modal bagi keberhasilan pendidikan. simamora (2002) memberi batasan kinerja, kinerja merupakan terjemahan dari bahasa inggris, performance atau job performance tetapi dalam bahasa inggrisnya sering disingkat menjadi performance saja. kinerja dalam bahasa indonesia disebut juga prestasi kerja. kinerja atau prestasi kerja (performance) diartikan sebagai ungkapan kemampuan yang didasari oleh pengetahuan, sikap, keterampilan dan motivasi dalam menghasilkan sesuatu. prestasi kerja (performance) diartikan sebagai suatu pencapaian persyaratan pekerjaan tertentu yang akhirnya secara langsung dapat tercermin dari output yang dihasilkan baik kuantitas maupun mutunya. pengertian di atas menyoroti kinerja berdasarkan hasil yang dicapai seseorang setelah melakukan pekerjaan. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 16 c. metodologi penelitian 1. lokasi penelitian lokasi yang dijadikan sebagai bahan untuk pengumpulan data peneltian ini adalah edulab pusat yang berlokasi di jalan kalimantan no.7 bandung. 2. teknik dan instrumen penelitian metode pengumpulan data adalah wawancara, studi dokumentasi, dan observasi. wawancara dilakukan dengan penelitian kualitatif dimulai dari asumsi bahwa konteks lebih penting dari pada jumlah. dengan kata lain bahwa informasi yang sebanyak-banyaknya dan kaya akan variasi lebih penting dari pada jumlah responden yang banyak. oleh karena itu pengambilan subyek penelitian ini diupayakan subyek yang representatif. dengan subyek penelitian itu diharapkan dapat mengungkap data yang terperinci dan spesifik, bukan mendapatkan data yang banyak kesamaan dan dapat digeneralisasikan. dalam penelitian ini untuk mengungkapkan permasalahan yang ada digunakan dua sumber, yaitu data primer dan sekunder. data primer adalah data yang langsung diambil pada subyek peneliti, yaitu dari pihak penyelenggara, instruktur dan para peserta program pelatihan ecbt. data-data diambil dari hasil observasi penelitian, pemahaman dan sikap peserta terhadap peserta pelatihan ecbt dan kemudian ditentukan dengan wawancara secara lisan. data sekunder adalah data pelengkap dan penguat yang diambil dari dokumen dan hasil wawancara dengan penyelenggara, instruktur dan peserta tutor. berdasarkan hasil studi penjajakan dan observasi serta orientasi lapangan dengan peserta dan penyelenggaraan program pelatihan ecbt, maka yang menjadi subjek penelitian disini adalah: a. pengelola/penyelenggara pelatihan : 2 ( dua ) orang. b. instruktur sebanyak 3 (tiga) orang. c. peserta program pelatihan sebanyak 5 (lima ) orang. untuk mendapatkan data yang akurat dan tepat, setelah mengumpulkan hasil observasi dan wawancara dengan kelima sumber primer, maka peneliti mengadakan triangulasi dengan pengeloal dan instruktur program pelatihan yang ditentukan. jadi keseluruhan jumlah subjek penelitian ada sepuluh orang. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 17 3. proses pengembangan instrumen a. teknik analisis data peneliti melakukan pengumpulan data yang masih merupakan data mentah dan belum merupakan hasil yang berarti, oleh karena itu untuk dapat menjawab pertanyaan penelitian yang diajukan diperlukan pengolahan data dan analisa data. pada prinsipnya analisis data kualitatif dilakukan bersamaan dengan proses pengumpulan data. teknik analisis yang dilakukan dengan menggunakan teknis analisis data yang dikemukakan oleh miles dan huberman (1992) dalam basrowi dan suwandi mencakup tiga kegiatan yang bersamaan: reduksi data, penyajian data dan penarikan kesimpulan. kemudian langkahlangkah yang dikemukakan oleh nasution (1988: 129) yaitu; reduksi data, display data, mengambil kesimpulan dan verifikasi. berdasarkan pendapat di atas, maka langkah-langkah yang ditempuh dalam menganalisis data adalah sebagai berikut: b. koleksi data peneliti untuk mengumpulkan data melakukan studi perpustaakaan, observasi ke lapangan dan wawancara secara berulang ulang. selanjutnya penulis melakukan reduksi data yaitu membilah data dan membuat rangkuman . selanjutnya dilakukan display data untuk melihat gambaran keseluruhan data sehingga bias menggabungkan informasi yang diperoleh. setelah itu peneliti melakukan kesimpulan dan verifikasi sehingga dalam menganalisi data akan diperoleh data yang akurat. data – data yang terkumpul harus dilakukan validasi dengan melakukan analisis studi perpustakaan untuk mendapatkan referesi yang tepat pada akhirnya peneliti dapat memperoleh data yang kredibilitas tidak diragukan. artinya data yang diperoleh dari wawancara, observasi lapangan memiliki kecocokan antara konsep dengan yang ada pada responden. untuk mencapai hal tersebut, dalam penelitian ini antara lain digunakan teknik dengan cara triangulasi. triangulasi perlu dilakukan dalam penelitian ini untuk mengecek kebenaran data dengan membandingkan data dari sumber lain. sumber data penelitian ini diperoleh dari jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 18 direktur edulab jl. kalimantan no. 7 bandungi dan direktur operasional edulab indonesia. untuk melengkapi kekurangan data maka peneliti melakukan member check sehingga kalau ada data yang salah bisa diperbaiki dan dilengkapi. teknik pengumpulan data merupakan langkah yang paling strategis dalam penelitian, karena tujuan utama dari penelitian adalah mendapatkan data. dalam suatu penelitian, data merupakan suatu bahan yang sangat diperlukan untuk selanjutnya dianalisis guna mendapatkan suatu kesimpulan, untuk itu diperlukan suatu teknik pengumpulan data yang relevan. teknik yang digunakan adalah wawancara dengan responden, melakukan obervasi langsung ke lapangan dan menemui responden serta studi perpustakaan. c. pendekatan dan metode penelitian penelitian ini bertujuan untuk mendapat gambaran tentang program pelatihan ecbt dalam upaya meningkatkan kinerja tutor, dengan fokus penelitian peningkatkan kinerja tutor dalam penyelenggaran pengajaran, dan perubahan sikap dan perilaku individu tutor serta peningkatan kompetensi kognitif, psikomorik dan pedagogik dalam pengajaran. secara khusus metode penelitian tentang program pelatihan ecbt dalam meningkatkan kinerja tutor, pada dasarnya ingin memahami bagaimana interaksi sosial para pengelola, istruktur dan peserta dan dampaknya terhadap peningkatan kinerja tutor di edulab indonesia. hal tersebut perlu diungkap dengan deskripsi yang jelas untuk mendapatkan gambaran yang lengkap. d. pembahasan berdasarkan informasi dari responden, program pelatihan ecbt sangat berkaitan dengan penyesuaian tujuan dan rangkaian kegiatan untuk mencapai tujuan lembaga penyelenggaraan yaitu edulab bandung. tujuan ini disusun berdasarkan pada dukungan informasi yang lengkap yang berkaitan dengan penyusunan pola, rangkaian dan proses kegiatan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 19 yang akan dilakukan. perencanaan merupakan kegiatan pertama yang dilakukan sebelum kegiatan-kegiatan lain dilaksanakan. persiapan program pelatihan ecbt sudah diracang dengan langkah – langkah yang sudah direncanakan diantaranya: 1. mengidentifikasi seluruh potensi program pelatihan, tujuan ,implementasi, strategi , efektivitas dan hambatan 2. pemilihan instruktur dan pengelola. 3. penyusunan jadwal pelatihan 4. pelaksanaan pelatihan, kalibrasi, sit in dan fgd. 5. lokakarya pengelolaan dan pemberdayaan pelatihan. 6. monitoring dan evaluasi kegiatan. 7. kegiatan sosial kemasyarakat. rencana kegiatan di atas hampir seluruhnya sudah dilaksanakan secara maksimal dan hasilnya cukup baik. menurut reponden untuk menjaga dan meningkatkan motivasi tutor, upaya yang dilakukan adalah peningkatan kinerja yang dilakukan oleh para instruktur dan dijadwalkan secara periodik, penyampaian materi pelatihan bervariasi, dengan menggunakan metode yang menarik dan mengadakan dialog pada setiap akhir sesi pelatihan. pelatihan ecbt adalah pelatihan untuk tutor edulab se-indonesia dalam upaya meningkatkan kinerja tutor edulab sebagai upaya peningkatan pelayanan dan standardisasi tutor, adapun yang diundang diantaranya para tutor muda yang berkomitmen untuk memajukan edulab. untuk menjalin komunikasi yang baik, setiap akan diselenggarakan program pelatihan disebarkan undangan kepada manajer cabang dan tutor dalam pelaksanaan program pelatihan ecbt di edulab bandung selalu dilakukan evaluasi , supervisi dan monitoring terutama yang berkaitan dengan peraturan, kebijakan, tenaga pengelola, instruktur, tutor, sarana dan prasarana , dana, dan perangkat lainnya. tugas ini dilaksanakan oleh ketua program pelatihan (direktur akademik) yang dilakukan sebelum kegiatan pelatihan, selama pelatihan dan pasca pelatihan pola pembinaan lainnya yang dilaksanakan untuk menumbuh kembangkan tanggung jawab dan kebersamaan tutor adalah melalui pertemuan secara periodik antara pengelola pelatihan, instruktur dan para tutor. pertemuan-pertemuan rutin dilaksanakan setiap usai jam pelatihan 2 kali seminggu , selama pelatihan juga dilakukan pengawasan yayasan. hal ini disampaikan oleh aguntaran,s.t sebagai salah satu jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 20 pengelola pelatihan beliau mengatakan:pengawasan dan monitoring dilakukan langsung oleh manajer tingkat cabang, oleh tim penjamin mutu dari pusat dan tim akademik, yang dilakukan sekali sebulan, dengan cara memberikan pembinaan melalui monthly breefing yang dilakukan oleh tingkat cabang. e. kesimpulan berdasarkan hasil penelitian terkait empat hal yang menjadi poin utama penelitian dapat disimpulkan sbb : 1. implementasi program pelatihan ecbt tahapan implementasi penyelenggaraan program pelatihan ecbt di edulab bandung antara lain: (a) tujuan program pelatihan bertujuan untuk meningkatkan kinerja tutor dimulai memberikan pemahan kepada tutor tentang tujuan yang harus dicapai .; (b) kurikulum disusun oleh direktorat akademik , tim kendali mutu dan masukan dari instruktur serta tutor . perubahan kurikulum dilakukan sesuain dengan kondisi lapangan. lainnya. tugas ini dilaksanakan oleh edulab pusat jalan kalimantan bandung; (c) instruktur dipilih guru senior yang sudah memiliki pengalaman dan memiliki jam ngajar yang banyak serta di rekomendasikan oleh direktorat akademik. (d) metode yang diterapkan adalah bervariasi dan tidak membosankan yaitui : tatap muka , micro teaching , sit-in , kalibarasi , diskusi dan penugasan. (e) tutor / peserta memiliki latar belakang berbeda , pendidikan akhir s1 , berusia antara 24 hingga 30 tahun dan direkomendasikan oleh direktorat akademik atau manajer cabang masing – masing, (f) sarana prasarana di edulab bandung belum mempunyai bangunan tersendiri khusus untuk program pelatihan tetapi memamfaatkan ruangan kelas yang tersedia; (g) lingkungan/ lokasi edulab bandung cukup strategis karena mudah dilalui kendaraan dari berbagai juruan serta terltak di pusat kota. demikian pula dari segi keamanan dan kenyamanan cukup kondusif dan lingkungan terpelihara baik. 2. strategi program pelatihan ecbt strategi yang diterapkan dalam pelatihan ecbt ini sudah tepat dan memberikan perubahan yang signifikan baik dalam hal kemampuan akademik , keterampilan dalam pengajaran, sikap, dan pemahaman kultur edulab. strategi penerapan metode dalam pelatihan seperti, tatap jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 21 muka, sit-in, kalibrasi, diskusi dan penugasan memberikan motivasi dan kepercayaan diri yang besar kepada para tutor. dalam metode tatap muka para peserta diberikan materi – materi akademik sesuai bab / modul yang sedang di bahas. tatap muka biasnya dilakukan di klasikal di dalam kelas seperti pembelajaran siswa. untuk lebih menguasai pengajaran didalam kelas , peserta di haruskan mengikuti sitin , yaitu tutor mengikuti kegiatan pengajaran sebagai observer. tutor harus mengamati pembelajaran yang mencakup : cara instruktur menyampaikan materi, membuka dan menutup pembelajaran, penampilan, gaya bicara, sistematika pembelajaran dll. metode kalibrasi banyak memberikan masukan kepada tutor terutama dalam menjawab dan memecahkan soal – soal yang dianggap sulit. dalam metode ini biasanya dibahas materi per pokok bahasan yang sering menimbulkan pemahaman yang berbeda. dari semua metode yang disebutkan diatas maka metode sit-in dan diskusi yang menurut responden sangat disukai dan paling dirasakan manfaatnya. secara keseluruhan metode yang digunakan dalam program pelatihan ecbt telah memberikan kontribusi terhadap penibgkatan kinerja tutor dilihat dari aspek kognitif , keterampilan , sikap dan kultur kerja. 3. efektifitas program pelatihan ecbt pelaksanaan yang baik yang diterapkan dalam pelatihan ecbt memberikan keefektivan terutama untuk mencapai tujuan yaitu peningkatan kinerja tutor. indikator yang menunjukan bahwa program pelatihan ecbt efektiv diantaranya: (a) keterampilam pengajaran , para tutor mengalami peningkatan dalam pemahaman konsep pengajaran dan pemahaman kinerja terjadi peningkatan. penerapan pretest yaitu test awal sebelum pembelajaran memberikan masukan tenatang kompetensi tutor, sedangkan post –test diberikan setelah selesai penyampaian materi. tujuannya adalah untuk mengevaluasi sejauh mana pemehaman tutor terhadap materi yang disampaikan. (b) tujuan pelatihan ecbt, mengciptakan para tutor di edulab yang memiliki kompetemsi dalam pegajaran, profesional ,memiliki loyalitas dan memberikan pelayanan yang optimal dalam pengajaran ada indikasi peningkatan sehingga tujuan tercapai; (c) fungsi, melaksanakan semua jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 22 fungsi sebagai tutor dalam upaya meningkatkan kinerja walaupun belum maksimal; (d) psikologis, terjadinya hubungan yang harmonis dalam lingkungan edulab , sesama tutor dan manajemen serta karyawan. secara keseluruhan semua aspek dalam keefektivas program pelatihan yaitu tujuan , target , fungsi telah memberikan kontribusi yang positif bagi para tutor dan memberikan perubahan dalam aspek kognitif, afektif, psikomotorik dan aspek social. 4. faktor penghambat program pelatihan ecbt faktor penghambat dalam program pelatihan ecbt ada beberapa faktor, diantaranya faktor dana. .porgram pelatihan ecbt ini pendanaanya di sediakan oleh edulab pusat melalui direktorat keuangan .dana yang dikeluarkan diperuntukan untuk alokasi pembiayaan yang sudah ditentukan.. dalam perjalanannya kadang muncul biaya yang tidak terduga sehingga penyelenggara harsu pandai pandai mensiasatinya. sarana prasarana yang ada harus dioptimalkan. perlu gedung khusus untuk program pelatihan tidak harus bergiliran dalam penggunaan ruang kelas. sarana perpustakaan harus dilengkapi dan dimaksimalkan. aspek psikologis peserta kadang menjadi kendala karena belum siapnya mental mengikuti program pelathan ecbt. dukungan dari instansi pemerintah dirasakan kurang dalam program pelatihan tutor ini. evaluasi dilakukan terhadap seluruh atau sebagian komponen dan pelaksanaan program pelatihan ecbt dan dilakukan secara terus menerus, berkala dan sewaktu-waktu pada saat sebelum, sedang atau setelah suatu program pembelajaran dilaksanakan. pengembangan yang dilakukan dalam bentuk meningkatkan pelayanan terhadap peserta dengan cara memperbaiki manajemen penyelenggaraan pelatihan ecbt. komponen-komponen penyelenggaraan program pelatihan yang dilaksanakan edulab pusat bandung adalah sebagai berikut: 1. tutor / peserta yang dimiliki edulab bandung sudah memiliki jumlah yang tetap yaitu sebanyak 70 orang yang dibagi kedalam dua kelompok; jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 23 2. kurikulum disusun oleh pengelola disesuaikan dengan kurikulum yang berlaku sekarang ini sesuai acuan dari direktorat akademik.; 3. sumber belajar yang ada belum dimanfaatkan secara optimal. sumber belajar yang tersedia saat ini adalah instruktur /guru-guru senior , nara sumber, dan buku perpustakaan; 4. metode pembelajaran dibagi kedalam tiga fase, yaitu fase pendahuluan, fase berpusat pada proses belajar secara aktif dan fase saat pengajaran akan selesai; 5. sarana prasarana di edulab bandung belum mempunyai bangunan tersendiri khusus untuk program pelatihan tetapi memfaatkan ruangan kelas yang tersedia; 6. lingkungan/lokasi edulab bandung cukup strategis karena mudah dilalui kendaraan dari berbagai juruan serta terltak di pusat kota. demikian pula dari segi keamanan dan kenyamanan cukup kondusif dan lingkungan terpelihara baik. hasil dan dampak dari penyelenggaraan program pelatihan ecbt dalam upaya meningkatkan kinerja tutor antara lain: 1. dasar, memahami konsep dan ciri-ciri tutor yang memiliki kinerja yang baik 2. tujuan, menciptakan para tutor di edulab yang memiliki kompetensi dalam pengajaran, professional, memiliki loyalitas, dan memberikan pelayanan yang optimal dalam pengajaran 3. fungsi, melaksanakan semua fungsi sebagai tutor dalam upaya meningkatkan kinerja walaupun belum maksimal 4. psikologis, terjadinya hubungan yang harmonis dalam lingkungan edulab, sesama tutor, dan manajemen serta karyawan. daftar pustaka abdulhak, i. (1995). metodologi pembelajaran pada pendidikan orang dewasa. bandung: cipta intelektual. al-nabani. (2001). sistem pergaulan dalam islam. bogor: pustaka thariqul izzah. arikunto, suharsimi. (2006). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. basrowi. (2008). memahami penelitian kualitatif. jakarta; rineka cipta. baron, r. a dan donn byrne. (2003). psikologi sosial. jakarta : erlangga. depdikbud. (1992). peraturanpemerintah nomor 73 tahun 1991 tentang pendidi-kan luar sekolah. jakarta: sekretariat jenderal. djamarah, syaiful bahri. (2002). psikologi belajar. jakarta: rineka cipta. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 24 faisal, sanafiah. (1981). pls dalam sistem pendidikan dan pembangunan nasional. surabaya: cv. usaha nasional. gerungan, wa. (1988). psikologi sosial. bandung: eresco. hamalik, oemar. (1990). perencanaan pengajaran berdasarkan pendekatan sistem. citra aditya bakti: bandung. hamijoyo, santoso s. (1984). pengertian falsafah dan azas pendidikan non formal. bandung: pls-fip ikip bandung. kamil, mustofa. (2009). pendidikan non formal. bandung: alfabeta. kamil, mustofa. (2010). model pendidikan dan pelatihan (konsep dan aplikasi). bandung: alfabeta. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 102 dampak program pelatihan kewirausahaan mandiri terhadap usaha home industry makanan ringan desa margaluyu kecamatan cikoneng kabupaten ciamis lilis karwati universitas siliwangi tasikmalaya abstrak penelitian ini dilatarbelakangi oleh masyarakat yang belum memiliki pengetahuan dan ketrampilan dalam kegiatan usaha, permasalahan masih rendahnya kemampuan manajemen kegiatan usaha home industri kurangmya upaya untuk membuka usaha secara mandiri dari memproduksi sampai pemasaran berdaya saing. melalui pelatihan diharapkan dapat meningkatkan hasil usahanya. model pemberdayaan yang efektif untuk meningkatkan keberdayaan usaha itu ialah fokus pada peningkatan perilaku kemandirian usaha home industri. penelitian ini menggunakan metode penelitian kualitatif diartikan sebagai penelitian yang tidak mengadakan perhitungan. dalam penelitian ini variabel yang diteliti yaitu "dampak program pelatihan kewirausahaan mandiri terhadap usaha home industri makanan ringan di desa margaluyu kecamatan cikoneng kabupaten ciamis". adapun teknik penelitian yang dipergunakan dalam penelitian ini adalah: observasi, wawancara, studi dokumentasi, studi literatur. populasi dalam penelitian ini adalah 20 orang responden yang meliputi 2 orang supervisor program pelatihan, 2 orang penyelenggara pelatihan kewirausahaan, 16 orang peserta pelatihan. kesimpulan hasil penelitian ini : 1) masyarakat usaha home industri memperoleh pengetahuan dan pemahaman dalam berusaha. 2) dampak pelatihan kewirausahaan mandiri dibuktikan dengan meningkatnya pendapatan usaha home industri karena selain adanya pemahaman usaha juga dengan adanya pelatihan dapat membuka peluang dalam memasarkan produknya karena antar pengusaha saling memberikan informasi. saran sebagai berikut ; 1) pemerintah daerah terkait memberikan perhatian kepada kegiatan usaha home industri di desa margaluyu kecamatan cikoneng kabupaten ciamis. 2) pkbm memberikan perhatiannya melalui berbagai programnya. 3) sebaiknya pelaksanaan pelatihan secara rutin 4)ada peneliti lain yang melakukan penelitian lebih lanjut. sehingga diharapkan dapat memberikan kontribusi dalam menyempurnakan hasil penelitian ini. kata kunci : dampak program pelatihan kewirausahaan mandiri terhadap usaha home industri jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 103 latar belakang masalah pendidikan luar sekolah menurut peraturan pemerintah no.73 tahun 1991 adalah pendidikan yang diselenggarakan di luar sekolah baik yang dikembangkan maupun yang tidak. pendidikan luar sekolah bertujuan : 1) melayani warga belajar supaya dapat tumbuh dan berkembang sedini mungkin dan sepanjang hayatmya guna meningkatkan martabat dan mutu kehidupannya. 2) membina warga belajar agar memiliki pengetahuan, keterampilan, dan sikap mental yang diperlukan untuk mengembangkan diri, bekerja mencari nafkah atau melanjutkan ke tingkat dan/atau jenjang pendidikan yang lebih tinggi. 3) memenuhi kebutuhan belajar masyarakat yang tidak dapat dipenuhi dalam jalur pendidikan sekolah. tujuan dari program pendidikan luar sekolah beroreintasi kepada waktu pendidikannya yang singkat, isi program berpusat kepada lulusan dan kepentingan perorangan, menekankan kepada pelatihan dan praktik, persyaratan masuk ditentukan oleh dan/atau bersama peserta didik, serta penyajiannya dilakukan dalam lingkungan peserta didik, berpusat pada peserta didik, pengawasan diatur sendiri dan demokratis (sudjana, 1993). dari pengertian di atas terkandung pengertian bahwa proses belajar mengajar yang dilaksanakan di pendidikan luar sekolah tercermin adanya suatu upaya membimbing individu, kelompok dan masyarakat, yang kesemuanya itu dilakukan di luar sekolah yang bertujuan melayani manusia yang terlibat di dalamnya untuk mencapai tujuan, agar mereka dapat meningkatkan taraf hidupnya melalui proses aktualisasi potensi yang dimiliki dirinya. sehubungan dengan itu, penulis telah melihat suatu kondisi keadaan di desa margaluyu kecamatan cikoneng kabupaten ciamis , yaitu suatu model pembelajaran dalam upaya meningkatkan pengetahuan, ketrampilan dan sikap dari pengusaha home industri kegiatan pelatihan kewirausahaan mandiri ini diharapkandampaknya agar para pengusaha kecil home industri bisa mandiri dalam upaya meningkatkan kesejahteraan hidupnya.dalam penyelenggaraan pendidikan luar sekolah. tujuan dari program pelatihan kewirausahaan terhadap kemandirian berusaha ini tidak lain untuk memenuhi kebutuhan warga belajar, sehingga dasar terwujudnya peningkatan sumber daya manusia. keberhasilan penyelenggaraan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 104 program pelatihan kewirausahaan ini sangat ditentukan oleh kesadaran dari masyarakat/warga belajar yang memerlukan peningkatan kemampuan berusaha dan ketrampilan dirinya sebagai pengusaha dalam membuat dann memasarkan berbagai macam produk jenis makanan ringan. berdasarkan dengan peningkatan sikap kemandirian berusaha sendiri juga keterampilan dasar yang di miliki peserta, maka diperlukan pelatihan untuk meningkatkan pengetahuan, ketrampilan dan sikap kemandirian, sehingga diharapkan peserta mampu mengaplikasikan hasil belajarnya yang ditandai dengan adanya perubahan taraf hidup yang mencakup memperoleh pekerjaan/menciptakan lapangan kerja atau berwirausaha, peningkatan pendapatan, kesehatan, percaya diri dan mengikut sertakan orang lain dalam pemanfaatan hasil belajarnya serta berperan serta dalam kegiatan sosial dan berperan serta dalam pembangunan masyarakat. pelatihan kewirausahaan merupakan suatu langkah yang penting dan perlu dilakukan dalam rangka membentuk/mencetak sumber daya manusia yang berkualitas. tujuan akhir yang ingin dicapai yaitu bahwa pelatihan ini akan berdampak dalam meningkatkan keterampilan bidang usaha dan mempunyai sikap jiwa kewirausahaan dan diharapkan akan mampu menciptakan kemandirian baik dalam sikap maupun dalam berusaha. selain hal di atas dipertegas dalam uu nomor 20 tahun 2003 bab ii pasal 3 yaitu: tentang sistem pendidikan nasional, yang berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada tuhan yang maha esa, beraklak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. dampak program pelatihan kewirausahaan mandiri pada masyarakat desa margaluyu kecamatan cikoneng kabupaten ciamis yaitu bertujuan agar peserta mempunyai peningkatan dalam hal pengetahuan, keterampilan dan sikap, sehingga didukung dengan adanya masukan lain peserta mampu dan dapat mengaplikasikan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 105 hasil belajarnya dalam pengelolaan usaha yang ditandai dengan melakukan wirausaha atau mempunyai kemandirian berusaha. dalam kegiatan usaha yang dilakukan di rumah warga masyarakat yang berbentuk usaha ekonomi kecil menengah dalam jenis kegiatan usaha tata boga berupa aneka macam jenis makanan ringan seperti membuat aneka kueh,bolu,borondong,wajit,makroni,kerupuk.kripik singkong,ubi.talas,kentang yang telah dikemas yang nantinya di pasarkan keberbagai pasar yang ada di indonesia masih terdapat permasalahan-permasalahan sehingga tidak semua peserta pelatihan dapat melakukan kegiatan usaha dan juga peserta yang mengelola usaha masih ditemukan adanya usaha yang sedang berkembang dan kurang berkembang. dengan permasalahan tersebut peneliti tertarik untuk mengkaji kasus tersebut di mana selain melihat dampak pelatihan hasil yang dicapai peserta dari hasil program pelatihan kewirausahaan tata bogaterhadap kemandirian berusaha, juga mengungkapkan perencanaan, dan pelaksanaan pelatihan dan pembinaan. karena kesuksesan atau keefektifan program pelatihan dari langkah pertama sampai akhir sangat ditentukan oleh akurasi need assesmen sehingga dapat mempengaruhi perencanaan khususnya dalam penentuan akan mempengaruhi langkah berikutnya yaitu perumusan tujuan pelatihan, menyusun desain pelatihan, pelaksanaan dan evaluasi dan sebaliknya. melalui program pelatihan kewirausahaan dalam peningkatan kemandirian berupaya agar masyarakat desa margaluyu sebagai pengusaha home industri jenis usaha tata boga aneka makanan ringanakan membawa konsekwensi keharusan melakukan penguatan manajemen kewirausahaan baik menyangkut kegiatan perencanaan, pengorganisasian, penggerakan, pelaksanaan pembinaan, evaluasi dan pengembangan program. atau bila beberapa kegiatan manajemen di atas digabungkan, menjadi kegiatan perencanaan, kegiatan pelaksanaan, kegiatan monitoring dan evaluasi. bila pelatihannya dikelola dengan baik, pelatihan akan berdampak positif bagi kemandirian berusaha warga belajar di desa margaluyu kecamatan cikoneng kabupaten ciamis. berdasarkan latar belakang permasalahan maka penulis dapat mengidentifikasikan pokok permasalahan yang akan dipaparkan dalam penelitian jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 106 ini diantaranya; masih rendahnya kemampuan usaha home industri makanan ringan belum ada upaya untuk membuka usaha sendiri secara mandiri yang diharapkan dapat meningkatkan hasil usahanya. kurangnya perhatian pemerintah dalam mengembangkan kegiatan usaha home industry maupun program yang secara nyata dapat meningkatkan taraf hidup masyarakat.kurangnya program pelatihan yang diselenggarakan oleh pusat kegiatan belajar masyarakat yang menyebabkan terhambatnya upaya pemberdayaan masyarakat. pendidikan luar sekolah diharapkan dapat dijadikan sebagai wahana dalam memberdayakan masyarakat ynag nantinya membantu masyarakat lebih berdaya. khususnya pendampingan kegiatan usaha home industri mengingat salah satu tujuan dari pendidikan luar sekolah yaitu untuk memberdayakan masyarakat. berdasarkan latar belakang seperti telah diuraikan di atas, penelitian ini berupaya mengkaji, "dampak program pelatihan kewirausahaan mandiri terhadap usaha home industry makanan ringan di desa margaluyu kecamatan cikoneng kabupaten ciamis". masalah penelitian permasalahan penelitian ini adalah; 1) bagaimana proses pelatihan kewirausahaan mandiri dalam meningkatkan usaha home industri makanan ringan di desa margaluyu kecamatan cikoneng kabupaten ciamis? 2) bagaimana dampak program pelatihan kewirausahaan mandiri dalam meningkatkan usaha home industri makanan ringan di desa margaluyu kecamatan cikoneng kabupaten ciamis? kajian teoritis 1. pelatihan kewirausahaan sebagai wujud pendidikan luar sekolah a. pengertian pelatihan pelatihan sebenarnya mengandung arti pendidikan dan latihan. pendidikan merupakan suatu proses, teknik, dan metode yang dilakukan untuk meningkatkan pengetahuan seseorang melalui upaya belajar-mengajar, sehingga diperoleh sesuatu jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 107 pengembangan kemampuan dalam menjalankan tugas dan tanggung jawabnya. latihan merupakan suatu proses, teknik, dan metode yang dialakukan untuk memperbaiki suatu kemampuan yang dimiliki seseorang, sehingga mampu meningkatkan kemampuan dari yang sebelumnya. atmodiwirio (2002:37) mengemukakan bahwa, “pelatihan adalah proses kegiatan pembelajaran antara pengalaman untuk mengembangkan pola perilaku seseorang dalam bidang pengetahuan, keterampilan, atau sikap untuk mencapai standar yang diharapkan”. berdasarkan pendapat-pendapat tersebut, maka dapat dikemukakan bahwa pelatihan adalah proses merekayasa perilaku pegawai sedemikian rupa dalam aspek pengetahuan, sikap dan keterampilan untuk meningkatkan kualitas kerjanya yang sudah ada secara lebih optimal sebagai akibat tuntutan profesi dan perkembangan lingkungan. b. manfaat pelatihan manfaat yang diperoleh dari adanya suatu pelatihan yang diadakan oleh perusahaan seperti yang dinyatakan oleh flippo dalam eka (2010) berikut ini yaitu: 1) program-program pengembangan yang direncanakan akan memberikan manfaat kepada orang berupa peningkatan produktifitas, peningkatan moral, pengurangan biaya, dan stabilitas serta keluwesan (fleksibilitas). 2) program-program membantu memenuhi kebutuhan perorangan dalam mencari pekerjaan yang bermakna bagi karir seumur hidup. c. metode pelatihan 1) metode di luar pekerjaan (off the job side) metoda ini terdiri dari 2 teknik, yaitu : 1)teknis presentasi informasi, yaitu menyampaikan informasi yang tujuannya mengintroduksikan pengetahuan, sikap dan keterampilan baru, permainan peran (role playing), dan 2) teknik dalam keranjang (in basket), yaitu dengan cara memberikan bermacam-macam masalah dan peserta diminta untuk memecahkan masalah tersebut sesuai dengan teori dan pengalamannya. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 108 2) metode di dalam pekerjaan (on the job side) pelatihan ini berbentuk penugasan pekerja baru, yang dibimbing oleh pegawai yang berpengalaman atau senior. d. unsur-unsur pelatihan unsur-unsur pelatihan terdiri atas: 1) pelatihan mengandung tujuan yang ingin dicapai 2) pelatihan dilaksanakan dengan cara disengaja, terprganisir, dan sistematis 3) pelatihan berlangsung didalam masyarakat diluar sistem persekolahan 4) pelatihn memberikan suatu pengetahuan dan keterampilan pekerjaan tertentu 5) pelatihan diberikan kepada kelompok tenaga kerja tertentu 6) pelatihan diselenggarakan dalam waktu relative singkat 7) pelatihan menitik beratkan kepada praktek daripada teori e. prinsip pelatihan hamalik (2005:31) dalam skripsi nunny (2005:40) mengemukakan prinsip-prinsip pelatihan diantaranya: 1) pelatihan hanya dilakukan dengan maksud untuk menguasai bahan pelajaran tertentu, melatih keterampilan dan penguasaan simbol-simbol rumus. pelatihan tidak dilakukan terhadap pengertian/ pemahaman, sikap dan penghargaan. 2) para peserta menyadari bahwa pelatihan itu bermakna bagi kehidupannya 3) pelatihan harus dilakukan terhadap hal-hal yang telah diperleh peserta, misalnya: fakta-fakta hafalan dan keterampilan yang baru dipelajari 4) pelatihan berfungsi sebagai diagnosis melalui reproduksi usaha membaca berkali-kali, mengadakan koreksi atas kesalahan-kesalahan yang timbul. pelatihan merupakan self ginance dan mengembangkan pemahaman dan control 5) pelatihan dilakukan dengan tahapan sebagai berikut: mula-mula pelatihan untuk mendapat ketepatan, selanjutnya antara keduanya dicari keseimbangan 6) pelatihan dibagi-bagi menjadi sejumlah kurun waktu yang singkat 7) kegiatan pelatihan harus hidup, menarik dan menyenangkan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 109 8) pelatihan jangan dianggap sebagai upaya sambilan untuk dilakukan seenaknya secara incidental 9) pelatihan dapat mencapai kemajuan berkat ketentuan dan kedisiplinan yang tinggi 10) pelatihan yang dilaksanakan lebih berhasil bila unsure emosi sedapat mungkin dikurangi. f. tujuan pelatihan menurut wahyudi (1996) mengemukakan pula bahwa tujuan pelatihan yaitu : 1) meningkatkan produktivitas 2) meningkatkan kualitas 3) meningkatkan mutu perencanaan pegawai 4) meningkatkan semangat pegawai 5) sebagai balas jasa tidak langsung 6) meningkatkan kesehatan dan keselamatan kerja 7) mencegah kadaluarsa 8) kesempatan pengembangan diri g. manfaat pelatihan robinson dalam marzuki (1992:28) mengemukakan manfaat pelatihan sebagai berikut : 1) pelatihan sebagai alatuntuk memperbaiki penampilan/ kemampuan individu atau kelompok dengan harapan memperbaiki performance organisasi 2) keterampilan tertentu diajarkan agar karyawan dapat melaksanakan tugas-tugas sesuai dengan standar yang diinginkan 3) pelatihan juga dapat memperbaiki sikap-sikap terhadap pekerjaan, terhadap pimpinan atau karyawan manfaat lain daripada pelatihan adalah memperbaiki standar keselamatan. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 110 a. fungsi pelatihan keberhasilan dalam suatu pelatihan tidak terlepas dari peran-peran atau fungsi-fungsi dalam proses pelatihan, sebagaimana menurut atmodiwirio(2002: 46-47), ada 6 peran penting dalam proses pelatihan, yaitu: a) manajer pelatihan, dengan tugas-tugas sebagai berikut: 1) mengelola meliputi merencanakan staffing, control, mengembangkan operasional dan proyek, serta mengaitkan pembelajaran dan pengembangan operasi dengan unit kerja lainnya. 2) perencana strategi meliputi kegiatan mengembangkan perencana jangka panjang untuk struktur pelatihan dan pengembangan, organisasi, pengarahan/kepemimpinan. 3) pemasaran, meliputi kegiatan memasarkan pandangan mengenai pelatihan dan pengembangan, paket pembelajaran, program-program dan jasa/pelayanan kepada mereka yang menjadi sasaran pemasaran pelatihan di luar unit kerja manajer pelatihan. 4) konseling, membantu seorang individu menilai kompetensi pribadinya, nilainilai dan tujuan untuk mengidentifikasi dan merencanakan pengembangan dan kegiatan karir dan profesinya. 5) pengembang/perancangan kegiatan pelatihan, dengan tugas-tugas sebgai berikut:  penulis bahan pelajaran, menyiapkan pembelajaran tertulis dan bahanbahan pembelajaran.  rancangan program, menyiapkan tujuan, menentukan isi, menyeleksi metode dan media pengajaran, dan urutan kegiatan untuk program khusus.  analisis front-end, mengidentifikasi kompetensi biaya, kegiatan, tugas, sub tugas, sumber daya manusia, dan dukungan sarana yang dibutuhkan untuk mencapai hasil yang spesifik dalam suatu pekerjaan atau organisasi.  teknologi pembelajaran, meliputi: 1) evaluasi, mengidentifikasi dampak yang ada dari suatu program, layanan dan produk. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 111 2) analisis kebutuhan, mendefinisikan variasi antara gagasan dan pelaksanaan yang nyata dan mengkhususkan sebab-sebab kemacamragaman. 3) analisis persyaratan pelatihan, mengidentifikasi kompetensi, kegiatan, tugas-tugas, bagian tugas, sumber daya manusia dan dukungan persyaratan yang diperlukan untuk menyelsaikan tugas-tugas khusus dalam suatu pekerjaan atau organisasi. b. instruktur fasilitator pelatih atau instruktur adalah seseorang atau tim yang memberikan latihan atau pendidikan kepada peserta pelatihan (suwanto, 1996:104). tugas-tugas instruktur antara lain: 1) mengajar, menyajikan informasi dan mengarahkan belajar terstruktur, dengan demikian setiap orang dapat belajar. 2) memfasilitasi, mengelola kelompok diskusi dan proses pengelompokan, sehingga individu belajar dan anggota kelompok merasakan bahwa pengalaman belajar adalah positif. 3) menolong peserta pelatihan mengaplikasikan pembelajarannya setelah pengalaman belajar dipenuhi. c. kurikulum/materi pelatihan banyak para ahli pendidikan yang mengemukakan bahwa pembelajaran merupakan implementasi kurikulum, akan tetapi banyak juga yang mengemukakan bahwa pembelajaran itu sendiri merupakan kurikulum sebagai kegiatan. kata kurikulum berasal dari bahasa latin yang berarti jalur pacu dan secara tradisional kurikulum disajikan seperti itu (ibarat jalan) bagi kebanyakan orang. atmodiwirio (2002) mengemukakan berbagai pengertian kurikulum, yakni: a. kurikulum sebagai program pelajaran b. kurikulum sebagai isi pelajaran c. kurikulum sebagai pengalaman belajar yang direncanakan d. kurikulum sebagai pengalaman di bawah tanggungjawab sekolah e. kurikulum sebagai rencana tertulis untuk dilaksanakan. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 112 2. kewirausahaan mandiri a. pengertian kewirausahaan mandiri istilah kewirausahaan pada dasarnya merupakan suatu disiplin ilmu yang mempelajari tentang nilai, kemampuan dan perilaku seseorang dalam menghadapi tantangan hidup untuk memperoleh peluang dengan berbagairesiko yang mungkin dihadapinya. kewirausahaan mandiri adalah kemampuan kreatif dan inovatif yang dijadikan dasar, kiat dan sumber daya untuk mencari peluang menuju sukses. selanjutnya menurut kristanto (2009:2) berpendapat bahwa kewirausahaan dan inovasi merupakan hal sentral dalam proses kreatif perekonomian. inovasi adalah fungsi spesifik dari kewirausahaan, sebagai sebuah cara menciptakan sumberdaya baru yang mendayagunakan sumberdaya yang ada untuk menghasilkan kekayaan. b. obyek kewirausahaan obyek kewirausahaan yaitu menurut kristanto (2009: 3-4) mengemukakan : 1) kemampuan merumuskan tujuan hidup dan mengelola usaha 2) kemampuan memotivasi diri . 3) kemampuan berinisiatif 4) kemampuan membentuk modal . 5) kemampuan mengatur waktu 6) kemampuan mental yang dilandasi agama 7) kemampuan mengambil hikmah dari pengalaman 3. sifat dan ciri wirausaha mandiri menurut suryana (2003:15-16) mengemukakan cirri-ciri kewirausahaan sebagai berikut: a. keinginan yang kuat untuk berdiri sendiri. b. kemampuan untuk mengambil resiko. c. memotivasi diri sendiri. d. semangat untuk bersaing e. orientasi pada kerja keras. f. percaya pada diri sendiri jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 113 g. dorongan untuk berprestasi. h. tingkat energy yang tinggi i. tegas j. yakin pada kemampuan sendiri. steinhoff dan burgess (1993:38) dalam suryana (2003:16) mengemukakan beberapa karakteristik yang diperlukan untuk menjadi wirausaha yang berhasil, meliputi: a. memiliki visi dan tujuan uasaha yang jelas b. bersedia menanggung risiko waktu dan uang c. berencana, mengorganisir d. kerja keras sesuai dengan tingkat kepentingannya e. mengembangkan hubungan dengan pelanggan, pemasok, pekerja. f. bertanggung jawab terhadap keberhasilan dan kegagalan. 4. manfaat dan motivasi kewirausahaan mandiri keberhasilan wirausaha mandiridengan kerja keras, teliti dan dalam jangka panjang akan memiliki beberapa manfaat secara individu (mikro dan makro): a. memperoleh control atas kemampuan diri b. memanfaatkan potensi dan melakukan perubahan. c. memperoleh manfaat finansial tanpa batas d. berkontribusi kepada masyarakat setempat. selanjutnya motivasi kewirausahaan merupakan suatu faktor yang mendorong seseorang untuk melakukan suatu perbuatan atau kegiatan tertentu, sehingga motivasi dapat diartikan sebagai pendorong perilaku seseorang. berkaitan dengan kebutuhan dan tujuan. adanya resiko yang cukup besar, banyaknya waktu dan energy yang dibutuhkan tidak menurunkan semangat munculnya wirausaha-wirausaha baru. seorang wirausaha termotivasi untuk melakukan kegiatan usaha dengan alasan diataranya independensi, pengembangan diri, alternative unggul terhadap pekerjaan yang tidak memuaskan, penghasilan, dan keamanan. berbagai macam teori motivasi yang mampu menjelaskan motivasi orang jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 114 melakukan kegiatan usaha sebagai seorang wirausaha: a. motif berprestasi kewirausahaan (kristanto, 2009:14) b. motif kebutuhan maslow (kristanto,2009:14) teori kebutuhan 1) physiological need 2) security need 3) social need 4) esteem need 5) self actualization need 5. fungsi kewirausahaan mandiri kewirausahaan berhubungan usaha manusia meningkatkan nilai kehidupan, menciptakan sesuatu yang baru, berbeda dan peningkatan kehidupan masyarakat. kewirausahaan memiliki arti penting bagi individu (mikro) dan kehidupan masyarakat. secara mikro fungsi kewirausahaan dapat berfungsi sebagai planner dan innovator. planner atau perencanaan yang baik adalah akumulasi dari pengalaman dan pendidikan wirausaha selama menjalankan kegiatan usaha yang selalu berubah.. fungsi innovator atau keinovasian adalah kemampuan wirausaha untuk melakukan perubahan terus menurus terhadap aktivitas bisnis sesuai kemajuan dan perkembangan jaman. sifat inovasi muncul berdasrkan pengalaman selama beberapa waktu dari kemampuan wirausaha melihat, mendengar, bertanya dan melakukan perubahan kehidupan bisnis. fungsi secara mikro berhubungan dengan peran kewirausahaan dalam meningkatkan nilai kehidupan atau kemakmuran masyarakat, penggerak, pengendali, dan pemakai perkembangan ekonomi suatu bangsa. bahkan pemerintah melalui peraturan, kebijakan berusaha untuk meningkatkan kewirausahaan untuk mempercepat kemakmuran bangsa.program pemberdayaan kewirausahaan telah dicanangkan sejak 1995 melalui impres no. 4 yang pelaksanaannya dilakukan bersama-sama dengan instansi terkait. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 115 metode penelitian penelitian ini menggunakan metode penelitian kualitatif yang sering dirtikan sebagai penelitian yang tidak mengadakan perhitungan. dalam penelitian ini variabel yang diteliti yaitu, "dampak program pelatihan kewirausahaan mandiri terhadap usaha home industri makanan ringan di desa margaluyu kecamatan cikoneng kabupaten ciamis." teknik penelitian yang dipergunakan dalam penelitian ini adalah: observasi, wawancara, studi dokumentasi, studi literatur. populasi dalam penelitian ini adalah 20 orang responden yang meliputi 2 orang supervisor program pelatihan, 2 orang penyelenggara pelatihan kewirausahaan, 16 orang peserta pelatihan pembahasan a. pembahasan dan temuan hasil penelitian 1. proses pelatihan kewirausahaan mandiri dalam meningkatkan usaha home industri makanan ringan di desa margaluyu kecamatan cikoneng kabupaten ciamis. pelaksanaan pelatihan merupakan suatu langkah yang sangat penting dilakukan untuk melakukan suatu kegiatan dengan melalui perencanaan yang berorientasi pada perubahan dari keadaan masa sekarang pada suatu keadaaan yang diinginkan di masa yang akan datang sebagaimana dirumuskan dalam tujuan yang ingin dicapai. perencanaan adalah proses yang sistematis dalam pengambilan keputusan tentang tindakan yang akan dilkukan pada waktu yang akan datang. menurut waterson (1965) dalam sudjana (2000) mengatakan bahwa perencanaan adalah usaha sadar, terorganisasi dan terus menerus dilakukan untuk memilih alternatif yang terbaik dari sejumlah alternatif tindakan guna mencapai tujuan (sudjana, 2000: 61). oleh sebab itu perencanaan perlu melibatkan perkiraanperkiraan tentang semua kegiatan yang akan dilakukan. perkiraan-perkiraan itu meliputi kebutuhan, kemungkinan-kemungkinan keberhasilan, sumber-sumber yang digunakan, faktor-faktor pendukung dan penghambat, serta kemungkinan resiko dari suatu tindakan yang akan dilaksanakan. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 116 dilihat dari prinsip-prinsip perencanaan program pendidikan luar sekolah (pls) dalam sudjana (2000), maka terdapat empat prinsip yang dapat dihubungkan dengan perencanaan dalam penyelenggraan pelatihan kewirausahaan sebagai bagian dari penyelenggaraan satuan pls, yaitu : pertama, perencanaan disusun berdasarkan kebijakan dan kebutuhan apa dan atau siapa yang ingin dipenuhi telah merencanakan program pelatihan kewirausahaan yang dibuka untuk umum khususnya bagi peserta pelatihan yang berminat untuk menjadi wirausaha. kedua, konsisten, artinya pelatihan kewirusahaan yang telah direncanakan tidak berlangsung begitu saja akan tetapi ada tindak lanjut setelah mengikuti pelatihan kewirausahaan ini. ketiga, berdaya guna dan berhasil guna, ini berarti bahwa program pelatihan kewirausahaan yang direncanakan harus berorientasi pada pemanfaatan sumber daya yang ada secara cermat dengan hasil yang optimal. keempat, menyeluruh, intinya bahawa adalam perencanaan program pelatihan kewirausahaan perlu mempertimbangkan faktorfaktor yang dapat mempengaruhi pelaksanaan program seperti masukan, proses, keluaran, dan dampak program pelatihan kewirausahaan itu sendiri. beberapa tahap perencaan yang dilakukan dalam kegiatan, yaitu: a. tahap identifikasi kebutuhan pelatihan kewirausahaan pelatihan adalah proses kegiatan pembelajaran antara pengalaman untuk mengembangkan pola perilaku seseorang dalam bidang pengetahuan, keterampilan, atau sikap untuk mencapai standar yang diharapkan (robinson, dalam atmodiwirio, 2002:37). oleh sebab itu untuk mencapai suatu standar yang diharapkan oleh peserta pelatihan, maka sebelum kegiatan dilaksanakan perlu dilakukan tahap identifikasi kebutuhan pelatihan, sumber belajar dan kemungkinan hambatan yang akan dihadapi, baik dalam pelaksanaan kegiatan pelatihan maupun dalam mengembangkan hasil pelatihan yang diperoleh. identifikasi kebutuhan pelatihan merupakan hal yang sangat penting karena suatu kegiatan pelatihan akan sangat bermanfaat bagi peserta bila yang diikutinya itu dapat memenuhi kebutuhan yang dirasakannya. setelah mengetahui kebutuhan belajar, maka selanjutnya adalah mengidentifikasi sumber belajar yang tepat sesuai dengan kegiatan pelatihan yang akan dilaksanakan. sumber belajar yang jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 117 diidentifikasi tersebut dapat berupa manusia atau dapat pula berpa non manusia. di samping mengidentifikasi kebutuhan dan sumber belajar yang mungkin dapat dimanfaatkan, maka perlu diidentifikasi kemungkinan hambatan yang akan dihadapi atau dijumpai baik dalam melaksanakan kegiatan pelatihan maupun dalam mengembangkan hasil pelatihan. b. tujuan pelatihan kewirausahaan tujuan merupakan hasil akhir yang dinginkan dari suatu tindakan yang telah direncanakan. keberhasilan mencapai tujuan program pelatihan yang telah dirumuskan merupakan salah satu indikator terhadap keberhasilan penyelenggaraan suatu pelatihan. sehingga semakin tinggi pencapaian tujuan pelatihan, maka semakin besar nilai efektifitasnya. marzuki (1992) dalam dewi ratih (2008) mengemukakan beberapa langkah yang harus dilakukan sebelum pelatihan dilaksanakan yaitu, : a. langkah pertama : menetapkan tujuan perubahan yang diinginkan pada peserta pelatihan, membuat rincian perencanaan operasional dan pelaksanaan pelatihan tersebut. b. langkah kedua : menetapkan bagian yang dalam hal tersebut training akan berperan dalam mengadakan perubahan.. c. langkah ketiga : adalah mempertimbangkan masalah kualitas dan kuantitas atau level daripada personel yang akan dilatih dan waktu yang tepat untuk latihan. tujuan juga merupakan pedoman dan prosedur dalam upaya mencapai apa yang diharapkan dari program pelatihan yang akan dilaksanakan. begitupun tujuan pelatihan harus mencapai perubahan pada diri peserta pelatihan, yaitu kognitif, afektif dan psikomotorik. sehubungan dengan ini, tujuan utama dari pelatihan ini adalah untuk mengupayakan perubahan taraf hidup masyarakat khususnya masyarakat yang pengangguran serta untuk memberdayakan di bidang manajemen usahanya. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 118 c. materi pelatihan kewirausahaan kurikulum merupakan perencanaan belajar yang akan direncanakan. menurut hamalik untuk merancanag suatu kurikulum harus dimulai dari identifikasi tugas-tugas yang menjadi tuntutan suatu pekerjaan dari peserta pelatihan ketika lulus dari pelatihan yang dilaluinya. tugas-tugas yang telah dijabarkan secara dimensional dijabarkan menjadi seperangkat tugas yang lebuh rinci (tugas-tugas yang dikerjakan oleh lulusan secara rinci setelah kembali ke lapangan atau profesinya). selanjutnya ditetapkanlah kemampuan setiap tugas atau profesi menuntut kemampuan tertentu. setiap tugas tersebut hendakanya didasarkan pada kriteria kognitif, efektif dan performance, serta produktifitas dan exploritas, artinya tugas-tugas tersebut harus relevan dengan tuntutan profesi sebagai seorang wirausaha. berdasarkan hasil observasi dan wawancara tersebut dapat dirancang kurikulum pelatihan kewirausahaan yang terdiri dari 5 hari pertemuan yang terbagi dalam dua kegiatan yaitu kegiatan indoor dan outdoor dan dilaksanakan secara formal dan sesuai dengan tujuan dari pelatihan kewirausahaan ini. materi yang ada disusun secara berurutan terdiri dari materi dasar, materi pendukung, praktek, aplikasi serta kegitan outdoor lainnya, materi tersebut diantaranya: 1) pengembangan diri (dalam materi ini peserta diajak untuk melalukan proses pendobrakan diri mengenal fitrahnya masing-masing). 2) membangun mental wirausaha (peserta diajak untuk merefleksikan perjalanan sejarah bangsa indonesia, sekaligus kelebihan dan kelemahan yang dimiliki oleh bangsa dan rakyatnya). 3) pemasaran dan teknik pemasaran (peserta diajak untuk memahami tentang marketing). 4) pemasaran (peserta ditugaskan untuk melakukan praktek teknik pemasaran berupa menjual salah satu produk air mineral kemasan botol dalam jangka waktu tertentu dengan target dapat terus meningkatkan pendapatan). berdasarkan hasil wawancara dan observasi bahwa langkah-langkah pengembangan kurikulum seperti diatas telah dilakukan pada penyusunan kurikulum pelatihan kewirausahaan ini sehingga menghasilkan jenis materi jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 119 pelatihan yang akan diberikan hanya saja materi belum disusun dalam bentuk gbpp, modul yang jelas, hanya berupa hand-out saja atau dalam bentuk jadwal saja. d. kriteria instruktur/ pelatih dalam pelatihan kewirausahaan dalam kriteria instruktur/fasilitator tidak ada pengkualifikasian khusus bagi fasilitator atau instruktur, namun dalam hal ini memilih instruktur yang sesuai atau berhubungan erat dengan kompetensi yang diinginkan untuk mengajar pada pelatihan kewirausahaan. berdasarkan wawancara dengan peserta pelatihan, bahwa: menurut p1 : instruktur pada pelaksanaan pelatihan kewirausahaan ini bagus dalam penyampaian materinya, mereka kelihatan sangat menguasai materi sehingga mampu menanggapi permasalahan-permasalahan yang ditanyakan oleh peserta dan dapat membentuk karakter manusia tangguh. dalam hal ini sumber belajar perlu dipilih yang kredibel dan berpengalaman. sebaiknya merupakan perpaduan dan sinergi antara teoritis dan praktik kewirausahaan secara proposional. perancang kurikulum lembaga pelatihan perlu selektif dalam memilih narasumber, tidak saja yang profesional namun juga perlu mempertimbangkan komitmennya terhadap misi pendidikan dan pelatihan. untuk itu diharapakan bahwa para instruktur sebagai salah satu komponen pelaksana kurikulum memiliki beberapa kemampuan seperti : 1) kemampuan meningkatkan kompetensi pribadi 2) kompetensi profesional yang menyangkut kemampuan mengatasi landasanlandasan pendidikan dan pelatihan, kemampuan menguasai bahan pengajaran, kemampuan merencanakan pengajaran, kemampuan melaksanakana proses belajar menagajar, kemamapuan melaksanakan evaluasi dan 3) kompetensi sosial. e. penentuan metode pembelajaran metode merupakan cara yang digunakan untuk menyampaikan materi dengan tujuan yaitu tercapainya suatu tujuan pelatihan. dengan menggunakan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 120 metode yang sesuai dengan karakteristik materi yang disampaikan dan tujuan yang hendak dicapai diharapkan tujuan pembelajaran dapat tercapai. dari data yang diperoleh, metode pembelajaran yang digunakan dalam pelatihan kewirausahaan adalah dengan menggabungkan beberapa metode yaitu, ceramah, curah pendapat, tanya jawab, diskusi, penugasan dan pratek. penggunaan metode pelatihan lebih dari satu yang direncanakan dalam pelatihan kewirausahaan ini, memiliki berbagai keuntungan, karena kelemahan dari satu metode dapat diperbaiki dengan metode lain. menurut sudjana (2000), untuk pembelajaran yang lebih menekankan pada aspek afektif atau pembentukan sikap dapat dibentuk melalui 5 tahapan, yaitu : 1) penerimaan stimulus. kehadiran stimulus itu disadari oleh peserta didik yang kemudian timbul keinginan peserta didik untuk menerimanya. selanjutnya peserta didik memusatkan perhatian pada stimulus tersebut. 2) merespon stimulus. respon ini dilakukan setelah peserta memandang perlu untuk melakukan respon. artinya ia berkeinginan untuk merespon dan dengan melakukan respon akan diperoleh kepuasan dan atau kesenangan. 3) peserta didik memperoleh nilai (values) dari respon yang telah ia lakukan. nilai diperoleh setelah peserta pelatihan memilih nilai dan merasa keterlibatan dirinya dalam nilai tersebut. 4) mengorganisir nilai dalam dirinya setelah terlebih dahulu peserta didik memahami konsep nilai tersebut. 5) penampilan ciri yang tetap pada dirinya setelah peserta didik memiliki konsep nilai itu. peserta didik menggunakan nilai dalam setiap menghadapi stimulus yang serupa dalam kehidupannya. dengan demikian pelatihan kewirausahaan yang dilaksanakan bertujuan adalah untuk mengupayakan perubahan taraf hidup masyarakat khususnya masyarakat yang pengangguran serta untuk memberdayakan para pengusaha kecil menengah di bidangpengelolaan anekamakanan ringan dalamkegiatan usahanya. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 121 f. fasilitas pelatihan kewirausahaan berdasarkan hasil observasi, ditemukan bahwa sarana dan prasarana pelatihan cukup terpenuhi namun belum sesempurna yang diinginkan. dari hasil wawancara dengan p1 mengatakan bahwa “tempat dan lingkungan belajar sudah sangat kondusif”. tempat dan lingkungan belajar yang kondusif turut memberikan kontribusi dalam membantu proses belajar berlangsung. tempat belajar yang dipilih perlu mempertimbangkan segi-segi keamanan, kesehatan, kenyamana, dan fungsionalitas yang membantu menciptakan suasana yang kondusif untuk belajar. tempat belajar yang dipilih perlu didukung sarana-sarana yang dibutuhkan. alat dan media perlu disediakan secara memadai, alat media itu juga harus diusahakan yang bersifat atau membawa peserta pada pengalaman belajar yang paling kongkrit. 2. dampak program pelatihan kewirausahaan mandiri dampak dari pelaksanaan pelatihan merupakan proses belajar mengajar untuk mencapai tujuan dan sasaran pelatihan. oleh karena itu pada proses pelaksanaan dibahas segala sesuatu yang berhubungan dengan proses belajar mengajar, diantaranya tentang teori belajar serta metode-metode yang digunakan dalam proses belajar mengajar. konsep pembelajaran yang digunakan dalam pelatihan cenderung pada pendekatan pembelajaran andragogi. untuk mendukung serta kelancaran pelatihan yang tepat, fasilitator yang menguasai materi dan metode pelatihan. hasil observasi peneliti dan menurut pendapat peserta pelatihan bahwa ruang belajar dalam pelaksanaan pelatihan sudah memadai untuk digunakan sebagai tempat pelatihan, karena hampir tidak terdengar suara atau kebisingan apapun dari luar. dari hasil wawancara dengan penyelenggara bahwa fasilitator dalam pelatihan kewirausahaaan ini merupakan fasilitator yang mampu menjelaskan dan paham mengenai asapek-aspek dalam kewirausahaan terutama dalam memotivasi semangat peserta dan dalam manajemen usahanya, namun dalam hal ini tidak semua fasilitator yang mampu atau profesional dalam hal ilmu kewirausahaan, jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 122 tetapi dalam penggunaan metode pembelajaran fasilitator sudah tepat dalam penggunaanya.metode yang digunakan disesuaikan dengan materi yang diajarkan. begitupun dalam hasil evaluasi sebagai bahan acuan dalam menilai tigkat dan dampak keberhasilan yang telah dicapai sebagai hasil daripelatihan. manfaat/ tujuan evaluasi pelatihan yaitu (1) untuk mengetahui sampai sejauhmana pelatihan telah mencapai tujuannya dan (2) untuk memperoleh informasi bagi umpan balik penyempurnaan program. sehubungan dengan pelatihan, evaluasi program pelatihan adalah kegiatan mengumpulkan data tentang penyelenggraan pelatihan untuk diolah dan dianalisi guna dijadikan masukan dalam pengambilan keputusan untuk pelaksanaan kegiatan di masa mendatang (djudju sudjana, 2000). sebagaimana hasil wawancara dengan penyelenggara pelatihan dan pesera pelatihan bahwa pelatihan kewirausahaan ini tidak dapat diukur 100% keberhasilannya secara statistik, namun keberhasilan pelatihan kewirausahaan ini dapat dikatakan berhasil apabila tujuan yang telah direncanakan sesuai dengan targetnya atau mencapai sasarannya serta dilihat dari keberhasilan peserta pelatihan setelah mengikuti pelatihan kewirausahaan baik dalam pengembangan usahanya maupun dalam memenej usaha yang digarapnya. berdasarkan hasil wawancara mengenai evaluasi pelatihan kewirausahaan bahwa setiap materi yang diajarkannya pada akhir pembelajaran selalu dilakukan evaluasi ulang atas materi-materi yang telah diajarkan guna untuk mengingat kembali ilmu-ilmu yang didapatnya. selain evaluasi terhadap materi pembelajaran yang dilakukan oleh peserta pelatihan, dilakukan pula evaluasi terhadap kegiatan pelatihan kewirusahaannya, hal ini untuk membantu penyelnggara dalam meninjau kembali kekurangan maupun kelebihan dari pelatihan kewirausahaan ini dan untuk dijadikan sebagai tolak ukur dalam pelatihan kewirausahaan selanjutnya..juga dilakukan pelaporan dan tindak lanjut setelah pelaksanaan pelatihan kewirausahaan selesai, pihak penyelenggara pelatihan tidak lepas begitu saja, kedua pihak tersebut melakukan survey pada tempat peserta pelatihan tinggal dan melakukan penilaian atau pemantauan apakah peserta tersebut melaksanakan usahanya sesuai dengan ilmu yang di dapat dari hasil jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 123 pelatihan kewirausahaan. dari hasil wawancara dengan penyelenggara bahwa hanya sebagaian kecil saja peserta yang mampu membuka usahanya sendiri dengan melakukan pengelolaan atau manajemen secara individu dengan melibatkan pihak terkait sebagai pembantu modal awalnya. berdasarkan hasil wawancara dengan empat orang peserta pelatihan (p1, p2, p3, p4,p5 dan p6) mengenai tindak lanjut setelah mengikuti pelatihan kewirausahaan didapat bahwa dari empat orang peserta yang diwawancarai mengenai pelatihan ini hanya 4 orang yang usahanya berkembang dan berjalan dengan baik, sedangkan dua orang lainnya usaha yang dimilikinya tidak begitu berkembang hal ini menurut p2 dikarenakan ”ketidakmahiran saya sebagai pemilik usaha menghadapi persaingan dunia usaha yang semakin hari semakin ketat”. pelatihan kewirausahaan ini tidak dapat diukur 100 % secara statistik, namun untuk membatu mendapatkan informasi tentang evaluasi ini dapat mengetahui apakah peserta pelatihan telah menjadi pengusaha. akan tetapi sangat disadari bahwa dalam perkembangan sekarang, penilaian seperti itu tidak cukup, sebab seseorang menjadi pengusaha kemungkinan karena ikut-ikutan. hal ini yang dapat dilakukan adalah dengan mengamati keberanian peserta untuk membuka usaha, mau dan mampu memulai sesuatu, mau dan berani berhubungan dengan orang lain secara profesional, dan keberanian mereka berbicara di depan publik. mental-mental inilah yang memberikan indikasi bahwa pelatihan yang dilakukan dikategorikan berhasil, namun jika dilihat dari evaluasi produk dari hasil pelatihan kewirausahaan ini dapat dikatakan berhasil hal ini dikarenakan hanya sebagian kecil dari peserta pelatihan yang kurang mengembangkan usahanya dengan melakukan manajemen atau pengelolaan yang baik pula. dengan demikian, tolak ukur dampak keberhasilan pelaksanaan pelatihan ini adalah jika terjadi perubahan paradigma berpikir dan bertindak ke arah karakter kewirausahaan mandiri pada diri alumni peserta pelatihan akan lebih produktif kreatif, dan inovatif dalam meningkatkan kesehjahteraan hidupnya kearah yang lebih maju perekonomian masyarakat dapat meningkat. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 124 kesimpulan adapun simpulan hasil penelitian ini sebagai berikut : 1. program pelatihan yang diselenggarakan bagi pelatihan kewirausahaan mandiri di desa margaluyu kecamatan cikoneng kabupaten ciamis.dapat meningkatkan usaha para pengusaha home industri hal ini dikarenakan melalui pelatihan tersebut para pengusaha memperoleh pengetahuan dan pemahaman dalam berusaha. 2. dampak pelatihan kewirausahaan mandiri terhadap usaha home industri makanan ringan di desa margaluyu kecamatan cikoneng kabupaten ciamis hal ini dibuktikan dengan meningkatnya pendapatan usaha home industri karena selain adanya pemahaman usaha juga dengan adanya pelatihan dapat membuka peluang dalam memasarkan produknya karena antar pengusaha saling memberikan informasi.dan bekerjasama saling menguntungkan. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 125 daftar pustaka alma, b. (2008). kewirausahaan. bandung: alfabeta. anjar. 2006, motivasi peserta dalam mengikuti pelatihan entrepreneurship. success university di maddsa communication consultant bandung. skripsi jurusan pls upi : tidak diterbitkan. artasasmita, roni, 1985, pedoman merancang sistem kursus dan latihan. bandung: jurusan pendidikan luar sekolah ikip upi atmodiwirio, s. (2002). manajemen pelatihan. jakarta: ardadizya jaya. kristanto, r. h. (2009). kewirausahaan (entrepreneurship) pendekatan manajemen dan praktik. yogyakarta: graha ilmu. kamil, m. 2009. pendidikan nonformal: pengembangan melalui pusat kegiatan belajar masyarakat (pkbm) di indonesia (sebuah pembelajaran dari kominkan jepang ). bandung: alfabeta. longenecker, j. dkk. (2001). kewirausahaan manajemen usaha kecil menengah. jakarta: salemba empat. sudjana, d. (2000).manajemen program pendidikan untuk pendidikan luar sekolah. bandung: falah production. sudjana, djudju. (2004). pendidikan nonformal wawasan sejarah perkembangan filsafat teori pendukung asas. bandung: falah production . sudjana, djuju. (2006). evaluasi program pendidikan luar sekolah. bandung: pt. remaja rosdakarya sudjana, djudju. (2004). manajemen program pendidikan untuk pendidikan nonformal dan pengembangan sumber daya manusia. bandung: falah production sudjana, djudju. (2007). sistem dan management pelatihan teori dan aplikasi. bandung: falah production sudjana, nana. (1995). penilaian hasil proses belajar. bandung: pt. remaja rosdakarya suryana. (2003). kewirausahaan. jakarta: salemba empat. jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 1 the effect of homescooling on cognitive development and learning motivation participants (case study in one family applying homescooling) dewi safitri elshapikip siliwanginouradewi14@yahoo.com abstractthe family is the first and primary school to provide education to their children.students who are highly motivated in learning will likely gain high learningresults as well, meaning that the higher the motivation, the more intensity ofeffort and effort made, the higher the learning achievement it earns. one methodthat can be applied by parents is the method of homeschooling. parents andtutors who provide education to learners. homeschooling education is moreflexible and time-bound as in formal schools. the purpose of this study is toexamine the effect of homeschooling on cognitive development and learningmotivation and to know the learning outcomes obtained by children throughhomeschooling program. this research is a qualitative research case study. onefamily research informant, with parents primary informant, and child supportinginformant, and teacher. this research instrument includes test (descriptionproblem) and non test (attitude scale). data were obtained through interviewsand participant observation of the family. the data is then processed usingtheme analysis. the results that can be obtained from this research is studentachievement increased and good learning motivation. homeschooling positivelyaffects both academic and non-academic abilities of children.keywords: homescooling, cognitive, learning motivation a. introductionformal and non formal education has the aim to educate the students. through thiseducation, children are equipped with knowledge to support their cognitive andaffective development. nonformal education programs are equally important to otherformal education programs. the reality shows that development policies and programsat the local, regional, and national levels have non-formal education policies andprograms or also known as off-school education related to other development sectors.as a basic approach in development, nonformal education has a function to develophuman resources that become the main actors in various development sectors (hidayat,2016, p 14).one of the non formal education is homescooling. non-formal education becomes one ofthe alternative education chosen by parents to meet the needs of their children. the factin the field that learning in school is considered not able to accommodate the needs thatare expected by the parents. limitations of time and material are crowded, lack ofability of students in the field of non-academic non-academic underpinning the parentsand learners to seek alternative education. because not every school has facilities todevelop it, as well as lack of religious development, some of the above problems ingeneral are enough to make parents seek alternative education (which is free from the jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 2 problem). therefore, the idea came from parents to send their children home (fitriana,2016, p 81).homeschooling becomes a parent's place of hope to improve the quality of education,increase the values of faith or religion and morals and get a fun learning environmentfor their children. homeschooling is an education or learning system that is held athome as an alternative school by placing children as subjects. the teacher or teacher ofthe homeschooling program is usually performed by a parent or other persondesignated as his teacher. on homeschooling, children and parents will determine thecontent of their subject matter. the timing of homeschooling itself tends to be flexible,in contrast to schools in general.the law on national education system (sisdiknas) no. 20 year 2003, mentions that inindonesia there are three education channels that are formal, nonformal and informal.based on the act, parents or family can provide education of children at home withinformal channels through homeschooling. legally home schooling activities areprotected by law. adilistiono (a'yun, prihartanti, and chusniatu, 2015, p.33) mentionsthat homeschooling is divided into three, namely: single homeschooling, homeschoolingcompound, and homeschooling community.homeschooling is home based education where the family is responsible for theeducation of their child. this is in line with sumardiono, (2006: 4) homeschooling is aneducational model in which a family chooses to take responsibility for their ownchildren's education by using their home as their educational base. homeschooling is ingreat demand by the public at this time. homeschooling is not a way to fight formalschooling, but homeschooling is an educational alternative that supports schoolprograms. something that can not be achieved in formal schooling, homeschoolingprovides the achievement of these needs. homeschooling has the same goal with aformal school that wants to deliver learners to achieve educational goals in terms ofcognitive, affective and psychomotor. the material presented during the learningprocess takes the learner to recognize the concept contextually so as to have a lot ofexperience through outing. in addition, the achievement of learners also increased asthe process of learning through homescooling. the tutor applies learning methods thatmean full meaning so that students feel comfortable and motivated to learn as well asimprove skills with educational games to improve skills through educational games.homeschooling has the same goal dnegan formal school that wants to deliver learnersachieve educational goals both in terms of cognitive, affective and psychomotor.yuliani (jawati, 2015, p.253) that cognitive ability is a process of thinking, ie the abilityof individuals to relate, assess and consider an event or event. the age of elementarystudents according to piaget (ruseffendi, 20016, p.) is 7-12 years. at this age the childalready began to know the operational pre where the learners start to recognizenumbers, number operations and at this level, the child has shown cognitive activity inthe face of various things outside of himself. thinking activity does not yet have anorganized system. the child is able to understand reality in the environment by usingsigns and symbols (ibda, 2015, p.33). cognitive students are expected to have the abilityto work on the subject matter through daily test. so that learners of homescooling havea good understanding and knowledge of the material. in addition, learners feel jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 3 motivated and attentive from tutors because homescooling students are not as much asformal school students. the progress of cognitive development referred to in this studyis that learners have a learning achievement in accordance with the success rate ofsomething in learning the subject matter expressed in the form of grades or reportcards of each field of study after experiencing the teaching and learning process.nasution (hamdu & agustina, 2011, p.92) that the perfection that a person achieves inthinking, feeling and doing, learning achievement is said to be perfect if it meets threeaspects namely: cognitive, affective and psychomotor, otherwise said achievement lesssatisfactory if someone has not been able to meet target in all three criteria.biggs and tefler (dimyati & mudjiono, 2006) revealed that students' learningmotivation may become weak. weak motivation or lack of motivation to learn willweaken the activity, so the quality of learning achievement will be low. therefore, thequality of student achievement needs to be strengthened continuously. with the aimthat students have a strong learning motivation, so that achievement can be achievedoptimal learning. student's motivation in every learning activity is very important toimprove student's learning achievement in certain subjects (nashar, 2004: 11).students who are highly motivated in learning are likely to get high learning results aswell, meaning that the higher the motivation, the more intensity of effort and effort, thehigher the learning achievement it gets (hamdu & agustina, 2011, p 93)motivation is an encouragement and directs attitudes and actions to perform an activity.in the motivation contained the desire to activate, move, channel and direct attitudesand behavior in individual learning. motivation that comes from the self (intrinstic), notfrom outside (ekstrinstic). therefore, teachers who are included in the category ofdrivers from outside the learners themselves are expected to provide motivation tolearn, especially in learners who are weak learners motivation.based on the above description, the motivation to learn is a desire or encouragement ina person either consciously or unconsciously to do something deed with a specificpurpose. there are also motivational gratings in this research are curiosity, needs,clarity of learning objectives, and rewards. b. research methodsthe research methodology used is a case study method to reveal facts that occur in thefield to be studied in depth, so that ultimately obtained the findings of data neededaccording to the goal. the reason for the use of qualitative research, because thisresearch seeks: (1) to provide an educational activity based on field data unearthed in aparticular area, but does not intend to prove the theory; (2) not seeking absolute truth,but relying only on the realities of the field according to a particular group andbackground view; (3) understanding the meaning of the implementation of a pattern ina group. research. data sources obtained using purposive sampling techniques, andwhich became the source of data is tutoring homeschooling, parents and students whofollow homeschooling (homeschooler). instruments in this study is a matter of pre andpost-test description and the scale of learning motivational attitudes. techniques anddata collection guidelines in this study using observation techniques, interviews, andtriangulation techniques.c. results and discussion jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 4 according to researchers' observations, at the beginning of the homescooling learningprocess, the participation of students to be actively involved is still not optimal.students seem enthusiastic about what is gained from various problems. students arenot reluctant and hesitant in performing activities that lead to thinking faced, studentsactively propose ideas or ideas in the process of building their own formulation of aseries of given cases. this is allegedly researchers because students already have a basicunderstanding of the subject matter, so students are enthusiastic about the concept andstudents become more motivated in the learning process.the process of learning homeschooling, the tutor starts an initial problem-basedleraning session with a presentation of problems that will be faced by students.students are stimulated to solve problems in the field. students organize what theyalready understand about the problem and try to identify related issues. studentsdiscuss by asking questions about things they do not understand. tutors assist studentsto focus on questions that are considered important. through this learning, students indamping while learning to understand the material delivered. student needs are met,reward or gift giving and students get attention is part of stimulating extrinsicmotivation.students who became the subject of research at the beginning of learning followed arestill low learning achievement. this can be seen from doing the basic question given tothe student. understanding of the subject matter was not maximized andcommunication in conveying ideas or opinions is still low. after a few months followingthe homescooling program looks different before and after the program. students areable to understand the lessons conveyed by the tutor.assessment of learning conducted by tutors in homeschooling done on two things,namely assessment of the process of teaching and learning activities and assessment ofthe development of learners. assessment of teaching and learning activities throughdirect checks that are reported at the end of each learning activity by reporting them infield notes and assessment rubrics. assessment is also undertaken from projectactivities in the class and from evaluation of uts and uas. to see students' learningmotivation through homeschooling using a likert scale questionnaire. the results ofstudents' cognitive development through homeschooling are the following: table 1. average results of student achievement in homeschooling stages average student achievement results pretest posttest information cognitive tests (exam questions, lesson materials include ipa, bahasa indonesia dan matematika) 30,50 66,00 there'simprovement students who follow this homeschooling program are students who have dropped outof school or resigned from formal school. from the results of the table above shows thathomeschooling students before joining the program, homeschooling scores of 30.50 jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 5 average value of the subjects tested. after attending homeschooling students experiencean increase in learning achievement of the test ahsil tested. this shows thathomeschooling has an influential role on student achievement. the results of theseachievements are shown in the following circle graph: picture 1. student achievement result of homeschooling studentsin addition, students' motivation to learn through homeschooling shows that in generalthe learning motivation is good. the analysis also shows that the influence of learningmotivation great influence on student achievement. so as revealed by keller (nashar,2004: 77) that learning achievement can be seen from the change of personal inputresults in the form of motivation and hope to succeed. increased student learningoutcomes are influenced by many factors one of which is the motivation to learn. theresults of hamdu and agustina (2011) that the students have a strong learningmotivation, so that the achievement of learning that can be achieved optimally. inaddition, purwasih (2016, p. 190) that the motivation to learn to support a person tomove on activities that have been scheduled so that affects the independence. theresults of this study also informs that there is influence of homeschooling on cognitivedevelopment and student learning motivation. this means that if students havemotivation in learning, then the learning achievement will be good (high). conversely, ifstudents have bad habits in learning, then the learning achievement will be bad (low).learning through homeschooling gives students the opportunity to have a good attitudeand commitment to shared values and morals. however, the development of learnersshould prioritize parents participation in developing education system that betterunderstand the character of early child, so that the quality of education in the family canalso be developed and improved in accordance with prevailing social system and norms(akhyadi and mulyono, 2018). d. conclusionbased on the research results can be summarized as follows:1. cognitive development increases with homeschooling learning through increasedstudent achievement.2. learning homeschooling affects the motivation of student learning3. student motivation through better homeschooling learning. jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 6 4. students who are highly motivated in learning to obtain high learning results aswell, meaning that the higher the motivation, the more intensity of effort and effortmade, the higher the learning achievement bibliographya’yun1, q., prihartanti. , n & chusniatu. (216). peran orangtua dalam pendidikan anakusia dini (studi kasus pada keluarga muslim pelaksana homeschooling), jurnal indigenous, 13(2), 33-40.akhyadi, a.s. dan mulyono, d. 2018. program parenting dalam meningkatkan kualitaspendidikan keluarga. jurnal abdimas siliwangi, volume 1 (1), hal. 1-8.dimyati dan mudjiono. (2006). belajar dan pembelajran. jakarta: pt rajagrafindopersada.fitriana, a. (2016). efektivitas pelaksanaan pendidikan homeschooling sebagaipendidikan alternatif dalam mengembangkan potensi anak dihomeschooling kak seto jakarta selatan. jurnal eksistensi pendidikan luar sekolah (e-plus), 1(1), 79-95.hamdu, g., & agustina, l. (2011). pengaruh motivasi belajar siswa terhadap pestasibelajar ipa di sekolah dasar. jurnal penelitian pendidikan, 12 (1), 90-96.hidayat, d. (2016). strategi pembelajaran partisipatif dalam meningkatkan hasilprogram pendidikan nonformal di kabupaten karawang. journal of nonformal education, 2(1), 13-20.jawati, r . (2013). peningkatan kemampuan kognitif anak melalui permainan ludogeometri di paud habibul ummi ii . spektrum pls, 1(1), 250-263.ibda, f. (2015). perkembangan kognitif: teori jean piaget. jurnal intelektualita, (1), 27-38.sumardiono. 2014. apa itu homeschooling. jakarta : pandamedianashar. (2004). peranan motivasi dan kemampuan awal dalam kegiatan pembelajaran.jakarta: delia press.purwasih, r. (2016). peningkatan kemandirian belajar mahasiswa melaluipembelajaran personalized system of instructions. seminar nasional matematikadan pendidikan matematika stkip siliwangi, 4 (1), 180-196. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 56 upaya mengentaskan pengangguran terdidik melalui rintisan desa vokasi berbasis unggulan daerah di kecamatan ciwidey kabupaten bandung djony setiawan stkip siliwangi bandung abstrak pengangguran merupakan masalah yang perlu mendapatkan perhatian dari berbagai pihak, karena permasalahan ini sudah menjadi permasalahan nasional bahkan sudah merambah ke luar negeri (asean). pengangguran berdampak pada kestabilan sosial, politik dan ekonomi. hingga bulan agustus 2012 bps mencatatat penganguran terbuka diseluruh propinsi indonesia sebesar 7.244.956 orang dari total angkatan kerja sekitar 120,26 juta orang. tingkat pengangguran terdidik dikabupaten bandung mencapai angka 173.575 dari total penduduk 3.351.048 orang. dengan latar belakang pendidikan 27,09 % berpendidikan sd kebawah, 22,62% berpendidikan sltp, 25,29% berpendidikan sma, 15,3% berpendidikan smk dan 9,63% berpendidikan diploma sampai sarnjana.dan pengangguran di kecamatan ciwidey berdasarkan monografi 2013 sejumlah 11.235, disisi lain kecamatan ciwidey kabupaten bandung khususnya merupakan daerah agraris yang kaya akan sumberdaya alam (sda) yang belum dimanfaatkan sepenuhnya untuk membantu masyarakatnya dalam menyediakan lapangan kerja disektor formal maupun non formal, hal ini disebabkan oleh kurangnya keahlian/ kecakapan khusus yang dimiliki oleh masyarakat dan minimnya lembaga penyelenggara pelatihan-pelatihan di kecamatan ciwidey. penelitian ini bertujuan untuk mencari solusi dalam mengentaskan pengangguran terdidik melalui rintisan desa vokasi berbasis unggulan daerah. analisa yang dilakukan mencakup : (1) kebutuhan masyrakat akan pelatihan (2) menganalisis komoditas unggulan daerah (3) menganalisis kelayakan rintisan desa vokasi. metodologi yang digunakan dalam penelitian adalah metode deskriptif, penelitian dilaksanakan di kecamatan/ desa ciwidey, pemilihan lokasi penelitian ditentukan dengan metode purposive. sampelnya adalah masyarakat penganganguran terdidik, variabel yang diukur adalah pentingnya kebutuhan pelatihan dan potensi jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 57 unggulan daerah dan kelayakan untuk rintisan desa vokasi. metode yang dipakai adalah analisa lq (location quotient), swot analisis dan statistik. hasil analisis menunjukan bahwa : (1) 65% masyarakat kecamatan ciwidey membutuhkan pelatihan yang menunjang untuk mendapatkan pekerjaan dan peluang untuk berwirausaha (2) kecamatan ciwidey memiliki komoditas unggulan yang dapat dijadikan dasar untuk membuka lapangan kerja dan peluang untuk berwirausaha, (3) berdasarkan swot analisis terhadap unggulan daerah, sarana dan prasarana penunjang yang ada, rintisan desa vokasi berbasis unggulan daerah di kecamatan ciwidey sangat layak. kata kunci : pengangguran terdidik, rintisan desa vokasi dan unggulan daerah a. pendahuluan pengangguran dan kemiskinan hingga kini masih merupakan masalah besar bangsa indonesia yang belum bisa terpecahkan. hingga bulan agustus 2012, bps mencatatat penganguran terbuka diseluruh propinsi indonesia sebesar 7.244.956 orang dari total angkatan kerja sekitar 120,26 juta orang. menurut asisten deputi bidang kepeloporan pemuda kementerian pemuda dan olah raga, muh. abud musa'ad, mengatakan bahwa “angka pengangguran pemuda terdidik mencapai 41,81 persen dari total angka pengangguran nasional. jumlah pengangguran terdidik terbanyak adalah lulusan perguruan tinggi, yaitu 12,78 persen. posisi berikutnya disusul lulusan sma (11,9 persen), smk (11,87persen), smp (7,45 persen) dan sd (3,81 persen).” http://www.republika.co.id/berita/ terkait dengan pengangguran terdidik di kabupaten bandung, data bps tahun 2013 menujukan data pengangguran di kabupaten bandung tercatat sejumlah123.45 dari total penduduk 3.351.048 orang. jika dilihat dari latar belakang pendidikan para penganggur tersebut, 27,09 % berpendidikan sd kebawah, 22,62% berpendidikan sltp, 25,29% berpendidikan sma, 15,3% berpendidikan smk dan 9,63% berpendidikan diploma sampai sarnjana. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 58 pengangguran akan menimbulkan berbagai permasalahan terlebih pengangguran itu adalah orang-orang terdidik yang dapat memberikan pengaruh terhadap pemerintahan maupun masyarakat antara lain : 1. meningkatkan angka kemiskinan di kabupaten bandung. 2. meningkatnya biaya sosial yang harus dikeluarkan oleh pemerintah 3. pengangguran merupakan beban psikologis dan psikis. 4. pengangguran dapat menghilangkan keterampilan, karena tidak digunakan apabila tidak bekerja. 5. pengangguran akan menimbulkan ketidakstabilan sosial dan politik dan keamanan. 6. semakin besarnya angka pengangguran terdidik secara potensial dapat menyebabkan dampak yaitu: (1) timbulnya masalah sosial akibat pengangguran, (2) pemborosan sumber daya pendidikan, (3) menurunnya penghargaan dan kepercayaan masyarakat terhadap pendidikan. tujuan penelitian tujuan penelitian ini untuk mengevaluasi dan menganalisis rintisan desa vokasi berbasis keunggulan daerah sebagai upaya mengentaskan pengangguran terdidik di kabupaten bandung melalui pelatihan vokasi/ keterampilan. b. kajian teori mengacu pada uud.1945 pasal 27 ayat 2 dan uud no 20 tahun 2003 pasal 13, ayat (1) bahwa : setiap warga negara indonesia mempunyai hak atas pekerjaan dan penghidupan yang layak bagi kemanusiaan.jalur pendidikan terdiri atas pendidikan formal, non formal, dan informal yang dapat saling melengkapi dan memperkaya, pasal 15 jenis pendidikan mencakup pendidikan umum, kejuruan, akademik, profesi,vokasi, keagamaan dan khusus. pendidikan vokasional merupakan pendidikan untuk penguasaan pengetahuan dan ketrampilan yang mempunyai nilai ekonomis, sesuai dengan kebutuhan pasar dengan education labor coefficient. menurut direktur jenderal pendidikan anak usia dini. nonformal dan informal kementerian pendidikan dan kebudayaan : misi dan tujuan dari program desa vokasi adalah mengentaskan kemiskinan, menekan angka pengangguran dan tingkat urbanisasi dengan memberikan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 59 pendidikan keterampilan kepada masyarakat di suatu desa dengan memanfaatkan keunggulan komparatif dan keunggulan kompetitif dari sumber daya dan potensi suatu desa berbasis kearifan lokal. program ini adalah untuk memberikan bekal keterampilan kepada masyarakat desa untuk menciptakan wirausaha baru, menghasilkan produk barang dan/ atau jasa yang kreatif dan inovatif sehingga meningkatkan kualitas hidup masyarakat di wilayah tersebut dalam rangka mengurangi kemiskinan di indonesia. pendidikan/ pelatihan vokasi dapat membantu pengentasan pengangguran melalui training anak-anak muda dan orang dewasa dan men-training kembali untuk layanan keterampilan dan kompetensi teknis. (thompson, 1973, p .89-116). c. metode penelitian lokasi penelitian kabupaten bandung adalah sebuah kabupaten di propinsi jawa barat secara geografis letak kabupaten bandung berada pada 6°,41' sampai dengan 7°,19' lintang selatan dan antara 107°,22' sampai dengan 108°,5' bujur timur dengan luas wilayah keseluruhan sebesar 1.762,39 km2 dengan morfologi wilayah pegunungan, kabupaten bandung beriklim tropis dengan curah hujan rata-rata antara 1.500 mm sampai dengan 4.000 mm per tahun. suhu udara berkisar antara 12° c sampai 24° c dengan kelembaban antara 78 % pada musim hujan dan 70 % pada musim kemarau. populasi dan sampel pemilihan lokasi penelitian ditentukan dengan metode purposive.sampelnya adalah masyarakat penganganguran terdidik disamping itu beberapa potensi sumber daya alam (sda) yang belum dimanfaatkan berpotensi untuk dijadikan lahan usaha, metoda pengambilan sampel dengan metode random. pengumpulan data. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 60 sesuai dengan jenisnya, data terbagi dua, yaitu data primer dan data sekunder. untuk data primer dilakukan pengumpulan dengan langsung di lapangan dengan cara; 1. pengamatan langsung (observasi) di lapangan untuk mengetahui dengan jelas kondisi yang riil yang sedang terjadi yang berkaitan dengan permasalahan dalam penelitian ini, antara lain: a. angkatan kerja dan jumlah pengangguran terdidik di kecamatan/ desa ciwidey kabupaten bandung yang dijadikan objek penelitian. b. potensi/ sda maupun sdm yang menjadikan unggulan dikecamatan/ desa ciwidey. c. sarana dan prasarana pelaku ekonomi di kecamatan ciwidey. 2. teknik wawancara (interview); teknik ini dilakukan untuk mendapatkan masukan-masukan yangdiperlukan antara lain tentang: a. kebijakan pemerintah mengenai sektor unggulan kecamatan/ desa ciwidey dengan pejabat yang berkompeten di dinas perikanan, dinas pendidikan dan latihan, dinas perdagangan, pariwisata, perkebunan dan dinas perindustrian kecil dan menengah kabupaten bandung. b. kondisi penduduk, mata pencaharian dan potensi lokal secara mendalam di kecamatan ciwidey c. kondisi angkatan kerja dan jumlah pencari kerja dilakukan wawancara dengan pejabat disnaker kabupaten bandung. 3. teknik kuesioner, yaitu dengan menyebarkan beberapa pertanyaan terbuka dan atau tertutup untuk mendapatkan data yang diperlukan dengan lokasi kecamatan ciwidey. a. data responden; b. data tingkat kebutuhan pendidikan & latihan vokasional.; c. data pemahaman terhadap potensi lokal.; d. data minat masyarakat terhadap pendidikan dan pelatihan vokasionalberbasis unggulan daerah. untuk data skunder adalah data yang diperoleh melalui studi dokumentasi yang mencakup seluruh keperluan data yang diperlukan dengan sumber tertentu dinas, badan, dan kantor, serta lembaga terkait yang ada di kabupaten bandung dan khususnya di kecamatan ciwidey antara lain: jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 61 a. data statistik tenaga kerja, b. data komoditi unggulan kabupaten bandung, c. data sarana dan prasarana, d. data lain yang dibutuhkan. data-data hasil observasi langsung dilapangan maupun data yang didapat dari badan pusat statstik (bps), badan perencanaan pembangunan daerah (bappeda) dinas ketenagakerjaan (disnaker) kantor kecamatan ciwidey kabupaten bandung dan masukan dari tokoh masyarakat dievaluasi dan dikelompokan sesuai dengan kebutuhan dan peruntukannya, baik untuk data sekunder maupun data primer yang dibutuhkan dalam penelitian. untuk selanjutnya data-data tersebut di evaluasi dan dianalisis untuk dijadikan informasi dalam pengambilan keputusan untuk menentukan komoditas unggulan, jenis pelatihan vokasi, organisasi rintisan desa vokasi upaya mengentaskan pengangguran terdidik di kecamatan ciwidey kabupaten bandung. analisis data. 1. potensi / unggulan daerah metode yang dapat digunakan antara lain adalah: analisa lq (location quotient) adalah konsep basis ekonomi untuk mengetahui suatu sektor pembangunan ekonomi wilayah dan kegiatan basis, yang dapat melayani pasar daerah itu sendiri maupun pasar luar daerah (kadariah, 1985). metode location quotient (lq) tujuannya untuk mengetahui pembangunan sektor unggulan pada daerah yaitu dengan menggunakan variabel produk unggulan kabupaten bandung pada rintisan desa vokasi. hasil yang diharapkan dari hasil analisis pada sasaran potensi wilayah dan potensi lokal ini adalah untuk mendapatkan gambaran yang jelas tentang potensi lokal yang dapat dikembangkandan sebagai acuan perintisan desa vokasi. di dalam aplikasi lq menuju perolehan komoditas unggulan yang didasarkan pada aspek luas areal panen didefinisikan bahwa lq adalah rasio antara pangsa relatif {share) luas areal panen komoditas i pada tingkat wilayah terhadap total luas areal panen subsektor wilayah dengan pangsa relatif luas areal panen komoditas jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 62 i pada tingkat nasional terhadap total luas areal panen subsektor nasional. secara matematis formula lq dituliskan sebagai berikut: aplikasi metode location quotient pi = luas areal panen komoditas i pada tingkat kabupaten pt = total luas areal panen subsektor komoditas i pada tingkat kabupaten hasil perhitungan lq menghasilkan tiga (3) kriteria yaitu : a. lq > l;artinya komoditas itu menjadi basis atau menjadi sumber pertumbuhan. komoditas memiliki keunggulan komparatif, hasilnya tidak saja dapat memenuhi kebutuhan di wilayah bersangkutan akan tetapi juga dapat diekspor ke luar wilayah. b. lq = l ; komoditas itu tergolong non basis, tidak memiliki keunggulan komparatif. produksinya hanya cukup untuk memenuhi kebutuhan wilayah sendiri dan tidak mampu untuk diekspor. c. lq < l ; komoditas ini juga termasuk non basis. produksi 2. kebijakan pemerintah daerah pada sasaran yang kedua ini terdiri dari kebijakan pemerintah dalam bidang-bidang pelatihan vokasional berbasis unggulan daerah, teknik analisis yang digunakan adalah teknik analisis diskriptif. analisis dilakukan terhadap kebijakan pemerintah daerah kabupaten bandung pada pengentasan pengangguran terdidik, data jumlah pengangguran terdidik, data sarana dan prasarana yang sudah ada, pembiayaan pelatihan, pelatihan vokasi , kurikulum pelatihan, dan metode pelatihan.sedangkan untuk kebijakan pemerintah pada sektor perintisan desa vokasi, dan pengorganisasiannya akan dilakukan analisis diskriptif dengan menggunakan kebijakan-kebijakan pada sub sektor ini dengan dibantu dengan database rencana strategis (renstra, 2012) kabupaten bandung. 3. sumber daya manusia sumber daya manusia yang dimaksud pada sasaran ke tiga ini adalah pelaku/ peserta dan sekaligus pemanfaatan hasil pelatihan vokasi yang berkaitan dengan sektor unggulan yang merupakan basis unggulan kabupaten bandung. analisis diskriptif yang dilakukan berdasarkan data tentang pendidikan, usia dan jenis kelamin, hasil analisis ini akan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 63 memperlihatkan pengaruh pelatihan vokasi terhadap sdm dalam pengengentasan pengangguran di kabupaten bandung. 4. kebutuhan masyarakat terhadap pelatihanvokasi berbasis unggulan daerah untuk mengetahui kebutuhan masyarakat usia kerja di kecamatan ciwidey dilakukan analisis kuantitatif yaitu dengan menyebarkan beberapa pertanyaan dimana masing-masing pertanyaan diberikan skor. responden yang dijadikan sampel adalah masyarakat yang terkatagori pengangguran terdidik, yang ada di kecamatan ciwidey yang menjadi objek penelitian.kuesioner yang akan dibagikan berisi pertanyaan yang menggunakan skala nominal, ordinal, dan atau interval. analisis yang akan digunakan adalah analisis diskriptif kuantitatif dengan menggunakan tabel mean, frekuensi, median, presentase dan beberapa data yang memerlukan crosstab (istijanto, 2008). 5. strategi perintisan desa vokasi sasaran yang kelima ini bertujuan untuk mengetahui faktor-faktor internal dan eksternal yang ada di kecamatan ciwidey seperti keadaan sumber daya manusia, sumber daya alam, fasilitas pelatihan, prasarana wilayah yang ada, dan kebijakan-kebijakan potensi wilayah yang merupakan bagian dari kekuatan, kelemahan, peluang ataupun ancaman bagi perintisan desa vokasi kecamatan ciwidey. analisis yang tepat untuk faktor eksternal adalah kekuatan (s) dan kelemahan (w) dan faktor internal adalah peluang (o) dan ancaman (t) faktor eksternal adalah analisis swot. analisa swot merupakan sebuah metode rancangan strategis yang bertujuan untuk mengevaluasi swot yakni, strenghts atau kekuatan, weaknesses atau kelemahan, opportunities atau peluang serta threats atau ancaman dalam sebuah usaha bisnis yang direncanakan d. hasil penelitian penduduk dan ketenagakerjaan. jumlah penduduk kabupaten bandung tahun 2013 mencapai 3.351.048 orang, penduduk laki-laki berjumlah 1.703.535 orang sedangkan perempuan 1.627.513 orang, tingkat pengangguran terdidik dikabupaten bandung mencapai angka 173.575. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 64 penduduk kecamatan ciwidey berjumlah 74.772 jiwa, penduduk usia 0 14 tahun = 21.315 orang; usia 15-64 tahun = 48.622 orang dan usia diatas 65 tahun = 4.833 orang dengan jenjang pendidikan sd = 29.547 orang, sltp = 12.912 orang, slta = 7.254 orang dan universitas = 915 orang. tingkat pengangguran di kecamatan ciwidey berdasarkan monografi 2013 sejumlah 11.235. 1. potensi sumberdaya alam. berdasarkan data hasil pengamatan dilapangan menjukan bahwa kecamatan ciwidey memiliki beberapapotensi sumber daya alam (sda) yang berpotensi dan dapat dimanfaatkan untuk membantu masyarakatnya sebagai tempat untuk dijadikan lahan usaha, potensi sda tersebut adalah sebagai berikut: a. pertanian tanaman pangan. luas lahan pertanian di kecamatan ciwidey pada tahun 2013 mencapai 595,26 hektar dengan jumlah produksi pertahunnya 109,05 ton atau rata-rata pertahun adalah 515,05 kwintal untuk setiap hektarnya, yang terdidiri dari tanaman padi, jagung ubi kayu dan ubi jalar. b. hortikultura. luas lahan holtikultura mencapai 2177 hektar dengan produksi 344,81 ton atau rata-rata produksi pertahunnya 1.393,25 kwintal per hektar.terdiri dari tanaman bawang daun,kubis, cabe besar, kentang, sawi dan buncis. c. perikanan . luas lahan perikanan 60,65 hektar, yang terdiri dari perikanan kolam air tenang, tumpang sari dan perairan umum untuk setiap tahunnya produksi yang di capai sebesar 145,82 ton dengan rata-rata 66,25 kwintal per hektar. d. perkebunan. perkebunan yang dikelola oleh swata, pemerintah (ptpn) maupun perkebunan rakyat dengan luas tanaman 5.980,15 hektar, terdiri dari teh, kopi, cengkeh dan tembakau total produksi pertahunnya 9.571,51 kilo gram, hasil olahannya 8,390.55 kg pertahun. e. peternakan. populasi ternak besar dan kecil sebagai penghasil produksi daging, susu, dan telur. pada tahun 2013 tercatat sebanyak 6.750 ekor terdiri dari ternak besar 3.300,36 ekor, ternak kecil 3450. ekor. f. buah-buahan. jumlah tanaman penghasil buah-buahan 1.658 pohon dengan produksi rata-rata setiap tahunnya 66,25 kwintal. g. pariwisata. objek pariwisata di kecamatan ciwidey dikelompokan kedalam wisata alam, wisata budaya dan wisata minat khuss. seperti objek pariwisata kawah putih, situ patengan, kawah cibuni, kolam airpanas walini, taman wisata cimanggu dan ranca upas. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 65 h. sarana dan prasarana. adapun sarana dan pra saran sebagai penunjang yang dimiliki kecamatan ciwidey berupa akses jalan, bank, koperasi dan koperasi unit desa kud dan sarana lainnya. e. pembahasan hasil penelitian berdasarkan data yang diperoleh dari hasil penelitian terhadap komoditas unggulan, study dokumentasi, observasi dan wawancara dengan tokoh masyarakat lembaga sosial desa dan pengurus pkk selanjutnya data-data tersebut untuk di evaluasi dan dianalisis sebagai berikut : 1. kebutuhan training / pelatihan vokasi. untuk menentukan kebutuhan training/ pelatihan kecakapan khusus yang lebih spesifik (vokasi) berdasarkan data jumlah pencari kerja di kecamatan ciwidey kabupaten bandung yang berjumlah 11.253 orang, terlebih dahulu di tentukan sampel responden dengan formulasi sebagai berikut: n = sampel yang dibutuhkan; n = populasi dari pencari kerja; no=populasi dari pencari kerja ά = tingkat keyakinan 95% berdasarkan hasil angket kuestioner yang disebar untuk kebutuhan training terhadap 368 responden hasilnya dapat dilihat pada tabel.1.1 kesimpulan dari anket kuesioner untuk mengukur kebutuhan training kecakapan khusus (vokasional) dari sample 368 responden sebanyak 153 = 98 responden menyatakan setuju atau = 65%, dan yang menyatakan tidak setuju 106 responden 30% tidak setuju, sisanya 5 % menyatakan ragu-ragu. 2. produk unggulan daerah. a. komoditas untuk mengukur masing-masing komoditas atau produk unggulan daerah kecamatan ciwidey dengan metoda lokal quetien (lq), sebagai berikut : lq adalah suatu metode untuk menghitung perbandingan relatif sumbangan nilai tambah sebuah sektor di suatu daerah (kecamatan) terhadap sumbangan nilai tambah sektor yang jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 66 bersangkutan dalam skala kabupaten atau dengan kata lain, lq dapat menghitung perbandingan antara share output sektor i di kecamatan dan share output sektor i di kabupaten: pi = produksi per kecamatan; lt = luas tanaman per kecamatan; pi = produksi per kabupaten; pt = luas tanaman per kabupaten lqi> 1 mengindikasikan ada kegiatan ekspor di sektor tersebut atau sektor basis (b), sedangkan lqi < 1 disebut sektor nonbasis (nb). untuk menghitung atau menganalisa apakah komoditas padi merupakan komoditas unggulan dari tanaman pangan sebagai berikut; lq tanaman pangan (padi) < 1 ( bukan unggulan ) untuk hasil perhitungan komoditas unggulan selanjutnya bisa dilihat dalam tabel terlampir b. pariwisata berdasarkan hasil angket kuestioner terhadap 4 aspek penilaian yang meliputi attraction (daya tarik), accesable (aksesibilitas), amenities (fasilitas) dan andllary (adanya lembaga pariwisata) untuk objek wisata, resume hasil angket penilaian dengan skala likert dapat dilihat pada tabel : jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 67 berdasarkan hasil penilaian yang dilakukan, dapat diketahui bahwa kawah putih memiliki nilai yang paling tinggi secara keseluruhan diantara keenam sampel objek wisata. kawah putih memiliki nilai tertinggi untuk hampir seluruh aspek kecuali untuk aspek amenities (fasilitas). sedangkan objek wisata yang memiliki nilai paling rendah adalah kawah cibuni. jika dilihat dari aspek attraction (daya tarik), dapat disimpulkan bahwa objek wisata yang terdapat di kawasan ciwidey umumnya memiliki daya tarik yang tinggi dan ini menunjukkan potensi pariwisata yang tinggi. namun tentunya potensi yang tinggi ini perlu dikembangkan secara baik agar dapat dimanfaatkan secara optimal tanpa mengesampingkan dampak negatif yang timbul. 3. sarana dan prasarana. sarana dan prasarana yang ada di kecamatan ciwidey sebagai penunjang rintisan desa vokasi dari lembaga perekonomian bank maupun non bank yang akan di anilisa satu persatu berdasarkan daya tarik, aksesibilitas, fasilitas , kelembagaan dan legalitas sebagai berikut:berdasarkan analisa hasil dari setiap sub permasalahan dapatlah disimpulkan bahwa kecamatan ciwidey memiliki potensi komoditas unggulan seperti berikut ini ; tanaman pangan, hortikultura, peternakan, perikanan maupun pariwisata. selanjutnya untuk study kelayakan rintisan desa vokasi sebagai media untuk mengentaskan pengangguran terdidik berbasis unggulan daerah, maka akan dilakukan analisa dengan menggunakan swot analisis sebagai berikut : a. strength (kekuatan) yang menjadi kekuatan kecamatan ciwidey adalah : 1) minat masyarakat yang cukup kuat untuk mendapatakan pelatihan kecakapan khusus yang lebih spesifik (vokasi) di daerahnya sendiri dengan alasan lebih ekonomos, praktis, kekeluargaan dan tidak adanya hambatan komunikasi, untuk menambah kualitas diri dan keahlian dalam meningkatkan daya saing dan mendapatkan peluang dalam bekerja dan berwirausaha. 2) kecamatan ciwidey memiliki bebrapa komoditas unggulan dalam bidang tanaman pangan, hortikultura, perikanan, peternakan dan pariwisata yang dapat dijadikan modal dasar untuk dikembangkan sebagai potensi dalam mengembangkan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 68 usaha sebagai upaya meningkatkan pendapatan masyarakatnya. 3) daya tarik dari sumber daya alam (sda) berupa objek wisata yang berada dijalur utama, keaneka ragaman hayati yang melimpah (flora dan fauna), keindahan pemandangan (bentang alam), udara yang sejuk, sumber mata air panas, potensi hidrologi yang cukup besar pengelola objek wisata umumnya memiliki produk yang bisa dijadikan souvenir banyak pilihan kegiatan wisata yang dapat dilakukan di objek wisata terdapat banyak tempat penginapan dengan beragam tarif dan fasilitas. 4) sarana dan prasarana sebagai penunjang terbentuknya rintisan desa vokasi dari lembaga keuangan bank maupun non bank ( koperasi dan kud ), yang memiliki daya tarik, aksesibilitas , fasilitas dan legalitas merupakan infestasi yang berharga dalam mewujudkan kecamatan ciwidey sebagai desa vokasi yang berbasis unggulan daerah. b. weaknes (kelemahan). 1) potensi yang ada di kecamatan ciwidey belum dimanfaatkan secara optimal didalam membantu masyarakat yang masih mengagur untuk mendapatkan peluang kerja dan berwirausaha yang disebabkan oleh belum adanya wadah atau organisasi pelatihan yang mampu memberikan kebutuhan masyarakatnya, hal ini dapat terlihat dari minimnya tempat-tempat kursus atau pelatihan yang sesuai dengan keunggulan daerahnya. 2) tidak adanya inisiator dan motifator sebagai penggerak dalam mengurangi pengangguran di desa-desa kecamatan ciwidey. c. opportunity (peluang ). 1) kecamatan ciwidey dari sisi geografis letaknya sangat berdekatan dengan pusat pemerintahan kabupaten bandung dan dengan kota bandung yang sering menjadi tempat wisata terutama untuk hari libur, terdapat rencana pembangunan tol soroja yang menghubungkan soreang (ibukota kabupaten bandung) dengan pasir koja (kota bandung), pasar pariwisata domestik dan internasional yang cukup tinggi, minat investor untuk berusaha di bidang pariwisata di jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 69 kawasan ciwidey, dukungan terhadap konservasi kawasan dan keberlanjutan pariwisata alam. 2) rencana strategis (renstra) kabupaten bandung tahun 2013 dalam mengurangi tingkat kemiskinan dan peningkatan sumber daya manusia yang unggul dan berdaya saing sesuai dengan visi misi kabupaten bandung. 3) bantuan dirjen paudni tahun 2013 berupa bantuan financial untuk penyelenggaraan desa vokasi yang dapat dimanfaatkan untuk mengentaskan pengangguran terdidik berbasis keuunggulan daerah dengan kearifan lokal yang bernuansakan kedaerahan. d. threat (hambatan). 1) ancaman bencana alam dan cuaca yang tidak menentu yangmenyebabkan menurunnya jumlah produksi, stabilitas nilai tukar rupiah yang labil, masuknya budaya asing atau budaya dari luar. 2) program penyaluran tenaga kerja keluar negri (tki). setelah penganalisaan terhadap kelayakan perintisan desa vokasi, langkah selanjutnya adalah pembentukan organisasi kepengurusan, yang terdiri dari ketua pelaksana, pendamping dari bppna regional jabar, sekretars, bendahara, seksi diklat, seksi kemitraan dan marketing, seksi produksi dan pengendali program. f. kesimpulan sesuai dengan judul penelitian “upaya mengentaskan pengangguran terdidik melalui rintisan desa vokasi berbasis unggulan daerah di kecamatan ciwidey kabupaten bandung “, dan mengacu pada pertanyaan penelitian yang menyangkut “ bagaimana kondisi angkatan kerja dan pengangguran terdidik dalam hal kecakapan vokasi serta bagaimana sumberdaya unggulan di daerah dapat di manfaatkan dalam mengentaskan pengangguran. permasalahan-permasalahan yang ada saat ini, menunjukan bahwa pengagguran terdidik kecamatan ciwidey kabupaten bandung dapat di fahami sebagai tidak memiliki keterampilan vokasional, belum mengoptimalkan pemanfaattan potensi sda yang dimiliki, programprogram pelatihan dan bantuan finansial tidak teritegrasi dengan baik. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 70 potensi-potensi yang ada seperti tanaman pangan, holtikultura, perkebunan, peternakan, perikanan dan pariwisata belum diberdayakan secara optimal sebagai upaya dalam mengentaskan pengangguran terdidik. pemecahan permaslahannya adalah melalui analisa kebutuhan training/ pelatihan bagi masyarakat pencari kerja, analisa unggulan komoditas dan analisa kelayakan rintisan desa vokasi dengan metoda swot analysis. sumberdaya manusia (sdm) yang terampil dan terlatih yang terorganisir dalam desa vokasi tentunya diharapkan dapat melakukan pemanfaatan sumber daya alam dan potensi / keunggulan daerah yang lebih bernilai ekonomis, berdaya saing dan memberikan hasil maksimum serta mampu membuka / memciptakan peluang kesempatan kerja bagi dirinya maupun orang lain sebagai upaya mengentaskan pengangguran terdidik di kabupaten bandung. dengan tujuan penelitian adalah menciptakan peluang usaha dan berwira usaha bagi masyarakat yang membutuhkan lapangan pekerjaan melalui pembentukan kelompok-kelompok usaha sebagai upaya mengentaskan pengangguran terdidik melalui rintisan desa vokasi dengan pelatihan-pelatihan yang berdasarkan pada keunggulan daerah. kesimpulaan dari penelitian ini adalah perintisan desa vokasi yang berbasis keunggulan daerah sangatlah layak sebagai solusi yang dibutuhkan oleh masyarakat pencari kerja, dunia usaha dan industri. daftar pustaka armstrong, michael. 1994.s eri pedoman manjemen, manajemen sumber daya alam. jakarta: gramedia bernardin and russell, 1998, human resource management, second edition, singapore, mcgraw-hill book co. biro pusat statistik, kabupaten bandung dalam angka tahun 2013 cascio, f. wayne, 2003, human resource management productivity, quality of work life, profits, sixth edition, mcgraw-hill irwin, boston decenzo and robbins, 1999, human resource management, sixth edition, new york, john wiley & sons, inc. dessler, gary, 1997, human resource management, seventh edition, prentice hall, inc. new jersey jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 71 direktorat jendral pendidikan usia dini, nonformal dan informal, ”rintisan desa vokasi”. jakarta 2013 finch, cr and crunkilton, jr. 1984. curriculum development in vocational and technical education, planning, content and implementation. boston: allyn and baccon, inc. finlay, niven, & young. (1998). changing vocational education and training an international comparative perspective. london: routledge. gomez-mejia, balkin, cardy, 2001, managing human resources, international edition, prentice hall, inc. new jersey kadariah. 1985. ekonomi perencanaan. jakarta: lembaga penerbit fe-ui. lincolin arsyad. 1999. pengantar perencanaan dan pembangunan ekonomi daerah, bpfe. jakarta miller. m..m, j. l. gibson, & g.n. wright . 1991. 'location quotient basic tool for economic development analysis' economic development review, 9 (2);65 michael r, correl, frank. e. kuzmits, 1982, personel management of human recources london. charles emerile n.j. colletta. out of school education. published 1975 by departemen pendidikan dan kebudayaan, badan penelitian dan pengembangan pendidikan dan kebudayaan in jakarta noe, hollenbeck, gerhart, wright, 2003, human resource management, international edition, the mcgraw-hill companies, inc. new york soekidjo notoatmodjo, 1991, pengembangan sumberdaya manusia, rineka cipta, jakarta sugiyono, 2013. metoda penelitian managemen, jakarta: alpa beta bandung. sudradjad, 2012 kiat mengentaskan pengangguran dan kemiskinan melalui wira usaha, bumi aksara jakarta. thompson, john f, 1973. foundation of vocational education social and philosophical concepts. prentice-hall, new jersey wardiman djojonegoro, 1998. pengembangan sumber daya manusia melalui sekolah menengah kejuruan; jakarta: pt. jayakarta agung offset jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 141 proses pembelajaran alat musik tradisional kacapi siter pada lansia perempuan di sanggar seni pangripta cipta kota bandung taufik nurhidayat stkip siliwangi bandung abstrak masalah pokok berfokus pada bagaimana proses pembelajaran alat musik tradisional kacapi siter untuk lansia perempuan dengan tahapan-tahapan proses pembelajaran dengan membina kebersamaan dan motivasi belajar. adapun yang menjadi tujuan dari penelitian ini adalah: 1) mengetahui teknik penyampaian bahan ajar dan pendekatan yang dipakai dalam pembelajaran alat musik kacapi siter untuk lansia perempuan, 2) tahaptahap penyampaian materi untuk lansia perempuan, 3) mengetahui aktivitas dan motivasi dalam proses pembelajaran alat musik kacapi siter pada lansia perempuan. metode penelitian yang digunakan adalah metode deskriptif dengan paradigma kualitatif dengan teknik pengumpulan data, observasi, studi pustaka, dan wawancara. populasi dalam penelitian ini adalah seluruh peserta yang mengikuti proses pembelajaran di sanggar seni pangripta cipta kota bandung yang berjumlah 11 orang. dan sampel yang saya ambil adalah 3 orang lansia perempuan.berdasarkan hasil pengamatan bahwa perlu pemberian tambahan waktu untuk menguasai iringan petikan kacapi untuk mengiringi lagu, dua minggu satu lagu. guna mengatasi kebosanan mempelajari satu lagu secara berulang-ulang, perlu diselangi lagu baru, tetapi juga mengulang lagu yang telah dipelajari. pelatih kacapi siter pada lansia perempuan perlu menempatkan diri sebagai anak yang bisa melayani kebutuhan pembelajaran.kesimpulannya adalah proses pembelajaran alat musik tradisional kacapi siter untuk lansia memerlukan metode khusus disamping para lansia sangat lah sulit mencerna materi sehingga harus berulang-ulang dalam penyampaian materi tersebut dan dalam proses pembelajaran harus santai dan tidak terburu-buru. kata kunci : proses pembelajaran kacapi siter untuk lansia perempuan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 142 a. pendahuluan proses pembelajaran kacapi siter merupakan suatu kegiatan untuk mempelajari petikan kacapi dalam mengiringi lagu-lagu sunda. dengan demikian isi pelatuhan kacapi berupa pemahaman lagu-lagu sunda serta ketrampilan memetik dawai-dawai kacapi. pada lansia perempuan bermain kacapi perlu disesuaikan dengan ciri-ciri dan kebutuhan mereka, yakni kondisi memori yang cepat lupa, jadi perlu pengulanganpengulangan. dalam hal ketrampilan motorik halus, koordinasi jari tangan kanan dan kiri perlu diajarkan secara sederhana dan bertahap. dalam pelatihan perlu dijaga suasana yang diwarnai dengan kegembiraan serta kebersamaan sesama lansia.. disamping itu pembelajaran kacapi juga dapat memenuhi kebutuhan lansia perempuan untuk memperoleh ketenangan jiwa, khususnya yang menyentuh perasaannya. hal itu dapat diperoleh dengan mendengartkan lagu-lagu sunda yang biasanya mengalun lembut, diiringi petikan kacapi yang serasi.. suara lagu dan petikan kacapi itu dapat menyentuh perasaan, sehingga bagi yang mendengarkannya dapat mencapai ketenangan jiwa. ada beberapa lansia selain mendengarkan kacapi juga tergerak untuk bisa memainkan kacapi. b. kajian teori proses pembelajaran adalah proses yang di dalamnya terdapat kegiatan interaksi antara guru-siswa dan komunikasi timbal balik yang berlangsung dalam situasi edukatif untuk mencapai tujuan belajar (rustaman, 2001: 461). tujuan pembelajaran sebenarnya adalah untuk memperoleh pengetahuan dengan suatu cara yang dapat melatih kemampuan intelektual para siswa dan merangsang keingintahuan serta memotivasi kemampuan mereka (dahar, 1996: 106). berkaitan dengan tahapan-tahapan pembelajaran, dalam pelaksanaannya para lansia belajar melalui beberapa fase, yaitu 1. fase eksplorasi 2. fase pengenalan konsep 3. fase aplikasi konsep jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 143 menurut dimyati dkk (2006 : 14) dalam fase eksplorasi siswa mempelajari gejala dengan bimbingan. dalam fase pengenalan konsep, siswa mengenal konsep yang ada hubungannya dengan gejala. sedangkan dalam aplikasi konsep, siswa menggunakan konsep untuk meneliti gejala lain lebih lanjut (dimyanti & mudjiono, 2006: 14). dalam hal ini, peserta didik dituntut untuk dapat menguasai konsep, serta memiliki kepekaan dalam menemukan gejala-gejala yang terjadi dalam proses pembelajaran. sedangkan langkah-langkah pembelajarannya, penulis mencoba untuk menggunakan langkah-langkah pembelajaran yang ditawarkan oleh piaget, yaitu: 1. menentukan topik yang dapat dipelajari oleh peserta didik. 2. memilih atau mengembangkan aktivitas kelas dengan topik tersebut. 3. mengetahui adanya kesempatan bagi pendidik untuk mengemukakan pertanyaan yang menunjang proses pemecahan masalah. 4. menilai pelaksanaan tiap kegiatan, memperhatikan keberhasilan, dan melakukan revisi. setelah melalui langkah-langkah tersebut, diharapkan peserta didik dapat membentuk pengetahuan secara cepat, efektif, dan efisien, serta memiliki pengalaman tersendiri, yakni pengalaman estetis. karena, pada dasarnya dalam pendidikan seni khususnya seni musik, peserta didik dituntut agar dapat memiliki pengalaman estetis. seperti yang dikemukakan oleh keith swanwick, bahwa pendidikan musik adalah pendidikan estetik, dan mendengarkan musik adalah suatu bagian dari pengalaman estetik (ellliot, 1995: 28). oleh karena itu, pengalaman estetik merupakan suatu hal yang mutlak didapatkan oleh para peserta didik sebagai bagian dari pendidikan musik. bahkan, bennett reimer berpandangan bahwa musik sama dengan kumpulan objek atau kerja seni. ikhwal rhythm, melodi, harmoni, warna suara (termasuk dinamika), tekstur dan bentuk merupakan estetik atau elemen ekspresi dari musik (elliot, 1995: 28). alat musik merupakan suatu instrumen yang dibuat atau dimodifikasi untuk tujuan menghasilkan musik. pada prinsipnya, segala sesuatu yang memproduksi suara, dan dengan cara tertentu bisa diatur oleh musisi, dapat disebut sebagai alat musik. walaupun demikian, istilah ini umumnya diperuntukkan bagi alat yang khusus ditujukan untuk musik yuri (2010). jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 144 kecapi menurut tardi ruswandi (2008) adalah jenis alat musik berdawai (chlordopon) yang berfungsi untuk mengiringi vokal tembang dan kawih sunda. dalam penyajiannya, kecapi merupakan instrumen yang sangat dominan yang biasa dimainkan sebelum dan ketika vokal tembang atau kawih dibawakan. peranan kecapi sangat besar berfungsi sebagai penuntun lagu, sebagai aba-aba masuknya lagu dan pengatur irama lagu. oleh karena itu dalam kontek penyajian kecapi dianggap sebagai instrumen pokok yang kehadirannya sangat penting. begitu besarnya peranan kecapi dalam penyajian vokal tembang atau kawih sunda. adapun jenis-jenis kacapi menurut tardi ruswandi, yaitu: 1. kacapi siter adalah alat petik (waditra) berbentuk semacam kotak persegi panjang, yang senarnya berjumlah antara 18 sampai dengan 20 atau lebih. kacapi siter ini selain berfungsi sebagai waditra pengiring dalam beberapa jenis kesenian, juga berfungsi sebagai waditra kalangenan tardi ruswandi (2008). 2. jentreng adalah alat petik (waditra) berbentuk seperti perahu berukuran seperti perahu berukuran kecil, yang senarnya berjumlah antara 5 sampai dengan 11. fungsinya adalah sebagai pengiring lagu-lagu yang disajikan dalam seni tarawangsa, baik pada kegiatan upacara mapag dewi sri maupun dalam konteks hiburan pada acaraacara hajatan. 3. kacapi perahu adalah alat petik berbentuk seperti perahu berukuran lebih besar daripada jentreng atau kacapi baduy, yang senarnya berjumlah 18. istilah lain yang dipergunakan untuk menyebut kacapi perahu, adalah kacapi gelung, karena kedua ujungnya ada bulatan seperti gelung (sanggul) atau kacapi indung, karena bentuknya lebih besar daripada kacapi rincik. sedangkan fungsinya adalah sebagai pengiring seni pantun, pengiring lagu-lagu cianjuran (mamaos) dan penyaji instrumental dalam garap kacapi suling. 4. kacapi rincik adalah alat petik berbentuk seperti perahu berukuran sedang yang lebih kecil dan lebih pendek daripada ukuran kacapi perahu atau lebih besar daripada ukuran jentreng, yang senarnya berjumlah 15. fungsinya adalah untuk menghiasi petikan kacapi perahu dalam iringan lagu-lagu panambih tembang sunda cianjuran. teknik dasar petikan kacapi siter adalah cara memainkan kacapi siter untuk menghasilkan komposisi nada dalam bentuk aransemen dan iringan lagu (piringan) secara optimal. adapun teknik dasar petikan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 145 kacapi siter menurut tardi ruswandi (2008 : 18-32) adalah sebagai berikut: 1. teknik disintreuk-toel disintrek-toel adalah teknik petikan kacapi siter dengan menggunakan dua jari, yaitu telunjuk kanan dan telunjuk kiri. posisi dan gerakan jarinya adalah: a. telunjuk kanan melipat ke dalam, ujung kukunya menyentuh senar dengan gerakan nyintreuk (menjentik), dan b. telunjuk kiri agak lengkung ke bawah, ujung kuku bawah menyentuh senar dengan gerakan noel (sentuhan dengan ujung jari) 2. teknik dijambret adalah petikan kacapi yang posisi dan gerakan jarinya, terutama jari-jari tangan kanan, seperti menjambret, yaitu menyembunyikan tiga buah nada secara bersamaan, dengan menggunakan ibu jari, telunjuk, dan jari tengah. sedangkan posisi dan gerakan tangan kiri (ibu jari dan telunjuk) seperti ngajeungkalan. 3. teknik dijeungkalan adalah petikan kacapi siter yang posisi serta gerakan jarinya, baik kanan saja maupun kanan dan kiri seperti ngajeungkalan (menjeungkal). jari-jari tangan kanan dan kiri yang digunakan sebanyak tiga sampai dengan enam jari, bahkan ada yang lebih, terutama untuk kebutuhan musikal di dalam permainan kacapi kreasi baru. klasifikasi lanjut usia atau yang selanjutnya disebut lansia menurut departemen kesehatan republik indonesia (2003) adalah sebagai berikut: 1. pra lansia (prasenilis), seseorang yang berusia antara 45-59 2. lanjut usia, seseorang yang berusia 60 tahun atau lebih 3. lansia resiko tinggi, berusia 70 atau lebih atau usia 60 atau lebih dengan masalah kesehatan (depkes ri, 2003) 4. lansia potensial, lansia yang masih mampu melakukan pekerjaan dan atau kegiatan yang dapat menghasilkan barang atau jasa (depkes ri, 2003). 5. lansia tidak potensial, lansia yang tidak berbahaya mencari nafkah, sehingga hidupnya bergantung pada bantuan orang lain. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 146 c. metode penelitian metode penelitian yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. yaitu metode yang dipergunakan untuk menggambarkan suatu kejadian yang sedang diteliti pada situasi sekarang. karena hal yang diteliti merupakan gambaran dari bagaimana proses pembelajaran alat musik tradisional kacapi siter untuk lansia perempuan. dengan teknik pengumpulan data berupa observasi, studi pustaka dan wawancara. d. hasil dan pembahasan teknik penyampaian bahan ajar dan pendekatan yang dipakai dalam pembelajaran alat musik kacapi siter untuk lansia perempuan berdasarkan hasil observasi dilapangan tentang proses pembelajaran alat musik tradisional kacapi siter pada lansia perempuan di sanggar seni pangripta cipta kota bandung bahwa dalam pelaksanaannya proses pembelajaran alat musik kacapi siter dengan teknik penyampaian bahan ajar sebagai berikut: 1. pelatih memperkenalkan media pembelajaran yang akan dipelajari yaitu kacapi siter kepada para peserta didik 2. pelatih memperagakan cara-cara memetik kacapi dengan aturan tertentu 3. memberikan lembaran notasi lagu kepada setiap peserta didik 4. pelatih memberikan contoh lagu-lagu yang populer seperti sabilulungan, es lilin, dan lain sebagainya 5. pelatih memberikan pekerjaan rumah (pr) kepada para peserta didik untuk dipelajari dirumah 6. mengadakan evaluasi setiap pertemuan tahap-tahap penyampaian materi untuk lansia perempuan adapun tahap-tahap proses pembelajaran alat musik tradisional kacapi sitter untuk lansia perempuan di sanggar seni pangripta cipta kota bandung adalah sebagai berikut: tahapan explorasi, pada tahap explorasi peneliti memberikan materi pengenalan alat musik kacapi dan nada kacapi dan setiap kacapi dilengkapai dengan tempelan nomor-nomor notasi untuk memudahkan proses belajar nada kacapi, mengenal dawai kacapi termasuk pengenalan bermacam laras yang jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 147 paling mudah adalah laras pelog atau degung baru di susul dengan laras yang lainnya , penjarian tangan. pengenalan konsep pengenalan konsep peneliti memberikan materi mengenai ke khasan lagu-lagu sunda yang populer dan menyanyikan secara bersama-sama contohnya lagu sabilulungan, peneliti memberiken meteri petikan kacapi di mulai dengan petikan sederhana seperti di ranggem setelah di kuasai dilanjutkan pada petikan biasa dan dilanjutkan dengan petikan rangkap. aplikasi konsep. aplikasi konsep peneliti memberikan intruksi untuk menyanyikan lagu sabilulungan secara bersama-sama, peneliti membagikan dan menerangkan catatan notasi lagu sabilulungan sebagai acuan memetik kacapi. dalam proses pembelajaran kacapi untuk lansia perempuan perlu dibantu dengan alat perekam petikan kacapi yang dipelajari supaya memudahkan mengingatnya karena ciri lansia itu cepat lupa. setelah sesi pembelajaran pertama berakhir, peneliti memberikan pekerjaan rumah untuk dipelajari mengenai lagu dan petikan kacapinya. dalam mempelajari petikan kacapi di rumah, peserta selain membaca notasi peserta dapat mendengarkan kembali hasil rekaman. pada sesi pembelajaran berikutnya (minggu berikutnya) peserta diminta mempraktekan petikan iringan lagu sabilulungan yang telah dipelajari di rumah. agar dalam sesi pembelajaran berikutnya, para peserta sudah terampil menyanyikan lagu dan memberikan iringan petikan ranggemannya. setelah satu lagu yang populer dikuasai, dapat juga dipilih lagu populer lainnya untuk dipelajari dengan cara yang sama dengan petikan motif ranggeman misalnya lagu bandung. setelah mengenal petikan motif ranggeman, pembelajaran dilakukan dengan petikan motif biasa. sebagai awal dari petikan biasa dipilih posisi catrik dengan pola petikan 5-2 dimulai dengan lagu yang populer juga misalnya lagu bubuy bulan langkah pembelajarannya sama dengan petikan ranggeman. untuk menambah kemampuan petikan biasa materi pembelajaran dilanjutkan dengan satu yang juga populer misalnya lagu sekar manis dengan posisi lalayaran pola petikan 5-3. pola petikan dapat diperkaya dengan lagulagu yang lain misalnya lagu eslilin dengan pola petikan 3-5-2. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 148 keaktifan dan motivasi belajar sesuai dengan teori belajar konstruktivisme yang menuntut adanya keaktifan dari peserta didik, maka dalam proses pembelajaran kacapi peserta didik dituntut untuk lebih aktif. karena pembelajaran kacapi berbentuk praktek, maka keaktifan peserta didik dapat terlihat dalam mempelajari dan mempraktekan kacapi tersebut. dalam hal ini, meskipun keaktifan praktek terletak pada aspek fisik, namun secara psikis juga sangat diperlukan. seperti memecahkan masalah dalam menyatukan tangan kanan dan tangan kiri dalam bermain kacapi. jika peserta didik kurang aktif dalam kedua aspek tersebut, maka proses pembelajaran akan berlangsung lebih lama. peserta didik langsung mengalami dalam hal proses pembelajaran. karena pembelajarannya kacapi, maka peserta didik harus memainkan atau mempraktekan secara langsung bagaimana mempelajari dan memainkan instrumen tersebut. seperti yang telah disebutkan, dari pengalaman inilah peserta didik mendapatkan pengalaman estetik, dan justru hal inilah yang paling penting dan mendasar dalam pendidikan musik. jadi, peserta didik tidak hanya melihat, mendengarkan, atau mengamati saja, tapi langsung ikut terlibat. dalam pembelajaran kacapi peserta didik dikondisikan untuk terus melakukan latihan dan pengulangan, agar materi yang dipelajari bertambah sempurna. namun, hal tersebut disesuaikan dengan waktu pembelajaran yang telah direncanakan, dan yang lebih tepat untuk banyak melakukan latihan dan pengulangan adalah di luar waktu pembelajaran formal. berdasarkan hasil pengamatan yang dilakukan oleh peneliti selama dilapangan maka diperoleh gambaran bahwa dalam proses pembelajaran alat musik tradisional kacapi siter sangatlah menunjukan keaktifan antara pelatih dan peserta didik. pelatih memberikan lebaran notasi lagu kemudian seluruh peserta didik pemperagakan dengan cara memetik bersama dan bernyanyi bersama. kemudian apabila ada salah seorang peserta didik yang belum mengerti, mereka selalu bertanya kepada pelatih, kemudian pelatih memecahkan masalah tersebut. dengan begitu ada komunikasi antara peserta didik dengan pelatih. kemudian ada satu hal yang menarik yaitu pelatih menempatkan diri sebagai anak dari peserta didik dikarenakan semua peserta didik itu lansia maka pelatih bisa melayani kebutuhan pembelajaran para peserta jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 149 didik seperti, membantu membawakan kacapinya, membantu membuka kacapi dari tasnya, dan lain sebagainya. sedangkan motivasi lebih berkaitan dengan minat peserta didik dalam mengikuti proses pembelajaran. artinya, peserta didik akan lebih cepat membentuk pengetahuan jika mereka memiliki motivasi yang besar dalam mengikuti pembelajaran. biasanya, dalam hal motivasi tergantung kepada kebutuhan, suka dan tidak suka, faktor pengajar, dan faktor lainnya yang dapat mempengaruhi psikologi peserta didik terhadap materi yang diajarkan. motif intrinsik adalah tenaga pendorong yang sesuai dengan perbuatan yang dilakukan, sedangkan motif ekstrinsik adalah tenaga pendorong yang ada di luar perbuatan yang dilakukannya tetapi menjadi penyertanya. sebagai cara untuk membangkitkan motivasi tersebut, maka dalam proses pembelajarannya akan mencoba menggunakan cara seperti diantaranya: pertama, mempersiapkan untuk menggunakan cara atau metode dan media mengajar yang bervariasi. kedua, merencanakan dan memilih bahan yang menarik minat dan dibutuhkan siswa. ketiga, memberikan sasaran antara, sasaran akhir belajar adalah lulus ujian atau naik kelas. keempat, memberikan kesempatan untuk sukses, artinya materi ajar disesuaikan dengan kemampuan peserta didik yang berbeda-beda. kelima, diciptakan suasana belajar yang menyenangkan, dengan suasana familiar. keenam, adakan persaingan sehat, atau kompetisi sehat yang dapat membangkitkan motivasi belajar. adapun mengingat ciri lansia yang cepat lupa dan senang mengobrol, proses pembelajaran tidak terlalu ketat namun diberi kelonggaran untuk saling bercerita. pengalaman materi yang sering dilakukan dan ketidak disiplinan dalam melaksanakan pekerjaan rumah, perlu diberi toleransi, tidak dipersalahkan atau diberi hukuman. e. kesimpulan berdasarkan hasil penelitian penulis dapat menyimpulkan: 1. teknik penyampaian bahan ajar dan pendekatan yang dipakai dalam proses pembelajaran alat musik kacapi siter pada lansia perempuan disesuaikan dengan kebutuhan lansia. 2. tahap penyampaian materi kepada lansia perempuan terbagi menjadi 3 tahapan yaitu: tahapan eksplorasi, tahapan pengenalan konsep dan tahapan aplikasi konsep jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 150 3. aktifitas dan motivasi dalam proses pembelajaran alat musik tradisional kacapi siter pada lansia perempuan ini menunjukan bahwa ada aktifitas antara pelatih dan peserta didik kemudian untuk motivasi tidak ada hukuman atau toleransi kepada peserta didik yang tidak mengerjakan pekerjaan rumah (pr) daftar pustaka ghony, djunaedi. 2012. metodologi penelitian kualitatif. jogjakarta : arruzz munandar, utami. 2001 psikologi perkembangan pribadi. jakarta : ui press rahayu, siti. 2006. psikologi perkembangan. yogyakarta : gadjah mada university press riswandi, uus. 2008. landasan pendidikan.bandung : insan mandiri. ruswandi, tardi. 2008. bahan ajar kacapi sitter. bandung : bumi grafika utama jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 116 peranan muhammadiyah dalam membina generasi muda melalui pendidikan karakter di sukajadi kota bandung neni rohayati stkip siliwangi abstrak tujuan penelitian ini adalah :untuk memperoleh gambaran tentang perencanaan , pelaksanaan dan evaluasi yang dilakukan oleh muhammadiyah kecamatan sukajadi dalam membina generasi muda melalui pendidikan karakter.landasan teori dalam penelitian ini pembinaan generasi muda oleh muhamadiyah merupakan salah satu program pls, pemberdayaan masyarakat melalui pembinaan generasi muda, pembinaan generasi muda melalui pendidikan karakter, peran organisasi muhamadiyah, penelitian ini menggunakan metoda kualitatif untuk pengumpulan data peneliti menggunakan teknik obsevasi, studi dokumentasi, wawancara. dalam menganalisis data digunakan langkah–langkah yaitu, reduksi, display data, mengambil kesimpulan dan verifikasi data.hasil penelitian ini menunjukan bahwa perencanaan, pelaksanaan dan evaluasi yang dilakukan oleh prm muhammadiyah dalam membina generasi muda. perancanaan di susun menjadi tiga tahap yaitu, rencana jangka panjang, rencana jangka menengah, dan rencana jangka pendek. untuk pelaksanaannya adalah berbagai model pelatihan diantaranya taruna melati, darul arqom, baitul arqom, sekolah kader, up grading. evaluasi melalui penilaian yang menunjukan bahwa generasi muda wajib untuk memiilki 18 karakter. dalam penelitian ini bahwa kegiatan yang dilakukan oleh prm muhammadiyah telah sesuai dengan vici, misi dan tujuan organisasi. kata kunci: pembinaan generasi muda, pendidikan karakter a. pendahuluan albertus (2010: 80) menyatakan bahwa "karakter dianggap sama dengan kepribadian, kepribadian dianggap sebagai ciri atau karakteristik atau gaya atau sifat khas dari seseorang yang bersumber jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 117 dari bentukan-bentukan yang diterima dari lingkungan". lain lagi dengan russel williams (q-anees & hambali, 2008: 99) mengungkapkan bahwa, “karakter ibarat otot, dimana otot-otot karakter akan menjadi lembek apabila tidak pernah dilatih, dan akan kuat serta kokoh apabila sering dilatih dan dipakai.” berdasarkan beberapa pernyataan di atas bahwa karakter seseorang adalah ciri khas dari orang tersebut yang merupakan hasil bentukan lingkungan melalui pembiasaan dan tauladan. thomas lickona (megawangi, 2007:57) mengungkapkan bahwa: tandatanda sebuah negara menuju jurang kehancuran adalah sebagai berikut : meningkatnya kekerasan dikalangan remaja, penggunaan bahasa dan kata-kata yang buruk, pengaruh teman sebaya yang kuat dalam tindak kekerasan, meningkatnya perilaku yang merusak diri, seperti narkoba, seks bebas dan alkohol, semakin kaburnya pedoman moral baik dan buruk, penurunan etos kerja, semakin rendahnya rasa hormat terhadap orang tua dan guru, rendahnya rasa tanggungjawab individu dan warga negara, ketidakjujuran yang begitu membudaya, rasa saling curiga dan kebencian di antara sesama. dengan apa yang disampaikan oleh thomas lickona mengenai ciriciri kehancuran sebuah bangsa hal tersebut sudah mulai terlihat dengan nyata dalam kehidupan sehari-hari bangsa indonesia sehingga membutuhkan penanganan yang serius dengan segera yaitu dengan menghadirkan paradigma baru dalam dunia pendidikan bangsa indonesia dengan menghadirkan kembali pendidikan budi pekerti dalam wujud yang lebih sempurna. seperti yang telah disampaikan sebelumnya bahwa karakter merupakan hasil dari latihan yang dilakukan secara berkesinambungan maka pembentukan karakter seseorang tidak dapat dilakukan secara cepat tetapi membutuhkan waktu yang cukup lama maka upaya untuk membentuk karakter individu harus dilakukan sejak remaja karena usia remaja merupakan usia yang sedang labil, memandang bahwa masa usia remaja adalah masa terbentuknya pencarian identitas diri, yang dipenuhi dengan kejadian-kejadian unik dan menyenangkan yang meletakkan dasar bagi kehidupan seseorang di masa dewasa. dalam hal ini organisasi berbasis agama di indonesia salah satunya adalah muhammadiyah mengambil peranan dalam pengembangan dan pendidikan karakter pada generasi muda yang mana sesuai dengan visinya adalah mempersiapkan kader dan generasi muda indonesia untuk siap menghadapi tantangan masa depan yang lebih beragam, jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 118 penuh dinamika. muhammadiyah bangkit sebagai kekuatan terdepan di dalam merespon dan menyikapi dinamika zaman. untuk mewujudkan itu semua muhammadiyah berperan membina generasi muda menjadikan pemuda-pemuda yang tangguh dan siap menghadapi segala tantangan di era globalisasi ini, dengan berbagai program-programnya terutama dalam pengkaderan membina generasi muda agar memilki karakter bangsa yang original indonesia dan ketimuran yang menjunjung tinggi ajaran islam. berdasarkan uraian diatas maka dapat dirumuskan apakah peranan muhammadiyah dalam membina generasi muda dapat membentuk karakter generasi muda. b. kajian teori dan metode 1. pembinaan generasi muda oleh muhamadiyah merupakan salah satu program pls pendidikan luar sekolah sebenarnya bukanlah barang baru dalam khasanah budaya dan peradaban manusia.pendidikan luar sekolah telah hidup dan menyatu di dalam kehidupan setiap masyarakat jauh sebelum muncul dan memasyarakatnya system persekolahan.pls mempunyai bentuk dan pelaksanaan yang berbeda dengan sistem yang sudah ada di pendidikan persekolahan. pls timbul dari konsep pendidikan seumur hidup dimana kebutuhan akan pendidikan tidak hanya pada pendidikan persekolahan/pendidikan formal saja. pls pelaksanaannya lebih ditekankan kepada pemberian keahlian dan keterampilan dalam suatu bidang tertentu menurut hariyanto(http://file.upi.edu/direktori/fip/jur._pend._luar_sekolah/195 608101981011-._nunu_heryanto/hubungan_pls_dan_profesi_plsx.pdf diakses pada tanggal 1 november 2013) pendidikan luar sekolah adalah: setiap kesempatan dimana terdapat komunikasi yang teratur dan terarah di luar sekolah dan seseorang memperoleh informasi, pengetahuan, latihan maupun bimbingan sesuai dengan usia dan kebutuhan kehidupan, dengan tujuan mengembangkan tingkat keterampilan, sikap dan nilai-nilai yang memungkinkan baginya menjadi peserta-peserta yang efisien dan efektif dalam lingkungan keluarga, pekerjaan bahkan lingkungan masyarakat dan negaranya. http://file.upi.edu/direktori/fip/jur._pend._luar_sekolah/195608101981011-._nunu_heryanto/hubungan_pls_dan_profesi_plsx.pdf http://file.upi.edu/direktori/fip/jur._pend._luar_sekolah/195608101981011-._nunu_heryanto/hubungan_pls_dan_profesi_plsx.pdf jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 119 2. pemberdayaan masyarakat melalui pembinaan generasi muda pembinaan generasi muda dalam perjalanan suatu bangsa adalah sangat penting, peranan yang sangat menonjol terutama dalam hal menentukan estafet kepemimpinan. apabila generasi muda memiliki kualitas yang memadai maka hampir dipastikan bahwa tidak sulit menemukan figur pemimpin yang diperlukan pada saat dibutuhkan. di era globalisasi saat ini, pemerintah sangat menaruh perhatian dalam pembangunan generasi muda guna memajukan ketertinggalan khususnya dibidang sumber daya manusia. untuk itu telah dinyatakan dalam gbhn 1999-2004 sebagai berikut: mengembangkan iklim yang kondusif bagi generasi muda dalam mengaktualisasikan segenap potensi, bakat dan minat dengan memberikan kesempatan dan mengorganisasikan dirinya secara lebih bebas dan merdeka sebagai wahana pendewasaan untuk menjadi pemimpin bangsa yang beriman dan bertaqwa, berahlak mulia, patriotis, demokratis, mandiri dan tanggap terhadap aspirasi rakyat. berdasarkan rumusan di atas, telah menunjukkan seberapa penting potensi generasi muda dalam upaya mengembangkan, memajukan bangsa didalam perjalanan, terutama dalam menentukan arah pembangunan bangsa ini di masa yang akan datang. untuk mengetahui lebih lanjut bagaimana pembinaan generasimuda itu sendiri, perlu dibahas terlebih dahulu mengenai pengertian generasimuda. seringkali kita mendengar kata generasi muda ditengah-tengah masyarakat yang secara umum memiliki pengertian golongan manusia yang masih muda. namun apabila kita cermati lebih mendalam maka sesungguhnya masih perlu dicari pengertian yang lebih konkrit agar bisa menjawab pertanyaan seperti: usia berapa sampai berapa tahun disebut masih generasi muda. pembatasan usia ini sangat perlu untuk membedakannya secara terukur. kosakata generasi muda adalah kata majemuk, terdiri dari dua kata yang terpisah yaitu generasi dan muda yang sangat erat kaitannya satu sama lain dan yang memberikan makna kata yang lebih spesifik. lebih jauh, kita akan mencoba membicarakan satu persatu secara singkat. menurut poerwadarminta (1984: 314), generasi diartikan sebagai : "sekalian orang yang kira-kira sama waktu hidupnya ". jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 120 3. konsep pelatihan banyak ahli berpendapat tentang arti, tujuan dan manfaat pelatihan. namun dari berbagai pendapat tersebut pada prinsipnya tidak jauh berbeda. sikula dalam sumantri (2000:2) mengartikan pelatihan sebagai “proses pendidikan jangka pendek yang menggunakan cara dan prosedur yang sistematis dan terorganisir. para peserta pelatihan akan mempelajari pengetahuan dan keterampilan yang sifatnya praktis untuk tujuan tertentu”. menurut good, 1973 pelatihan adalah “suatu proses membantu orang lain dalam memperoleh skill dan pengetahuan” (m. saleh marzuki, 1992 : 5). sedangkan michael j. jucius dalam moekijat (1991 : 2) menjelaskan istilah latihan “untuk menunjukkan setiap proses untuk mengembangkan bakat, keterampilan dan kemampuan pegawai guna menyelesaikan pekerjaan-pekerjaan tertentu”. definisi pelatihan menurut center for development management and productivity adalah “belajar untuk mengubah tingkah laku orang dalam melaksanakan pekerjaan mereka”. pelatihan pada dasarnya adalah suatu proses memberikan bantuan bagi para karyawan atau pekerja untuk menguasai keterampilan khusus atau membantu untuk memperbaiki kekurangan dalam melaksanakan pekerjaan mereka. perbedaan yang nyata dengan pendidikan, diketahui bahwa pendidikan pada umumnya bersifat filosofis, teoritis, bersifat umum, dan memiliki rentangan waktu belajar yang relatif lama dibandingkan dengan suatu pelatihan. sedangkan yang dimaksudkan dengan pembelajaran, mengandung makna adanya suatu proses belajar yang melekat terhadap diri seseorang. pembelajaran terjadi karena adanya orang yang belajar dan sumber belajar yang tersedia.dalam arti pembelajaran merupakan kondisi seseorang atau kelompok yang melakukan proses belajar. hadari nawawi (1997) menyatakan bahwa ”pelatihan pada dasarnya adalah proses memberikan bantuan bagi para pekerja untuk menguasai keterampilan khusus atau membantu untuk memperbaiki kekurangannya dalam melaksanakan pekerjaan”. fokus kegiatannya adalah untuk meningkatkan kemampuan kerja dalam memenuhi kebutuhan tuntutan cara bekerja yang paling efektif pada masa sekarang. ernesto a. franco (1991) mengemukakan pelatihan adalah ”suatu tindakan untuk meningkatkan pengetahuan dan keterampilan seseorang pegawai yang melaksanakan pekerjaan tertentu”. dalam pp ri nomor 71 tahun 1991 pasal 1 disebutkan” latihan kerja adalah jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 121 keseluruhan kegiatan untuk memperoleh, meningkatkan serta mengembangkan produktivitas, disiplin, sikap kerja dan etos kerja pada tingkat keterampilan tertentu berdasarkan persyaratan jabatan tertentu yang pelaksanaannya lebih mengutamakan praktek dari pada teori” 4. pembinaan generasi muda melalui pendidikan karakter dengan berkembangnya jaman, maka keberadaan generasi muda indonesia sekarang mengalami perubahan dimana dengan banyaknya pengaruh globalisasi misalnya pada masa lampau negara kita masih memperhatikan adanya tingkatan-tingkatan dalam masyarakat yang sering kali melibatkan orang muda yang terbatas pula pengaruhnya dengan sesama yang dianggap setingkat yang menjadikan orang muda tidak mempunyai kebebasan untuk mencari teman sendiri.saat ini halhal tersebut jarang sekali kita temukan tetapi tidak jarang pula muncul masalah baru yang mengarah kepada kejahatan, kriminal, dan lain-lain karena adanya kebebasan yang tidak terkontrol saja tetapi karena munculnya fenomena dimana keluarga terutama orang tua lebih banyak.arus globalisasi begitu cepat merasuk ke dalam masyarakat terutama di kalangang generasi muda. pengaruh globalisasi terhadap generasi muda begitu kuat.pengaruh globalisasi tersebut telah membuat banyak generasi muda kita kehilangan kepribadian diri sebagai bangsa indonesia. hal ini ditunjukkan dengan gejalagejala yang muncul dalam kehidupan seharihari generasi muda sekarang, menurut miftra (http://miftarohmah.blogspot.com/ diakses pada tanggal 11 oktober 2013) yaitu: a) dilihat dari sikap, banyak generasi muda yang tingkah lakunya tidak kenal sopan santun dan cenderung cuek tidak ada rasa peduli terhadap lingkungan. karena globalisasi menganut kebebasan dan keterbukaan sehingga mereka bertindak sesuka hati mereka, b) fenomena lain yang mencoreng citra pelajar dan lembaga pendidikan adalah maraknya ‘gang pelajar’ dan ‘gang motor’. perilaku mereka bahkan seringkali menjurus pada tindak kekerasan (bullying) yang meresahkan masyarakat dan bahkan tindakan kriminal seperti pemalakan, penganiayaan, bahkan pembunuhan, c) di kalangan pelajar dan mahasiswa penggerusan moral ini tidak kalah memprihatinkan. kebiasaan ‘mencontek’ pada saat ulangan atau ujian masih dilakukan, d) dari cara berpakaian banyak generasi mudagenerasi muda kita yang berdandan seperti selebritis yang cenderung ke budaya barat, e) teknologi internet merupakan teknologi yang memberikan informasi tanpa batas dan dapat diakses oleh siapa saja. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 122 dengan berkembangnya ilmu pengetahuan da teknologi maka pada era saat ini generasi muda sebagaian besar sudah kehilangan arah pegangan, mereka sudah lebih menuhankan teknologi menjadi pegangan dan pandangan hidipnya. 5. metode penelitian metode penelitian yang digunakan adalah metode deskriptif kualitatif. pendekatan kualitatif dalam menelaah masalah penelitian ini dipilih karena masalah yang diteliti memerlukan suatu pengungkapan yang bersifat deskriptif. menurut moleong (2004: 6) “ penelitian kualitatif adalah penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subyek penelitian secara holistic dan dengan cara deskriptif dalam bentuk kata-kata dan bahasa, pada suatu konteks khusus yang alamiah dan dengan memanfaatkan berbagai metode alamiah”. c. hasil penelitian dan pembahasan dalam pengembangan program pelatihan, agar dari sudut penyusunan rencana kegiatan pembelajaran tampak bahwa rencana kegiatan pembelajaran memiliki peran yang sangat penting dalam manajemen, karena hal ini dapat dijadikan pedoman pelaksanaan kegiatan dan alat bantu dalam pengawasan.berdasarkan hasil pengamatan bahwa hal yang paling penting dilakukan adalah penelusuran minat peserta/warga pelatihan terhadap materi-materi dalam pembelajaran dalam membentuk karakter pada pemuda. pemilihan materi yang tepat akan membantu keberhasilan pelaksanaan pembelajaran, karena dampak dari hal ini adalah adanya partisipasi yang aktif dari peserta pelatihan selama mengikuti pelatihan. untuk menghasilkan materi-materi yang dibutuhkan peserta, maka dalam perencanaan perlu dilakukan analisis kebutuhan pelatihan (need assessment). hasil dari analisis kebutuhan ini akan menghasilkan materi dan juga merancang metode pembelajaran pelatihan sehingga akan memberikan pengetahuan yang baru bagi peserta pelatihan pendidikan karakter. setelah dilaksanakannya kegiatan penddidikan dan pelatihan pembinaan karakter dapat diketahui hasil dari kegiatan tersebut dan berdasarkan pengamatan peneliti bahwa dari ke 18 karakter nampak 4 karakter yang sudah tertanam pada kehidupan generasi muda di lingkungan muhammadiyah yaitu karakter tanggung jawab, disiplin, kemandirian jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 123 dan religious, hal ini menunjukan keberhasilan dari pendidikan dan pelatihan karakter yang diselenggarkan oleh muhammadiyah sukajadi. selain itu ada strategi yang dilakukan oleh muhammadiyah adalah membantu orang menata pengalaman masa lampau yang dimilikinya dengan cara baru,misalnya melalui konsultasi,latihan kepekaan, dan beberapa jenis latihan manajemen, yang membantu individu untuk dapat lebih memanfaatkan apa yang sudah diketahuinya, tetapi kurang disadari, ada proses belajar yang dirancang untuk memberikan pengetahuan baru, keterampilan baru, yakni mendorong individu meraih lebih jauh dari apa yang diketahuinya, apa yang menjadi kebutuhannya.perencanaan adalah proses yang sistematis dalam pengambilan keputusan tentang tindakan yang akan dilakukan pada waktu yang akan datang. disebut sistematis karena perencanaan itu dilaksanakan dengan menggunakan prinsip-prinsip tertentu di dalam proses pengambilan keputusan, penggunaan pengetahuan dan teknik/pendekatan secara ilmiah, serta tindakan atau kegiatan yang terorganisasi. perencanaan dilakukan untuk menyusun rangkaian kegiatan guna mencapai tujuan yang ditentukan sebelumnya.tujuan tersebut dapat mencakup tujuan umum (goals) dan tujuan khusus (objectives) suatu kegiatan/program.dalam menyusun rencana sebaiknya mempertimbangkan sumber-sumber yang tersedia atau dapat disediakan.sumber-sumber itu meliputi sumber manusia dan sumber non-manusia.sumber manusia mencakup antara lain , fasilitator, tutor, peserta,.sumber non-manusia meliputi fasilitas, alat-alat, waktu, biaya, lingkungan sosial budaya, lingkungan fisik, dan sebagainya. dengan adanya perencanaan tersebut diatas peneliti menagmati bahwa tujuan dari kegiatan pelatihan adalah menjadi salah satu factor determin dalam kegiatan pelatihan, dan tujuan adalah salah atu harapan pencapaian hasil dari sebuah kegiatan, berkaitan dengan hal ini surya (2004: 14) mengemukakan bahwa :individu mempunyai kebutuhan dan melihatnya sebagai tujuan yang ingin dicapai, kesiapan (readiness) individu untuk memenuhi kebutuhan dan mencapai tujuan, memahami segala situasi yang ada di lingkungan individu dan mempunyai hubungan dengan aktivitas individu dalam memenuhi kebutuhan dan mencapai tujuannya, menafsirkan berbagai aspek yang terdapat dalam situasi, adanya respon individu untuk melakukan aktivitas dalam memenuhi kebutuhan dan mencapai tujuan, individu akan memperoleh umpan balik dari apa yang telah dilakukannya. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 124 pembinaan generasi muda melalui pelatihan pendidikan karakter, hal ini penting dilakukan mengingat sumber daya pemuda yang dibutuhkan dalam membangun bangsa indonesia sangat dibutuhkan di era globalisasi paling tidak memilki generasi muda yang berkarakter kebangsaan sesuai yang diungkapkan oleh muhammad fadilah ( 2011 : 43 ) diantaranya: 1) religius yaitu sikap dan prlilaku yang patuh dalam melaksanakan ajaran agama yang dianutnya, toleran terhadap pelaksanaan ibadah agama lain, dan hidup rukun dengan pemeluk agama lain, 2) jujur yaitu prilaku yang dilaksanakan pada upaya menjadikan dirinya menjadi orang yang selalu dapat dipercaya dalam perkataan, tindakan, dan pekerjaan, 3) toleransi yaitu sikap dan tindakan yang menghargai perbedaan agama, suku, etnis, pendapat sikap dan tindakan orang lain yang berbeda dari dirinya, 4) disiplin yaitu tindakan yang menunjukan prilaku tertib dan patuh pada berbagai ketentuan dan peraturan, 5) kerja keras yaitu prilaku yang menunjukan upaya sungguh – sungguh dalam mengatasi berbagai hambatan belajar dan tugas dengan sebaik-baiknya, 6) kreatif yaitu berfikir dan melakukan sesuatu untuk menghasilkan cara atau hasil baru dari sesuatu yang telah dimilki, 7) mandiri yaitu sikap dan prilaku yang tidak mudah tergantung pada orang lain dalam menyelseikan tugas – tugasnya, 8) demokrasi yaitu cara berfikir, bersikap, dan bertindak yang menilai sama hak dan kewajiban dirinya dan orang lain, 9) rasa ingin tahu yaitu sikap dan tindakan yang selalu berupaya untuk mengetahui lebih mendalam dan meluas dari sesuatu yang dipelajarinya dilihat dan didengar. d. kesimpulan ketua pimpinan ranting muhammadiyah cipedes dan seluruh pengurus majelis pendidikan kader muhammadiyah dalam membina generasi muda melalui pendidikan karakter yang diselenggarkan oleh muhammadiyah dibagi menjadi tiga proposisi yaitu: a) perencanaan,pelatihannya didasarkan pada hasil keputusan yang di tetapkan dalam musyawarah kerja b) pelaksanaan , melalui pelatihan kader, sasarannya anggota dan simpatisan pemuda muhammadiyah c) evaluasi yang dilakukan dengan pemantauan melalui diskusi antar personal kemudian diikutsertakan dalam pelatihan berikutnya. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 125 daftar pustaka d. sudjana, s. 2007, sistem dan manajemen pelatihan. bandung : falah production muhammad fadilah, lilif mualifatu, 2013. pendidikan karakter anak usia dini. jogjakarta : ar-ruz media rudiana, 2012. 9 karakter guru menyenangkan ramah otak. bandung : smile smart life skill sri narwanti, 2011. pendidikan karakter. yogyakarta : familia pustaka keluarga. sugiyono, 2011. statistika untuk penelitian. bandung: alfabetabisri mustofa, 2009. pedoman menulis proposal penelitian skripsi dan tesis. yogyakarta : panji pustaka jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 19 workshop program effort of community learning center (pkbm) in preventing teenager promiscuity (case study in pkbm bina mandiri cipageran cimahi) nunu mahmud firdausikip siliwangimahmudfirdaus@gmail.com abstractpkbm is an institution engaged in education and is formed by the community forpeople. pkbm is still under the supervision and guidance of the national educationoffice. pkbm can be either in village or sub-district level. however, the establishment ofthis institution has not been so many yet, because the community assumption related tothe need of pkbm is still low. through this study, the researcher wants to reveal theimportant role of pls as in this case is pkbm to become the vehicle of education for thecommunity. in the current era of globalization free social relations increasinglywidespread and certainly harm the dignity and dignity of the nation. so the function ofthe pls as a substitute, the complement of formal education needs to be strengthenedso that the education department is really able to form a complete indonesian man.challenges in the globalization era are very large towards the world of education, thedevelopment of science and technology changes the social life of indonesian people,especially foreign cultures threaten the civilization of indonesia nation. in formingcomplete indonesian people, education determine direction of the next generation,through formal education, but it is not entirely successful without the supports of non-formal school or. as the negative result, promiscuity among people or even students isinevitable. in related to this problem, the researcher wants to prove that non-formaleducation gives effects to the development of indonesian people generation. theresearcher does comparison to the regions which have pkbm institutions in order toprovide a clear picture. this study uses qualitative method to see the clear picture ofpkbm effort in assessing the outcome of training program on the distribution of talentsand interest of adolescents in preventing promiscuity, with the population beingsampled as many as 6 people taken from studying citizens. from the results of thisresearch, the role of pkbm training program makes teenagers social relationshipbecome better and more beneficial. pkbm provides a lot of educational support to thecommunity and also becomes a forum for youth and young women. it can be concludedthat pkbm can prevent the teenagers from promiscuity, therefore, it is expected thatpkbm is established in every village, so that formal education is equipped by non-formal education because it gives a positive impact on the behavior of the youngergeneration. keywords: pkbm efforts, workshop program, promiscuity a. introductionin the current globalization era, challenges for the world of education are increasinglyheavy due to unlimited information and teenagers social life are very vulnerable to thebehavior of deviation against life norms of indonesian people. youth generation jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 20 becomes victims affected from the entry of negative foreign cultures. to defend suchimpact of globalization, formal education should be more introspective to pay attentionto the generation of the nation from the danger of promiscuity that can damage thecivilization of the indonesian nation, but if not supported by non-formal and informaleducation, adolescents often become victims of promiscuity, the community educationthrough pkbm moves apart from the learning of this institution also moves in the fieldof training which can accommodate the talent and also fill the time to channel talent andcan discuss with the people learn especially for those who drop out of school.from the explanation above, the researcher wants to know the extent to which pkbmtraining program can prevent teenager’s promiscuity in society by collectinginformation of data and theory put forward by expert. the writer wants to trace theresult of education and training from pkbm, especially in this case is prevention ofbehavioral deviation, from existing that pkbm training can channel the aspirations ofthe community from the age of children, adolescence to adulthood. the objects studiedby the authors are the studying citizens in adolescents who grow toward maturation.from 20 populations, the writer took 5 samples for the interview, a pkbm manager isalso a source of information needed in this study. the writer is looking for informationrelated to environmental challenges, pkbm training programs, and teenager’s dailysocial life.in the life of society, there is a hope of creating a safe and comfortable life; parentsprovide education to their children and there exists a prosperous and happy life;teenagers are aware of the norms that apply virtuous and reliable in the future; theyouth generation of both boys and girls are excited to build advanced society. thissituation is not easy to achieve because of the challenges and obstacles of today'smodern contemporaries, teenagers in their development prefer their own way of liferegardless of the consequences they generate such as free sex, including drugs, harshand irreverent words that ultimately lead to crime. these phenomena make the writercurious to know the extent to which pkbm provides an important role in preventingteenage promiscuity, through its training programs. formal and non formal educationmust be easily followed by the learners because of how much science must be owned bythe indonesian people to avoid degradation of morals. mohammad hatta has said thatscience is an orderly knowledge of the legal work causally in the same characteristicproblems, as well as according to their visible position from the outside or from within.the need for non-formal school is also expected to be an important study by the currentgovernment. research focus1. can pkbm training program prevent teenager promiscuity?2. can pkbm training program be of interest to the studying participants amongteenagers? research objectives1. to find out the extent to which pkbm training program can teenager promiscuity.2. to find out the extent to which pkbm training program can be of interest to thestudying participants among teenagers. jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 21 significance of research1. theoreticallya. to discover new and evolving facts from previous non-formal educationscientific studies.b. an attempt to find theoretical concepts related to educational programs inbuilding the nation of indonesia2. practical usefulnessa. to provide information to the reader and government about the importance ofoff-school educationb. a practical work on problem solving solutions for teen age children b. literature review 1. the concept of non-formal educationnon-formal education is education that is organized outside the school whetherinstitutionalized or non-open educational activities are more open, unbound, and non-centralized, the out-of-school education program can be the development of a schoolprogram, and can be an education equivalent to the school's education (oong komar,2006).coombs (1976) in defining non-formal education stated that "non-formal education is distinguished form formal and informal education and is defined broadly as any organized educational activity outside the established formal system -whether cooperating, separately or as an important feature for some broader activity that is intended to serve identifiable learning clienteles and learning objectives. " 2. community learning activity center (pkbm)pkbm philosophy is briefly from, by and for society. this means that pkbm is acommunity based institution. from society as a philosophy, it means that pkbmestablishment must always be an initiative of the society itself that comes from anawareness of the importance of improving the quality of life through a transformationaland learning process. this initiative can be generated by a process of socializing theimportance of pkbm and other matters concerning pkbm to some members or localcommunity leaders by the government or by other parties outside the community. inthe case of establishment of pkbm, the role of government or other parties outside thecommunity is just process of socialization, motivation, stimulation and training tointroduce pkbm as a whole and open perspective and insight and steps that can be donein forming pkbm and in further development. this socialization process should not takeover the founding initiative that must come purely from the awareness, willingness andcommitment of the members of the community itself. this is very important in order tomaintain the development of pkbm in a healthy future which determines theindependence and sustainability of the pkbm. 3. pergaulan bebas (promiscuity/free sex)according to kbbi (big indonesian dictionary), pergaulan means to live befriend orhang out with others in community. bebas is loose and unobstructed, so that we cantalk, move, and do things freely, without being bound by rules. in english, pergaulan bebas is translated into free sex/promiscuity. promiscuity is a behavior of friendship jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 22 that is not bound by the rules and social norms prevailing in society, as in this case, it isan eastern custom which upholds the norms of decency. the term of promiscuity inindonesia is widely used in indonesia since mid 60's. at that time, the era ofglobalization made the western culture easily enter into indonesia. especiallyinformation from the world of entertainment, such as movies and music, spread throughprint and electronic media. all sorts of promiscuity are:1. free sex, committing acts of adultery out of wedlock, no safety, and swapping pairs.2. student fights either with a shootout or use of sharp weapon.3. smoking and drug abuse.4. living on the streets and dropping out of school5. motorcycle gang and others. c. research methods 1. research methodsthe method of this study is qualitative method. this is based on the consideration of thedepth of the results of research related to the meaning of the generalization, theresearcher maximizes the observation and interviews, both with regard to the relevanceof the contents of the question with the study, as well as related to the accuracy of therespondents.sugiyono (2016) stated that qualitative research method is a research method based onpost-positivism philosophy, is used to examine the natural object, which is as a keyinstrument, the sampling of data sources conducted by purposive and snowball.technique of data collection with triangulation (composite) more qualitative researchresults emphasizes the meaning of generalization.in the field implementation, the researcher merges with the situation under study, thisis done considering that human behavior is influenced by the "setting" in which thesituation occurs, so that human behavior cannot be understood without understandingthe frame in which humansinterfere with the thought and its actions. the research is conducted through taking thesteps based on the following stages:a. identifying problemsb. study literaturesc. develop a research designd. make observation and interview guidelinese. analyzingf. writing research reports.g. research sitesh. population and sample d. results and discussion 1. general descriptiona. profile of pkbm bina mandiricommunity learning activity center (pkbm) is a place of community learning activitiesin order to provide educational services and skills to the community in having jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 23 knowledge and attitude of self-control in following development of the time so it can beuseful in facing the sharing of social turmoil that occurred.from the interviews conducted with 5 correspondents, they are very happy to learn inpkbm bina mandiri, and it is shown by their participation to follow the program so thatthey can avoid the promiscuity which is very vulnerable to adolescence if not balancedwith education both formal and non-formal such as this pkbm. in interviews, theresearchers get a clear picture that non-formal education has a role in the field ofeducation that is not less important than formal education. so, this shows that theprogram age of pkbm can prevent younger generation falling into promiscuity becauseit is more binding like family who has each other. 2. discussionthis study aims to know the role of pkbm program in preventing free association, theresearcher takes 5 people as sample as the studying participants who are still in the ageof teenager ranging from 16-20 years old. the assumption of this research showsimportant role of non-formal education institution in society for promiscuity issues.community learning center (pkbm) can be a gathering place for young adolescent ofboth boys and girls; parents can pay attention to their children. naddler (1982) informulating training significances answers the question: what problem can training solve? but with this research can be found that the process of youth empowerment asconducted by pkbm srikandi indicates that the manager is able to develop variouspotentials related to the ecology of the surrounding community, thereby developing thecapacity of community life on an ongoing basis (ardiwinata & mulyono, 2018).this research is still far from perfect so that the researcher plans to trace the role of off-school education in preventing deviation behavior. so the result can be a deep study andconsideration of the importance of the institution of non-formal education in indonesiaand the hope of the researcher to the government that can give more attention to non-formal education, so that the collaboration of formal and non-formal education is able tosucceed in creating a generation ready to face the turmoil of globalization by supportinghigh noble values of indonesia. e. conclusions and suggestions 1. conclusionsthe following researchers draw conclusions from this study:a. community learning activities center program contributes to prevent promiscuity.it is illustrated that the junior high school students who participate in pkbmactivities are far from free sex because pkbm can provide a foundation for thealarming social pressure.b. pkbm is in demand by the studying participants, the atmosphere of a friendlyinstitution, does not make awkward in learning; so, grows a sense of ownership ofthe learners. 2. suggestionsthis suggestion is submitted by the researcher to the following parties: jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 24 a. to teenagers, they should follow the program of outdoor education because at thistime the need for education is not enough just with formal education, in order toavoid the act of deviation.b. to the government, they should pay more attention to non-formal education andthey are expected to give support so that each village can establish pkbm institutionbecause it is very important in supporting the goals of national education. referenceardiwinata, j.s. dan mulyono, d. 2018. community education in thedevelopment of the community. jurnal empowerment vol. 7 (1), hal 20-25aslichati, lilis. (2011). kematangan sosial dan masyarakat madani,prosiding seminarjakarta. fisip ut.coombs, p.h. (1976). non formal education: myths, realities and opporunities.comparative education review. vol 20 no. 3depdiknas ri, (2005), kamus besar bahasa indonesia, balai pustaka, jakartakomar, oong, (2006), filsafat pendidikan nonformal, grafika bandungmarzuki, saleh 2010 pendidikan nonformal. pt remaja rosdakaryanadler, l. 1982. designing training programs: the critical events model. sidney: addisonwesley publising company.sugiyono, (2016) metode penelitian pendidikan: (pendekatan kuantitatif kualitatif, dan r&d). penerbit alfabeta bandunghttps://visiuniversal.blogspot.co.id/2014/02/pusat-kegiatan-belajar-masyarakat-pkbm.html jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 160 penerapan metoda bermain peran dalam meningkatkan keterampilan berbicara anak di tk negeri pembina kota bandung nanan kartini stkip siliwangi abstrak penelitian ini mengangkat permasalahan tentang penerapan metoda bermain peran dalam meningkatkan keterampilan berbicara anak di tk negeri pembina kota bandung. adapun tujuan dari penelitian ini antara lain: untuk memperoleh data tentang penerapan, strategi pelaksanaan, dan efektifitas dalam penerapan metoda bermain peran dalam meningkatkan kemampuan berbicara anak di tk pembina kota bandung.landasan konsep dalam penelitian ini yaitu konsep bermain peran sebagai salah satu metoda pembelajaran, konsep bermain sambil belajar, dan konsep pendidikan anak usia dini.penelitian ini menggunakan penelitian kualitatif. adapun teknik pengumpulan data yang dipergunakan untuk mengumpulkan data dalam penelitian ini , antara lain yaitu teknik wawancara, observasi langsung, studi literature, dan studi dokumentasi. hasil penelitian menunjukkan bahwa implementasi metode bermain peran di tk pembina dapat berjalan lancar sesuai dengan rencana yang telah diprogramkan. strategi metode bermain peran dilakukan seminggu sekali supaya anak tidak merasa jenuh dan memudahkan guru untuk mempersiapkan cerita-cerita yang akan disampaikan kepada anak. penggunaan metode bermain peran yang digunakan di tk negeri pembina cukup efektif. kata kunci: metoda bermain peran, keterampilan berbicara a. pendahuluan reformasi di bidang pendidikan tidak cukup hanya dengan perubahan di sector kurikulum ataupun penggunaan metode pembelajaran. perubahan kurikulum akan bermakna bila diikuti oleh praktik pembelajaran di dalam kelas ataupun di luar kelas. adapun yang jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 161 menjadi titik tolak perubahan kurikulum ditunjukan dengan adanya perubahan pada pola kegiatan belajar mengajar, pemilihan media pembelajaran, dan menentukan pola penilaian yang menentukan dalam kegiatan belajar mengajar. murphy, (1992 :10) dalam abduk madjid (2009:3) menjelaskan bahwa : “reformasi pendidikan adalah restrukturisasi pendidikan, yakni memperbaiki pola hubungan sekolah dengan lingkungannya dan dengan pemerintah, pola pengembangan perencanaan serta pola pengembangan manajerialnya, pemberdayaan guru dan restrukturisasi model-model pembelajaran. penguasaan model-model pembelajaran oleh guru merupakan suatu potensi yang harus dimiliki agar pembelajaran dapat berjalan efektif dan bermakna bagi peserta didik. pada saat sekarang model-model pembelajaran sedang mengalami perubahan dan perkembangan yang cukup signifikan dengan perkembangan dan kemajuan teknologi. pemanfaatan di bidang teknologi informatika cukup membantu guru dalam kegiatan belajar mengajar, sehingga proses belajar mengajar menjadi lebih efektif dan mudah dipahami oleh peserta didik. pengembangan konsep pengelolaan pembelajaran melalui kegiatan yang menarik bagi anak usia dini sangat dibutuhkan guna untuk mendorong anak mau belajar. pengelolaan pembelajaran yang ideal bagi peserta didik anak usia dini hendaknya melibatkan seluruh peserta didik dengan suasana riang dan menggembirakan tanpa ada beban psikologis. guru hendaknya mampu mendiagnosis kebutuhan belajar peserta didik, merumuskan tujuan belajar, memilih bahan atau materi belajar, memilih dan menggunakan metode pembelajaran yang tepat serta menggunakan alat dan media pembelajaran yang dapat disenangi oleh peserta didik. sistem pengelolaan pembelajaran ini perlu diperhatikan dengan sungguh-sungguh, mengingat keberhasilan merupakan faktor dominan untuk mendorong pembentukan watak, karakter dan kemampuan daya nalar peserta didik dari anak usia dini. guru taman kanak-kanak mempunyai peran untuk mengembangkan dan meningkatkan sumber daya manusia dari sejak usia dini. guru harus mampu setiap saat mengembangkan dirinya agar memiliki kompetensi dan sikap profesionalnya tetap terjaga. untuk meningkatkan kompetensi guru diperlukan upaya-upaya dari pihak lembaga terkait jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 162 maupun pribadi untuk selalu belajar. guru adalah salah satu bentuk jasa professional yang dibutuhkan dalam kehidupan manusia. berbagai perubahan dan perkembangan pengetahuan dan teknologi tidak pernah terlepas dari keberadaan guru. kompetensi yang dimiliki oleh setiap guru akan menunjukkan kualitas guru dalam mengajar. kompetensi tersebut akan tampak dalam bentuk penguasaan pengetahuan dan sikap professionalnya dalam melaksanakan tugas sebagai guru, sehingga dalam proses penstransferan pengetahuan dapat dipahami oleh peserta didik. kegiatan pembelajaran diarahkan untuk memberdayakan semua potensi peserta didik agar dapat menguasai kompetensi yang diharapkan. kegiatan pembelajaran mengembangkan kemampuan untuk mengetahui dan mengaktualisasikan diri. dengan demikian, kegiatan pembelajaran perlu : 1) berpusat pada peserta didik; 2) mengembangkan kreatifitas peserta didik; 3) menciptakan kondisi yang menyenangkan dan menantang; 4) bermuatan nilai, etika, estetika, logika dan kinestetika, dan 5) menyediakan pengalaman belajar yang beragam. (puskur, 2004 : 13) metoda bermain peran bagi peserta didik yang berada di lingkungan sekolahtaman kanak-kanak terasa sulit untuk diaplikasikan. hal ini lebih disebabkan oleh keterbatasan oleh kemampuan para peserta didik yang baru mengenal pendidikan. oleh karena hal tersebut di atas diperlukan kiat-kiat khusus baik dari kepala sekolah maupun guru-guru agar metoda bermain peran dapat diterapkan dalam proses kegiatan belajar mengajar. untuk penerapan metoda bermain peran di taman kanak-kanak memerlukan keterampilan dan kesabaran guru. kesabaran guru dalam mengulang-ulang contoh yang diberikan kepada peserta didik sangat dibutuhkan, agar guru tidak merasa kesal dan jengkel terhadap peserta didik. dalam penerapan metoda bermain peran di taman kanak-kanak ini, guru merupakan sentral apakah metoda ini dapat diterapkan atau tidak. selain itu untuk menerapkan metoda bermain peran memerlukan alat atau media yang mendukung untuk terwujudnya pelaksanaan penerapan metoda bermain peran. bermain peran sangat efektif untuk menarik perhatian peserta didik dari anak usia dini. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 163 melalui metode bermain peran, peserta didik dituntut untuk mampu melatih diri berbicara, melatih berekspresi dan bersosialisasi dengan teman-temannya. kemampuan bebicara seorang anak akan diperoleh dengan mudah melalui kegiatan dialog yang dilatihkan kepada anak sejak dini. kemampuan berdialog seorang anak dengan lawan komunikasinya akan menjadi indicator bahwa anak tersebut memiliki kemampuan berbicara. kemampuan berbicara anak usia dini perlu dipupuk dan ditumbuhkembangkan. kemampuan berbicara akan mempengaruhi tingkat intelegensi anak. metoda bermain peran digunakan untuk mengefektifkan kegiatan belajar mengajar. kondisi belajar yang efektif ditandai dengan adanya minat dan perhatian peserta didik dalam belajar. minat merupakan suatu sifat yang relative menetap pada diri anak. dengan minat anak belajar yang tinggi akan mempengaruhi sikap keingintahuan. dorongan keingintahuan anaklah yang akan menjadi potensi anak untuk semangat belajar. selain itu dengan adanya dorongan anak ingin mengetahui apa yang sedang dihadapinya, anak akan terangsang untuk melatih dirinya bagaimana mengungnkapkan idea yang ada di dalam pikirannya melalui kegiatan berbicara. berbicara adalah salah satu keterampilan berbahasa yang harus dimiliki oleh setiap peserta didik. berdasarkan kepada hasil identifikasi masalah di atas, maka penulis merumuskan masalah sebagai berikut : 1. bagaimanakah implementasi penerapan metoda bermain peran dalam meningkatkan kemampuan berbicara anak di tk negeri pembina kota bandung ? 2. bagaimanakah strategi pelaksanaan dalam penerapan metoda bermain peran dalam meningkatkan kemampuan berbicara anak di tk pembina kota bandung ? 3. bagaimanakah tingkat efektifitas penerapan metoda bermain peran di tk negeri pembina kota bandung. tujuan dari penelitian ini antara lain: 1. untuk memperoleh data tentang penerapan metoda bermain peran dalam meningkatkan kemampuan berbicara anak di tk negeri pembina kota bandung. 2. untuk memperoleh data tentang strategi pelaksanaan dalam penerapan metoda bermain peran dalam meningkatkan kemampuan berbicara anak di tk pembina kota bandung. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 164 3. untuk memperoleh data tentan efektifitas penerapan metoda bermain peran di tk negeri pembina kota bandung. b. kajian teori dan metode pengertian bermain peran metode bermain peran adalah kegiatan pembelajaran yang menekankan pada kemampuan penampilan peserta didik untuk memerankan status dan fungsi pihak-pihak lain yang terdapat pada kehidupan nyata. dengan bermain peran ini diharapkan para peserta didik memperoleh pengalaman yang diperankan oleh pihak-pihak lain. metode ini dapat digunakan pula untuk merangsang pendapat pserta didik dan menemukan kesepakata bersama tentang ketepatan, kekurangan dan pengembangan peran-peran yang dialami atau diamatinya. utomo (2001 : 122) menjelaskan bahwa bermain peran merupakan gambaran tentang suatu kondisi / paradigma tertentu pada satu hal di dalam masyarakat lewat skenario. pelaku yang berlaku tanpa memberikan informasi verbal apa pun akan terlihat respon siswa/teman lain sesama aktor. lewat respon yang diberikan berupa perilaku dapat dianalisis tentang hubungan kondisi yang ditunjukan aktor sesuai dengan kondisi atau paradigma yang berlaku. metoda bermain peran ini dikategorikan sebagai metoda mengajar yang berumpun kepada metoda perilaku yang diterapkan dalam pengajaran. karakteristiknya adalah adanya kecenderungan memecahkan tugas belajar dalam sejumlah perilaku yang berurutan, konkret dan dapat diamati. pengertian bermain peran menurut (depdikbud 1998 : 37) adalah memerankan tokoh-tokoh atau benda-benda di sekitar anak dengan tujuan untuk mengembangkan daya khayal (imajinasi) dan penghayatan terhadap bahan pengembangan yang dilaksanakan. dengan demikian metoda bermain peran memiliki makna mendramatisasikan cara tingkah laku di dalam hubungan sosial, dan menekankan kenyataan anak diturut sertakan dalam memainkan peranan di dalam mendramatisasikan masalah-masalah hubungan sosial. pembelajaran adalah suatu rancangan untuk menggambarkan rincian dan penciptaan suasana yang menjadikan peserta didik untuk jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 165 berinteraksi dalam prose pembelajaran sehingga terjadi perubahan /perkembangan pada diri peserta didik. komponen-komponen pembelajaran meliputi konsep, tujuan pembelajaran, materi/tema, langkah-langkah metode, alat/sumber belajar, dan teknik evaluasi. paud (pendidikan anak usia dini) adalah suatu upaya pembinaan yang ditujukan kepada peserta didik sejak usia dini yang dilakukan melalui pemberian rangsangan pendidiikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar peserta didik memiliki kesiapan dalam memasuki pendidikan dasar dan kehidupan tahap berikutnya. pendekatan penyelenggaraan paud yang proses pembelajarannya dilakukan di dalam lingkaran dan sentra bermain. lingkaran adalah saat di mana pendidik duduk bersama peserta didik dengan posisi melingkar untuk memberikan pijakan kepada peserta didik yang diilakukan sebelum dan sesudah bermain. sentra bermain adalah zona atau area bermain peserta didik yang dilengkapi dengan seperangkat alat bermain yang berfungsi sebagai pijakan lingkungan yang diperlukan untuk mengembangkan seluruh potensi dasar peserta didik dalam berbagai aspek perkembangan secara seimbang. pijakan adalah dukungan yang berubah-ubah yang disesuaikan dengan perkembangan yang dicapai peserta didik yang diberikan sebagai pijakan untuk mencapai perkembangan yang lebih tinggi. bermain peran adalah main simbolik, pura-pura, make-believe, fantasi, imajinasi, atau main drama, sangat penting untuk perkembangan kognitif, sosial, dan emosi anak pada usia tiga sampai enam tahun. main peran dipandang sebagai sebuah kekuatan yang menjadi dasar perkembangan daya cipta, tahapan ingatan, kerja sama kelompok, penyerapan kosa kata, konsep hubungan kekeluargaan, pengendalian diri, keterampilan pengambilan sudut pandang spasial; keterampilan pengambilan sudut pandang afeksi, keterampilan pengambilan sudut pandang kognisi. jenis main peran ada 2 yaitu main peran mikro dan main peran makro. (agus dkk , 2011 : 2) mutu pengalaman main peran tergantung pada variable di bawah ini: 1). cukup waktu untuk bermain (penelitian menyarankan paling sedikit satu jam); 2) ruang cukup, alat-alat mudah dijangkau, dan paling sedikit empat sampai enam anak dapat bermain dengan nyaman; 3)alat-alat untuk mendukung bermacam-macam adegan permainan; 4) orang jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 166 dewasa yang dapat memberikan pijakan untuk meningkatkan keterampilan main peran anak. sentra main peran adalah sentra yang memfasilitasi peserta didik untuk dapat mengembangkan keterampian kognisi, sosial, emosi anak dengan memberikan banyak kesempatan untuk memainkan peran melalui tokoh yang diwakili oleh benda-benda kecil (main peran mikro) maupun dapat mencitakan dan memainkan peran menjadi tokoh dengan menggunakan alat-alat berukuran sesungguhnya (main peran makro) dengan memberikan cukup waktu, ruang, alat, dan bahan aman. tujuan metoda bermain peran bermain peran dalam proses pembelajaran ditujukan sebagai salah satu usaha memecahkan masalah diri sendiri dan sosial masyarakat melalui serangkaian pemeranan. adapun yang menjadi tujuan metoda bermain peran digunakan agar anak dapat: 1) mengeksplorasi perasaanperasaan anak agar dapat diarahkan dan dibimbing secara positif; 2)membantu peserta didik memperoleh perbendaharaan kata yang diperoleh dari dialog-dialog yang diberikan kepada siswa tk; 3) menambah wawasan peserta didik; 4)mengembangkan keterampilan dan sikap positif peserta didik. agus dkk (2011 : 3) menjelaskan bahwa tujuan metoda bermain peran adalah : 1)untuk menampilkan kembali pengalaman yang didapat melalui panca indera dengan menampilkan dalam bentuk perilaku purapura; 2) memberikan kekuatan sebagai dasar perkembangan daya cipta, tahapan ingatan, kerjasama kelompok, pengendalian diri; 3)untuk meningkatkan perkembangan kognisi, sosial, dan emosi anak usia tiga sampai enam tahun; 4) sebagai terapi bagi anak yang mendapatkan pengalaman traumatic; 5) mengembangkan kemampuan berbahasa dan bermain peran atau simbolik play anak usia dini; 6) dapat melatih kemampuan mendengar, berbicara, pra membaca, dan pra menulis; 7) dapat melatih kemampuan memerankan suatu peran menggunakan alat tertentu dan menyusun ide cerita; 8) dapat melatih kemampuan percaya diri, keberanian, spontanitas, kerjasama, kompromi, reaksi emosi yang wajar, tenggang rasa, kepemimpinan, dan inisiatif. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 167 langkah-langkah bermain peran adapun langkah-langkah penggunaan teknik-teknik bermain peran menurut sudjana (2001 : 135) : 1). pendidik bersama peserta didik , menyiapkan bahan belajar berupa topik yang akan dibahas. topik itu hendaknya mengandung peran-peran yang seharusnya terjadi dalam situasi tertentu; 2) pendidik bersama peserta didik mengidentifikasi dan menetapkan peran-peran berdasarkan kedudukan dan tugas masingmasing; 3) pendidik membantu peserta didik untuk menyiapkan tempat, waktu dan alat-alat yang digunakan dalam pembelajaran; 4) pendidik membantu para peserta didik untuk melaksanakan permainan peran; 5) pendidik melakukan evaluasi peran yang telah ditentukan. c. hasil penelitian dan pembahasan hasil penelitian atas dasar hasil wawancara, observasi dan studi dokumentasi yang telah dilakukan peneliti dalam melakukan riset lapangan. peneliti mendapatkan data yang sesuai dengan kebutuhan penelitian. dari data yang diperoleh kemudian diolah dan diklasifikasikan sehingga data dapat dianalis. di dalam mendeskripsikan data, peneliti akan mengacu kepada: 1) implementasi metoda bermain peran; 2) strategi metoda bermain peran dan 3) efektifitas penggunaan metoda bermain peran. implementasi metode bermain peran untuk mengetahui bagaimana pelaksanaan pembelajaran menggunakan metode bermain peran di tk negeri pembina, peneliti mengamati secara seksama terhadap kegiatan proses pembelajaran yang dilakukan oleh guru yang sedang menggunakan metode bermain peran. hasil wawancara dengan pengelola nk guru metoda bermain peran dapat mengoptimalkan pengembangan berbicara anak usia dini. adapun langkah-langkah yang ditempuh guru dalam menggunakan metode bermain peran agar dapat mengoptimalkan pengembangan kemampuan berbicara anak, menurut nk adalah sebagai berikut: 1. menyiapkan scenario bermain peran yang akan disampaikan; 2. mengidentifikasi tingkat kemampuan berbicara anak; 3. merencanakan cara pembagian peran untuk anak; jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 168 4. membagi pengucapan dialog untuk setiap perannya yang mudah diingat oleh anak sehingga akan menambah jumlah kosa kata yang dikuasai anak; 5. menyatukan perhatian anak; 6. menggunakan dialog yang singkat dan jelas agar mudah diingat oleh anak. metode bermain peran dapat mengoptimalkan pengembangan kemampuan berbicara anak usia dini. metoda bermain peran yang diterapkan kepada anak untuk memainkan peran sangat penting bukan saja dalam menumbuhkan minat , akan tetapi pola pikiran anak untuk berbicara akan turut terbangun. menurut yn salah seorang guru tk pembina mengatakan bahwa dalam penerapan metode bermain peran di tk nya dapat berjalan lancar sesuai dengan rencana yang telah diprogramkan. bermain peran adalah kegiatan pembelajaran yang menekankan pada kemampuan penampilan peserta didik untuk memerankan status dan fungsi pihak-pihak lain yang terdapat pada kehidupan nyata. dengan bermain peran ini diharapkan para peserta didik memperoleh pengalaman yang diperankan oleh pihak-pihak lain. metode ini dapat digunakan pula untuk merangsang pendapat peserta didik dan menemukan kesepakatan bersama tentang ketepatan, kekurangan dan pengembangan peran-peran yang dialami atau diamatinya. yn menjelaskan bahwa program pembelajaran di tk pembina adalah suatu rancangan untuk menggambarkan rincian dan penciptaan suasana yang menjadikan peserta didik untuk berinteraksi dalam proses pembelajaran sehingga terjadi perubahan /perkembangan pada diri peserta didik. komponen-komponen pembelajaran meliputi konsep, tujuan pembelajaran, materi/tema, langkah-langkah metode, alat/sumber belajar, dan teknik evaluasi. dalam setiap kegiatan proses belajar mengajar guru selalu menyiapkan komponen-komponen pembelajaran yang terdiri dari : konsep, tujuan pembelajaran, materi/tema, langkah-langkah metode, alat/sumber belajar, dan teknik evaluasi. metoda bermain peran ini dikategorikan sebagai metoda mengajar yang berumpun kepada metoda perilaku yang diterapkan dalam pengajaran. karakteristiknya adalah adanya kecenderungan memecahkan tugas jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 169 belajar dalam sejumlah perilaku yang berurutan, konkret dan dapat diamati. pembelajaran dengan penggunaan metoda bermain peran oleh guru di tk pembina merupakan suatu upaya pembinaan yang ditujukan kepada peserta didik sejak usia dini yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar peserta didik memiliki kesiapan dalam memasuki pendidikan dasar dan kehidupani tahap berikutnya. strategi metoda bermain peran berdasarkan hasil wawancara dengan ca kegiatan pembelajaran dengan menggunakan metode bermain peran dilaksanakan setiap hari selasa, hal ini dilakukan agar anak tidak merasa jenuh dan memudahkan guru untuk mempersiapkan cerita-cerita yang akan disampaikan kepada anak. cerita-cerita yang disampaikan guru kepada anak mempunyai manfaat untuk : mengasah imajinasi : imajinasi anak dapat dimunculkan melalui pengenalan sesuatu yang baru sehingga otak anak akan produktif memproses informasi yang diterimanya; mengembangkan aspek social emosi: cerita untuk mengembangkan aspek sosio-emosional dibuat dan disajikan untuk mengembangkan kerjasama, tenggang rasa, kemampuan berkomunikasi, pengertian, kepedulian pada sesama, tata krama dan sopan santun; mengembangkan aspek moral : pada anak-anak moralitass mengandung komponen-komponen emosional, kognitif, dan behavioural. perasaan dan penalaran bekerja serta akibat-akibat yang dialami member pengaruh yang amat kuat pada tindakan-tindakan manusia, termasuk anak-anak. penanaman moral melalui cerita sangat mungkin dilakukan terutama karena metode tersebut sesuai dengan taraf perkembangan anak; mengembangkan kesadaran beragama: mengembangkan aspek spiritual melalui cerita dapat dilakukan dengan cerita-cerita dengan tema keagamaan. dengan menceritakan kehidupan para nabi dan sahabatnya, atau cerita yang direka sendiri dapat menumbuhkan kesadaran jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 170 beragama. kesadran beragama pada anak muncul dalam bentuk penanaman semangat beribadah, memperbanyak amal shaleh, memiliki akhlak atau moralitas yang baik; efektifitas penggunaan metode bermain peran penggunaan metode bermain peran yang digunakan di tk negeri pembina cukup efektif. kegiatan bermain peran merupakan salah satu metode pembelajaran yang sering dilakukan di dalam kelas oleh seorang guru taman kanak-kanak. guru taman kanak-kanak dituntut untuk kreatif dan memiliki keterampilan baik dalam berbicara yang menarik, intonasi yang tepat, pengurutan tutur kata yang cocok sesuai dengan kemampuan dalam memilih peran. dalam bermain peran, peran yang diberikan harus sesuai dengan usia anak dan pesan apa yang ingin disampaikan dalam isi cerita harus sesuai dengan usia anak .. seringkali guru taman kanak-kanak menggunakan metode pembelajaran yang bersifat “satu arah”, guru bertindak sebagai pusat informasi sehingga anak cenderung menjadi pasif dan kurang kreatif, system penyampaiannya lebih banyak didominasi oleh guru dan gaya mengajarnya cenderung otoriter dan instruktif. akibatnya pembelajaran akan menjadi sesuatu yang menjemukan dan membosankan anak. d. kesimpulan penerapan metoda bermain peran dalam meningkatkan keterampilan berbicara anak di tk negeri pembina kota bandung dapat dilihat dari keberhasilan tingkat efektifitas penerapan metoda bermain peran maupun terhadap penilaian pada penerapan, strategi dan efektifitas penerapan metoda bermain peran dipandang cukup berhasil. keberhasilan itu tidak terlepas dari peran semua pihak yang terlibat langsung dalam penyelenggaraan pendidikan di tk pembina kota bandung. metoda bermain peran ini dikategorikan sebagai metoda mengajar yang berumpun kepada metoda perilaku yang diterapkan dalam pengajaran. karakteristiknya adalah adanya kecenderungan memecahkan tugas belajar dalam sejumlah perilaku yang berurutan, konkret dan dapat diamati. pembelajaran dengan penggunaan metoda bermain peran oleh guru di tk pembina merupakan suatu upaya pembinaan yang ditujukan kepada jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 171 peserta didik sejak usia dini yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar peserta didik memiliki kesiapan dalam memasuki pendidikan dasar dan kehidupani tahap berikutnya. penerapan metode bermain peran di tk nya dapat berjalan lancar sesuai dengan rencana yang telah diprogramkan. bermain peran adalah kegiatan pembelajaran yang menekankan pada kemampuan penampilan peserta didik untuk memerankan status dan fungsi pihak-pihak lain yang terdapat pada kehidupan nyata. dengan bermain peran ini diharapkan para peserta didik memperoleh pengalaman yang diperankan oleh pihak-pihak lain. metode ini dapat digunakan pula untuk merangsang pendapat peserta didik dan menemukan kesepakatan bersama tentang ketepatan, kekurangan dan pengembangan peran-peran yang dialami atau diamatinya. program pembelajaran di tk pembina adalah suatu rancangan untuk menggambarkan rincian dan penciptaan suasana yang menjadikan peserta didik untuk berinteraksi dalam proses pembelajaran sehingga terjadi perubahan /perkembangan pada diri peserta didik. komponenkomponen pembelajaran meliputi konsep, tujuan pembelajaran, materi/tema, langkah-langkah metode, alat/sumber belajar, dan teknik evaluasi. dalam setiap kegiatan proses belajar mengajar guru selalu menyiapkan komponen-komponen pembelajaran yang terdiri dari : konsep, tujuan pembelajaran, materi/tema, langkah-langkah metode, alat/sumber belajar, dan teknik evaluasi. penerapan metoda bermain peran dalam meningkatkan keterampilan berbicara anak di tk negeri pembina kota bandung secara kualitas dan kuantitas telah berhasil meningkatkan keterampilan berbicara peserta didik. dalam setiap kegiatan proses belajar mengajar guru selalu menyiapkan komponen-komponen pembelajaran yang terdiri dari : konsep, tujuan pembelajaran, materi/tema, langkah-langkah metode, alat/sumber belajar, dan teknik evaluasi. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 172 daftar pustaka anggota ikapi. 2003. undang-undang sisdiknas no 20 tahun 2003. bandung : fokusmedia. __________ 2005. undang-undang sistem perencanaan pembangunan nasional no. 25 tahun 2004. bandung : fokusmedia depdiknas padu. 2003. pedoman rintisan kelompok bermain. bandung : depdiknas. direktorat padu. 2002. bahan sosialisasi padu. jakarta : depdiknas direktorat plp. hasan, m. i. 2002. pokok-pokok materi metode penelitian dan aplikasinya. jakarta : ghalia indonesia. moeslichatoen, r. 2004. metode pengajaran di taman kanak-kanak. jakarta : pt. rineka cipta. musfiroh, t. 2005. bermain sambil belajar dan mengasah kecerdasan. jakarta : depdiknas. patmonodewo, s. 2003. pendidikan anak prasekolah. bandung : pt. rineka cipta. semiawan, r. c & alim, d. 2002. petunjuk layanan dan pembinaan kecerdasan anak. bandung : pt. rosdakarya. sudjana, d. 1999. metode dan teknik pembelajaran partisipatif pls. bandung : nusantara press. __________ 2001. pendidikan luar sekolah, wawasan, sejarah perkembangan, falsafah, teori pendukung, asas. bandung : falah production. sudjana, n. 1989. penelitian dan penilaian pendidikan. bandung : bina aksara. __________ 1992. dasar-dasar proses belajar mengajar. bandung : sinar baru algesindo. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 173 suyanto, s. 2005. konsep dasar pendidikan anak uisa dini. jakarta : depdiknas. syah, m. 2004. psikologi pendidikan dengan pendekatan baru. bandung : pt. remaja rosdakarya. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 49 implementasi permainan kartu kata bergambar untuk meningkatkan kemampuan membaca pada anak usia dini di paud bina bahagia eka rini sungkowati stkip siliwangi bandung abstrak usia 4-6 tahun merupakan masa peka bagi anak, masa ini merupakan masa meletakan dasar dalam pengembangan beberapa kemampuan, salah satunya yaitu kemampuan bahasa, berdasarkan penelitian di paud bina bahagia masalah pokok yang diambil penulis adalah kurangnya minat anak dalam mengenal huruf/kata karena media pembelajaran yang kurang menarik. tujuan penelitian ini untuk mengetahui (1) upaya meningkatkan kemampuan membaca anak usia dini melalui pemanfaatan permainan kartu kata bergambar (2) kondisi objektif kemampuan membaca anak sebelum menggunakan kartu kata bergambar (3) kemampuan membaca anak setelah menggunakan kartu kata bergambar. jenis penelitian yang digunakan dalam penelitian ini adalah deskriptif dengan analisa kualitatif, dengan jumlah populasi dan sampel sebanyak 25 orang. lokasi penelitian dilaksanakan di paud bina bahagia yang letaknya di desa bina bahagia kecamatan babelan kabupaten bekasi utara. dalam pengumpulan data penelitian menggunakan tekhnik observasi, wawancara, angket, dokumentasi dan studi kepustakaan. analisa data yang digunakan adalah deskriptif kualitatif, karena data yang diperoleh berupa angka dengan menggunakan rumus: p=f/n x 100%. dari penelitian yang dilakukan dapat diperoleh kesimpulan bahwa dengan media permainan kartu kata bergambar dalam kegiata pembelajaran dapat meningkatkan perkembangan membaca anak, berdasarkan hasil penelitian ini disarankan kepada lembaga paud untuk dapat lebih selektif dalam memilih media pembelajaran khususnya untuk merangsang perkembangan membaca anak. kata kunci: implementasi permainan kartu kata bergambar untuk meningkatkan kemampuan membaca jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 50 a. pendahuluan pendidikan anak usia dini adalah pendidikan yang ditunjukan bagi anak-anak usia prasekolah dengan tujuan agar anak dapat mengembangkan potensi-potensinya sejak dini sehingga mereka dapat berkembang secara wajar sebagai anak. tujuan dari pendidikan anak usia dini adalah agar anak memperoleh rangsangan-rangsangan intelektual, social dan emosional sesuai dengan tingkat usianya. masitoh (2005:1) mengungkapkan bahwa pendidikan di taman kanakkanak merupakn salah satu bentuk pendidikan anak usia dini yang memiliki peranan yang sangat penting untuk mengembangkan kepribadian anak serta mempersiapkan mereka memasuki jenjang pendidikan selanjutnya. pendidikan anak usia dini merupakan jembantan antara lingkungan keluarga dengan masyarakat yang lebih luas yaitu sekolah dasar dan lingkungan lainnya. peningkatan kemampuan membaca dengan permainan kartu kata bergambar pada anak usia pra sekolah sangat penting, mengingat masih banyak anak didik yang masih rendah dalam membaca. penulis telah melakukan observasi di paud bina bahagia mengenai proses pembelajaran bahasa khususnya aspek kemampuan membaca. masalah pokok yang diambil penulis dalam paud bina bahagia adalah kurangnya minat anak dalam mengenal huruf/kata karena media pembelajaran yang kurang menarik, sehingga pembelajaran yang diberikan belum dapat merangsang anak untuk belajar aktif. berdasarkan hasil refleksi awal melalui diskusi dengan guru, disepakati bahwa tindakan untuk memecahkan masalah tersebut adalah melalui permainan kartu kata bergambar.selain bermanfaat bagi anak dalam menemukan media dan metode baru yang dapat menumbuhkan rasa antusias atau minat anak terhadap pembelajaran, penulis berharap penelitian ini dapat bermanfaat juga sebagai masukan bagi guru dalam memilih dan memanfaatkan media pembelajaran yang tepat dan bervariasi dalam mengajarkan membaca pada anak paud. b. kajian teori peranan paud sebagai salah satu wadah pls pengertian pendidikan luar sekolah (pls). “pendidikan luar sekolah adalah “upaya pendidikan dalam arti yang lebih luas di dalamnya jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 51 terdapat komunikasi yangteratur dan terarah di selenggarakan di luar sekolah. sehingga seorang atau sekelompok memperoleh informas megenai pengetahuan, latihan dan bimbingan sesuai dengan tingkat usia dan kebutuhan hidupnya.” (the south as asian mennistry of education organization, dikutip djuju sudjana 2001:45-47)” tujuan pendidikan luar sekolah (pls) “untuk mengembangkan pengetahuan, sikap, keterampilan dan nilainilai yang memungkinkan bagi seseorang atau kelompok untuk berperan serta secara efektif dan efisien dalam lingkungan keluarga, pekerjaan, masyarakat dan bahkan negara.” (the south as asian mennistry of education organization, dikutip djuju sudjana 2001:4547)” permainan dengan kartu kata bergambar bermain bukan bekerja, bermain adalah pura-pura, bermain bukan sesuatu yang sungguh-sungguh, bermain bukan suatu kegiatan yang produktif dan sebagainya….bekerja pun dapat diartikan bermain sementara, kadang-kadang bermain dapat dialami sebagai bekerja, demikian pula anak yang sedang bermain dapat membentuk dunianya sehingga sering kali dianggap nyata, sungguh-sungguh, produktif dan menyerupai kehidupan sebenarnya” (soemantri patmodewo, 2000:102 ). kartu kata adalah kertas tebal yang berbentuk persegi panjang yang berisi unsur bahasa terkecil yang dapat diujarkan atau dituliskan. permainan kartu kata bergambar dalam pengembangan membaca anak kegiatanya dapat dilakukan dalam bentuk permainan kartu kata bergambar. permainan ini selain mengembangkan kemampuan membaca meliputi kemampuan mendengar, melihat, memahami, berbicara, membaca gambar dan juga dapat mengembangkan kemampuan motorik anak.dari permainan ini membuat anak senang serta merangsang minat baca anak, bentuk permaian tersebut disesuaikan dengan tingkat pencapaian perkembangan anak dengan indicator menghubungkan dan menyebutkan tulisan sederhana dengan simbol yang melambangkannya, mengelompokan macam-macam gambar yang mempunyai bunyi yang sama dengan benar, melakukan 35 perintah secara berurutan. permainan kartu kata bergambar ini juga dapat merangsang memampuan anak mengidenfikasi kata secara utuh (holistik), dan merangsang kemampuan struktur huruf dalam kata. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 52 menurut brewer dalam musfiroh (2008: 79) bahwa anak usia 5 tahun telah dapat mengidenfikasi huruf-huruf dan membuat sendiri huruf tersebut, kemudian bronson dalam musfiroh (2008: 79) bahwa anak usia 5 tahun juga dapat menikmati kegiatan membaca dan mengeja. anak secara linguistik, memahami bahwa setiap benda memiliki nama dan kata merupakan representasi simbolik dari objek tertentu, dimana anak telah memahami bahwa kata memiliki makna. peningkatan kemampuan membaca pada anak usia dini strandar kompetensi membaca permulaan pada anak usia dini 4-6 tahun adalah anak mampu mendengarkan, berkomunikasi. secara lisan, memiliki perbendaharaan kata dan mengenal symbol-simbol yang melambangkannya untuk persiapan membaca dan menulis (depdiknas: 2004). standar kompetensi tersebut di spesifikasikan dalam kompetensi dasar dalam bentuk membaca permulaan melalui penggunaan media permainan kartu kata bergambar. terdapat beberapa tahap dalam proses belajar membaca. initial reading (membaca permulaan) merupakan tahap kedua dalam membaca. menurut mercer (abdurrahman, 2002: 201), tahap ini ditandai dengan penguasaan kode alfabetik, di mana anak hanya sebatas membaca huruf per huruf atau membaca secara teknis (chall dalam ayriza, 1995: 20). membaca secara teknis juga mengandung makna bahwa dalam tahap ini anak belajar mengenal fonem dan menggabungkan (blending) fonem menjadi suku kata atau kata (mar’at, 2005: 80). kemampuan membaca ini berbeda dengan kemampuan membaca secara formal (membaca pemahaman), di mana seseorang telah memahami makna suatu bacaan. tidak ada rentang usia yang mendasari pembagian tahapan dalam proses membaca, karena hal ini tergantung pada tugas-tugas yang harus dikuasai pembaca pada tahapan tertentu. membaca permulaan dalam pengertian ini adalah membaca permulaan dalam teori keterampilan, maksudnya menekankan pada proses penyandian membaca secara mekanikal. membaca permulaan yang menjadi acuan adalah membaca merupakan proses recoding dan decoding (anderson, 1972: 209). membaca merupakan suatu proses yang bersifat fisik dan psikologis. proses yang bersifat fisik berupa kegiatan mengamati tulisan secara visual. dengan indera visual, pembaca mengenali dan membedakan gambar-gambar bunyi serta kombinasinya. melalui proses recoding, pembaca mengasosiasikan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 53 gambar-gambar bunyi beserta kombinasinya itu dengan bunyibunyinya. dengan proses tersebut, rangkaian tulisan yang dibacanya menjelma menjadi rangkaian bunyi bahasa dalam kombinasi kata, kelompok kata, dan kalimat yang bermakna. subjek, dan lokasi penelitian paud terletak di perumahan pondok ungu permai rw 020desa bahagia kecamatan babelan kabupaten bekasi utara. paud ini berada di tengah-tengah pemukiman warga, tepatnya di kantor rw 020. masyarakat sekitar mendukung keberadaan paud ini. mereka/murid paud adalah beberapa anak yang berada di lingkungan rw 020 dan sekitar (bukan warga rw 020) yang tinggal dekat dengan lingkungan rw 020. mereka terbilang respon dengan keberadaan paud ini. dengan adanya paud ini, warga rw 020 juga warga sekitar yang terdekat dan mempunyai anak balita, khususnya anak usia pra sekolah berkesempatan membawa anak mereka bersekolah di paud ini. faktor penghambat yang dihadapi dalam proses pembelajaran untuk mengetahui faktor penghambat apa saja yang dihadapi dalam proses pembelajaran di paud bina bahagia, dalam mengembkatan kognitif, penulis mengadakan wawancara terhadap pengelola dan tutor, serta memberikan angket kepada warga belajar/orang tua tutor. hasil dari penelitian tersebut dapat dilihat pada table berikut. tabel 1 faktor penghambat proses pembelajaran dari data diatas faktor penghambat proses pembelajaran dikarenakan rendahnya partisipasi masyarakat, pengetahuan tutor yang terbatas dijawab oleh sebagian kecil. sedkatan sebagian warga belajar menjawab karena kurangnya dukungan dari masyarakat. no. alternatif jawaban f % a. rendahnya partisipasi warga belajar 6 24 b. kurangnya dukungan dari masyarakat sekitar 15 60 c. pengetahuan tutor yang terbatas 4 16 jumlah 25 100 jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 54 tabel 2 absensi warga belajar dari data diatas menunjukkan bahwa warga belajar yang selalu hadir setiap pertemuan sebanyak (36%) dan yang kadang-kadang berkatat sebanyak (64%). hal ini disebabkan karena anak susah bangun, sehingga malu untuk datang terlambat, orang tua malas antar, dll. tabel 3 absensi tutor dari data diatas menunjukkan bahwa tutor bertanggung jawab setiap pelaksanaan pembelajaran, tutor inti selalu datang disetiap kesempatan, dikarenakan mereka senang memberi ilmu pada anak didiknya. tabel 4 prosentase pembelajaran dengan menggunakan kartu kata bergambar dari data di atas dapat dilihat bahwa (88%) memberikan jawaban merasa senang dan (12%) kurang senang bila sedang berlangsung pebelajaran, hal ini dikarenakan mereka merasa senang dan tidak merasa bosan dengan proses pembelajaran dengan menggunakan kartu kata bergambar. no. alternatif jawaban f % a. selalu hadir dalam proses pembelajaran 9 36 b. kadang-kadang 16 64 c. tidak pernah hadir jumlah 25 100 no. alternatif jawaban f % a. selalu hadir setiap pembelajaran 5 63 b. kadang-kadang 3 37 c. tidak pernah hadir jumlah 25 100 no alternatif jawaban f % a sangat senang 22 88 b kurang senang 3 12 c lambat jumlah 25 100 jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 55 c. hasil dan pembahasan kondisi objektif paud bina bahagia sebelum dilakukan permainan kartu kata bergambar kondisi objektif berdasarkan hasil observasi menunjukkan bahwa kegiatan masih kurang bervariasi, permasalahan yang terjadi dipaud bina bahagia adalah anak merasa jenuh dengan kegiatan pembelajaran yang hanya menggunakan praktek-praktek paper pencil test seperti guru memberikan perintah kepada anak agar mengambil buku tulis dan pensil masing-masing selanjutnya guru memberikan contoh kepada anak membuat beberapa benda, dan benda tersebut diberi lingkarang setelah itu anak harus mengisi jumlah benda tersebut dengan sebuah angka yang cocok, setelah anak mengerti guru menyuruh anak untuk membuatnya sendiri jumlah benda tersebut beserta hurufnya sebanyak mungkin, guru kurang memberi media yang bervariasi dan juga masih menggunakan metode yang membuat anak merasa bosan dan tidak ada rasa antusias pada anak untuk belajar aktif. tabel 5. proses persentase dengan menggunakan kartu kata bergambar no alternatif jawaban f % a sangat senang 22 88 b kurang senang 3 12 c tidak senang jumlah 25 100 implementasi penggunaan kartu kata bergambar dengan meningkatkan membaca anak pada kesempatan ini penulis memperkenalkan cara menggunakan permainan kartu kata bergmbar untuk diperkenalkan di paud bina bahagia, permainan kartu kata bergambar ini belum pernah diterapkan sebelumnya pada kegiatan membaca.untuk itu peneliti mencoba menerapkan permainan kartu kata bergambar yaitu : jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 56 lomba menyusun dan menempel kartu kata bergambar cara ini membantu anak mengingat kata, permainan ini biasanya untuk pembelajaran bahasa ketika di dalam kelas, yang selesai terlebih dahulu mendapat poin atau bintang dari tutor, cara ini memotivasi anak untuk mengenal kata. bahan dan alat : 1. kata ditulis di kertas manila 2. kartu gambar bertulisan nama 3. dibawahnya 4. kartu kata bertuliskan nama gambar 5. sejumlah banyak gambar 6. papan tulis 7. isolasi cara bermain : 1. guru menyiapkan kondisi duduk anak dengan duduk setengah lingkaran. 2. guru menggunakan papan tulis, kemudian guru menanyakan kepada anak nama kartu gambar yang dipegang guru dan meminta salah satu anak menempelkan kartu bergambar ke papan tulis dan dilanjukkan dengan gambar yang lain. 3. jika anak dapat menjawab, katakan “oh, ya..ya namanya ada dibawahnya. yok kita lihat” 4. guru menanyakan pada anak-anak apakah mereka mau bermain kartu kata bergambar, jika anak menjawab ia berikan kesempatan masing-masing anak secara bergilir untuk memilih gambar buah yang disukainya. 5. berikan kesempatan anak bergiliran menempelkan kartu kata dibawah gambar yang disukai anak. 6. setelah selesai semua anak, guru menanyakan pada anak siapa yang menempelkan kartu kata bergambar ini, anak yang merasa menempelkan kartu kata bergambar tersebut mengacungkan tangan. minta anak untuk membaca kartu kata yang sesuai dengan gambar yang ada pada papan tulis. lakukan kegiatan ini sampai semua anak mendapatkan giliran. kegiatan membaca yang dilaksanakan pada paud bina bahagia melalui permainan papan tulis kartu bergambar membuat anak lebih menyenangkan dalam kegiatan membaca dimana anak dikenalkan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 57 berbagai bentuk gambar bertulisan kata, konsep huruf, dan konsep warna kemudian anak diminta memasangkan kartu kata sesuai gambar yang disukai anak dan juga pelaksanaan kegiatan dapat dikembangkan dengan cara diperlombakan. d. kesimpulan sebagai akhir dari penulisan skripsi ini, penulis akan mengemukakan kesimpulan yang di dapat dari pemaparan-pemaparan di atas. juga sebagai jawaban dari pertanyaan penelitian yang penulis kemukakan, yaitu sebagai berikut: 1. implementasi pembelajaran membaca di paud bina bahagia yaitu dengan menerapkan permainan kartu kata bergambar meliputi mengambil kartu kata bergambar secara individu, dan menyebutkan tulisan yang terdapat dalam kartu kata yang di ambil, anak yang merasa menempelkan kartu kata bergambar tersebut mengacungkan tangan. minta anak untuk membaca kartu kata yang sesuai dengan gambar yang ada pada papan tulis. kegiatan ini sampai semua anak mendapatkan giliran. 2. dari hasil penelitian penulis menunjukkan bahwa peningkatan membaca di paud bina bahagia terbukti dapat menambah pemahaman anak dalam konsep membaca dan membuat anak merasa senang, karena anak merasa senang dalam belajar sehingga merangsang anak untuk belajar aktif . 3. faktor pendorong proses dalam penggunaan kartu kata di paud bina bahagia adalah motivasi anak untuk mendapatkan pembelajaran dan pengetahuan baru khususnya dengan kartu kata serta motivasi tutor kepada anak yang membimbing dengan penuh kasih sayang. sedangkan faktor penghambat proses pembelajaran paud bina bahagia dalam mengembangkan membaca adalah kurangnya media dan informasi, warga belajar yang tidak rutin mengikuti pembelajaran dan pengetahuan para tutor yang terbatas. daftar pustaka achmad. 2000. permainan membaca dan menulis di tk. jakarta. depdiknas aisyah, siti. 2005. perkembangan dan konsep dasar pengembangan anak usia dini. jakarta: jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 58 universitas tarbuka.arikunto, suharsimi, 2006. penelitian tindakan kelas, jakarta: bumi aksara bahar soeharto (1991) perencanaan sosial (kamus pendidikan). bandung. armico. bhara centrum: definisi pengembangan (online) tersedia:http://bhara centrum:developmentcountry.blogspot.com/200.... departemen pendidikan nasional, direktorat jenderal pendidikan luar sekolah dan pemuda, direktorat pendidikan anak dini usia, jakarta: pedoman sosialisasi padu, (2002) departemen pendidikan nasional, direktorat jenderal pendidikan luar sekolah dan pemuda, direktorat pendidikan anak dini usia, jakarta: mengembangkan kecerdasan bahasa anak usia dini (2006) departemen pendidikan nasional, direktorat jenderal pendidikan luar sekolah, direktorat paud, jakarta: pedoman tekhnis penyelenggaraan pos paud, (2006) depdiknas uu ri no 20 tahun 2003. jakarta: dirjen dikdasmen. direktorat paud, direktorat jenderal pendidikan luar sekolah dan pemuda, departemen pendidikan nasional, jakarta: buletin padu jurnal ilmiah anak dini usia edisi perdana, (2002). tantangan yang harus dijawab direktorat paud, ditjen diklusepa, departemen pendidikan nasional, jakarta: buletin padu jurnal ilmiah anak dini usia edisi khusus, (2003). konseptualisasi sistem & program paud djuju sujana. strategi pembelajaran luar sekolah bandung pala production (2000) erna fabru aries. s. design action research (online). tersedia:http://ardhana12.wordpress.com/2008/02/27/penelit i andeskripti hurlock elizabeth perkembangan anak jilid 1 ( erlangga ) jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 59 hawawi hadari. 2001. metode penelitian bidang sosial. yogyakarta gadjahmada universty press. jindrich,susan. 2005. how to help children learn saat mendampingi anak belajar.jogjakarta: bookmarks luluk asmawati, s.s. m.pd (2009) pendidikan anak usia dini dalam keluarga: mendidik dengan praktik. jakarta. senyum media press masitoh. 2005. pendekatan belajar aktif di taman kanak-kanak. jakarta: depdiknas. s.c. utami munandar (1992) mengembangkan bakat dan kreativitas anak sekolah: penuntun bagi guru dan orang tua. jakarta. grasindo suharsiwi spd, pelaksanaan pengembangan bahasa di taman kanak kanak jakartayayasan balita bahagia jakarta (2001). suyanto, slamet. 2005. pembelajaaran untuk anak tk. jakarta: depdiknas. zaman, badru. 2005. media dan sumber belajar tk. jakarta: universitas terbuka. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 38 hubungan diadik (relational dyadic) tutor dengan peserta didik dalam kegiatan pembelajaran asep dion nugraha stkip siliwangi bandung abstrak sistem pembelajaran modern saat ini, perserta didik tidak hanya berperan sebagai komunikan (penerima pesan), bisa saja siswa bertindak sebagai komunikator (penyampai pesan). salah satu penyebab kegagalan komunikasi pada proses pembelajaran di sekolah disebabkan karena seringkali seseorang menjalin suatu hubungan komunikasi tidak sebagai sesuatu yang dibutuhkan untuk kebaikan hubungan itu sendiri. banyak terjadi hubungan yang stabil dan berlangsung lama dibatasi pada suatu konteks khusus. derajat kepuasan seseorang yang diperoleh dari suatu hubungan dan cara hubungan itu berkembang akan didasarkan kepada penilaian implisit seseorang tentang orang lain. hubungan tutor dan peserta didik merupakan jalinan yang unik, dan secara tradisional diatur oleh sejumlah norma yang berhubungan dengan kekuasan, status, dan kemampuan diantara kedua pihak. hubungan diadik yang bertahan lama antara tutor dengan peserta didik menjadi faktor utama terciptanya situasi kegiatan pembelajaran. tutor atau pendidik berperan sebagai pembantu, pendorong, dan pembimbing bagi peserta didik dalam kegiatan pembelajaran, sedangkan peserta didik dengan kesadarannya sendiri dan kesengajaan melakukan kegiatan belajar dengan keterlibatan atau pertisipasi yang tinggi. kata kunci: peserta didik, kegiatan pembelajaran a. pendahuluan pembelajaran di dalam kelas maupun di luar kelas pada dasarnya dimaksudkan untuk membantu siswa/perserta didik dalam bertahan hidup, bahkan bila mungkin ia mampu menjadi seorang siswa yang dinamis mewarnai kehidupan. kegiatan pembelajaran tidak hanya diarahkan sekedar mengenal, mengingat, atau memahami realitas, melainkan perserta didik mempunyai kemampuan menganalisis, mengevaluasi, serta mengkreasi dalam bentuk sebuah karya nyata yang jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 39 berguna bagi banyak orang. setelah peserta didik mendapatkan ilmu pengetahuan di tempat ia belajar, mereka mampu mengenali dan mengatasi masalah-masalah kehidupan serta mampu menciptakan sesuatu yang bermanfaat bagi kehidupannya. ada dua orang yang terlibat dalam kegiatan pembelajaran, yaitu perserta didik sebagai orang yang sedang belajar serta tutor sebagai fasilitator. berhasil tidaknya proses belajar (learning process) ditentukan oleh siswa dan guru sebagai pelaku utama kegiatan pembelajaran. menurut rudi susilana dan cepi riyana, (2007) sesuatu dikatakan hasil belajar kalau memenuhi beberapa ciri-ciri berikut: 1. belajar sifatnya disadari, dalam hal ini siswa merasa bahwa dirinya sedang belajar, timbul dalam dirinya motivasi-motivasi untuk memiliki pengetahuan yang diharapkan sehingga tahapan-tahapan dalam belajar sampai pengetahuan itu dimiliki secara permanen (retensi) betul-betul disadari sepenuhnya. 2. hasil belajar diperoleh dengan adanya proses, pengetahuan diperoleh tidak secara spontanitas, instant, namun bertahap (sequensial). hasil belajar menimbulkan motivasi baru bagi siswa, keadaan berupa dorongan yang datang dari dalam diri siswa untuk melakukan sesuatu yang lebih baik, atas pengetahuan yang telah didapat dikarenakan proses belajar. proses belajar dibutuhkan kesabaran, keuletan, kegigihan, dan perjuangan agar hasil belajar mampu didapat secara maksimal. konteks komunikasi tutor dan peserta didik proses pembelajaran merupakan proses komunikasi, yakni berupa interaksi/dialog/hubungan antara guru dengan murid, karena didalamnya terjadi proses penyampaian pesan dari seseorang (tutor sebagai komunikator) kepada orang lain (peserta didik sebagai komunikan). sistem pembelajaran modern saat ini, perserta didik tidak hanya berperan sebagai komunikan (penerima pesan), bisa saja siswa bertindak sebagai komunikator (penyampai pesan), dengan demikian dalam perpsektif komunikasi disebut dengan komunikasi dua arah (two way traffic communication) bahkan bisa juga disebut dengan komunikasi banyak arah (multi way traffic communication). jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 40 dalam perspektif komunikasi pendidikan, hubungan antara fasilitator dengan peserta didik secara individu merupakan satuan terkecil dari interaksi manusia. inilah yang dimaksud dengan komunikasi diadik (stewart l. tubbs., 2005) mencakup semua hubungan antara pamong belajar dengan peserta didik, dimulai dari hubungan yang paling singkat dan biasa, hingga dilanjutkan dengan hubungan yang mendalam dan langgeng sekalipun. setelah tutor menyampaikan materi, biasanya peserta didik memulai dengan membuka hubungan yang paling sederhana berupa memberikan pertanyaan kepada guru atas materi yang telah disampaikan. komunikasi diadik secara mendalam dan langgeng bisa terwujud asalkan tutor mampu menjawab pertanyaan peserta didik secara jelas, menyeluruh, mendalam atas pertanyaan siswa. sebaliknya, ketika tutor tidak mampu menjawab pertanyaan peserta didik secara gamblang, maka besar kemungkinan komunikasi diadik menjadi singkat dan biasa. salah satu penyebab kegagalan komunikasi pada proses pembelajaran di sekolah disebabkan karena seringkali seseorang menjalin suatu hubungan komunikasi tidak sebagai sesuatu yang dibutuhkan untuk ng mengiginkan dasar kewajiban semata. seorang tutor menjalin hubungan dengan peserta didik dikarenakan hanya kewajiban semata, yaitu tugas tutor adalah mengajar, sedangkan tugas peserta didik adalah mendengarkan penjelasan guru. pada akhirnya, hubungan diadik antara guru dengan siswa menjadi singkat dan sederhana, jauh dari apa yang diharapkan hubungan mendalam, menyeluruh, dan langgeng. seringkali tuntutan keadaan akan mengatur dugaan dan persepsi seseorang, membentuk harapan seseorang mengenai suatu hubungan, dan membentuk cara pengungkapannya. ketika seorang tutor mengajar, ia akan menduga-duga apakah penjelasannya itu dimengerti atau tidak oleh peserta didik, sedangkan peserta didik akan menanggapi (persepsi) langsung atas penjelasan materi yang telah disampaikan tutor. keduanya, tutor dan peserta didik akan mencari cara bagaimana mengungkapkannya dalam bentuk sikap dan perilaku. dibutuhkan saling pengertian antara tutor dan peserta didik agar hubungan komunikasi ini dapat dipertahankan dengan baik, dengan harapan suasana kelas menjadi menyenangkan. jika seorang guru merasa tidak jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 41 yakin atas penjelasan di kelas, maka besar kemungkinan peserta didik akan menanggapinya secara langsung dengan tanggapan negatif. maka sering kita mendengar ungkapan dari para siswa istilah-istilah si guru galak, si guru lebay, guru menyebalkan, atau guru membosankan. ini mengakibatkan suasana kelas menjadi tidak menyenangkan bahkan menakutkan bagi peserta didik. banyak terjadi hubungan yang stabil dan berlangsung lama dibatasi pada suatu konteks khusus atau suatu rentang konteks dan tidak mengakibatkan peningkatan keakraban. bisa saja, hubungan antara tutor dan peserta didik bersifat stabil dan berlangsung lama dikarenakan adanya kesadaran dari masing-masing pada suatu konteks khusus, yaitu guru sebagai pengajar, dan siswa sebagai diajar pada tempat (konteks) yang sama yaitu sekolah atau di luar sekolah. mereka akan saling menjaga posisinya masing-masing agar tidak mengakibatkan peningkatan hubungan/keakraban. seorang guru akan menjaga sikap dan perilakunya sebagai guru, dan siswa pun akan menjaga dirinya sebagai seorang siswa. biasanya hubungan stabil dan berlangsung lama, terjaga antara guru dan siswa bersifat normatif. guru dan siswa berpegang teguh pada norma, kaidah, aturan yang berlaku di sekolah. derajat kepuasan seseorang yang diperoleh dari suatu hubungan dan cara hubungan itu berkembang akan didasarkan kepada penilaian implisit seseorang tentang orang lain. penilaian ini akan berubah mengikuti konteks dan sifat hubungan tersebut. derajat kepuasan seorang tutor setelah mengajar didasarkan atas penilaian dirinya mengenai murid-muridnya itu. tutor akan merasa puas apabila adanya respons positif dari peserta didik dengan memperlihatkan antusias/perhatian ketika kegiatan pembelajaran sedang berlangsung. sebaliknya, guru akan merasa terganggung kepuasaanya apabila kurang mendapat respons dari siswa. penilaian ini akan berubah-rubah mengikuti keadaan dan sifat hubungan yang dijalin oleh guru dengan murid-muridnya. mungkin hari ini para siswa akan merasa puas atas penjelasan mengajar guru a, akan tetapi bisa jadi minggu depan siswa merasa tidak puas atas penjelasan mengajar guru yang sama tersebut. menjadi penting adalah guru senantiasa menjaga kualitas hubungan dengan para siswa agar kegiatan pembelajaran di kelas berjalan dengan baik. derajat kepuasan seorang guru sangat dipengaruhi oleh konsep diri (self concept) guru itu sendiri. konsep diri merupakan kesadaran seseorang mengenai siapa dirinya (sarwono, sarlito w, 2009:53). tentunya jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 42 seorang pendidik mempunyai keyakinan dan perasaan mengenai bakat, minat, kemampuan, penampilan fisik, dan lainnya terhadap dirinya sendiri. seorang pendidik akan mampu menilai dirinya sendiri, apakah ia termasuk orang yang positif, atau negatif, apakah ia bangga menjadi seorang guru atau tidak bangga, apakah ia senang dengan pekerjaan sebagai guru atau tidak senang dengan dirinya. konsep diri seorang pendidik sangat penting dipelajari, karena konsep diri akan mempengaruhi perilaku seseorang, terutama dalam menanggapi dunia dan pengalamannya sebagai seorang pendidik. ketika seorang pendidik mempunyai konsep diri positif maka besar kemungkinan ia akan menjadi seorang pendidik yang menyenangkan, terbuka, dinamis di mata peserta didik. sebaliknya, ketika seorang pendidik mempunyai konsep diri negatif yang ada pada dirinya, maka ia akan menjadi seorang pendidik yang membosankan, menjenuhkan, bahkan menakutkan di mata murid-murid. komunikasi relasional tutor dan peserta didik. hubungan tutor dan peserta didik merupakan jalinan yang unik, dan secara tradisional diatur oleh sejumlah norma yang berhubungan dengan kekuasan, status, dan kemampuan diantara kedua pihak. lebih jauh lagi, jalinan antara tutor dengan peserta didik sering kali melibatkan penyingkapan diri. diasumsikan bahwa tutor akan terbuka, membimbing, mendorong peserta didik agar kemampuan dasar yang ada pada diri peserta didik dapat tumbuh dan berkembang dengan baik. sedangkan peserta didik akan selalu berharap dan terbuka untuk mendapatkan informasi-informasi berupa pengetahuan yang berharga bagi perkembangan kemampuan dasar dirinya. kedua belah pihak antara tutor dengan siswa harus memperoleh kepercayaan serta kesediaan untuk bekerja sama agar komunikasi relasi ini tetap terbina dengan baik. dengan alasan inilah, seorang tutor dituntut untuk selalu meningkatkan pemahaman mereka dalam komunikasi verbal dan nonverbal serta tutor selalu mengembangkan kemampuan untuk terbuka menjadi teman dan sahabat bagi para peserta didik. akhir-akhir ini peranan tutor dan peserta didik tampaknya mengalami pergeseran. sering kita mendengar hubungan guru dengan siswa dipermasalahkan oleh masyarakat. sedikit berkurang kepercayaan dan kepuasan publik tercermin secara dramatik seperti tindakan kekerasan dan asusila yang dilakukan guru kepada siswa, seperti kasus yang tengah terjadi di sekolah jakarta internasional school (jis). kritikanjurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 43 kritikan lain oleh masyarakat yang dialamatkan kepada guru, seperti guru kurang berpengetahuan dan kurang kompeten, guru tidak mampu menjawab pertanyaan siswa dengan jelas dan lengkap kepada siswa, guru bersikap tidak ramah, guru tidak menyediakan waktu yang cukup untuk siswa, guru sering keluar atau tidak ada di tempat ketika diperlukan. pentingnya komunikasi relasional dalam memperbaiki hubungan tutor dengan siswa. seorang tutor diharapkan mampu bersikap terbuka, minat, kerelaan mendengar, keterlibatan, kehangatan, kesamaan, kesederajatan, serta menjunjung tinggi harkat dan martabat siswa. dengan kata lain, kualitas hubungan diadik tutor dan peserta didik harus terus ditingkatkan. miller dan steinberg merupakan orang yang pertama kali memperkenalkan konsep hubungan diadik dengan kualitas tinggi (sylvia moss, 2005: 11). pertama, dalam hubungan kualitas tinggi, informasi tentang orang lain lebih bersifat psikologis daripada bersifat kultural dan sosiologis. kebanyakan informasi kultural dan sosiologis sangat mudah diperoleh. ini mencakup gender pihak lain, berapa usianya, apa pekerjaannya, di sekolah mana guru itu mengajar. dengan kata lain, informasi tersebut dapat dinilai oleh setiap orang, tanpa harus kita mengenali orang tersebut secara lebih dekat. tetapi bila kita ingin memperoleh informasi secara mendalam mengenai seseorang, maka informasi psikologis menjadi sangat penting. informasi psikologis berguna untuk mengetahui apa-apa yang anda sukai dan yang tidak anda sukai, mengetahui apa cita-cita anda, atau mungkin juga mengetahui sesuatu yang anda takuti. kita berdua harus terlibat langsung dalan suatu hubungan bersifat komunikasi psikologis. begitu juga hubungan antara guru dengan siswa didasarkan atas jalinan komunikasi psikologis. hubungan kualitas tinggi antara guru dengan siswa akan memperlancar keberhasilan proses pembelajaran. guru akan mendapat informasi mengenai cita-cita, keinginan, rasa senang, kesukaan dalam belajar para siswa. guru pun akan mudah mendapatkan informasi seperti keluhan, kesulitan, hambatan, perasaan-perasaan yang sedang dialami siswa. guru mampu masuk ke dalam jiwa siswa, beradaptasi, dan bersikap empati. kedekatan dan kehangatan akan terjalin secara harmonis antara guru dengan siswa. siswa akan bersikap jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 44 terbuka, senang, bergairah dan dinamis ketika sedang melakukan proses kegiatan belajar. kesulitan-kesulitan apapun yang dihadapi siswa akan mudah diselesaikan dengan baik bersama guru yang mampu melakukan pendekatan komunikasi diadik secara psikologis. kedua, karakteristik hubungan berkualitas tinggi adalah bahwa aturanaturan dalam hubungan ini lebih banyak dikembangkan oleh kedua orang yang terlibat didalamnya daripada diatur oleh tradisi yang terasa berat dan mengikat bagi mereka yang tidak terbiasa. misalkan, meskipun biasanya seorang tamu harus menelepon terlebih dahulu sebelum datang berkunjung ke rumah sahabatnya. dalam hubungan diadik ini, anda bisa datang ke rumah saya kapan saja anda suka, tanpa harus menelepon terlebih dahulu. seandainyapun saya belum ada di rumah, maka anda boleh menunggu saya datang sambil menyantap sajian makanan kecil yang ada di meja tamu. kesepakatan yang dikembangkan antara guru dan siswa di kelas secara jujur dan terbuka jauh dari keadaan tertekan, maka aturan-aturan mengenai tata tertib, sopan santun, bahkan sanksi atau hukuman sekalipun akan dilaksanakan dengan kesadaran yang tinggi oleh guru dan siswa. sebuah hukuman yang diterima siswa bukan merupakan sesuatu yang memalukan tetapi sesuatu pelajaran yang bermakna agar siswa menyadari kesalahan atas perbuatannya itu. setiap hubungan antarpersona mempunyai aturan-aturan yang berbeda dan telah disepakati bersama, tetapi semua aturan ini lebih merupakan aturan bersifat perseorangan daripada aturan tradisi. ketiga, peranan dalam hubungan antarpesona pada pokoknya lebih ditentukan oleh karakter pribadi daripada situasi. misalkan, seorang istri merasa mampu untuk selalu mengurus kebersihan rumah dengan menyapu atau membersihkan debu-debu yang menempel di meja. sedangkan suaminya mempunyai peran mengurus baik-baik semua kuitansi, surat menyurat dan memotong rumput di halaman rumah. hubungan antarpersona antara guru dengan siswa pada pokoknya ditentukan oleh karakter pribadi guru dan juga pribadi siswa. kualitas karakter seorang guru akan menentukan bagaimana tugas dan fungsi sebagai seorang guru yang baik. secara ideal guru, pembimbing, pelatih, penyuluh, tutor, pamong belajar berperan sebagai fasilitator bagi perserta didik dalam kegiatan perencanaan, pelaksanaan, dan evaluasi jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 45 kegiatan pembelajaran pada program-program pendidikan sekolah dan pendidikan luar sekolah. keempat, hubungan berkualitas tinggi lebih menekankan pada pilihan perseorangan daripada kelompok. betapa pentingnya pilihan perseorangan serta informasi psikologis, yaitu pengetahuan mengenai sikap dan kepercayaan pribadi, perilaku-perilaku yang khas. penyikapan diri adalah membeberkan informasi tentang diri sendiri. banyak sekali yang kita ungkapan tentang diri kita melalui ekspresi wajah, sikap tubuh, pakaian, nada suara, dan melalui isyarat-isyarat nonverbal lainnya yang tidak terhitung jumlahnya, meskipun banyak di antara perilaku tersebut tidak disengaja termasuk juga perilaku yang disengaja. penyikapan diri tidak hanya merupakan bagian integral dari komunikasi dua orang. penyikapan diri lebih sering muncul dalam konteks hubungan dua orang dibandingkan dengan jenis komunikasi lainnya. hubungan psikologis antara tutor dan peserta didik merupakan proses saling penyikapan diri secara mendalam dari komunikasi dua orang. kadangkala saking dekat dan percaya satu sama lain diantara dua orang guru dan siswa, maka terlihat seperti hubungan anak dengan ibunya yang biasa kita jumpai di rumah. siswa beranggapan bahwa gurunya itu adalah sosok ibunya. hubungan siswa dengan guru sudah semakin mendalam bagaikan seorang anak dengan ibunya. penyikapan diri merupakan suatu usaha untuk membiarkan keotentikan memasuki hubungan diantara dua orang, guru dan siswa. bagi siswa hal ini merupakan pengalaman yang berharga karena ia dapat belajar dan menimba ilmu dengan mendalam yang didapat dari sosok gurunya itu. siswa akan menjadi sosok yang dewasa, matang, serta penuh kepribadian. bagi guru merupakan pengalaman yang berharga karena mampu mendorong, membimbing, dan membangkitkan siswa menjadi seorang yang memiliki kepribadian. b. penutup. hubungan diadik yang bertahan lama antara tutor dengan peserta didik menjadi faktor utama terciptanya situasi kegiatan pembelajaran. tutor atau pendidik berperan sebagai pembantu, pendorong, dan pembimbing bagi peserta didik dalam kegiatan pembelajaran, sedangkan peserta didik dengan kesadarannya sendiri dan kesengajaan melakukan kegiatan belajar dengan keterlibatan atau pertisipasi yang tinggi. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 46 hubungan diadik dalam banyak hal merupakan sebuah mikrokosmos dari semua kelompok yang lebih besar, meliputi berbagai jenis hubungan, mulai dari hubungan yang paling sederhana, sampai pada hubungan yang akrab dan langgeng. setiap anggota diadik (pendidik dan peserta didik) amat dipengaruhi oleh norma-norma yang dianutnya. hubungan diadik yang mereka jalin telah menentukan kesepakatan normatif di antara mereka sendiri ketika sedang berkomunikasi. faktor kualitas seringkali menjadi ukuran pada hubungan diadik ini, karena akan menentukan bertahan atau tidak, terbuka atau tertutup, biasa atau istimewa suatu hubungan komunikasi yang mereka jalin. daftar pustaka de vito, joseph a., komunikasi antar manusia., professional books., jakarta 2004. sudjana, djuju., strategi pembelajaran., falah production., bandung 2000. susilana, rudi. & riyana, cepi., media pembelajaran., cv wacana prima., bandung 2007. sarwono, sarlito., psikologi sosial., salemba humanika ui., jakarta 2009 tubbs, stewart l. & moss, sylvia., human communication., rosda karya., bandung 2005. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 137 pemberdayaan perempuan dalam meningkatkan kemahiran berbahasa di depan umum melalui pendidikan dan pelatihan di aisyiyah sukajadi kota bandung uum bariah stkip siliwangi bandung abstrak fokus masalah pada penelitian ini adalah kader aisyiyah kurang terampil dalam berbahasa ketika berbicara didepan umum, tujuan penelitian ini adalah untuk memperoleh gambaran tentang perencanaan, pelaksanaan, evaluasi dan efektifitas pendidikan dan pelatihan dalam meningkatkan kemahiran berbahasa, di depan umum di aisyiyah sukajadi kota bandung. landasan teori dalam penelitian ini, merujuk kepada beberapa konsep yaitu, konsep pendidikan dan pelatihan,konsep public speaking, konsep berbahasa, pelatihan public speaking sebagai bentuk pembelajaran sdm perempuan dalam presfektif pls. pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan menggunakan metode studi kasus, teknik pengunpulan data yang digunakan adalah observasi, wawancara, studi dokumentasi. hasil penelitian ini adalah perencanaan, pelaksanaan, evaluasi dan efektivitas pendidikan dan pelatihan berbicara di depan umum dalam meningkatkan kemahiran berbahasa di pra aisyiyah cipedes kecamatan sukajadi, perencanaan yang dilakukan oleh pra aisyiyah adalah 1) menentukan tujuan pelaihan, 2) rancangan struktur pelatihan, 3) sasaran pelatihan, 3) penyusunan kurikulum pelatihan, 4) sumber pembiayaan pelatihan, 5) program – program pelatihan, 6) rencana pelatihan jangka panjang, 7) rencana pelatihan jangka menengah, 8) rencana pelatihan jangka pendek, 9) sarana pra sarana, 10) penentuan waktu pelatihan, 11) langkah-langkah program telah disusun dan dirancang yang mengacu kepada hasil rapat kerja tahunan,. pelaksanaan yang dilakukan oleh pra aisyiyah pelaksanaan bertujuan untuk mewujudkan rencana yang sudah dibuat dalam rangka meningkatkan kualitas sumber daya perempuan, adapun perencanaan yang sudah dibuat yaitu perencanaan pelatihan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 138 public speaking dalam meningkatkan kemahiran berbahasa melalui simulasi atau peraktek langsung berbicara di depan umum, sehingga pelaksanaan pelatihan ini meliputi pelaksanaan peltihan berbicara didepan umum. evaluasi atau penilaian terhadap peserta pelatihan difokuskan pada prestasi individu terutama pada proses aplikasi dimasyarakat sejauh mana peran serta peserta di masyrakat dan menerapkan dari hasil pelatihan efektifitas pendidikan dan pelatihan dalam merancang dan menyusun kurikulum dilakukan oleh penyelenggara, tutor dan pihak – pihak lain yang terkait dengan kegiatan tersebut, media yang digunakan dalam pelatihan public speaking yaitu, disesuaikan dengan materi pada saat pendidikan dan pelatihan yang di sesuaikan dengan kebutuhan peserta. kesimpulan dari penelitian ini bahwa dalam perencanaan, pelaksanaan ,evaluasi dan efektivitas menunjukan sesuai dengan visi, misi dan tujuan dari pra asiyiyah ciepedes kecamatan sukajadi kata kunci: pemberdayaan perempuan, pendidikan dan pelatihan. a. pendahuluan tidak dapat dipungkiri bahwa peran manusia sebagai makhluk sosial pastilah akan bertemu dan berinteraksi satu sama lain. dalam aktivitas berinteraiksi, tentunya dibutuhkan strategi agar pesan yang disampaikan kepada mitra bicara dapat diterima dan dipahami dengan baik. kegiatan berkomunikasi dapat dibagi menjadi dua ranah, yakni ranah formal dan ranah nonformal. komunikasi dalam ranah formal artinya menyampaikan informasi kepada mitra bicara dalam forum resmi dengan tema tertentu dan dengan adab serta kostum resmi. kegiatan ini biasanya diwujudkan dalam bentuk berbicara di depan banyak orang/forum. adapun berkomunikasidalamranah nonformal artinya menyampaikan informasi kepada mitra bicara dalam situasi tidak resmi. istilah ilmiah dari kegiatan tersebut dikatakan sebagai public speaking atau berbicara di depan banyak orang.dalam berbagai kesempatan, kegiatan publik speakingsangat dibutuhkan. hal ini karena hampir setiap kegiatan, identik dengan aktivitas yang mensyaratkan pembicara utama atau pembawa acara. dalam hal ini, keterampilan untuk dapat jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 139 berbicara di depan forum sangatlah penting. untuk dapat terampil berbicara di depan umum, tidaklah semudah membalikkan telapak tangan. kemampuan ini dapat dimiliki seseorang dengan jalan berlatih dan terus mempraktikkan dalam setiap kegiatan. keterampilan public speaking tidaklah mutlak milik tokoh besar seperti presiden, menteri, maupun pejabat tinggi yang kerap kali pidatonya dalam sebuah kegiatan besar sangat ditunggu. tidak pula mutlak milik selebritas maupun artis terkemuka yang sering tampil di layar kaca. keterampilan public speaking milik semua warga masyarakat (sirait, dalam hendy hermawan. (2006 : 3), tak terkecuali para ibu – ibu atau kader aisyiyah sukajadi kota bandung. berdasarkan observasi awal yang dilakukan oleh peneliti, ditemukan gejala bahwa beberapa kader aisyiyah sukajadi memiliki kemampuan berbahasa yang rendah, terlebih – lebih mengenai berbicara di depan umum. hampir setiap mengadakan kegiatan, yang tampil sebagai pembawa acara adalah orang itu-itu saja. padahal, yang lain pun sebenarnya memiliki kesempatan yang sama. hanya saja, tidak adanya arahan, bimbingan, dan pelatihan bagaimana menjadi seorang public speaker menjadikan mereka enggan tampil, dan lebih memilih diam mendengarkan. dari observasi awal yang telah dilakukan, permasalahan yang dihadapi oleh kader aisyiyah adalah belum dimilikinya kompetensi public speaking atau berbicara di depan umum yang memadai, dalam hasil pengamatan di lapangan bahwa kader yang berinisial h.n dan y.a kurang terampil dalam berbahasa terlebih berbicara di depan umum. kalaupun dapat, hanya mampu sebatas berbicara tanpa didasari dengan ilmu dan strategi yang memadai. untuk hal-hal yang bersifat formal dan nonformal, dalam hal penampilan, mereka masih belum dapat membedakan, baik cara penyampaian, tampilan, maupun kesesuaian kostum. di sisi lain, kegiatan pada organisasi perempuan aisyiyah cukup padat, baik yang berhubungan dengan kegiatan keagamaan maupun kegiatan yang bersifat sosial . tentu saja, kegiatankegiatan tersebut membutuhkan pihak yang profesional berbicara di depan forum, baik sebagai pembawa acara maupun sebagai pemberi materi. dalam kehidupan sehari-hari, kemampuan berbicara memegang peranan penting dalam komunikasi sosial. hal ini sesuai dengan tarigan (1988: 15) yang mengatakan bahwa berbicara merupakan suatu ala tuntuk mengomunikasikan gagasanjurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 140 gagasan yang disusun serta dikembangkan sesuai dengan kebutuhan kebutuhan pendengar atau penyimak. berdasarkan batasan tersebut tersirat sebuah makna bahwa perihal berbicara (berpidato) harus disesuaikan dengan pendengar. dengan kata lain, sebelum berpidato, pembicara harus memahami pendengar, dengan siapa berpidato, dan untuk kebutuhan apa ia berpidato agar gagasan yang disampaikan dapat diterima oleh penyimak karena hakikat berbicara (berpidato) adalah berkomunikasi (kridalaksana, 2001: 30). tarigan dkk. (1997:34) mendefinisikan berbicara sebagai keterampilan menyampaikan pesan melalui bahasa lisan. pesan tersebut akan diterima oleh pendengar apabila disampaikan dengan nada yang runtut dan jelas. selanjutnya, menurut arsjad (1988: 23) kemampuan berbicara adalah kemampuan mengucapkan kalimat-kalimat untuk mengekspresikan, menyatakan, menyampaikan pikiran, gagasan, dan perasaan. hal ini sejalan dengan pendapat tarigan (1988:1)semakin terampil seseorang dalam berbicara, maka semakin terampil dan mudahlah ia berpidato untuk menyampaikan pikiran, gagasan, dan perasaannya kepada orang lain serta semakin jelas jalan pikirannya, karena sesungguhnya bahasa seseorang itu mencerminkan pikirannya. kemudian, ahmadi (1990:18) mengemukakan pendapatnya mengenai hakikat keterampilan berbicara. menurutnya, keterampilan berbicara pada hakikatnya merupakan keterampilan memproduksi arus sistem bunyi artikulasi untuk menyampaikan kehendak, kebutuhan, perasaan, dan keinginan kepada orang lain. pengertian ini mengimplisitkan adanya peran penting bahasa sebagai sarana komunikasi. bahasa tersebut diungkapkan dengan cara melakukan kegiatan mengeluarkan bunyi bunyi yangteratur dan mengandung makna yang dilakukan secara lisan untuk berkomunikasi dengan orang lain. berdasarkan beberapa pendapat di atas,dapat disimpulkan bahwa keterampilan berbicara pada hakikatnya adalah keterampilan berkomunikasi, yakni keterampilan mengomunikasikan ide, gagasan, pikiran, dan perasaan secara runtut, sistematis, dan logis, yang dilakukan pembicara kepada seseorang atau sekelompok orang melaui sarana lisan berupa bunyi-bunyi artikulasi yang mengandung makna. public speaking merupakan bagian dari keterampilan berbahasa, khususnya berbicara. sebagai sebuah keterampilan, tidak akan pernah datang begitu saja kepada pelakunya, akan tetapi, butuh sebuah proses. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 141 dengan kata lain, keterampilan berbicara di depan umum ini akan semakin lancar dan sukses manakala yang bersangkutan selalu berlatih dan berlatih untuk mengasahnya. charles bonar sirait (2008 : 15 ), seorang public speaker papan atas, mendefinisikan public speaking sebagai seni yang menggabungkan semua ilmu dan kemampuan yang kita miliki. lebih lanjut ia mengatakan bahwa memberanikan berbicara di depan umum artinya siap menyampaiakan pesan kepada orang-orang yang latar belakangnya berbeda. seorang pembicara publik harus bisa melakukan berbagai tugas sekaligus. ia harus bisa menyampaikan informasi, menghibur, dan meyakinkan pendengarnya. tanpa ilmu pengetahuan, informasi yang disampaikan bisa salah. tanpa kemampuan mengingat cerita lucu dalam urutan yang betul, maka pembicara tidak akan bisa menghibur pendengar. selanjutnya, tanpa kepercayaan diri, seorang pembicara tidak akan bisa meyakinkan orang lain untuk percaya. intinya, public speaking yang baik dekat dengan kesuksesan. dalam kegiatan public speaking, seseorang diminta untuk terus berlatih berbicara, menambah pengetahuan tentang apa saja. salah satu cara yang bisa ditempuh adalah kita harus sering membaca, khususnya topik-topik yang relevan dengan acara yang akan kita pandu, kenudian berlatih menuliskan script pembicaraan yang akan kita tampilkan. pimpinan ranting aisyiyah sukajadi merupakan aset berharga bagi masyarakat, khususnya di kecamatan sukajadi dalam melanjutkan estafet pembangunan dan pemberdayaan perempuan . melihat hal yang di uraikan di atas maka penelitian ini saya akan mengambil judul pemberdayaan perempuan dalam meningkatkan kemahiran berbahasa di depan umum melalui pendidikan dan pelatihan di aisyiyah sukajadi kota bandung b. kajian teori dan metode 1. pemberdayaan perempuan pendidikan luar sekolah ikut dalam pengembangan sumber daya manusia dinegeri ini. banyak sudah yang dilakukan pendidikan luar sekolah dalam pemberdayaan masyarakat, akan tetapi pekerjaan besar ini seakan-akan tak pernah terselesaikan. seolah-olah pekerjaan ini seperti lingkaran yang berputar secara alami yang sudah terpola. pendidikan non formal ialah “setiap kegiatan terorganisasi dan sistematis, diluar sistem persekolahan yang mapan, dilakukan secara mandiri atau merupakan bagian penting dari kegiatan yang lebih luas, jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 142 yang sengaja dilakukan untuk melayani peserta didik tertentu didalam mencapai tujuannya” (sudjana, 2004:78). pendidikan luar sekolah adalah setiap usaha pelayanan pendidikan yang diselenggarakan diluar sistematis sekolah,berlangsung seumur hidup,dijalankan dengan sengaja,teraturdan terencana yang bertujuan untuk menagktualisasikan potensi manusia (sikap, tindak dan karya) sehingga dapat terwujud manusia seutuhnya yang gemar belajarmengajar dan mamapu meningkatkan taraf hidupnya.pendapat kedua pakar ini sama,intinya adalah bagaimana pendidikan luar sekolah memberdayakan masyarakat (napitupulu, 1981:24). 2. konsep pendidikan dan pelatihan banyak ahli berpendapat tentang arti, tujuan dan manfaat pelatihan. namun dari berbagai pendapat tersebut pada prinsipnya tidak jauh berbeda. sikula dalam sumantri (2000:2) mengartikan pelatihan sebagai: “proses pendidikan jangka pendek yang menggunakan cara dan prosedur yang sistematis dan terorganisir. para peserta pelatihan akan mempelajari pengetahuan dan keterampilan yang sifatnya praktis untuk tujuan tertentu”. menurut good, 1973 pelatihan adalah “ suatu proses membantu orang lain dalam memperoleh skill dan pengetahuan” (m. saleh marzuki, 1992 : 5). sedangkan michael j. jucius dalam moekijat (1991 : 2) menjelaskan istilah latihan “untuk menunjukkan setiap proses untuk mengembangkan bakat, keterampilan dan kemampuan pegawai guna menyelesaikan pekerjaan-¬pekerjaan tertentu”. definisi pelatihan menurut center for development management and productivity adalah “belajar untuk mengubah tingkah laku orang dalam melaksanakan pekerjaan mereka”. pelatihan pada dasarnya adalah suatu proses memberikan bantuan bagi para karyawan atau pekerja untuk menguasai keterampilan khusus atau membantu untuk memperbaiki kekurangan dalam melaksanakan pekerjaan mereka. 3. public speaking public speaking selalu dibutuhkan di setiap ranah kehidupan; bahkan, hampir semua pekerjaan membutuhkan ketrampilan dalam public speaking. menurut verderber dan sellnow (2008 : 109 ) public speaking ini didefinisikan sebagai percakapan—presentasi secara oral yang biasanya disampaikan secara formal—dalam kondisi audiensnya dihimpun dalam konteks yang formal untuk mendengarkan atau selama percakapan informal. verderber dan sellnow (2008) menambahkan bahwa, public speaking skills empower us to communicate ideas and information in a way that all members of the audience can understand. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 143 konsep yang ditawarkan oleh verderber dan sellnow ini mengindikasikan bahwa public speaking bersifat formal, tentang sebuah ide, dan disampaikan dalam konteks tertentu. 4. metode penelitian metode penelitian yang digunakan adalah metode deskriptif kualitatif. pendekatan kualitatif dalam menelaah masalah penelitian ini dipilih karena masalah yang diteliti memerlukan suatu pengungkapan yang bersifat deskriptif. menurut moleong (2004: 6) “ penelitian kualitatif adalah penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subyek penelitian secara holistic dan dengan cara deskriptif dalam bentuk kata-kata dan bahasa, pada suatu konteks khusus yang alamiah dan dengan memanfaatkan berbagai metode alamiah” . c. hasil penelitian dan pembahasan pimpinan ranting aisyiyah cipedes kecamatan sukajadi adalah merupakan organisasi perempuan dan sebagai perantara atau wadah bagi perempuan yang membantu program pemberdayaan perempuan, misalnya dalam membantu meningkatkan sumber daya perempuan, dewi komala, s.pd selaku ketua pra aisyiyah menjelaskan dalam meningkatkan kualitas sumber daya dengan diselenggarakannya kegiatan pelatihan public speaking, hal ini akan mendorong perempuan meningkatkan kulaitas sumber daya. sejalan dengan penda pat dengan sukesi dalam sugiarti, 2003: 187 dalam kamus oxford english dijumpai kata“empower” yang mengandung dua arti yaitu :(1) adalah memberi kekuasaan, mengalihkan kekuasaan atau mendelegasikan otoritas kepada pihak lain agar berdaya, dan (2) adalah upaya untuk memberikan kemampuan atau keberdayaan. empower pada arti pertama merupakan kecenderungan primer dan makna pemberdayaan. sedangkan kecenderungan yang sekunder yang menekankan pada proses stimulus, mendorong atau memotivasi individu agar memiliki, melatih dan meningkatkan kemampuan dan keberdayaan untuk menentukan apa yang menjadi pilihan hidupnya melalui proses dialog, berupaya dan bekerja. perencanaan dalam pelatihan public speaking dirancang pada saat musyawarah kerja tahunan hal ini pra aisyiyah melibatkan seluruh jajaran kepengurusan, dalam perencaan tersebut menurt dewi komala, s.pd selaku ketua pra aisyiyah dirancangan struktur pelatihan dan jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 144 manajemen kelas agar memudahkan dalam pelaksanaan kegiatan pelatihan, manajemen kelas yang direncanakan sangat mudah untuk dipahamai salah satu rancangannya adalah peserta dipersilahkan untuk menyimak tayangan seseorang yang sedang berpidato, perencanaan tersebut di lakukan agar semua harapan dalam pelatihan berbicara di depan umum dapat tercapai. untuk mencapai hal tesebut penyusunan kurikulum dilaukan oleh pengurus pra aisyiyah yang bekerjasama dengan tutor untuk memudahkan dan menyesuaikan dengan kebutuhan peserta, selain itu kurikulu, materi, dan metoda pelatihan di tentukan dalam perencanaan dan di sesuaikan dengan kebutuhan peserta yang sebelumnya dilakukan identifikasi kebutuhan seperti dikemukakan oleh lunandi (1994:25) bahwa ada proses yang dirancang untuk membantu orang menata pengalaman masa lampau yang dimilikinya dengan cara baru,misalnya melalui konsultasi, latihan kepekaan, dan beberapa jenis latihan manajemen, yang membantu individu untuk dapat lebih memanfaatkan apa yang sudah diketahuinya, tetapi kurang disadari, ada proses belajar yang dirancang untuk memberikan pengetahuan baru, keterampilan baru, yakni mendorong individu meraih lebih jauh dari apa yang diketahuinya, apa yang menjadi kebutuhannya. perencanaan adalah proses yang sistematis dalam pengambilan keputusan tentang tindakan yang akan dilakukan pada waktu yang akan datang. disebut sistematis karena perencanaan itu dilaksanakan dengan menggunakan prinsipprinsip tertentu di dalam proses pengambilan keputusan, penggunaan pengetahuan dan teknik/ pendekatan secara ilmiah, serta tindakan atau kegiatan yang terorganisasi. perencanaan dilakukan untuk menyusun rangkaian kegiatan guna mencapai tujuan yang ditentukan sebelumnya. tujuan tersebut dapat mencakup tujuan umum (goals) dan tujuan khusus (objectives) suatu kegiatan/ program. dalam menyusun rencana sebaiknya mempertimbangkan sumber-sumber yang tersedia atau dapat disediakan, sumber-sumber itu meliputi sumber manusia dan sumber non-manusia. sumber manusia mencakup antara lain , fasilitator, tutor, peserta. sumber non-manusia meliputi fasilitas, alat-alat, waktu, biaya, lingkungan sosial budaya, lingkungan fisik, dan sebagainya, berkaitan dengan hal itu dewi komala, s.pd selaku ketua pra mengemukakan mengenai sumber pembiayaan yang digali dari dalam organisai yaitu pembiayaan datang dari ingkat cabang muhammadiyah, pembiayaan tersebut salah satu penunjang terhadap kegiatan pelatihan berbicara di jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 145 depan umum dalam pemberdayaan perempuan, yang diselenggarakan oleh pra aisyiyah tidak hanya kegiatan pelatihan berbicara di depan umum, melainkan banyak program – program yang telah direncanakan dan disusun, dewi komala menegaskan program-program pelatihan, diantaranya (1) pelatihan jangka panjang diantaranya elatihan, pengurusan jenazah, pelatihan pembuatan bulletin dan pelatihan pengelolaan perpustakaan. (2) pelatihan jangka menengah diantaranya yaitu pelatihan membuat kue dan pelatihan keterampilan membuat acsesoris. (3) pelatihan jangka pendek diantaranya yaitu pelatihan membaca tulis al-quran dan pelatihan keterampilan administrasi organisasi, kegiatan tersebut untuk pengembangan sumber daya perempuan aisyiyah. sebelum pada evaluasi secara berkelanjutan pra aisyiyah terlebih dahulu melaksanakan kegiatan pelatihan yang merupakan usaha untuk memperoleh output sumberdaya kader aisyiyah yang berkualitas dan handal didalam mengembangkan syiar islam sesuai dengan visi, misi dan tujuan organisasi. pelaksanaan pelatihan dilaksanakan peneliti melalui berbagai teknik dan pendekatan dalam meningkatkan kemahiran berbahasa di depan umum melalui pendidikan dan pelatihan. hal ini, dapat dilihat dari hasil implemntasi pelaksanaan pelatihan sangat selektif dalam menetukan dan penyusunan materi ha ini disesuaikan dengan kebutuhan peserta dan latar belakang pendidikan peserta, dari penjelasan diatas diketahui bahwa dalam melaksanakan fungisnya ketua pra sangat memperhatikan kualitas peserta dan juga memahami latar belakang peserta, dari segi materi pelatihan dapat dipahami oleh peserta dan sesuai dengan kebutuhan peserta, begitupun dalam penyusunan materi sudah sesuai dengan tujuan yang diharapkan. dewi komla, s.pd selaku ketua pra aisyiyah dalam upaya pelaksanaan meningkatkan kualiatas sumber daya perempuan diantaranya adalah pelatihan berbicara di depan umum yang diperuntukan dalam pemberdayaan perempuan riant nugroho (2008: 164), tujuan dari program permberdayaan perempuan adalah: 1) meningkatkan kemampuan kaum perempuan untuk melibatkan diri dalam program pembangunan, sebagai partisipasi aktif (subjek) agar tidak sekedar menjadi objek pembagunan seperti yang terjadi selama ini, 2) meningkatkan kemampuan kaum perempuan dalam kepemimpinan, untuk meningkatkan posisi tawar-menawar dan keterlibatan dalam setiap pembangunan baik sebagai perencana, pelaksana, maupun melakukan monitoring dan evaluasi kegiatan, 3) meningkatkan kemampuan kaum perempuan dalam mengelola usaha skala rumah jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 146 tangga, industri kecil maupun industri besar untuk menunjang peningkatan kebutuhan rumah tangga, maupun untuk membuka peluang kerja produktif dan mandiri, 4) meningkatkan peran dan fungsi organisasi perempuan di tingkat lokal sebagai wadah pemberdayaan kaum perempuan agar dapat terlibat secara aktif dalam program pembangunan pada wilayah tempat tinggalnya. evaluasi merupakan salah satu rangkaian kegiatan dalam meningkatkan kualitas, kinerja, atau produktifitas suatu lembaga dalam melaksanakan programnya. fokus evaluasi adalah individu, yaitu prestasi belajar yang dicapai kelompok atau kelas. melalui evaluasi akan diperoleh informasi tentang apa yang telah dicapai dan apa yang belum dicapai. selanjutnya, informasi ini digunakan untuk perbaikan suatu program. dewi komala, s.pd selaku ketua pra aisyiyah mengungkapkan beberapa hal yang dilakukan dalam mengevaluasi kegiatan pelatihan berbicara di depan umum, evaluasi yang dilakuakn oleh pra aisyiyah cipedes dilaksanakan secara transaparan dan objektif, ketua pra aisyiyah memaparkan hasil dari evaluasi diantaranya peserta dapat memahami dan meningkat pengetahuan mengenai berbicar di depan umum, maupun meningkat keberanian dan percaya diri berbicara di depan umum. berkenaan dengan evaluasi sejalan dengan pendapat griffin & nix (1991) adalah: judgment terhadap nilai atau implikasi dari hasil pengukuran. menurut definisi ini selalu didahului dengan kegiatan pengukuran dan penilaian. menurut taylor (1950), evaluasi adalah proses penentuan sejauh mana tujuan pendidikan telah tercapai. masih banyak lagi definisi tentang evaluasi, namun semuanya selalu memuat masalah informasi dan kebijakan, yaitu informasi tentang pelaksanaan dan keberhasilan suatu program yang selanjutnya digunakan untuk menentukan kebijakan berikutnya.efektifitas pelatihan adalah bagaimana rancangan dan penyusunan kurikulum yang dilakukan oleh penyelenggara, tutor dan pihak – pihak lain yang terkait dengan kegiatan tersebut, menurut dewi komala bahwa kurikulum disusun secara bersama-sama antara penyelenggara dan tutor yang telah disesuaikan dengan kebutuhan warga belajar. hal ini sependapat dengan george a. beaucham (1976), “kurikulum sebagai bidang studi membentuk suatu teori yaitu teori kurikulum. selain sebagai bidang studi kurikulum juga sebagai rencana pengajaran dan sebagai suatu sistem (sistem kurikulum) yang merupakan bagian dari sistem persekolahan”, menurut hilda taba (1962), kurikulum sebagai a plan for learning, yakni sesuatu yang direncanakan untuk dipelajari oleh jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 147 siswa. sementara itu, pandangan lain mengatakan bahwa kurikulum sebagai dokumen tertulis yang memuat rencana untuk peserta didik selama di sekolah (hilda taba ;1962 dalam bukunya “curriculum development theory and practice). d. kesimpulan pendidikan dan pelatihan berbicara di depan umumadalah salah satu alternatife dalam meningkatkan kemahiran berbahasa, kegiatan ini di kemas dalam bentuk pelatihan public speaking yang dilaksanakan di aisyiyah adalah salah satu bentuk program pemberdayaan perempuan untuk meningkatkan kualitas sumber daya perempuan, kemudian di susun menjadi empat tahap yaitu perencanaan, pelaksanaan, evaluasi dan efektifitas, dari seluruh kajian dan penelitian dapat disimpulkan bahwa setelah mengikuti kegiatan pendidikan dan pelatihan maka para kader aisyiyah sudah dapat berbicara di depan umum secara terampil daftar pustaka abdul majid. 2009. perencanaan pembelajaran. bandung : pt remaja rosdakarya abduorrakhman ginting. 2011. esensi praktis manajemen pendidikan dan pelatihan. bandung : humaniora achmadi. a. dan nurboko. c. 2003. metodologi penelitian. jakarta : bumi aksara. al-qur’an surat almaidah ayat 8 bisri mustofa. 2009. pedoman menulis proposal penelitian skripsi dan tesis. yogyakarta : panji pustaka daeng arifin. 2010. manajemen pembelajaran efektif. bandung : pustaka alkasyaf djudju sudjana. (2004); pendidikan non formal. bandung : fallah production djudju sudjana. s. 2007, sistem dan manajemen pelatihan. bandung : falah production. jurnal empowerment volume 2, nomor 2 september 2013, issn no. 2252-4738 148 grace swestin. s.s. 2009. teori dan praktik public speaking dalam konteks pengajaran : tesis uin malang hamalik. o. 2003. kurikulum dan pembelajaran. jakarta : pt. bumi aksara harlina pribadi. 2010, pedoman bagi orang tua, guru, dan penyuluh masyarakat. jakarta timur : cakra media hasan. m. i. 2002. pokok-pokok materi metode penelitian dan aplikasinya. jakarta : ghalia indonesia hendy hermawan. 2006. dasar – dasar komunikasi dan keterampilan mengajar. bandung : cv citra praya mudjiono dan dimyati. 2002. belajar dan pembelajaran. jakarta : pt. rineka cipta. soenarjo. djoenasih s, rajiyem. 2005. public speaking. jakarta : universitas terbuka sugiyono. 2011. statistika untuk penelitian. bandung : alfabeta suyono dan hariyanto, 2011. belajar dan pembelajaran teori dan konsep dasar. bandung : pt remaja rosdakarya zainal arifin. 2009. evaluasi pendidikan. bandung : pt remaja rosdakarya jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 1 transformasi pembelajaran di pendidkan non formal (upaya mempersiapkan pendidik dan peserta didik dalam menghadapi tantangan global untuk menjadi manusia pembelajar) ansori asep samsudin stkip siliwangi bandung abstrak krisis global melanda dunia, tidak kecuali dengan dunia pendidikan mengalami perubahan untuk menyesuaikan diri dengan perkembangan masyarakat global. dunia pendidikan dituntut untuk mempersiapkan sumber daya manusia yang mampu bersaing dengan keadaan perubahan jaman mengikuti dinamika era globalisasi. sungguh ironis dewasa ini, sekolah menjadi alat penjinakan memanipulasi perserta didik agar mereka dapat diperalat untuk melayani kepentingan kelompok berkuasa. sekolah bukan menghasilkan peserta didik yang mencari kebenaran sejati. sekolah hanya melahirkan para sarjana yang hanya mencari kekuasaan semata. sekolah semata-mata dijadikan alat legitimasi sekelompok elite sosial yang mencari pembenaran kekuasaan belaka. salah satu aspek penting dari sekolah adalah belajar, perubahan disposisi atau kemampuan seseorang yang dicapai melalui upaya orang lain, dan perubahan itu bukan diperoleh secara langsung dari proses pertumbuhan dirinya secara alami. belajar merupakan upaya kontiyu yang disengaja (sadar) oleh seseorang dengan tujuan untuk mencapai tujuan belajar. upaya untuk mencapai tujuan belajar tidak lain adanya perubahan tingkah lalu, memberikan petunjuk bahwa belajar itu sendiri merupakan dari tingkah laku manusia baik yang disadari atau tidak, yang mencerminkan adanya sikap dan perbuatan untuk belajar pada diri seseorang. interaksi edukasi antara pendidik dan peserta didik. strategi pembelajaran terlihat peranan dan penampilan yang berbeda antara kedua belah pihak. pendidik melakukan upaya membelajarkan, sedangkan peserta didik melaksanakan kegiatan belajar. belajar sebagai hasil menunjukkan perubahan tingkah laku yang dialami peserta didik setelah mengikuti suatu program pendidikan mencakup ranah kognisi, afeksi, dan psikomotorik. kensy menyederhanakan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 2 belajar sebagai proses menjadi pengetahuan (knowledge), sikap (attitude), keterampilan (skills), dan harapan (aspiration). kata kunci : transformasi pendidikan; ciri-ciri pokok pelaksanaan pendidikan, non-formal; interaksi pendidik dan peserta didik; kegiatan belajar sebagai proses dan hasil a. pendahuluan pada abad 21 ini, dunia pendidikan di indonesia menghadapi tiga tantangan besar; pertama, sebagai akibat dari krisis global yang melanda dunia termasuk juga dengan indonesia sebagai bagian dari negara ke tiga yang berkembang. demikian juga dengan dunia pendidikan mengalami perubahan untuk menyesuaikan diri dengan perkembangan masyarakat dunia. kedua, dampak dari perkembangan global tadi dibutuhkan antisipasi yang serius, dunia pendidikan dituntut untuk mempersiapkan sumber daya manusia yang mampu bersaing dengan keadaan perubahan jaman mengikuti era globalisasi. ketiga, sejalan dengan tuntutan perkembangan jaman, dilakukan otonomi daerah, dengan maksud agar sumber-sumber daya yang dimiliki di suatu daerah dapat dikembangkan secara maksimal untuk kepentingan bersama, perlu dilakukan perubahan dan penyesuaian arah pendidikan nasional sehingga dapat mewujudkan proses pendidikan yang demokratis, memperhatikan keragaman kebutuhan dan keadaan daerah termasuk peserta didik dan pada akhirnya pendidikan mampu mendorong partisipasi masyarakat. pandangan terhadap lembaga sekolah (pendidikan) di indonesia sebagai alat transformasi pendidikan sering mendapat kritikan, salah satunya dari seorang pakar freire, ia mengatakan bahwa sekolah selama ini menjadi alat penjinakan yang memanipulasi perserta didik agar mereka dapat diperalat untuk melayani kepentingan kelompok yang berkuasa. sekolah bukan menghasilkan peserta didik yang mencari kebenaran sejati. sekolah hanya melahirkan para sarjana yang hanya mencari kekuasaan semata. demikian juga dengan pandangan dari illich, yang mengatakan bahwa sekolah semata-mata dijadikan alat legitimasi sekelompok elite sosial yang mencari pembenaran kekuasaan belaka. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 3 sekolah sebagai suatu lembaga pendidikan baru yang justru menggali jurang atau memperlebar (gap) antara kelompok-kelompok masyarakat (sosial), terutama jurang antara kelompok yang lemah dengan kelompok yang mapan. sekali lagi sekolah bukan lagi tempat untuk mencari kebenaran hakiki. hal ini sangat bertentangan dengan tujuan dari pendidikan nasional indonesia, yaitu: “mencerdaskan kehidupan bangsa dan mengembangkan manusia indonesia seutuhnya, yaitu manusia yang beriman dan bertaqwa terhadap tuhan yme, dan berbudi pekerti luhur, memiliki pengetahuan dan keterampilan, kesehatan jasmani dan rohani, serta mempunyai kepribadian yang mantap dan mandiri darta mempuyai rasa tanggungjawab kemasyarakatan dan (cinta) kebangsaan”. menurut muhamad numan somantri, rumusan tujuan pendidikan nasional bangsa kita adalah “…rumusan yang paling lengkap di dunia…”. salah satu kajian pendidikan sosial yang merupakan penggabungan ilmu yang berdasarkan perenungan, dengan ilmu yang berdasarkan instruksi mempunyai sifat ganda, artinya dapat bersifat teoritis sekaligus praktis. sifat pendidikan sosial ini menjadi kuat apabila kita meninjau arti arti pendidikan sosial, sebagai berikut: 1. suatu kegiatan atau proses kegiatan yang berkenaan dengan usaha yang teratur dalam membantu pengembangan kualitas masyarakat. 2. suatu lapangan penelitian ilmu atau disiplin studi tersendiri. penjelasan tentang hal tersebut perlu diberikan, oleh karena dengan dimasukannya pendidikan sosial dalam kelompok sistem pendidikan non-formal, maka sifat yang terkandung dalam pendidikan sosial semakin penting keberadaannya di tengah masyarakat. sebagai ilmu yang bersifat praktis, maka pendidikan sosial di dalam pelaksanaannya haruslah memenuhi beberapa persyaratan yang menjadi ciri-ciri pelaksanaan pendidikan non-formal, agar dapat memenuhi sasaran yang hendak dicapai. dalam berbagai pengalaman pelaksanaan pendidikan sosial sering tidak berhasil alias gagal karena melalaikan ciri-ciri pokok pelaksanaan sistem pendidikan non-formal tersebut. adapun ciri-ciri pokok tersebut dapat dikemukakan sebagai berikut: tujuan; masalah tujuan ini merupakan faktor pokok dalam semua sistem pendidikan, oleh karena tujuan yang jelas akan memberikan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 4 jaminan legalitas kepada perserta didik kemana tujuan pendidikan itu hendak dibawa. pendidikan yang menarik; menarik dalam arti ditinjau dari segi pelaksanaan dan hasil tentu harus menarik bagi peserta didik. dengan cara-cara pelaksanaan yang menarik, akan memperlancar peserta mengikuti pendidikan yang diberikan seperti pengadaan fasilitas tempat belajar, bahan-bahan untuk praktek penyesuaian waktu belajar dan lainnya. dari segi hasil yang baik berarti apa yang dicapai benar-benar bermanfaat bagi keseluruhan peserta didik sekaligus bermanfaat untuk masyarakat. keberhasilan daerah percontohan (pilot project) dapat membangkitkan minat peserta untuk mempraktekkan dan mengembangkan pada usaha sendiri secara mandiri. integrasi; integrasi merupakan bagian yang tidak kalah penting, adanya integrasi program pendidikan yang dilaksanakan dengan program pembangunan sesuai dengan kebutuhan masyarakat. kedua faktor tersebut saling berkaitan karena program pembangunan masyarakat harus dipandang sebagai tindak lanjut (follow up) dari pelaksanaan pendidikan yang telah dipadat oleh peserta didik. penekanan ini sangat penting, agar manfaat pendidikan dapat dirasakan selain oleh peserta sekaligus masyarakat. prioritas pendidikan; program latihan harus mendapat prioritas. program latihan sering diabaikan begitu saja dalam pelaksanaan pendidikan dan cenderung ditekankan hanya pemberian pengetahuan belaka, tanpa diimbangi dengan kemampuan daya kreatifitas. dengan kata lain, pelaksanaan pendidikan dapat diterapkan tidak hanya pada tataran kognitif belaka tetapi sekaligus pada kemampuan skill dan dispositions. gagne, dalam buku the conditions of learning, mengemukakan bahwa belajar itu adalah perubahan disposisi atau kemampuan seseorang yang dicapai melalui upaya orang lain, dan perubahan itu bukan diperoleh secara langsung dari proses pertumbuhan dirinya secara alami. dengan demikian belajar adalah merupakan upaya yang kontiyu yang disengaja (sadar) oleh seseorang dengan tujuan untuk mencapai tujuan belajar. upaya untuk mencapai tujuan belajar tidak lain adanya jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 5 perubahan tingkah lalu, memberikan petunjuk bahwa belajar itu sendiri merupakan dari tingkah laku manusia baik yang disadari atau tidak, yang mencerminkan adanya sikap dan perbuatan untuk belajar pada diri seseorang. disposisi yang dimaksud adalah sikap, pengetahuan, keterampilan, nilai atau aspirasi. adapun yang dimaksud dengan kemampuan, berupa wujud penampilan seseorang dalam lingkungan tertentu. perubahan ini tidak terjadi secara mendadak melainkan diperoleh dalam waktu tertentu. oleh sebab itu hasil kegiatan belajar harus dapat dibandingkan pada perubahan tingkah laku pada saat sebelum memasuki kegiatan belajar dengan perubahan tingkah laku setelah melakukan kegiatan belajar. pada sisi lain, perubahan yang dicapai seseorang melalui kegiatan belajar itu harus dibedakan dengan perubahan yang dapat diketahui pada pertumbuhan seseorang. perubahan tingkah laku yang dicapai secara sengaja (sadar) melalui kegiatan belajar. hal ini sesuai dengan pendapat john travers, yang mengatakan: “belajar adalah suatu proses yang menghasilkan penyesuaian tingkah laku”. dalam hubungan ini, belajar sebagai hasil merupakan akibat wajar dari belajar sebagai proses. dengan kata lain, proses belajar menyebabkan hasil belajar. kegiatan pembelajaran terjadi melalui interaksi antara peserta didik di satu pihak dengan pendidik di pihak lain. dalam kegiatan belajar kelompok, interaksi terjadi pula di antara peserta didik. interaksi antara peserta didik dengan pendidik berada dalam situasi kegiatan pembelajaran. kegiatan pembelajaran dilakukan oleh peserta didik dan kegiatan membelajarkan dilakukan oleh pendikan. aktivitas yang dilakukan dengan sengaja oleh peserta didik untuk mencapai tujuan belajar. tujuan belajar berkaitan dengan perubahan tingkah laku meluputi aspek-aspek pengetahuan, keterampilan, sikap, nilai-nilai dan aspirasi. aspek-aspek tersebut dimiliki oleh peserta didik melalui pengalaman belajar. pengalaman belajar itu didapatkan melalui interaksi peserta didik dengan lingkungan sosial. pengalaman tersebut diperoleh melalui kegiatan saling belajar. interaksi edukasi dalam pembelajaran yaitu interaksi antara pendidik dan peserta didik. dalam pelaksanaan strategi pembelajaran terlihat peranan dan penampilan yang berbeda antara kedua belah pihak. pendidik melakukan upaya membelajarkan, yaitu membantu peserta jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 6 didik untuk melakukan kegiatan belajar, sedangkan peserta didik melaksanakan kegiatan belajar dengan cara bepikir dan berbuat di dalam dan terhadap dunia kehidupannya. pemahaman mengenai belajar sebagai proses dan belajar sebagai hasil, sebagaimana yang dikemukakan oleh gagne dan tavers. belajar sebagai hasil menunjukkan perubahan tingkah laku yang dialami peserta didik setelah mengikuti suatu program pendidikan. perubahan tingkah laku ini oleh krathwohl dan bloom disusun dalam buku “taxonomy of educational objectives”, yang mencakup ranah kognisi, afeksi, dan psikomotorik. kensy menyederhanakan belajar sebagai proses menjadi pengetahuan (knowledge), sikap (attitude), keterampilan (skills), dan harapan (aspiration). b. kegiatan belajar bagi peserta didik sebagai proses belajar dimulai dengan adanya dorongan, semangat, dan upaya yang timbul dalam diri seseorang sehingga orang itu melakukan kegiatan belajar. ia melakukan kegiatan belajar dengan menyesuaikan tingkah lakunya dlam upaya meningkatkan kualitas dirinya. dalam hubungan ini, belajar adalah perilaku pengembangan diri melalui proses penyesuaian tingkah laku. penyesuaian tingkah laku dapat terwujud melalui kegiatan belajar, bukan karena akibat langsung dari pertumbuhan seseorang yang melakukan kegiatan belajar itu. belajar sebagai proses adalah kegiatan seseorang yang dilakukan secara sengaja melalui penyesuaian tingkah laku dirinya dalam upaya untuk meningkatkan kualitas kehidupannya. dengan demikian hasil belajar pun tidak datang secara tiba-tiba atau tidak dapat langsung dirasakan oleh peserta didik dengan cepat. kegiatan belajar sebagi proses memiliki unsur-unsur, meliputi: tujuan belajar yang ingin dicapai, motivasi, hambatan, stimulus, dari lingkungan, persepsi, dan respons dari peserta didik. seseorang yang menginginkan sesuatu, sebenarnya ia telah berorientasi pada suatu tujuan. apabila peserta didik bergerak untuk mencapai tujuan, ia harus melakukan upaya yang tepat untuk mencapai tujuan itu. tujuan menjadi penting, agar peserta didik tidak salah memilih tujuan. kemantapan memilih tujuan sejak awal akan memperkuat upaya (usaha) yang kuat dalam mencapai tujuan. dalam mencapai tujuan belajar, tentunya peserta didik akan mendapatkan kesulitan dan hambatan. peserta didik harus mempelajari hambatan dan kesulitan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 7 yang mungkin ditemui dalam kegiatannya dan harus berupaya untuk menghindari diri dari hambatan tersebut. kemampuan untuk menghindari diri dari hambatan merupakan keterampilan diri yang tidak dimiliki oleh setiap orang. peserta didik perlu menyesuiakan tingkah laku dalam mencapai tujuan. apabila tujuan telah dicapai dengan baik, maka peserta didik akan merasakan kepuasan tertentu. sedangkan apabila tujuan itu tidak tercapai dengan baik, maka peserta didik akan melakukan penilaian terhadap upayanya, dan selanjutya mungkin ia akan memodifikasikan kegiatannya sehingga pada akhirnya tujuan yang yang dikehendaki itu tercapai. dalam kegiatan belajar, tingkat kesulitan belajar amat diperlukan. tingkat kesulitan belajar menjadi ciri bahwa peserta didik sedang melakukan kegiatan belajar. tanpa didapat kesulitan belajar itu bukan lah disebut dengan kegiatan belajar. apabila dalam upaya mencapai tujuan belajar itu tanpa ada kesulitan, sebenarnya kegiatan itu bukan disebut belajar. demikian juga dengan peningkatan upaya peserta didik mutlak diperlukan dalam kegiatan belajar. upaya peningkatan peserta didik dalam mencapai tujuan belajar menjadi ciri keberhasilan peserta didik. apabila dorongan peserta didik yang makin meningkat untuk mencapai tujuan belajar namun kegiatan belajar yang ia lakukan menggunakan cara yang telah dilakukan sebelumnya, maka kegiatan itu bukan termasuk belajar. sama halnya dengan seseorang yang selalu menggunakan kebiasaan tertentu dalam mencapai tujuan yang sama, maka kegiatan itu juga bukan belajar. akibat wajar dari adanya tingkatan kegiatan belajar untuk mencapai tujuan belajar yang telah ditetapkan, maka diperlukan upaya untuk memodifikasi kegiatan, diperlukan motivasi dari pihak luar yang mampu membangkitkan usaha kegiatan belajar. peserta didik sering mengeluh tentang hadirnya pendidik yang selelu mengulang bahan belajar yang sama pada setiap pertemuan. kegiatan pendidik itu walaupun tujuannya baik, tetapi tidak akan menarik perhatian peserta didik, malah sebaliknya akan membosankan mereka sehingga kegiatan belajar menjadi tidak bermakna bagi peserta didik. akibatnya, peserta didik tidak akan mengembangkan kreativitas, malah cenderung akan selalu mengulangi cara biasa dilakukan sebelumnya. apabila situasi tersebut yang terjadi maka kegiatan belajar tidak akan terwujud. tingkat kesulitan belajar diperlukan agar peserta didik berupaya mengatasi kesulitan tersebut. apabila kesulitan dapat diatasi dan tujuan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 8 tercapai dengan baik, maka peserta didik akan merasa puas dan akan menghargai cara dan hasil belajar yang telah ia lakukan. cara itu akan menjadi bagian dari pola tingkah laku peserta didik. peserta didik perlu menghadapi kesulitan dan harus dapat mengatasinya dalam upaya mencapai tujuan belajar. upaya peserta didik akan efektif apabila terdapat dorongan dari luar dirinya, terutama dari pendidik, untuk dapat mengatasi kesulitan itu. dari uraian di atas, maka kegiatan belajar sebagai proses terdiri atas enam unsur. pertama; tujuan belajar; setiap peserta didik dapat menyusun tujuan belajar sesuai dengan kebutuhan belajarnya. peserta didik dapat melakukan kegiatan belajar untuk mencapai tujuan belajar tersebut. ia mempunyai pandangan bahwa tujuan belajar, selain dapat memuaskan dirinya, sekaligus dapat memenuhi kebutuhan belajarnya. oleh karena itu, tujuan belajar yang akan dicapai harus dinyatakan secara spesifik dan dapat diukur, serta bermakna bagi peserta didik. implikasinya, tujuan institusional suatu lembaga pendidikan perlu disusun sesuai dengan kebutuhan belajar yang dirasakan dan diyatakan oleh peserta didik sehingga tujuan tersebut dirasakan sebagai milik peserta didik. apabila para peserta didik menerima tujuan itu sebagai miliknya maka ia akan berupaya secara optimal untuk mencapai tujuan tersebut. dengan demikian, kegiatan belajar berorientasi pada tujuan dan dapat menimbulkan keterlibatan peserta didik dalam upaya mencapai tujuan itu, sedangkan peserta didik merasa puas apabila ia melakukan kegiatan belajar belajar untuk mencapai tujuan dan merasa puas apabila tujuan telah tercapai dengan baik. kedua; peserta didik yang termotivasi; kegiatan belajar untuk mencapai tujuan belajar tidak akan terjadi apabila peserta didik tidak termotivasi untuk belajar. peserta didik melakukan kegiatan belajar untuk mencapai tujuan belajarnya dengan memilih kegiatan yang diharapkan dapat menumbuhkan rasa kepuasan dalam memenuhi kebutuhan belajarnya. kebutuhan belajar harus dating dari dalam diri peserta didik, bukan dipaksakan dari pihak luar. walaupun motivasi dari luar diperlukan pada saat tertentu, kadang pengaruh dari luar itu membuat tujuan dan kegiatan belajar kurang menjadi milik peserta didik. andaikata peserta didik tidak merasa butuh untuk belajar, maka ia tidak akan memperhatikan pesn yang disampaikan pendidik. pendidik akan menghadapi kesulitan apabila tujuan yang ditetapkan oleh jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 9 lembaga penyelenggara pendidikan dan tujuan yang diinginkan oleh masyarakat sering tidak sesuai dengan tujuan yang dinyatakan peserta didik. dengan demikian, upaya menserasikan ketiga jenis tujuan yaitu yang diajukan lembaga, masyarakat, dan peserta didik ke dalam satu tujuan yang bermakna, merupakan upaya yang harus dilakukan oleh para pendidik. pentingnya motivasi belajar sering ditegaskan oleh hamper semua pakar psikologi dan pendidikan. motivasi belajar sebagai kekuatan penting telah diterima secara umum. di satu pihak, motivasi dari luar dalam bentuk ganjaran atau hukuman digunakan pendidik agar peserta didik meningkatkan kegiatan belajar. di pihak lain, motivasi dari dalam seperti kebutuhan, minat, kesungguhan, harapan, dan tujuan dapat mendorong peserta didik untuk melakukan kegiatan belajar tanpa merasa dipaksakan dari luar dirinya. pendidik memiliki alternative kegiatan dengan menggunakan motivasi melalui tujuan-tujuan khusus serta dengan motivasi peserta didik untuk melakukan kegiatan belajar atas dorongan dari dalam dirinya atau melalui kegiatan yang menggabungkan motivasi dari dalam dan dari luar diri peserta didik. ketiga; tingkat kesulitan belajar; kesulitan belajar merupakan hambatan bagi upaya peserta didik dalam mencapai tujuan belajar. belajar akan terjadi dengan baik apabila di dalam kegiatan belajar terdapat kesulitan yang dihadapi dan harus diatasi oleh peserta didik. kegiatan belajar akan terwujud apabila peserta didik mengalami hambatan untuk mencapai tujuan belajar. unsure ketiga dari kegiatan belajar sebagai proses adalah adanya kesulitan. pemilihan tingkat kesulitan belajar perlu dilakukan sehingga kesulitan itu cocok dengan situasi belajar. pada saat peserta didik melakukan pemecahan masalah, ia akan belajar bagaimana memilih alternative yang tetap dan dapat digunakan untuk memecahkan masalah. apabila tingkat kesulitan terlalu berat untuk diatasi maka peserta didik akan cepat putus asa, cemas, dan tidak senang. akibatnya peserta didik cenderung akan meninggalkan cara yang telah ia pilih dan tujuan yang ingin dicapai tidak diakui sebagai miliknya. tingkat kesulitan belajar yang telah dipilih dan ditetapkan oleh pendidik tetapi tidak dirasakan oleh peserta didik maka peserta didik tidak akan melakukan kegiatan belajar dengan efektif. apabila kegiatan itu terjadi maka kegiatan tersebut tidak dapat disebut kegiatan belajar. oleh karena itu, tingkatan kesulitan harus disusun jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 10 sehingga dapat mendorong peserta didik untuk mengatasi kesulitan belajar secara tepat. tingkat kesulitan belajar yang dirancang dan ditetapkan dalam situasi belajar merupakan unsur yang harus terdapat dalam setiap kegiatan belajar sebagai proses dan memungkinkan peserta didik dapat mengatasi setiap kesulitan yang muncul dalam kegiatan belajar. keempat; stimulus dari lingkungan; dapat timbul dari situasi belajar selama kegiatan berlangsung. pada situasi seperti itu, peserta didik dapat merasakan ketidakpuasan dalam upaya memecahkan masalah yang dihadapi. motivasi mulai diperlukan sejak peserta didik merasakan bahwa kebutuhannya tidak terpenuhi dan tujuan belajarnya tidak tercapai, dan merasakan adanya kesulitan dalam kegiatan belajar. karena peserta didik menghadapi hambatan, maka ia dapat mencari stimulus yang terdapat dalam lingkungan dan yang dianggap dapat membantu untuk digunakan dalam mencapai tujuan belajar. berbagai stimulus yang terdapat dalam lingkungan tidak dapat digunakan secara terpisah antara satu dengan yang lain, namun perlu digunakan secara bersama-sama. oleh karena itu, sebelum menggunakan stimulus maka peserta didik harus memahami hubungan antara stimulus yang telah dipilih dengan tujuan belajar yang dicapai. stimulus digunakan untuk mengatasi hambatan yang ditemui dalam mencapai tujuan belajar. dalam penggunaan stimulus dari lingkungan, pendidik harus mampu mengangkat stimulus yang tepat bagi setaip kegiatan belajar agar efiensi dan efektivitas pencapaian tujuan terwujud. apabila tidak, peserta didik cenderung akan memilih dan menggunakan stimulus yang asal ada tetapi tigkat kecocokannya dengan tujuan belajar kurang diperhatikan. oleh sebab itu pendidik harus merancang stimulus yang diperlukan peserta didik dan yang jelas kaitannya dengan situasi belajar sehingga peserta didik dapat memilih dan menggunakannya secara tepat sesuai dengan tujuan belajar yang ingin dicapai. stimulus dari lingkungan berwujud factor-faktor yang berada di luar peserta didik dan dapat merangsang peserta didik untuk mengatasi hambatan dalam kegiatan belajar. kelima; peserta didik yang memahami situasi; pemahaman atau persepsi terhadap situasi belajar tegantung pada latar belakang kehidupan, pengalaman belajar, dan kesungguhan peserta didik jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 11 terhadap kegiatan belajar yang sedang berlangsung. seorang peserta didik yang termotivasi oleh tujuan belajar dan stimulus dari lingkungannya, akan melakukan kegiatan belajar dengan dorongan yng kuat. dalam situasi belajar, peserta didik berada dalam kondisi sedang membutuhkan sesuatu yang dapat digunakan untuk mencpai tujuan balajar, memilih stimulus dari lingkungan, memahami dan merespons stimulus, dan memutuskan stimulus mana yang akan digunakan untuk memenuhi kebutuhan dalam mencpai kebutuhan belajar. stimulus yang teridentifikasi dengan jelas akan membantu peserta didik dalam menggunakan pengetahuan dan keterampilan yang telah ia miliki untuk mencapai tujuan belajar. peserta didik harus mampu pula menggunakan pengalaman belajarnya untuk merespons dengan tepat terhadap stimulus dari lingkungan. dalam melakukan respons terhadap lingkungan, peserta didik hendaknya menyadari bahwa penggunaan satu stimulus saja tidak dapat menyelesaikan pemecahan masalah secar tutas. setelah berbagai stimulus lingkungan diketahui maka peserta didik perlu memadukan stimulus-stimulus tersebut sehingga satu sama lain dapat terintegrasi dalam satu kesatuan. kegiatan memilah-milah dan mengintegrasikan stimulus akan mempengaruhi pemahaman pesert didik terhadap situasi belajar yang akan atau sedng dilakukan, serta akan memberi arah pada pola respons peserta didik yang akan digunakan dalam mencapai tujuan belajar. keenam; pola respons peserta didik; setelah peserta didik membuat keputusan tentang tujuan belajar yang ingin dicapai dan memahami stimulus lingkungan dalam situasi belajar untuk mencapai tujuan belajarnya maka selanjutnya ia melakukan respons. peserta didik merespons stimulus secara menyeluruh. ia merespons dengan mengunakan pengalaman belajar sesuai dengan kesiapan yang ia miliki. respons itu bertujuan agar peserta didik tidak melakukan respons tanpa arah. kegiatan peserta didik dalam merespons stimulus dilakukan untuk mencapai tujuan belajar yang telah diterapkan. apabila respons peserta didik berhasil, ia akan mempelajari masalah baru yang dihadapi dan akan mengkaji kembali stimulus lingkungan yang telah diorganisasi untuk merespons masalah baru. dalam mempelajari stimulus itu, dapat diajukan beberapa pertanyaan apakah jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 12 pengorganisasian stimulus telah dipilih stimulus yang benar, apakah stimulus telah disusun secara tepat, apakah respons yang telah dilakukan peserta didik cocok dengan stimulus. dan paling penting, apakah peserta didik melakukan penilaian terhadap kegiatan belajarnya secara menyeluruh. peserta didik harus memiliki kepercayaan diri bahwa ia mampu memecahkan masalah. kepercayaan diri ini penting, sebab apabila peserta didik tidak mampu untuk memecahkan masalah yang dihadapi, maka hal itu akan mengakibatkan dirinya menyerah kepada keadaan. apabila peserta didik beranggapan bahwa ia tidak mampu untuk memecahkan masalah, padahal untuk kemajuan dirinya maka masalah itu harus dipecahkan, bukan dihindari. c. kegiatan belajar bagi peserta didik sebagi hasil belajar sebagai hasil yang sering dibahas oleh pakar pendidikan dan pakar psikologi ialah berwujud hasil yang dicapai setelah kegiatan pembelajaran. beberapa pakar membahas pengertian belajar sebagai hasil yang dihubungkan dengan masalah-masalah yang tumbuh dalam kegiatan pembelajaran. tatkala seorang pakar pendidikan menganalisis belajar sebagai hasil yang dirumuskan dengan istilah perubahan pengetahuan, maka akan timbul pertanyaan apakah yang dimaksud dengan pengetahuan itu? perubahan pengetahuan itu adalah pemilikan dan penambahan seuatu yang telah kita pelajari. atau pengetahuan tentang kemanusiaan yang tidak menjadi mata pelajaran tersendiri dalam kurikulum suatu kegiatan pendidikan. bloom membuat penggolongan tingkah laku peserta didik kedalam beberapa katagori. setiap katagori diberi pengertian tersendiri. taxonomi tersebut terdiri atas tiga katagori ranah (domains) cognitive, affective, dan psychomotor. ranah cognitive mencakup enam tingkatan, yaitu: pengetahuan, pengertian, penerapan, analisis, sintesis, dan evaluatif. pengertian, terdiri atas kemampuan: menterjemahkan, menafsirkan, dan memperkirakan. analisis terdiri atas unsur: analisis hubungan, dan analisis prinsip yang terorganisisr. sintesis mencakup kemampuan menyusun unsure-unsur menjadi kesatuan, penyusunan komunikasi khusus, rencana dan usulan kegiatan. dan kesimpulan yang ditarik dari suatu hubungan abtrak. evaluasi terdiri kemampuan mengambil keputusan terhadap sesuatu yang terjadi dalam diri sendiri dan yang dating dari luar. keenam tingkatan tersebut merupakan rangkatan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 13 urutan dalam arti perubahan tingkah laku dalam ranah cognitive dimulai dari pengetahuan dan diakhiri dengan evaluasi. dalam ranah afektif, perubahan yang berhubungan dengan minat, sikap, dan nilai-nilai penghargaan dan penyesuaian diri. susunan perilaku dalam ranah afektif ini terdiri atas kelompok yang disusun secara bertahap berdasarkan tingkat keterlibatan para peserta didik. pertama, menerima atau memperhatikan yang berhubungan dengan keinginan untuk menerima dan memperhatikan fenomena atau stimulus. didalamnya tercakup kesadaran, hasrat untuk menerima, pengendalian, dan perhatian. kedua, menanggapi yang berhubungan dengan upaya untuk menanggapi atau memberikan umpan balik terhadap fenomena yang diperhatikan secara khusus oleh peserta didik. termasuk dalam tingkatan kedua ini persyaratan untuk menanggapi keinginan memberikan tanggapan dan kepuasan untuk menanggapi. ketiga, menilai yang berhubungan dengan penggunaan nilai-nilai dalam mengendalikan tingkah laku. dalam penilaian ini termasuk menerima nilai, kesenangan untuk memilih nilai, dan penerapan nilai-nilai dalam perilaku yang diperlukan oleh peserta didik. keempat, mengorganisasikan keragaman nilai-nilai yang berkaitan antara satu dengan lainnya dalam situasi tertentu. dalam situasi tertentu, peserta didik dituntut untuk mengorganissikan nilai-nilai ke dalam satu kesatuan nilai, menentukan hubungan nilai dengan nilai yang lain, menetapkan salah satu nilai yang paling dominant dan paling berpengaruh untuk ia jadika suatu pegangan dalam kehidupan. pengorganisasian nilai terdiri atas pembuatan konsep nilai dan pengorganisasian system nilai. kelima, menggunakan nilai untuk menampilkan diri dalam kehidupan yang didasarkan atas nilai yang telah dimiliki sehingga dengan demikian emosi dan afeksi perserta didik menjadi stabil. termasuk kecdalamnya kesiapan untuk menggunakan sisttem nilai secara utuh dan penampilan secara utuh berdasarkan system nilai itu. kelima tingkatan dalam ranah afeksi ini berhubungan dn berkembang secara bertingkat, mulai dari penerimaan suatu nilai sampai dengan penggunaan nilai itu dalam penampilan diri peserta didik. ranah keterampilan, skiils atau psikomotorik, meliputi 6 kelompok keterampilan, meliputi: keterampilan produktif, keterampilan teknik, jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 14 keterampilan fisiik, keterampilan social, keterampilan pengelolaan serta keterampilan intelek. berdasarkan tahapan belajar, keterampilan sebagai hasil dapat diperoleh peserta didik melalui pemberian stimulus dari lingkungan, membantu kesiapan peserta didik untuk merespons stimulus, memberikan bimbingan dalam melakukan keterampilan. pembelajaran yang lebih sederhana adalah melalui tahapan kegiatan menunjukkan, menjelaskan, melakukan/mengerjakan, dan mencocokkan. d. penutup pada bagian akhir, peserta didik akan memodifikasi tingkah lakunya sebagai akibat motivasi dari dalam dirinya untuk mencapai tujuan yang dianggap dapat memenuhi kebutuhan yang ia rasakan. motivasi dari dalam dirinya akan menyebabkan peserta didik mencari cara-cara yang tepat dan sesuai dengan kemampuannya. mulai mengarahkan kemampuannya dalam kegiatan yang lebih terorganisasi. peserta didik mencari sesuatu yang dapat membantu upaya untuk mencapai tujuan dan memilih tujuan-tujuan tertentu dari sekian banyak tujuan yang mungkin dapat dicapai. perserta didik mulai melakukan kegiatan belajar. apabila tujuan belajar dapat ia capai dengan menggunakan cara-cara yang telah dimiliki sebelumnya, maka ia bukan melakukan kegiatan belajar tetapi hanya mengulang pola respons yang telah ia miliki sebelumnya. andaikata ia tidak dapat mencapai tujuan dengan cara-cara yang biasa ia lakukan, maka peserta didik harus memodifikasi tingkah lakunya. upaya memodifikasi tingkah laku itu dilakukan melalui pemahaman terhadap situasi belajar sehingga peserta didik mengetahui suatu jarak antara keadaan dirinya pda saat ini dengan keadaan yang diinginkan sebagaimana dimaksud dalam tujuan yang akan dicapai. peserta didik mempelajari dengan kritis hambatan-hambatan yang dihadapi dan kemungkinan-kemungkinan yang dapat dilakukan untuk mengatasi hambatan-hambatan tersebut. “…dengan demikian diharapkan peserta didik menjadi dewasa (konprefensif) dalam berpikir, bersikap dan bertindak…” jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 15 daftar pustaka ihat hatimah., pemberlajaran berwawasan kemasyarakatan., universitas terbuka., jakarta 2007. m. numan somantri., menggagas pembaharuan pendidikan ips., rosda karya., bandung 2001. soelaiman joesoef., konsep dasar; pendidikan luar sekolah., bumi aksara., jakarta 2008. …………………...., pengantar pendidikan sosial., penerbit usaha nasional., surabaya 1982. sudjana., manajemen program pendidikan untuk pendidikan luar sekolah dan pengembangan sumber daya manusia., falah production., bandung 2001. ……….., strategi pembelajaran., falah production., bandung 2000. ……….., pendidikan non formal wawasan, sejarah, perkembangan, falsafah dan teori pendukung, serta asas., falah production., bandung 2001. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 251 the role of early childhood tutors in optimizing the early childhood learning environment at paud noor rakhmah bandung ria maryanaikip siliwangiriamaryana26@gmail.com abstractnon-formal early childhood is a symbol of the council school when viewedfrom the tuition fee that is voluntary and not mandatory, so do not imaginethis school has the good facilities. in terms of places, early childhood doesn'thave own building, mostly using village hall or other public facilities such asmosques or musholla. this limitation also has an impact on early childhoodspace for learning. children cannot play and move freely and developthemselves. the environment of learning should be a lot of attention, theenvironment will affect the learning process and learning outcomes forchildren. this research is qualitative research with study descriptive. thisresearch is based on the problem of various conditions of environmentalmanagement learning in early childhood education (paud) noor rakhmahrelated to facilities and infrastructure. tutors have an important role inoptimizing the management of early childhood learning environments. thepurpose of this research is to obtain data that is: (1) the planning processconducted by tutor paud noor rakhmah in optimizing the early childhoodlearning environment. (2) the implementation process conducted by tutorpaud noor rakhmah in optimizing the early childhood learningenvironment. (3) the evaluation process conducted by paud noorrakhmah tutor on the utilization of early childhood learning environment. keywords: environmental management learning, early childhood introductioneducation is an effort to help reach the maturity of people. this effort demands aprocess to be achieved. without such a process, the change will not happen also the goalwill not be achieved. education should be instilled early on, the importance of earlychildhood education (paud) is supported by research on children's brain intelligenceconsisting of 100 billion brain cells that must be stimulated (direktorat padu, 2002: 9).these brain cells need the right stimulation to connect together with the dense networkas a sign of an intelligent child. the educational stimulation provided and parentingpatterns, as well as educators, are one determinant for optimizing the use of this brain.education environment is divided into three, namely education in the familyenvironment, school environment, and community environment. because of educationis basically not necessarily in the form of formal education just like in the schoolenvironment, but non-formal education such as education in the family and communityis also very supportive (dyah fifin fatimah, 2016). it is also disclosed in undangjurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 252 undang no. 20 tahun 2003 on the national education system article 28 on earlychildhood education which states that:1. early childhood education is held before the level of basic education.2. early childhood education can be organized through formal, non-formal and/orinformal education channels.3. early childhood education in the formal education path is the form of kindergarten(tk), raudlatul athfal (ra), or other forms.4. early childhood education on non-formal education channels is the form of playgroups (kb), day care (tpa), or other similar forms.5. early childhood education on an informal education pathway is a family oreducational education organized by the environment. based on the grouping of education units above, it can be seen that in addition to formaleducation, non-formal education also plays a very important role. to implement earlychildhood education requires a learning environment. certainly, in this case, teachers ortutors have an important role in managing a learning environment. the role of theteacher as an inspirational learner, inspiring the teacher to be able to describe himselfas an inspirational person (inspiring teaching for students), learning and learningactivities can produce variations mind, imagination, creativity and new ideas (ar-raisulkarama arifin, 2014). the learning environment should be more attention because ofthrough the environment will affect the learning process and learning outcomes forchildren. it takes the management of a good learning environment that children cangrow and develop according to the stage of its development. management is the set ofmanagement, teaching is a process of teaching and learning. thus, the management ofteaching can be defined an attempt to organize or manage the teaching and learningprocess in accordance with the concept and principles of teaching in order to achievethe goal of teaching effectively and efficiently (rosyid ridho, 2015).anwar (2009: 10) argues that ”environmental stimuli will affect the formation ofrelationships between brain cells that coordinate various aspects of development,motor development, cognitive, language, social, emotional and spiritual. ifenvironmental stimulation is lacking, unstimulated brain cells will gradually beeliminated”. learning is an activity that requires a high concentration, a place thatcomfortable learning environment makes it easier learners for concentrate. bypreparing the right environment, learners will get better results and can enjoy thelearning process that learners do. gagne (mariyana, 2005: 10) states that ”events in theenvironment will greatly affect the child's learning outcomes”. a systematic, plannedand orderly environment will help get the appropriate response from each child. this isconfirmed by semiawan (mariyana, 2005: 10) ”the better an environment is preparedthe higher of positive response we can take from the children logic”. thus, there will bean increasingly relevant impact, tutor and parent are expectations too.children born in the world in a state of incomplete, because of all instincts, physicalfunctions and spirituality have not been developed perfectly. therefore the human childhas a long possibility for freely develop. what is meant by freedom developing here is tobe able to maintain his life and to be able to adjust to his environment (murni, 2017) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 253 methodthe research method used is a descriptive method, with a qualitative approach. datacollection techniques used are interview and observation techniques, data analysistechniques with data descriptions, data reduction and conclusions. sources of data inthis study are four people informants consisting of one early childhood education tutorin noor rakhmah, one headmaster and two parents of students. results and discussion a. tutor's planning process of the management of early childhood learning environmentplanning in managing a learning environment must be implemented, so the learningobjectives can meet various aspects of child development. according to sudjana (1992:38) “planning includes a series of activities to determine the general goals and specificgoals”. the purpose of the management of the learning environment is to stimulatechildren into the learning environment, to facilitate aspects of child development, and toprovide opportunities for children move (mariyana, 2005: 17-19). children are sensitiveto receive all stimuli, namely during the period of physical and psychic functions areready to respond to all stimuli provided by the environment. thus, the environment as anelement that supplies or provides some stimulus needs to get serious attention. specialplanning and selection are required in order to provide a suitable and necessaryenvironment for the child. the accuracy of the environment provided will have an effecton the process and results in the child's behavior either directly or indirectly (susilowati,2014)based on results, the planning process interview conducted by the tutor in themanagement of the learning environment in early childhood education (paud) noorrakhmah is by preparing the theme of learning and preparing components that will beused. tutors should consider what components will be applied to the learningenvironment. suitable components in the learning environment will affect the child'slearning outcomes, through appropriate compositions such as decoration, drawing, colorselection, and other components that can make the child focus on learning activities. ifthe children bored with the learning environment, tutors should have a specific planstrategy for additional. creating a new environment for children is one way to attractchildren into the learning environment. it will find a new thing to learn a new activity inthe learning environment.the planning process conducted by tutor in early childhood education (paud) noorrakhmah to develop the children potential is by preparing various components that canstimulate the sensory, motoric, cognitive and moral development of children. childdevelopment and child learning are explained by the developmental theory of jeanpiaget, which over the last few decades has greatly affected the practice of preschool orpre-school education. according to this theoretical view, children develop cognitivelythrough active involvement in their environment; each stage of development isintertwined and integrated with each other (susilowati, 2014). things that are preparedby the tutor is through learning media such as educational game tools, and utilize theexisting components in the environment to be used as a source of learning. in addition,the learning environment tailored to the child's developmental stage that refers topermendiknas no 58 tahun 2009. level of child development achievement bypermendiknas no 58 tahun 2009 organized by age group of children: 0 – <2 years; 2 – <4 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 254 years; and 4 – ≤6 years. levels of child development achievement include religious andmoral values, motor, cognitive, language, and social-emotional.the planning process is done simultaneously with the preparation of lesson plan (rpp),every day tutor designing an environmental component based on the theme of learning.in addition, tutors involve parents in planning the learning environment. parents alsoprepare the components that will be used in the learning environment.the learning environment is not only about the physical, but the efficiency of the learningenvironment, and how to build the atmosphere in the learning environment that thelearning process can run well. the learning environment that is built must be able toprovide opportunities for activity and creativity in children freely to develop the variouspotentials it has as well as aspects of its development. b. the implementation process performed by tutor in environmental management of early childhood learningimplementation is an application of the results of the design that has been determined.teachers are expected to facilitate children by creating a pleasant environment thatchildren can always keep the title as an active agent (hidayatulloh, 2014). for combiningthe various components in managing a learning environment requires a high skill andcreativity. according to mariyana that (2005: 130-138) “the ability of a tutor is needed increating and managing the learning environment”, including:1. build and manage the learning environment.2. organize and create a learning environment.3. maintain the safety of the learning environment.4. maintaining the health of the learning environment.5. competence in communication relations.the implementation process of managing the learning environment is tailored to theconcept. according to mariyana (2005: 130) “establishing and managing a learningenvironment for children requires the ability of teachers to create a conduciveatmosphere that children can learn with fun”. based on the results of interviews, theimplementation carried out in establishing and managing the learning environment tocreate a conducive atmosphere for children is to pay attention to security, comfort,tidiness, and cleanliness. the child feels comfortable with the learning environment. thelearning environment should be created that make children feel at home.organize in the learning environment is made children focused on the learning given.structuring the learning environment in early childhood education (paud) noorrakhmah tailored to the child's tastes and interest. according to john dewey that (yus,2011: 6-7) “children's interests become important to learn. this interest is a reference todetermining a topic of learning”. the statement revealed that the arrangement of thelearning environment in early childhood education (paud) noor rakhmah tailored tothe theme of learning. the learning environment should be able to create a fun learningenvironment. such as an atmosphere of lively learning interaction, developingappropriate media, utilizing appropriate learning resources, motivating children toparticipate in the learning process, making the learning environment conducive. creatinga learning environment in early childhood education (paud) noor rakhmah is not doneevery day, it is done in accordance with the needs of the theme of learning. the learning jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 255 environment is usually done one hour before the learning begins. but, if the componentsthat will be used a lot and require a lot of time, then the management of the learningenvironment is done one day before the learning, which is at home, together with thepreparation of lesson plan for the next day.according to mariyana (2005: 131) ”to organize and create a pleasant learningenvironment, the ability to choose, separate and put learning components together”. thisis related to the essence of the learning to aspects of child development. all componentsused must have meaning for the child. organize and create a learning environment doneby the tutor in accordance with the predefined learning theme. according to yus (2011:84) “theme determination based on child characteristics and learning materials. inaddition, the tendency should make children's interest is also the basis for thedetermination of the theme”. through the theme of learning is determined what mediawill be used later. components that are used not only in the classroom, but tutors utilizethe conditions around the school environment that can be used as media/tools in thelearning process.media commonly used in early childhood education (paud) noor rakhmah iseducational game tools, print media, electronic media and utilize the existing potentialaround such as used goods and natural resources around.the learning environment is a place where children learn many things. the safety of thelearning environment is an important foundation for all teachers to have. before alllearning activities begin, the teacher must ensure that each learning environment safe,mariyana (2005: 132). the tutor exercises environmental control through the separationof objects that may endanger the child as well as objects that do not harm the child. alsoaccording to mariyana (2005: 137) “a healthy learning environment affects child health.the maintenance of learning media and familiarize children to wash hands after using themedia learning is one way to encourage children to do healthy living habits is a goodactivity that they usually do in the learning environment”.managing the learning environment not only creates the appearance, but also the socialrelationships (1) in the learning environment need to be built. in addition to theinteractions that occur (2) the learning environment between tutors and learners, tutorsshould also be able to communicate with the school and parents of learners in managingthe learning environment. in this case, tutor's will collaborate with parents and theschool to create a good learning environment in early childhood education (paud) noorrakhmah. activities are undertaken in the form of parenting programs. parentingactivities carried out the making of learning media which later became school inventory.the activity is conducted once a month. by means of these activities components in alearning environment can be fulfilled. parents, schools, and tutors should help each otheroptimize the management of the learning environment. c. the process of evaluation is conducted by tutor in the management of early childhood learning environment.the condition of educational outcomes is strongly influenced by the variouscomponents. the position and role of teachers are often regarded as the mostresponsible component of the education system. the success of tutors in managing thelearning environment can be seen from the results that have been achieved based onthe goals that have been determined. according to sudjana (1992: 39) assessmentrelated to the activities of collecting, processing and presenting information to be input jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 256 into decision making. the assessment results are feedback on the success of decision-making. the evaluation process conducted by the tutor is to see the results that can befelt directly about the management of the learning environment that has been created.in addition, the evaluation is conducted to see the impact on the management of thelearning environment on aspects of child development (sunhaji, 2014; anwar, 2009)the results of interviews as regards the evaluation process conducted by the tutor in themanagement of the learning environment that related to the results and impact. thetutor performs the evaluation paradigm by observing, asking questions, drawing,coloring for the child to see the child's learning outcomes. changes as a result of thelearning process can be shown in various forms such as changing knowledge,understanding, attitude, and behavior, skills and abilities, reactions, acceptance and otheraspects of the individual (sudjana, 2000: 28)the management of the learning environment can be perceived directly by the child andthe tutor. through the management of the learning environment, children need not beforced to enter a learning environment. the ideal learning environment affects thelearning outcomes of children. the changes it can be seen children become more focus onlearning activities. if the place in learning environment makes children comfortable, sothe results of learning would be better. through the management of the learningenvironment, the learning process runs effectively and efficiently, both in terms of timeand appropriately to the content of the learning given. good preparation andarrangement make it easy for tutors in the learning process.the impact out of the management conducted by the tutor was able to develop aspects ofchild development, through various components created by the tutor is able to stimulatethe development of children. the physical environment created makes the childinterested to enter into the learning environment. through the environment, the stimuliare given able to develop aspects of child development.the management of the learning environment created in early childhood noor rakhmahhas an impact on child development aspects, including:1. sensory developmentthe learning environment affects the child's sensory development, through the objectsthey see and they feel capable of stimulating the senses of the child. early childhoodeducation (paud) noor rakhmah used the surrounding environment as a learningresource such as plants, sand, stone, etc. can develop sensory in children.2. motor developmentthe environment will stimulate the physical growth of children, through the use of openland around the early childhood education (paud) noor rakhmah able to provideopportunities for children to develop muscles, by running, jumping, tiptoe, and performother movements.3. cognitive developmentthe environment that is able to develop the cognitive aspects of the child is created bythe tutor, through the various components that exist in the learning environment. thechild's ability to use his brain is thoroughly stimulated through remembering, grouping,recognizing and selecting activities. such as the introduction are shapes, colors, patternsand other general knowledge. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 257 4. moral developmentmoral development applied in early childhood education (paud) noor rakhmah moreemphasized to religion. through the learning environment created, the use of the mosqueas a place of learning is done by the tutor. every day children are taught to performprayer activities before learning begins. through a built learning environment thatencourages them to interact, ask, tell stories about the new environment they find. conclusionbased on the results of data analysis, it has been suggested that tutors in early childhoodeducation (paud) noor rakhmah who became research samples is a good performer intheir role managing on learning environment. even though they didn't have a higheducation background, they are able to manage a learning environment based on theirexperiences. management of the learning environment needs to be done to facilitate thelearning process. in the process of teaching and learning, the environment is aninfluential learning resource in the process of learning and development of children. thelearning environment is the place of learning activities, the environment that is thesource of learning has an influence on the learning process.1. planning process to manage an early childhood learning environment by tutor.preparing learning resources related to the arrangement of the learning environment,selecting suitable media and adapted to the existing theme by the tutor, so themanagement of the learning environment can be done to meet the needs of the child.through the designed planning can facilitate the tutor in creating a learningenvironment. the planning process is implemented every day together with thepreparation of lesson plan (rpp). parents are also involved in the planning process tocreate a good learning environment.2. implementation process in managing the tutor toward environmental managementlearning early childhoodbefore the learning begins, create a learning environment by the tutor. they have tocreate a conducive learning environment, so the children feel safe and comfortable. theprocess of managing the learning environment is implemented through thearrangement of learning environment or area state. each component applied by thetutor in the learning environment is chosen based on the child's need to develop thesensory, motor, cognitive and moral aspects of development. selection of media as alearning resource selected tutors tailored to the theme of learning. media used in theform of print media, electronic media, educational games, and utilization of thesurrounding environment to be a good source of learning for children. implementationin managing the learning environment should always pay attention to environmentalcontrol for safety and cleanliness in the learning environment it can be maintained.that is important elements such as tutors, school, parents can be involved, themanagement of learning environment can work well. the ability of tutors inestablishing cooperation with the school and parents is able to optimize themanagement of the learning environment well. disadvantages that exist in the learningenvironment such as facilities and infrastructure can be met through the cooperation.tutors, the school, and parents together are doing activities to facilitate the learningenvironment in early childhood education (paud) noor rakhmah. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 258 3. evaluation processes conducted by tutor in the management of early childhoodlearning environmentthe evaluation processes undertaken by the tutor aims to see results that can be feltdirectly, such as an impact on the child's development after managing the learningenvironment is made. the evaluation process is done by observing and conducting q &a activities. success can be seen from changes in children's attitude and learningoutcomes of children after applied learning environment. the management of thecreated learning environment is able to develop the sensory, motor, cognitive and moralaspects of the child's development. for example from the sensory aspect of the child canuse all the senses by way of learning media such as plants, from the motor aspect thechild is able to use all his muscles to run, utilizing open land around. early childhoodeducation (paud) noor rakhmah, from the cognitive aspect of the child, is able to usethe whole brain as when receiving information, and from the moral aspect of the child isable to perform worship activities such as prayer. these things can be developed if onlythe existing learning environment is able to stimulate all aspects of child development. referencesanwar. (2009). pendidikan anak dini usia (padu) panduan praktis bagi ibu dan calon ibu. bandung: alfabeta.aqib, z. (2011). pedoman teknis penyelenggara paud (pendidikan anak usia dini).bandung: nuansa aulia.ar-raisul karama arifin, n. a. (2014). peran pendidik paud dalammengimplementasikan pendidikan karakter melalui metode pembelajaransentra dan lingkaran. jurnal psikologi pendidikan dan perkembangan volume 3 no.3 , 188-198.direktorat pendidikan anak usia dini. (2005). pentingnya pendidikan anak usia dini.jakarta: depdikbud.dyah fifin fatimah, n. r. (2016). pola pengelolaan pendidikan anak usia dini di paudceria gondangsari jawa tengah. jurnal manajemen pendidikan islam volume 1, nomor 2 , 247-273.hidayatulloh, m. a. (2014). lingkungan menyenangkan dalam pendidikan anak usiadini: pemikiran montessori. jurnal pendidikan islam , 139-154.mariyana, r. (2005). strategi pengelolaan lingkunga belajar di taman kanak-kanak.jakarta: departemen pendidikan nasional.mulyono, d. (2017). menegaskan karakter pendidikan nonformal. empowerment, 1(1).murni. (2017). perkembangan fisik, kognitif, dan psikososial pada masa kanak-kanakawal 2-6 tahun. jurnal anak usia dini vol iii , 19-32.rosyid ridho, m. d. (2015). pengelolaan pembelajaran anak usia dini (paud) di kb"cerdas" kecamatan sukorejo kabupaten kendal. jurnal penelitian humaniora vol 16 , 59-69.sudjana, d. (2000). pendidikan luar sekolah, wawasan, sejarah perkembangan, falsafah, teori pendukung, asas. bandung: pt. remaja rosdakarya.sudjana, d. (1992). pengantar manajemen pendidikan luar sekolah. bandung: pt.nusantara press-yayasan islam nusantara.sunhaji. (2014). konsep manajemen kelas dan implikasinya dalam pembelajaran. jurnal kependidikan , 30-46. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 259 susilowati, r. (2014). strategi belajar outdoor bagi anak paud. jurnal inovasi pendidikan vol 2 , 65-82.yus, a. (2011). model pendidikan anak usia dini. jakarta: kencana prenada mediagroup. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 32 penggunaan multimedia dalam kursus bahasa inggris di lesson for lifebandung yunsi wiranty arloy stkip siliwangi bandung abstrak dalam penelitian ini permasalahan yang timbul adalah bagaimana proses pembelajaran dan hasil belajar kursus bahasa inggris dengan menggunakan multimedia dan apakah ada peningkatan kemampuan bahasa inggris pada peserta pelatihan yang mengikuti pembelajaran dengan menggunakan multimedia. tujuan diadakan penelitian ini adalah untuk mengungkapkan data tentang hasil belajar kursus bahasa inggris, untuk menggambarkan tentang pembelajaran dengan menggunakan multimedia, dan untuk menggambarkan adanya peningkatan kemampuan bahasa inggris melalui pembelajaran dengan menggunakan multimedia. kata kunci : penggunaan multimedia dalam kursus bahasa inggris a. pendahuluan bahasa merupakan alat komunikasi terpenting dalam kehidupan manusia. yaitu merupakan alat antar anggota masyarakat dalam menyampaikan pikiran dan perasaan secara lisan dan tertulis. dalam era globalisasi saat ini, tidak dapat dipungkiri bahwa bahasa asing merupakan alat komunikasi penting yang seharusnya dikuasai oleh seseorang. bahasa asing resmi yang banyak digunakan dalam berkomunikasi, yaitu bahasa inggris. b. kajian teori pendidikan luar sekolah merupakan setiap kesempatan untuk memperoleh informasi, pengetahuan, dan latihan sesuai dengan kebutuhan hidup seseorang. sejalan dengan pendapat di atas, supardjo adikusumo, imam satokhid, dkk (1986: 1.41-1.42) mengetengahkan batasan pendidikan luar sekolah sebagai berikut: jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 33 pendidikan luar sekolah, adalah setiap kesempatan dimana terdapat komunikasi yang teratur dan terarah di luar sekolah, dan seseorang memperoleh informasi, pengetahuan, latihan ataupun bimbingan sesuai deng usia dan kebutuhan hidupnya, dengan tujuan mengembangkan tingkat keterampilan, sikap-sikap, dan nilai-nilai yang memungkinkan baginya menjadi peserta yang efisien dan efektif dalam lingkungan keluarganya bahkan masyarakatnya dan negaranya. pada dasarnya tujuan pendidikan luar sekolah tidak menyimpang dari tujuan pendidikan nasional, yaitu meningkatkan kualitas manusia indonesia yang beriman dan bertaqwa kepada tuhan yang maha esa, berbudi pekerti luhur, berpendidikan, berdisiplin, bekerja keras, tangguh, bertanggung jawab, mandiri, cerdas, dan terampil, serta sehat jasmani dan rohani. djudju sudjana (2004: 48) mengemukakan bahwa pendidikan luar sekolah berfungsi : 1. suplemen (tambahan), pendidikan luar sekolah memberikan kesempatan pendidikan bagi mereka yang telah menamatkan jenjang pendidikan formal tetapi dalam tempat dan waktu berbeda. 2. komplemen (pelengkap) pendidikan sekolah, pendidikan luar sekolah menyajikan seperangkat kurikulum tetapi yang dibutuhkan sesuai dengan situasi daerah dan masyarakat. 3. subtitusi (pengganti) pendidikan sekolah, pendidikan luar sekolah dapat mengganti fungsi sekolah terutama pada daerah yang belum dijangkau oleh program pendidikan sekolah. sasaran pendidikan luar sekolah menurut santoso s. hamijoyo (1993: 18), adalah sebagai berikut : 1. semua anggota masyarakat yang tidak mendapat kesempatan untuk mengikuti program sekolah. 2. semua anggota masyarakat yang karena sesuatu hal tidak dapat menyelesaikan studi ditingkat pendidikan tertentu secara bulat, golongan ini dikenal dengan nama gagal sekolah atau drop out. 3. anggota masyarakat yang walaupun telah menyelesaikan studi pada tingkat tertentu (formal), masih perlu untuk pendidikan melalui program pendidikan luar sekolah. selanjutnya djudju sudjana (1996: 26-31) mengemukakan bahwa pendidikan luar sekolah sebagai bagian dari pendidikan nasional yang jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 34 memiliki perbedaan dengan pendidikan persekolahan yang dapat dilihat dari ciri-ciri pendidikan luar sekolah itu sendiri, yaitu : 1. waktu pelaksanaan relatif singkat, serta berorientasi pada masa sekarang dan masa akan datang, waktu belajar tidak penuh terus menerus, disesuaikan dengan kesempatan peserta didik. 2. proses belajar mengajar dipusatkan di lingkungan masyarakat dan lembaga dihubungkan dengan kehidupan peserta didik dan masyarakat. struktur programnya bersifat fleksibel serta penghematan sumber dengan menggunakan sumber yang ada di masyarakat bahwa peserta didik dapat menjadi sumber belajar. 3. pengendalian program dilakukan oleh pelaksanaan program dan peserta didik dengan menggunakan pendidikan demokratis. 4. kurikulum berpusat pada kepentingan peserta didik. dengan demikian pendidikan luar sekolah lebih relevan dengan situasi dan kondisi serta kebutuhan masyarakat. bahasa bahasa merupakan alat pengukur nilai seseorang dalam hubungannya antar manusia. menurut d. w. hendrikus, berlaku norma-norma di bawah ini tentang bahasa : 1. bahasa tidak hanya merajai manusia, tetapi juga politik 2. bahasa, adalah nafas dari jiwa manusia 3. bahasa, adalah sebuah batu loncatan emas menuju keberhasilan dalam hidup dan karya 4. bahasa, adalah tanda pengenal materil dari sinar kepribadian pengajaran bahasa inggris dalam hal berbicara mendapat porsi yang sedikit dibandingkan dengan pengajaran membaca. menurut k. danti (210 : 1999). “kemampuan bahasa inggris, adalah kemampuan yang penting bagi merekka yang ingin menggunakan bahasa tersebut sebagai alat untuk memperoleh informasi melalui tulisan.” kursus menurut s.joesoef (1992:63), kursus pada prinsipnya, yaitu merupakan suatu lembaga kegiatan belajar mengajar yang dilaksanakan dalam jangka waktu tertentu. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 35 menurut roni artasamita (1985:10) kursus mempunyai unsur-unsur umum, yaitu : 1. kursus dilakukan dengan cara sengaja dan terorganisir 2. kursus dilakukan di dalam masyarakat 3. kursus memberikan suatu mata pelajaran atau rangkaian pelajaran tertentu 4. peserta kursus adalah kelompok orang dewasa atau remaja 5. kursus dilakukan dalam waktu yang singkat. roni artasasmita (1985:10) menjelaskan bahwa kursus adalah pelajaran tentang suatu pengetahuan atau kepandaian yang diberikan dalam waktu yang singkat. menurut depdikbud ri (1984) tujuan diselenggarakan kursus, adalah sebagai berikut : 1. penyelenggarakan kursus bertujuan untuk memperluas partisipasi masyarakat atau keikutsertaan masyarakat dalam pemerataan kesempatan belajar dan meningkatkan mutu warga belajar melalui pendidikan luar sekolah. 2. meningkatkan proses belajar mengajar untuk mencapai daya guna masyarakat yang optimal. 3. mempersiapkan warga belajar untuk mengembangkan diri pribadi untuk memperoleh kesempatan kerja yang lebih besar. multimedia multimedia diambil dari kata multi dan media. multi berarti banyak dan media berarti perantara. multimedia adalah gabungan dari beberapa unsur yaitu teks, grafik, suara, video, dan animasi yang menghasilkan presentasi yang menakjubkan. multimedia juga mempunyai komunikasi interaktif yang tinggi. bagi pengguna komputer, multimedia dapat diartikan sebagai informasi komputer yang dapat disajikan melalui audio atau video, teks, grafik. dan animasi. robin (2001), berpendapat bahwa multimedia, adalah pemanfaatan komputer untuk membuat dan menggabungkan teks, grafik, audio, gambar bergerak (video dan animasi) dengan menggabungkan link yang memungkinkan pemakai melakukan navigasi, berinteraksi, berkreasi, dan berkomunikasi. dalam defini ini terkandung 4 komponen penting multimedia, yaitu : jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 36 1. harus ada komputer yang mengkoordinasikan apa yang dilihat dan didengar. 2. harus ada link yang menghubungkan pemakai dengan informasi. 3. harus ada alat navigasi yang membantu pemakai menjelajah jaringan informasi yang saling terhubung. 4. multimedia menyediakan tempat kepada pemakai untuk mengumpulkan, memproses, dan mengkomunikasikan informasi dengan ide. c. pembahasan pengenalan multimedia diperlukan agar peserta didik mengetahui bagaimana cara pelatihan bahasa inggris dengan menggunakan multimedia. dengan menawarkan paket cd-rom dan atau dvd-rom yang komprehensif dan fleksibel. penawaran ini digunakan baik untuk yang menginginkan belajar bahasa inggris, memperbaiki bahasa inggris yang dimiliki, meningkatkan keterampilan bahasa inggris, belajar berbisnis dengan menggunakan bahasa inggris, etiket dan kebudayaan atau membantu menjadikan sebagai pembelajaran interaktif. pelatihan bahasa inggris dengan menggunakan multimedia berbeda dengan pembelajaran yang sering dijumpai dalam kursus-kursus biasanya. tutor hanya menangani satu peserta pelatihan agar kesulitan yang dialami oleh peserta dapat ditangani oleh tutor. dalam proses pembelajaran pelatihan terjadi interaksi antara peserta pelatihan dengan tutor, menurut d.sudjana (1993:5), pembelajaran dapat diberi arti : setiap upaya yang sistematik dan disengaja untuk menciptakan kondisikondisi agar terjadi kegiatan belajar membelajarkan, dalam kegiatan ini terjadi interaksi edukatif dua belah pihak, yaitu antara peserta didik (warga belajar) yang melaksanakan kegiatan-kegiatan belajar dengan pendidik (sumber belajar) yang melakukan pembelajaran. hal ini memberi peningkatan peserta pelatihan setelah mengikuti pelatihan multimedia dalam kemampuan bahasa inggris dalam hal peningkatan fluency, vocabulary, dan structure. ini terjadi dalam pelatihan bahasa inggris dengan menggunakan multimedia. peningkatan kemampuan bahasa inggris itu terdiri dari jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 37 penambahan perbendaharaan kata bahasa inggris (vocabulary). perbendaharaan kata bahasa inggris bertambah karena tutor menyampaikan materi dengan bahasa inggris dan peserta juga diharuskan menggunakan bahasa inggris. peningkatan dalam hal structure, peserta pelatihan memperhatikan bagaimana structure bahasa inggris tutor. di pelatihan ini setiap peserta diharuskan menggunakan bahasa inggris, oleh karena itu peserta lebih terbiasa dalam menggunakan bahasa inggris dibandingkan dengan sebelumnya, ini meningkatkan kefasihan peserta pelatihan dalam berbicara bahasa inggris dan juga mengatur cara berbicaranya. d. kesimpulan bahasa inggris merupakan bahasa resmi internasional yang diperlukan diberbagai negara. selain dipelajari di sekolah, bahasa inggris pun bisa dipelajari di luar sekolah, seperti di pelatihan. salah satu pelatihan dalam rangka meningkatkan kemampuan bahasa inggris yaitu pelatihan dengan menggunakan multimedia. di dalam pelatihan dengan menggunakan multimedia ini sebagai sarana dalam rangka meningkatkan kemampuan bahasa inggris terutama berbicara (speaking), karena peserta diharuskan berbicara menggunakan bahasa inggris di dalam pelatihan ini. berdasarkan hasil wawancara dengan beberapa orang peserta pelatihan, peserta merasakan adanya peningkatan kemampuan bahasa inggris setelah mengikuti pelatihan dengan menggunakan multimedia ini. peningkatan tersebut yaitu bertambahnya perbendaharaan kata bahasa inggris (vocabulary) dan peserta pelatihan akan menjadi percaya diri dalam menggunakan bahasa inggris, karena dalam pelatihan dengan menggunakan bahasa inggris, maka peserta lebih terbiasa untuk berbicara bahasa inggris bila dibandingkan sebelum mengikuti pelatihan. daftar pustaka artini, mia. 2006. penggunaan metode drill pada pembelajaran kursus menjahit di pkbm jayagiri lembang kec.lembang kab bandung. bandung : upi eliasari, risna. 2005. peningkatan kemampuan bahasa inggris melalui pelatihan debat. bandung : upi. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 38 joesoef, soelaiman. 1996. konsep dasar pendidikan luar sekolah. jakarta : bumi aksara. hainstock, elizabet g. 1999. metode pengajaran montessori. jakarta : pustaka delapiatasa. ramadhani, yunike. 2007. peningkatan kemampuan bahasa inggris melalui permainan scrabble. bandung : upi. sardima, a.m. 1992. interaksi dan motivasi belajar mengajar. jakarta : rajawali pers. setia, fitri y. 2005. upaya sumber belajar dalam mengakselerasikan warga belajar kursus menjahit di lpk pelita massa bandung. bandung : 2005 sudjana, nana. 1995. penilaian hasil proses belajar mengajar. bandung : pt remaja rosdakarya. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 154 participants satisfaction character education and training development cadet post prala 1giri kurnia widyasari, 2dyan apriyanibalai diklat pembangunan karakter sdm transportasi, kementerian perhubungan¹ ponjil0227@gmail.com ,² dyan.mspc@gmail.com abstractthe purpose of the study to know the level of satisfaction of the participants ofdevelopment training character cadet post prala polytechnic sciencesemarang on the implementation of training and education and trainingcenter of human resource character building transportation. the items ofsatisfaction that become the assessment are a) teachers, b) materials andmethods, c) implementation which includes; organizers, facilities andinfrastructure and food. the population of the research is post-skilledpolytechnic skala polytechnic of semarang. samples of research group 1cadet post prala pip semarang. the research data was obtained from thequestionnaire given after the end of the training. this research is a descriptiveresearch. the results of the data analysis were obtained using a scale ratingconsisting of: 1 = unsatisfactory, 2 = less satisfactory, 3 = satisfactory, 4 =satisfactory, 5 = very satisfactory. the calculation method gets the averageyield of the total value of ikp divided by the number of samples. theconclusion of the research: 1) satisfaction of the training participants on theteachers got very satisfactory value. this is evident from the mean for facultyfacilitators = 4.08 and tni trainers = 4.12. 2) materials and methods, got verysatisfactory value. participants assessed materials and methods for facilitatormaterial = 4.08 and tni trainers = 4.08. 3) operation gets satisfactory scorewith score 3,42. of the training participants. keywords: satisfaction of training participants, training providers, cadetpost prala introductionimproving the quality of education and training, especially within the ministry, is amust. human resources (hr) is the most important asset in a government organization,where human resources are very influential on the progress, smoothness of governmentorganizations in finding solutions if there are obstacles in achieving the vision andmission of the organization. efforts to increase effectiveness in various ministries arekey to creating a satisfactory service of "excellent service" of education and trainingparticipants. excelent quality of service is a picture that education and trainingproviders have good effectiveness in the implementation. effectiveness is the level ofgoal achievement (pelatihan, bppnf, & banten, 2016)education and training center forcharacter building human resources transportation (bp3ksdmt) was established bythe ministry of transportation since 2015. located on an area of ± 36 (thirty six)hectares located in the village of cibodas pasirjambu district bandung regency ..bp3ksdmt is the only technical implementation unit within the ministry of jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 155 transportation that has the main duty and function as the provider of education andtraining softskill with four pillars, that is relationship with yourself, memenejrelationship with others, memenej relationships with the organization / workplace /learning place, memenej relationship with god education and training is part of thenon-formal education unit education unit is formal, informal, and non-formaleducation, essentially non-formal education as a complement of formal educationmemiiliki goal to reduce number p unemployment so as able to adjust to the needs ofthe community (ihwan ridwan dan yoyon suryono, n.d.)the implementation ofeducation and training is closely related to excellent service to consumers / clients.bp3ksdmt as education and training provider has implemented characterdevelopment training and has provided services to consumers / participants / clients.the institute for the implementation of education and training is expected to be a placeto exchange creative and innovative ideas with a competitive program quality. theinstitute for the implementation of education and training is also expected to be a placewhere the commitment to quality improvement is evident in the idea developmentactivities as well as the cutting-edge practice of public organization performancemanagement with innovation as the norm that animates every activity. thus, theinstitute for the implementation of education and training will have an identity thatdistinguishes it from an institution similar to: a number of training facilitators who areadequate in quantity and quality, providers of superior, competent and professionaltraining, have an attractive training program, effective training and efficient, safe andsecure facilities and infrastructures and excellent supporting services, thus the institutefor the implementation of education and training is considered capable of managingand managing professional training and the center of human resource development ofstate apparatus capable of providing excellent service in all aspects of management, andable to increase the competence of human resources apparatus in accordance withactual needs.currently the demand for the need to improve the skills and competencies of bothministries or institutions and the community on education and training programs whichare then abbreviated diklat increasingly. training programs that are held certainly havea purpose to know the achievement of these goals need to do evaluation. one evaluationthat can be done is the evaluation of the training participants' satisfaction. evaluationusing patrick's kirk model. the kirkpatrick model stage 1 evaluation is a reactionevaluation. evaluation of the participants 'reaction means measuring customersatisfaction aimed at knowing the level of training participants' satisfaction on thetraining (s.e.p, 2017)evaluate the kirkpatrick model(s.e.p, 2017) writes in his book, kirkpatrick introduced his evaluation method in 1975.this method has undergone several treatments, and was last updated in 2009. thisevaluation includes four levels of evaluation: reacting, learning, and results.1. reaction evaluation (reaction evaluation)evaluation of the participants 'reaction means measuring customer satisfaction aimedat knowing the level of the participants' satisfaction on the training. two reasons whythe participants' reactions need to be measured. first, the evaluation of this reaction isactually an evaluation of the training process itself. the better the implementation of atraining, the better the responsiveness of participants to the implementation of a jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 156 training. second, participants' satisfaction with the organization or process of a trainingwill have a direct impact on the motivation and spirit of the trainee's learning.2. learning evaluation (evaluation learning)this second stage evaluation is actually an evaluation of the outcome or output of thetraining. this evaluation will assess the trainees from the changes in mental attitude(attitude), improvement of knowledge of funds or additional skills of participants afterattending the training program.3. behavior evaluation (behavioral evaluation)this evaluation is how far a change in mental attitude (attitude), improvement ofknowledge fund tau additional skills of participants bring a direct impact on theperformance of participants when returning to the workplace. evaluation of stage 3 canalso be called evaluation of outcomes from training activities.4. result evaluation (results evaluation)evaluation of results in level 4 focuses on the outcome, which aims to determine theimpact of changes in worker behavior of the trainees on the level of organizationalproductivity that occurs because participants have followed a program.satisfaction is defined as feelings of pleasure or disappointment resulting fromcomparing perceived product performance (or outcome) with expectations (kurniawan,2016)). the satisfaction felt by the participants of education and training is a goodillustration and poor assessment of the implementation of education and training.satisfaction of the participants of education and training is very important to measurethe level of service excellent achievement of education and training organized so that itwill provide feed back for continuity of education and training. participants are theobjects of the training that feel the results of the organization of education and trainingso that the participant's satisfaction becomes the determinant of progress in this case tothe continuity of the continuity of training. in addition to the participants whospearhead the success or achievement of the training program is the instructor whoprovides the training materials methodthis research was carried out at balai diklat pembangunan karakter sdm transportasi,kementerian perhubungan, jl. terusan pptk gambung km 4.2 pasirjambu bandung,west java, indonesia 40972.research method is a way to get data. methods using technical procedures and research.the method in this research is descriptive research. descriptive research which aims tocreate a systematic, factual, and accurate description of the facts and nature of aparticular population or region. research subjects at the cadet post prala characterdevelopment training event. sample group 1 semarang marine polytechnic skillmaster who has just completed a job for one year, and before returning to education.the training was held on 6 to 11 february 2017, 1st group consisted of 31 people.the type of data collected in this study is a primary data type obtained directly from thetrainees by issuing measurement instruments that are specific to the purpose of thisstudy. the instrument used is questionnaire / questionnaire / evaluation form given tothe training participants, at the end of the training jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 157 the research model used in this research is kirkpatrick level 1 evaluation model,reaction valuation. lessons learned for customer satisfaction (customer satisfaction)for training level training. in this training are discussed several aspects: (a) participant'ssatisfaction with teachers (facilitator and instructor), (b) participants' satisfaction withmaterial and method, (c) participant's satisfaction on the implementation covering;organizers, facilities and infrastructure and food.to answer the relevant issues to know the level of satisfaction of the participants of thepost-pretrial training of polytechnic science semarang on the implementation ofstrategic development training. with data analysis result obtained using rating scalethat is; 1 = unsatisfactory, 2 = less satisfactory, 3 = satisfactory, 4 = satisfactory, 5 = verysatisfactory it will be noted average student average level which then this result will begreat for the level of satisfaction training or not.data on the satisfaction of the training participants who cultivate cadet post-prala pipsemarang on the implementation of the training was done on february 10, 2017 byusing a questionnaire / questionnaire / form of program for training participants.provided needs and numbers that benefit each item on average. 31 forms /questionnaires / questionnaires were distributed to 31 respondents, to collectpreliminary data.how to calculate the average power of results is the total value of ikp (participantsatisfaction index). results and discussion results table 1 value of average satisfaction result of predicate of teacher values (facilitatorof bp3ksdmt) no elements were provided total value number of participant average 1 knowledge / mastery of the materiali 81 31 4.052 the ability to convey material with.appropriate learning method 80 31 4.003 ability to communicate, interact andmotivate participants in training 81 31 4.054 attendance, discipline & ability tomanage learning time 80 31 4.005 ability to respond to participants'questions 81 31 4.056 ability to use learning media / tools 84 31 4.207 ability to link material with practice /implementation 83 31 4.15 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 158 no elements were provided total value number of participant average 8 ability to stay focused on learning goals 83 31 4.15 t o t a l 4.08 table 2 value of average satisfaction result of predicate of teacher value (tniinstructor) no elements were provided total value number of participant average 1 knowledge / mastery of the materiali 82 31 4.102 the ability to convey material with.appropriate learning method 79 31 3.953 ability to communicate, interact andmotivate participants in training 84 31 4.204 attendance, discipline & ability tomanage learning time 88 31 4.405 ability to respond to participants'questions 80 31 4.006 ability to use learning media / tools 80 31 4.007 ability to link material with practice /implementation 84 31 4.208 ability to stay focused on learning goals 82 31 4.10 t o t a l 4.12 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 159 table 3 value of average satisfaction satisfaction result predicate value no elements were provided teacher name education and training material average fasilitator bp3ksdmt instructor tni (marinir)team building,teamchallenge, finalchallenge,personalchallenge pudd, pbb, tus,ppm monday -saturday /february 6 -11,2017 monday -saturday /february 6 -11,20171 knowledge / mastery of themateriali 4.05 4.10 4.08 2 the ability to convey materialwith. appropriate learningmethod 4.00 3.95 3.98 3 ability to communicate,interact and motivateparticipants in training 4.05 4.20 4.134 attendance, discipline & abilityto manage learning time 4.00 4.40 4.205 ability to respond toparticipants' questions 4.05 4.00 4.036 ability to use learning media /tools 4.20 4.00 4.107 ability to link material withpractice / implementation 4.15 4.20 4.188 ability to stay focused onlearning goals 4.15 4.10 4.13 average value 4.08 4.12 4.10 value predict verysatisfactory very satisfactory very satisfactory teachers who are in development training center character of human resourcetransportation there are 2 namely facilitator bp3ksdmt and instructor tni (marines) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 160 from the three tables above that the teacher in the training of character building that isthe facilitator and the instructor (tni trainer) has the average of the value predicate forfacilitator bp3ksdmt 4.08 and for the average of the value of the value of the instructorof tni (marines) is 4.12. therefore it can be concluded that the training participants iecadet post prala pip semarang very satisfied with the teacher. table 4 value of average satisfaction satisfaction of result of predicate of material andmethod (team building, team challenge, final challenge, personal challenge) no elements were provided total value number of participant average 1 material in accordance with theexpectations / needs of trainingparticipants 80 31 4.002 the material content can achieve thelearning objectives 81 31 4.053 material is arranged systematically, easilyunderstood and can improve knowledge,skills and creativity 81 31 4.054 material relevant to daily work 82 31 4.105 the material accommodates indeveloping leadership value, cooperationand work ethic 81 31 4.056 learning methods facilitateunderstanding 84 31 4.20 t o t a l 4.08 table 5 value of average satisfaction satisfaction of result of predicate of material andmethod (pudd, pbb, tus, ppm) no elements were provided total value number of participant average 1 material in accordance with theexpectations / needs of trainingparticipants 81 31 4.052 the material content can achieve thelearning objectives 82 31 4.103 material is arranged systematically,easily understood and can improveknowledge, skills and creativity 81 31 4.054 material relevant to daily work 83 31 4.15 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 161 no elements were provided total value number of participant average 5 the material accommodates indeveloping leadership value,cooperation and work ethic 79 31 3.956 learning methods facilitateunderstanding 83 31 4.15 t o t a l 4.08 table 6 value of average satisfaction computation of result of predicate matter andmethod no. lesson of education and training total number of participant total elements average value predict materials and methods 4.08 very satisfactory1 teambuilding,teamchallenge,finalchallenge,personalchallenge 24 31 6 4.08 very satisfactory 2 pudd, pbb,tus, ppm 24 31 6 4.08 verysatisfactory the materials and methods conveyed by the facilitator differ from the methods used bythe instructor (tni trainer). the method used by the facilitator is eksperiantal learning,contextual and active participation, while the method used by the instructor isintruksional. but as a whole the trainees are very satisfied with the materials andmethods given despite the different methods of learning.from table 5 and table 6 above, the materials and methods of the character buildingtraining which are facilitators and instructors (tni trainers) have the average of valuepredicate for facilitator bp3ksdmt 4.08 and for the average result of the value of theinstructor value of the tni (marine) 4.08. therefore it can be concluded that thetraining participants ie cadet post-prala pip semarang very satisfied with the materialand method jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 162 table 7 value of average satisfaction of predicate result on the implementation,facilities, infrastructure and food no elements were provided total value participant average value organization 3.42 satisfactory a. organizing committee 3.53 satisfactory1 clarity of programdirection andschedule settings 67 31 3.35 satisfactory2 conformityschedule dg.implementation 68 31 3.40 satisfactory3 availability /completeness ofthe traininginformation 66 31 3.47 satisfactory 4 completedtraining kit 67 31 3.35 satisfactory5 service, disciplineand class officerattitudes 75 31 3.75 satisfactory6 service, disciplineand attitude of thedormitories 73 31 3.65 satisfactory7 service, disciplineand attitude ofapple officers 76 31 3.80 verysatisfactory8 trainingadministration 69 31 3.45 satisfactory b facilities, infrastructure, and consumption 3.30 satisfactory 1 the completenessand comfort of theclassroom 67 31 3.60 satisfactory2 completeness andavailability oflearning tools /media outside andinside theclassroom 67 31 3.55 satisfactory 3 the completenessand comfort of the 65 31 3.95 satisfactory jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 163 no elements were provided total value participant average value organization 3.42 satisfactory a. organizing committee 3.53 satisfactoryhostel4 availability andreliability ofinternet / wifi 32 31 2.25 good enough5 completeness andcomfort of otherfacilities(polyclinic,mosque,cooperative) 75 31 3.70 satisfactory 6 cleanliness andenvironmentalsafety 75 31 3.65 satisfactory7 service andtimeliness in thepresentation 89 31 2.95 good enough8 food service(nutrition, variety,taste, portion,cleanliness,freshness) 80 31 2.79 good enough from table 7 (seven) about the satisfaction of the organizing committee and the abovefacilities and infrastructure, it can be seen that the participants are satisfied. there is 1(one) item very satisfied. 3 (three) items are quite satisfactory, where the participantsfeel quite satisfied. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 164 discussionthe results of the above research, intended to know the satisfaction of teachers;materials and methods, administration (organizers, facilities and infrastructure andfood). (1) discussion of the teacher. teachers on the training of character building thereare 2 with different styles, first the background facilitator of the state ministry oftransportation civil apparatus and the two tni (marines) trainers. it is felt for theparticipants of education and training of the character development of teachers in thisvery creative and innovative training so that the training process can be absorbed verywell without feeling bored. training participants provide highly satisfactory assessmentfor teachers; (2) discussion of the materials and methods, although the assessment wasvery satisfactory by the participants of the training, the method with punishment ofviolence to be eliminated in the training of character development, because it will notarise consciously the positive characters that exist in the training participants, trainingheld at the education hall and character development training uses two methods,namely experiental learning and intruksional; (3) discussion on the implementation, asa whole the organization gets satisfactory value, and got input to improve the variationof food. conclusionthe conclusions in this research are: (1) satisfaction of the participants of the trainingof post-precipitation of polytechnic of semarang to the teachers is very satisfying. thiscan be seen from the average of value predicate for facilitator bp3ksdmt 4.08 and forthe average result of the value of the instructor value of tni (marines) is 4.12; (2) in thematerials and methods taught by the teacher in the implementation of the training ofcharacter development, the conclusion of the training participants is very satisfying.participants judge that the materials and methods are used according to the method ofeach teacher. the materials and methods conveyed by the facilitator differ from themethods used by the instructor (tni trainer). the method used by the facilitator iseksperiantal learning, contextual and active participation, while the method used by theinstructor is intruksional. but as a whole the trainees are very satisfied with thematerials and methods given despite the different methods of learning. the averagevalue of value predicate for facilitator bp3ksdmt 4.08 and for the average result of thevalue of the instructor value of tni (marines) is 4.08; (3) the average result of the valueobtained by the organizers earns 3.53 points, for the facilities / infrastructure and thefood gets the value of 3.30. overall, the implementation of the character developmenttraining for the post-pra cadets of semarang polytechnic science semarang is said to besatisfactory. referencesihwan ridwan dan yoyon suryono. (n.d.). evaluasi program pelatihan vokasi di sanggarkegiatan belajar ujung pandang kota makasar.kurniawan, dhika amalia. (2016). pengaruh persepsi harga , kualitas pelayanan dancitra terhadap niat konsumen untuk word of mouth dengan kepuasan sebagaivariabel mediasi. accaunting analysiss journal, 2(1).ardiwinata, j. s., & mulyono, d. (2018). community education in the development of the jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 165 community. empowerment, 7(1), 25-35.pelatihan, p., bppnf, d. i., & banten, p. (2016). issn 2541-1462, 1(1), 67–73.s.e.p, w. (2017). evaluasi program pelatihan. (dimaswids, ed.) (1st ed.). yogyakarta:pustaka pelajar.widoyoko s.e.p. (2017). evaluasi program pelatihan. pustaka belajar. yogyakarta.http://belajarpsikologi.com/pendekatan-jenis-dan-metode-penelitian-pendidikan/ jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 1 pendidikan kecakapan hidup (life skill) di pondok pesantren dalam meningkatkan kemandirian santri agus hasbi noor agoeshasby@gmail.com stkip siliwangi bandung abstrak penelitian ini mengkaji tentang pendidikan kecakapan hidup yang diselenggarakan di pondok pesantren modern al ihsan baleendah dan di pondok pesantren al ittifaq kabupaten bandung propinsi jawa barat. tujuan penelitian adalah untuk memperoleh data yang mendeskripsikan tentang sistem pendidikan life skills, proses pembelajaran life skills, hasil pembelajaran life skills dalam peningkatan kemandirian yang dicapai santri di pondok pesantren. temuan penelitian mengungkapkan bahwa: (1) sistem pendidikan di pondok pesantren dilaksanakan secara terpadu, dimana terdapat struktur keterkaitan yang erat antara semua komponen dan hubungan saling pengaruh yang ada diantara komponen tersebut dalam meningkatkan kemandirian santri; (2) proses pembelajarannya merupakan salah satu bentuk pembelajaran dengan menggunakan kegiatan pembelajaran yang bersifat dialogis, partisipatif-andragogis, namun penerapannya belum begitu komprehensif; terutama dalam tahap perencanaan dan penilaian; (3) hasil pembelajaran menunjukkan adanya peningkatan dalam aspek pengetahuan, keterampilan dan sikap terhadap kemandirian yang dicapai santri; 4) kemandirian yang dicapai santri ditunjukkan dengan adanya kemandirian dalam aspek emosional, perilaku, dan nilai yang tercermin pada peningkatan kepribadian seperti memiliki tanggungjawab, disiplin, tidak tergantung pada orang lain, semangat berprestasi, ulet dan gigih, percaya diri dan kegiatan membelajarkan orang lain serta peningkatan partisipasi dalam kegiatan sosial dan pengembangan masyarakat. kesimpulannya adalah bahwa sistem pendidikan dan proses pembelajaran di pondok pesantren pada dasarnya merupakan model pendidikan kecakapan hidup (life skill education model) dimana santri belajar dan dilatih untuk memecahkan dan mengatasi berbagai kesulitan yang dihadapinya secara mandiri. kata kunci : kecakapan hidup, kemandirian. pendahuluan latar belakang perkembangan ilmu pengetahuan dan teknologi yang sangat pesat dewasa ini memiliki peranan dan andil cukup besar dalam menciptakan perubahan sosial, nilai moral, gaya hidup dan berbagai problematika kehidupan manusia ke dalam situasi mailto:agoeshasby@gmail.com jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 2 yang semakin kompleks. hampir disemua bidang kehidupan dan pranatanya menuntut sesuatu yang serba cepat dan instan, oleh karena itu, wajar apabila saat ini berbagai pihak menuntut adanya sumber daya manusia mandiri dan siap pakai. dalam menghadapi situasi dan tuntutan yang demikian itulah, peranan pendidikan menjadi sangat penting. di dalam uu sisdiknas no. 20 tahun 2003, disebutkan secara tersirat bahwa melalui pendidikan diharapkan potensi peserta didik dapat dikembangkan agar berani menghadapi problema kehidupan tanpa merasa tertekan, memiliki kemauan dan kemampuan, serta senang mengembangkan diri untuk menjadi manusia unggul. melalui pendidikan juga diharapkan mampu mendorong peserta didik untuk memelihara diri sendiri, menyadarkan manusia sebagai hamba tuhan yang maha esa, memiliki kemandirian serta mampu menjalin hubungan dengan masyarakat dan lingkungan yang ada disekitarnya. oleh karena itu, tujuan pendidikan pada hakekatnya harus berupaya menciptakan suasana belajar dan proses pembelajaran yang dapat memberikan bekal bagi peserta didik dengan berbagai kecakapan hidup (life skills). pendidikan tidak hanya mengejar pengetahuan semata tetapi harus ada proses pengembangan keterampilan, sikap, dan nilai-nilai tertentu yang dapat direfleksikan dalam kehidupan peserta didik dimasa yang akan datang. tuntutan akan peningkatan kualitas pendidikan harus disikapi dengan sangat serius dan seksama, karena ketertinggalan dalam bidang pendidikan akan menimbulkan dua persoalan besar yakni kebodohan dan kemiskinan. sektor pendidikan harus ditempatkan dalam tatanan khusus dan menjadi prioritas pertama serta utama yang amat sangat penting dalam kontek pembangunan suatu bangsa. berbagai kenyataan telah membuktikan bahwa kemajuan peradaban yang diperoleh bangsa-bangsa maju, salah satu indikasinya adalah kemajuan di bidang pendidikan. sungguh ironis bahwa pendidikan yang semula diharapkan dapat meningkatkan kesejahteraan masyarakat, justru menjadi penyumbang pengangguran terbesar dan menjadi beban masyarakat. berdasarkan data dari badan pusat statistik (bps) bahwa angka pengangguran terbuka di indonesia per agustus 2010 mencapai jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 3 8,320 juta jiwa atau 7,14 persen dari total angkatan kerja. angka pengangguran turun dibandingkan posisi tahun 2009 sebesar 8,963 juta jiwa (7,87 persen), namun yang menarik adalah bahwa pengangguran terbuka didominasi lulusan sekolah menengah kejuruan sebesar 17,26 persen dari jumlah penganggur. kemudian disusul lulusan sekolah menengah atas (14,31 persen), lulusan universitas 12,59 persen, diploma 11,21 persen, baru lulusan smp 9,39 persen dan sd ke bawah 4,57 persen. salah satu faktor tingginya angka pengangguran lulusan pendidikan formal tersebut disebabkan oleh masih rendahnya tingkat keterampilan (vocasional skills) dan kesiapan mental (generic skills) para lulusan sekolah umum maupun kejuruan untuk memasuki dunia kerja baik bekerja mandiri (wirausaha) dan atau bekerja pada perusahaan lain. konsep kecakapan hidup (life skills) telah lama menjadi perhatian para ahli dalam pengembangan kurikulum, tyler (1947) dan taba (1962) misalnya, mengemukakan bahwa kecakapan hidup merupakan salah satu fokus analisis dalam pengembangan kurikulum pendidikan yang menekankan pada kecakapan hidup dan bekerja. pengembangan kecakapan hidup itu mengedepankan aspek-aspek berikut: (1) kemampuan yang relevan untuk dikuasai peserta didik, (2) materi pembelajaran sesuai dengan tingkat perkembangan peserta didik, (3) kegiatan pembelajaran dan kegiatan peserta didik untuk mencapai kompetensi, (4) fasilitas, alat dan sumber belajar yang memadai, dan (5) kemampuan-kemampuan yang dapat diterapkan dalam kehidupan peserta didik. kecakapan hidup memiliki arti yang lebih luas dari sekedar keterampilan vokasional atau keterampilan untuk bekerja. kecakapan hidup (life skills) pada dasarnya adalah kemampuan seseorang untuk berjuang berani hidup (survival). untuk itu pengembangan kecakapan hidup (life skills) pada seseorang perlu proses pendidikan dan latihan yang pada dasarnya bertujuan untuk memperoleh kemampuan dasar. karena tanpa bekal kemampuan dasar, seseorang akan sulit untuk mengembangkan kecakapan hidupnya (satori, d. 2002). pengenalan pendidikan kecakapan hidup (life skills) pada dasarnya merupakan upaya untuk memperkecil perbedaan (gap) antara dunia pendidikan dengan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 4 kehidupan nyata sehingga pendidikan akan lebih realistis dan lebih konstektual dengan nilai-nilai kehidupan nyata sehari-hari. menurut slamet (2005) peranan dan fungsi serta tugas dari pendidikan formal (pf) dan pendidikan non formal (pnf) adalah mempersiapkan peserta didik agar mampu : (1) mengembangkan kehidupan sebagai pribadi, (2) mengembangkan kehidupan untuk bermasyarakat, (3) mengembangkan kehidupan untuk bernegara dan berbangsa, (4) mempersiapkan peserta didik untuk mengikuti pendidikan yang lebih tinggi. paradigma yang berbeda dalam aspek filosofis dan teoritis terhadap pendidikan kecakapan hidup menyebabkan adanya perbedaan pada tataran implementasi dilapangan khususnya pada pendidikan formal. dari hasil penelitian saribanon (2007) bahwa sekolah formal yang diteliti mengapresiasi pendidikan kecakapan hidup dalam bentuk kegiatan ekstrakulikuler, intrakulikuler maupun pendidikan ketrampilan kerja (job vocasional). dari hasil penelitian tersebut ditemukan bahwa pendidikan kecakapan hidup yang dikemas dalam bentuk pendidikan kerja (vocasional) mengalami banyak hambatan diantaranya : membutuhkan biaya yang besar, membutuhkan ketrampilan pemasaran, dan adanya keterbatasan minat dan bakat siswa, sehingga pelaksanaan program pendidikan kecakapan hidup dalam bentuk pendidikan ketrampilan kerja (vocasional skill) sifatnya menjadi temporer disesuaikan dengan kondisi yang ada. sementara pendidikan kecakapan hidup yang dikemas kedalam bentuk ektrakulikuler maupun intrakulikuler lebih mudah dilaksanakan dan berbiaya rendah sehingga dapat dilaksanakan secara terus menerus. hal ini sesuai dengan hasil penelitian yang telah dilakukan oleh nurchyati (2006) dan amalia (2007). pendidikan kecakapan hidup juga telah lebih dulu dikembangkan di pondok pesantren. keberadaan pondok pesantren sebagai sebuah lembaga pendidikan yang tumbuh dan berkembang di lingkungan masyarakat pedesaaan menyebabkan banyak lulusan pondok pesantren tidak dapat melanjutkan pendidikan ke jenjang yang lebih tinggi, karena berbagai faktor. kenyataan inilah yang mendorong pondok pesantren sejak awal telah mengembangkan pola pendidikan yang berbasis kecakapan hidup (life skills). jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 5 menumbuhkan kemandirian santri ternyata tidaklah mudah, beberapa faktor yang mempengaruhi kemandirian para santri, yakni faktor dari dalam (internal factors) dan faktor dari luar (external factors). faktor dari dalam berhubungan dengan mental dan kejiwaan seseorang, yang sangat menentukan dari faktor ini adalah kekuatan iman dan ketaqwaan kepada allah swt. faktor luar yang mempengaruhi kemandirian adalah; lingkungan sosial, politik, ekonomi, dan lainlain. hadari nawawi menyebut beberapa ciri kemandirian, yakni: (1) mengetahui secara tepat cita-cita yang hendak dicapai. (2) percaya diri dan dapat dipercaya serta percaya pada orang lain. (3) mengetahui bahwa sukses adalah kesempatan bukan hadiah. (4) membekali dengan pengetahuan dan ketrampilan yang berguna. (5) mensyukuri nikmat allah swt. adapun pesantren yang ideal adalah pesantren yang mampu mengangkat dan menyetarakan antara kepandaian, keilmuan dan kecerdasan dengan bungkusan keimanan. as-shiddiqie, j.( 2006) berpendapat bahwa eksistensi bangsa kita di tengah-tengah percaturan global abad mendatang akan dipengaruhi oleh kemampuan sumber daya manusia indonesia terutama yang bercirikan kemampuan penguasaan teknologi dan kemantapan iman dan takwa terhadap tuhan yang maha esa. dengan demikian, maka peranan pondok pesantren menjadi sangat strategis dalam konteks pembangunan sumber daya manusia di indonesia. rumusan masalah secara umum hasil penelitian pendahuluan dilapangan diperoleh kenyataan bahwa pola pendidikan yang diselenggarakan di pondok pesantren sangat beragam dan memiliki keunikan tersendiri, selain mengajarkan ilmu keagamaan juga beberapa pondok pesantren mengajarkan ilmu-ilmu umum termasuk berbagai jenis pendidikan keterampilan (vocasional skills) sebagai dasar dalam menunjang kecakapan hidup (life skills). keleluasaan waktu dan tempat menjadi salah satu faktor yang memungkinkan dapat diselenggarakannya beragam metode dan sistem pendidikan di pondok pesantren. selain itu, pengaruh kharisma kyai juga sangat menentukan terhadap jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 6 arah kebijakan pendidikan di pondok pesantren. kyai merupakan soko guru sekaligus panutan yang memiliki kewenangan dan kekuasaan yang hampir mutlak. para guru (ustadz) dan siswa (santri) biasanya melaksanakan sebagian besar tugas berdasarkan petunjuk dan arahan dari kyai, apa yang diperintahkan kyai mutlak harus diikuti dengan ikhlas dan tawadlu. dengan segala keterbatasan yang ada di pondok pesantren baik dari sarana prasarana, biaya, maupun kemampuan manajerialnya ternyata pondok pesantren mampu tumbuh dan menjelma menjadi lembaga yang mandiri yang mengakar dimasyarakat dan kemandirian pondok pesantren membawa pengaruh yang positif terhadap sikap kemandirian para santrinya, hal ini terbukti dengan banyaknya lulusan pondok pesantren yang meraih banyak kesuksesan dalam hidupnya. oleh karena itu, penelitian tentang pola pendidikan di pondok pesantren dalam meningkatkan kemandirian santri melalui pendidikan kecakapan hidup menjadi sesuatu yang sangat menarik untuk dikaji dan diteliti lebih lanjut. kajian teori definisi kecakapan hidup (life skills) menurut world health organization (who) adalah kemampuan untuk berperilaku yang adaptif dan positif yang membuat seseorang dapat menyelesaikan kebutuhan dan tantangan sehari-hari dengan efektif, „life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life‟. kecakapan hidup (life skills) dapat pula diartikan sebagai kecakapan yang dimiliki seseorang untuk mau dan berani menghadapi problema hidup dan penghidupan secara wajar tanpa merasa tertekan, kemudian secara proaktif dan kreatif mencari serta menemukan solusi sehingga akhirnya mampu mengatasinya (depdiknas, 2003). secara garis besar kecakapan hidup (life skills) terdiri atas : kecakapan hidup yang bersifat generik (generic skill), yaitu kecakapan yang diperlukan oleh siapa saja, apapun profesinya dan berapapun usianya dan kecakapan hidup yang spesifik (specific skill), yaitu kecakapan hidup yang hanya diperlukan oleh orang yang menekuni profesi tertentu (samani, 2006:93). jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 7 di dalam penjelasan uu ri nomor 20 tahun 2003 tentang sistem pendidikan nasional pasal (26) ayat 3, disebutkan bahwa „pendidikan kecakapan hidup adalah pendidikan yang memberikan kecakapan personal, kecakapan sosial, kecakapan intelektual, dan kecakapan vokasional untuk bekerja atau usaha mandiri‟. dengan demikian maka yang dimaksudkan pendidikan kecakapan hidup di pondok pesantren dalam kaitannya dengan penelitian ini adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran di pondok pesantren agar para santri secara aktif mengembangkan potensi dirinya untuk memiliki kecakapan personal, kecakapan sosial, kecakapan intelektual, dan kecakapan vokasional untuk bekerja atau usaha mandiri. kemandirian yang dimaksud dalam penelitian ini mengacu kepada teori kemandirian yang dikembangkan oleh steinberg (1995). kemandirian yang berasal dari kata “autonomy” yang diartikan sebagai suatu kondisi di mana seorang tidak tergantung pada orang lain dalam menentukan keputusan dan adanya sikap kepercayaan diri. steinberg mengkonsepsikan kemandirian sebagai self governing person, yakni kemampuan menguasai diri sendiri. secara psikososial kemandirian tersusun dari tiga dimensi pokok yaitu: (a) kemandirian emosi (emotional autonomy) yaitu aspek yang berhubungan dengan perubahan kedekatan / keterikatan hubungan emosional individu, terutama sekali dengan orang tua, (b) kemandirian bertindak (behavioral autonomy) yaitu aspek kemampuan untuk membuat keputusan secara bebas dan menindaklanjutinya dan (c) kemandirian nilai (value autonomy) yaitu aspek kebebasan untuk memaknai seperangkat prinsip tentang benar dan salah, yang wajib dan yang hak, apa yang penting dan apa yang tidak penting (steinberg, 1995:289). pondok pesantren adalah sebuah lembaga yang menyelenggarakan pendidikan keagamaan sebagaimana dinyatakan di dalam undang-undang ri no. 20 tahun 2003 tentang sistem pendidikan nasional pasal 30 ayat (4) yaitu „pendidikan keagamaan berbentuk pendidikan diniyah, pesantren, pasraman, pabhaja samanera, dan bentuk lain yang sejenis‟. pendidikan agama dan pendidikan keagamaan di atur lebih lanjut dalam peraturan pemerintah (pp) ri nomor 55 tahun 2007 tentang pendidikan agama jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 8 dan pendidikan keagamaan khususnya yang berkaitan dengan pondok pesantren termuat dalam pasal 1 ayat (4) sebagai berikut : „pesantren atau pondok pesantren adalah lembaga pendidikan keagamaan islam berbasis masyarakat yang menyelenggarakan pendidikan diniyah atau secara terpadu dengan jenis pendidikan lainnya‟ secara umum pesantren dapat dikatagorikan antara lain : pesantren salafiyah adalah pondok pesantren yang masih tetap mempertahankan sistem pendidikan khas pondok pesantren, baik kurikulum maupun metode pendidikannya. bahan ajar meliputi ilmu-ilmu agama islam, dengan menggunakan kitab-kitab klasik berbahasa arab yang sesuai dengan tingkat kemampuan masing-masing santri. pesantren salafiyah sering disebut sebagai pesantren tradisional dan santrinya dinamakan santri salafiyah. pesantren kholafiyah adalah pondok pesantren yang mengadopsi sistem madrasah atau sekolah, dengan kurikulum disesuaikan dengan kurikulum pemerintah baik dari departemen agama, maupun departemen pendidikan nasional. pesantren kholafiyah disebut juga pesantren modern dan santrinya dinamakan santri kholafiyah. santri adalah warga belajar atau peserta didik yang belajar, tinggal dan menetap di pondok pesantren terdiri atas santri salafiyah dan santri kholafiyah. di dalam undang-undang ri nomor 20 tahun 2003 tentang sistem pendidikan nasional pasal 1 ayat (3) disebutkan, bahwa „sistem pendidikan nasional adalah keseluruhan komponen pendidikan yang saling terkait secara terpadu untuk mencapai tujuan pendidikan nasional‟. di dalam sistem pendidikan nasional terbagi menjadi sub sistem pendidikan nasional yang terdiri atas pendidikan formal, pendidikan nonformal, dan pendidikan informal. dengan mengacu kepada undang-undang sisdiknas tersebut di atas, maka dalam penelitian ini yang dimaksudkan dengan sistem pendidikan kecakapan hidup adalah struktur keterkaitan yang erat dan terpadu antara semua komponen pendidikan kecakapan hidup dan hubungan saling pengaruh yang ada diantara komponen tersebut untuk mencapai tujuan pendidikan kecakapan hidup yakni bekerja atau usaha mandiri. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 9 adapun komponen pendidikan yang dimaksudkan dalam penelitian ini mengacu kepada pendapat yang dikemukakan oleh sudjana (2010 :1) yaitu : (a) masukan mentah (raw input), (b) masukan lingkungan (instrumental input), (c) proses, (d) keluaran (output), (e) masukan sarana (instrumental input), (f) masukan lain (other input), dan (g) pangaruh / dampak (outcome). pembelajaran menurut undang-undang ri nomor 20 tahun 2003 tentang sistem pendidikan nasional pasal 1 ayat (20) menyebutkan bahwa „pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar‟. sehingga dengan mengacu kepada pengertian tersebut, maka proses pembelajaran yang dimaksudkan dalam penelitian ini merupakan suatu proses pembelajaran kecakapan hidup yang didalamnya terjadi interaksi edukatif antara santri yang melakukan kegiatan belajar dengan para ustadz serta kyai sebagai pendidik dan sumber belajar sebagai pendukung kegiatan pembelajaran dilingkungan pondok pesantren. sumber pendukung kegiatan pembelajaran mencakup fasilitas dan alat-alat bantu pembelajaran (sudjana, 2000:6). menurut sudjana (2010:87) terdapat enam unsur dalam proses pembelajaran (1) tujuan belajar, (2) peserta didik yang termotivasi, (3) tingkat kesulitan belajar, (4) stimulus dari lingkungan, (5) peserta didik yang memahami situasi, (6) pola respon peserta didik. dalam penelitian ini hasil pembelajaran bermakna sebagai suatu kemampuan yang dicapai oleh santri (warga belajar) setelah melalui kegiatan belajar atau sesudah mengalami belajar sebagai proses pembelajaran program kecakapan hidup. berkenaan dengan pengertian belajar sebagai hasil, benjamin bloom et.al (dalam sudjana, 2010: 82) menyusun klasifikasi tujuan pendidikan (taxonomy of educational objective) yang terdiri atas tiga ranah yaitu (1) ranah kognitif, yaitu kemampuan yang berkenaan dengan pengetahuan, penalaran atau pikiran terdiri dari kategori pengetahuan, pemahaman, penerapan, analisis, sintesis dan evaluasi.; (2) ranah afektif, yaitu kemampuan yang mengutamakan perasaan, emosi, dan reaksireaksi yang berbeda dengan penalaran yang terdiri dari kategori penerimaan, partisipasi, penilaian/penentuan sikap, organisasi, dan pembentukan pola hidup; dan (3) ranah psikomotor, yaitu kemampuan yang mengutamakan keterampilan jasmani jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 10 terdiri dari persepsi, kesiapan, gerakan terbimbing, gerakan terbiasa, gerakan kompleks, penyesuaian pola gerakan, dan kreatifitas. orang dapat mengamati tingkah laku seorang yang telah belajar dibandingkan dengan sebelum belajar. pada penelitian ini yang dimaksud “pengaruh / dampak pembelajaran” adalah mengacu kepada pendapat sudjana (2010: 3) yaitu pengaruh adalah manfaat yang diperoleh peserta didik atau lulusan, upaya pembelajaran orang lain, dan partisipasi dalam pembangunan masyarakat. pengaruh (outcome) pembelajaran merupakan tujuan utama dan keluaran (output) menjadi tujuan antara. dalam penelitian ini dampak pembelajaran adalah pengaruh kuat yang mendatangkan akibat, baik positif maupun negatif bagi santri setelah melalui kegiatan belajar atau sesudah mengalami belajar sebagai proses pembelajaran kecakapan hidup yaitu dampak sosial ekonomi, yang tercermin pada peningkatan kemandirian santri. penilaian atau evaluasi pembelajaran merupakan kegiatan sistematis untuk mengumpulkan, mengolah, menganalisis, dan menyajikan data atau informasi pembelajaran yang diperlukan sebagai masukan untuk pengambilan keputusan (sudjana, 2010: 245). pelaksanaan evaluasi pembelajaran kecakapan hidup dalam penelitian ini diarahkan untuk menilai bagaimana proses pembelajaran kecakapan hidup dilaksanakan dalam rangka pencapaian tujuan. penentuan komponen evaluasi pembelajaran mencakup; bahan belajar, proses kegiatan pembelajaran, kegiatan evaluasi, fasilitas, alat-alat bantu dan biaya, serta pendampingan akan menentukan efektif atau tidaknya proses pembelajaran kecakapan hidup. evaluasi dampak diarahkan kepada bagaimana hasil pembelajaran yang telah dilakukan oleh santri, dan bagaimana penguasaan santri terhadap bahan atau materi yang telah diberikan ketika proses belajar berlangsung. tujuan penilaian menurut sudjana, d.(2010:247) yaitu: (1) memberi masukan untuk perencanaan program, (2) memberi masukan untuk keputusan tentang kelanjutan, perluasan, dan penghentian (sertifikasi) program, (3) memberi masukan untuk keputusan tentang memodifikasi program, (4) memperoleh informasi tentang faktor pendukung dan penghambat, dan (5) memberi masukan untuk memahami landasan keilmuan bagi penilaian. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 11 dari tujuan-tujuan yang dikemukakan tersebut, maka pelaksanaan evaluasi mempunyai manfaat yang sangat besar. manfaat itu dapat ditinjau dari pelaksanaannya dan ketika akan memprogramkan serta melaksanakan proses belajar mengajar di masa mendatang. adapun aspek-aspek penilaian terhadap sistem pendidikan menyangkut penilaian terhadap masukan lingkungan (environmental input), masukan sarana (instrumental input), masukan mentah (raw input), proses, keluaran/hasil (output), masukan lain (other input), dan pengaruh/dampak (outcome). metode penelitian dalam penelitian ini, pendekatan yang dipergunakan adalah pendekatan kualitatif dengan menggunakan metode analisis deskriptif dengan maksud untuk mendeskripsikan peristiwa, perilaku orang atau suatu keadaan dalam bentuk narasi secara lebih mendalam dan rinci. peneliti mengadopsi penelitian kualitatif dengan menggunakan pendekatan studi kasus dengan tujuan untuk mendapatkan penghimpunan data, memperoleh pemahaman secara mendalam akan fenomena. menurut sukmadinata (2005), penelitian studi kasus (case study) difokuskan pada satu fenomena saja yang dipilih dan ingin dipahami secara mendalam dengan mengabaikan fenomena-fenomena yang lain. pendekatan dan metode ini digunakan karena sesuai dengan maksud dan tujuan penelitian yaitu untuk mendeskripsikan bagaimana implementasi pendidikan kecakapan hidup (life skills) di pondok pesantren dalam peningkatan kemandirian santri. temuan dan pembahasan pendidikan life skills yang diselenggarakan oleh pondok pesantren modern al ihsan dan pondok pesantren al ittifaq bertujuan untuk memberikan bekal pengetahuan dan keterampilan kepada para santri agar mempunyai kecakapan dalam mengatasi dan memecahkan berbagai persoalan yang dihadapinya secara mandiri. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 12 dari temuan dilapangan diperoleh hasil bahwa kegiatan pendidikan life skills yang diselenggarakan pondok pesantren tersebut merupakan bentuk pendidikan yang berorientasi kepada kemandirian duniawi dan kemandirian ukhrawi. sehingga untuk dapat mencapai tujuan tersebut, pondok pesantren memerlukan dukungan berbagai komponen pendidikan, antara lain : peserta didik (santri) sebagai masukan mentah, masukan sarana, masukan lingkungan, masukan lain, proses, hasil dan dampak pembelajaran. komponen-komponen sistem tersebut mempunyai kaitan yang erat dan saling berpengaruh dalam menentukan keberhasilan pendidikan life skills di pondok pesantren. dari hasil temuan dan analisis data penelitian, bahwa sarana dan prasarana pendukung bagi pelaksanaan pendidikan kecakapan hidup sudah memenuhi persyaratan dalam pencapaian sasaran dan tujuan kemandirian santri. masukan lingkungan yang dimaksud dalam penelitian ini mengacu kepada pendapat sudjana (2004: 34) adalah: „unsur-unsur lingkungan yang menunjang atau mendorong berjalannya program pendidikan nonformal. unsur-unsur ini meliputi lingkungan keluarga, lingkungan sosial seperti teman bergaul, kelompok sosial dan sebagainya, serta lingkungan alam mencakup biotik dan abiotik dan sumber daya buatan. kemudian lingkungan daerah, lingkungan nasional dan lingkungan internasional. misalnya kebijakan, lapangan kerja/usaha, hubungan antar negara‟. apabila mengacu kepada pendapat di atas, maka penulis menyimpulkan bahwa keluarga santri, kondisi lingkungan di dalam pondok pesantren, kondisi sosial dan alam di sekitar pondok pesantren cukup mendukung untuk terciptanya suasana belajar bagi pengembangan kemandirian santri. pembelajaran di pondok pesantren tidak sepenuhnya menggunakan pendekatan partisipatif terutama dalam perencanaan pembelajaran, karena tidak semua proses pembelajaran tersebut harus melibatkan santri. akan tetapi, bagi santri yang telah dewasa (santri salafiyah) karena mereka mempunyai pengalaman, mempunyai konsep diri, kesiapan untuk belajar, orientasi terhadap belajar sehingga dilibatkan dalam perencanaan pembelajaran. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 13 tabel 1. karakteristik santri karakteristik santri pondok pesantren modern al ihsan pondok pesantren al ittifaq faktor internal asal santri dari berbagai latar belakang lingkungan keluarga dari berbagai latar belakang lingkungan keluarga asal daerah dari berbagai wilayah di jawa barat, khususnya bandung dan sekitarnya dari berbagai wilayah di indonesia, terutama wilayah yang berbasis pertanian jenis kelamin lebih banyak santri laki-laki dibanding santri wanita. lebih banyak santri laki-laki dibanding santri wanita. usia siswa tamatan sd/mi dan atau tamatan sltp/mts (usia berkisar antara 13-18 tahun).  jenjang sekolah formal (kholafiyyah) ; siswa tamatan sd/mi dan atau tamatan sltp/mts (usia berkisar antara 13-18 tahun)  jenjang salafiyyah tidak ada batasan usia. motivasi ke pesantren  berilmu dan menjadi anak yang sholeh  tertarik dengan kecakapan berbahasa asing ala pontren gontor  berilmu dan menjadi muslim yang sholeh  belajar sambil bekerja  tertarik dengan pendidikan agribisnis status sosial ekonomi menengah ke atas menengah ke bawah (fakir miskin, yatim/ piatu) faktor eksternal kebiasaan belajar  belum memiliki kemandirian dalam belajar  santri kholafiyah belum memiliki kemandirian  santri salafiyyah : sudah terbiasa untuk bekerja jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 14 dukungan keluarga sebagian besar santri mendapat dukungan keluarga sebagian besar santri mendapat dukungan keluarga sistem pondokan santri wajib tinggal di asrma termasuk putra/cucu kyai santri tidak diharuskan tinggal di asrama sumber : diolah dari hasil analisis data penelitian pendidikan life skills yang diselenggarakan oleh pondok pesantren walaupun secara eksplisit tidak melibatkan santri, namun secara implisit pihak pondok pesantren telah mempertimbangkan akan kebutuhan belajar santri, sehingga pada pelaksanaannya santri tidak menolak ketika kegiatan belajar ala pesantren tersebut diberikan. tabel 2. instrumental input pembelajaran life skills instrumental input pondok pesantren modern al ihsan pondok pesantren al ittifaq kurikulum mts / ma dengan kmi (kulliyatul mu‟alimin al-islamiyyah) 6 tahun ala pondok pesantren gontor kholafiyyah (mts/ma) dan kurikulum salafiyyah dengan muatan agribisnis komptensi pendidik kualifikasi akademik s1, s2, dan s3 (1 orang) sebagian para alumnus pondok pesantren gontor kualifikasi akademik s1, s2, serta alumnus santri al ittifaq dibantu tenaga dari dinas instansi terkait. saran a fisik mesjid mesjid bangunan permanen kapasitas ± 500 jamaah mesjid permanen kapasitas ± 500 jamaah pondokan asrama bagi putra / putri dengan daya tampung ± 350 santri kobong putra / putri kapasitas ± 200-300 santri bangunan lain gedung olah raga, lapangan olah raga, gedung kegiatan belajar mengajar (kbm) mts/ma, aula gedung kegiatan belajar mengajar (kbm) mts/ma, lapangan olah raga, aula laboratori lab. ipa/komputer lab. lapangan agribisnis jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 15 um (ti), lab. bahasa seluas ± 14 ha sarana lain peralatan untuk tata boga, tata busana, olah raga, kesenian, dan teknik tersedia cukup lengkap peralatan dan perlengkapan produksi pertanian tersedia cukup lengkap biaya donatur, sumbangan orangtua , bantuan pemerintah, dan unitunit usaha pondok pesantren. hasil dari kegiatan melalui unit unit usaha agribisnis sumber : diolah dari hasil analisis data penelitian proses pembelajaran (learning process), menurut abdulhak (2000: 25) adalah “interaksi edukatif antara peserta dengan komponen-komponen pembelajaran lainnya” fokus program pembelajaran pada hakekatnya ingin menjawab empat pertanyaan dasar, yaitu: 1) tujuan apa yang akan dicapai, 2) materi apa yang akan disampaikan, 3) strategi apa yang akan digunakan, 4) bagaimana penilaian yang akan dilakukan (abdulhak, 2000:36). proses pembelajaran yang berlangsung dalam kegiatan pendidikan kecakapan hidup di pondok pesantren berlangsung melalui proses interaksi edukasi kesemua arah antara santri dengan santri, santri dengan ustadz, santri dengan dirinya sendiri, dan santri dengan lingkungannya. penyampaian materi dilakukan dengan sistem belajar sambil bekerja (learning by doing) dengan perbandingan sekitar 30% teori dan 70% praktek. materi pembelajaran atau bahan pembelajaran disusun dalam bentuk diktat, dimulai dengan materi yang sederhana sampai yang kompleks. dari deskripsi di atas, penulis menyimpulkan penentuan materi pembelajaran pada pendidikan life skills di pondok pesantren telah disusun secara berurutan dari yang mudah sampai yang sulit, sehingga memungkinkan santri dapat melakukan kegiatan belajar melalui langkahlangkah yang berurutan pula, sebagaimana yang disampaikan oleh sudjana (2000: 202) bahwa “bahan belajar yang baik memiliki prinsip-prinsip berkesinambungan (continuity), urutan (sequence) dan keterpaduan (integration)”. tabel 3. hasil pengamatan pelaksanaan pendidikan kecakapan hidup di pondok pesantren jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 16 temuan pondok pesantren modern al ihsan pondok pesantren al ittifaq spesific skill jenis kegiatan bahasa arab dan bahasa inggris agrobisnis jenjang pelaksanaan semua kelas i vi semua santri salafiyyah sifat kegiatan pilihan wajib pilihan wajib waktu pelaksanaan setiap hari setiap hari profesi lulusan pondok pesantren guru agama islam wirausaha muslim dalam bidang agrobisnis generic skill substansi dengan mata pelajaran terintegrasi terintegrasi jenjang pelaksanaan semua kelas i-vi santri kholafiyyah dan salafiyyah sifat kegiatan pilihan pilihan waktu pelaksanaan intra dan ekstra kulikuler ekstra kulikuler jenis kegiatan tata boga, busana, jahit, kepemudaan, pidato, it, forum diskusi, elektronik, koperasi pondok pesantren, unit produksi, gudang, bmt, pemasaran, packing. sumber : diolah dari hasil analisis data penelitian strategi pembelajaran yang digunakan sangat beragam disesuaikan dengan tingkatan kebutuhan dan latar belakang santri itu sendiri. metode yang digunakan dalam pembelajaran adalah kelompok. teknik pembelajaran yang digunakan adalah ceramah, tanya jawab, diskusi, penugasan, praktek lapangan. pendekatan pembelajaran yang digunakan disesuaikan dengan usia santri. media pembelajaran yang digunakan disesuaikan dengan bentuk atau jenis keterampilan yang sedang dipelajari dan cenderung lebih banyak memanfaatkan benda yang ada di sekitar lokasi pembelajaran. artinya strategi pembelajaran yang digunakan disesuaikan dengan kebutuhan santri sehingga terwujud kegiatan belajar yang efektif dan efisien (sudjana,2000:6). dengan demikian strategi pembelajaran yang dilakukan pada pendidikan life skills sudah disesuaikan dengan kebutuhan dan bersentral pada peserta didik/santri. menggunakan metode pembelajaran kelompok memungkinkan jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 17 dapat terwujud intensitas saling belajar yang tinggi diantara peserta didik. teknik pembelajaran yang dapat dipilih adalah teknik-teknik yang cocok atau sesuai dengan metode pembelajaran yang ditetapkan. penggunaan metode dan teknik di atas sudah sesuai dengan pembelajaran partisipatif. pada proses pembelajaran partisipatif baik tutor maupun santri merasa tidak ditekan, sehingga suasana belajar terasa nyaman. secara umum penilaian pada pendidikan life skills di pondok pesantren belum dilakukan tes secara khusus, baik itu pre-test maupun post-test, tes formatif dan tes sumatif sehingga tidak diperoleh data secara tertulis yang dapat mengungkapkan bahwa kegiatan tersebut berhasil atau tidak, baik itu menyangkut proses, hasil dan dampak. tutor program hanya melihat melalui pengamatan cara bekerja dan hasil pekerjaan santri, dengan begitu maka tutor dan pondok pesantren dapat menilai apakah santri telah menguasai materi yang diberikan. melihat kenyataan ini, maka penulis ingin menyampaikan bahwa penilaian yang dilakukan tersebut di atas kurang komprehensif, artinya tutor hanya menekankan pada aspek psikomotornya saja, belum dilakukan penilaian terhadap pengetahuan dan sikap santri. penilaian proses pembelajaran yang dilakukan oleh pihak pondok pesantren yang berkaitan dengan kegiatan pemantauan dan pembinaan perlu dilengkapi dengan alat ukur penilaian, sehingga akan menjadi sistem kontrol terhadap proses pembelajaran. keberhasilan santri dapat ditunjukkan oleh penilaian yang dilakukan. penilaian perlu dilakukan dari beberapa segi yaitu menyangkut penilaian terhadap santri dan terhadap proses pembelajaran. dari uraian di atas, dapat disimpulkan bahwa proses pembelajaran life skills yang diselenggarakan oleh pondok pesantren sudah berlangsung dengan cukup baik. kondisi ini didukung oleh keterampilan yang diberikan diminati oleh santri, ini terlihat dari keaktifan santri selama kegiatan berlangsung. komposisi materi sudah sesuai yaitu lebih banyak praktek daripada teori yang diberikan kepada santri. penggunaan metode, teknik dan pendekatan sudah tepat sesuai materi pembelajaran dan kondisi santri, tetapi belum sepenuhnya menggunakan pendekatan partisipatif karena santri belum sepenuhnya dilibatkan dalam menentukan tujuan pembelajaran, penyusunan materi pembelajaran. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 18 namun demikian, penilaian proses, hasil dan dampak pembelajaran belum dilaksanakan secara maksimal. padahal penilaian tersebut bertujuan untuk: 1) mengetahui efektivitas materi, proses, metode, teknik dan alat bantu pembelajaran menurut persepsi santri dan tutor; 2) mengetahui sejauhmana perubahan perilaku peserta didik dalam ranah kognisi, afeksi dan psikomotor; 3) mengetahui dampak pembelajaran bagi diri santri, tugas pekerjaan dan atau partisipasinya dalam masyarakat selama mengikuti kegiatan pembelajaran life skill di pondok pesantren, diperoleh temuan lapangan bahwa santri telah bertambah pengetahuannya yaitu mereka mampu mengingat materi yang sudah disampaikan oleh pembimbing / ustadz / mandor (santri senior), meliputi materi teori dan juga praktek. para santri memahami bagaimana cara beradaptasi di lingkungan pondok pesantren dan dilingkungan masyarakat sekitar pondok pesantren dengan baik, mereka sudah dapat menerapkan pengetahuan dan pemahaman teori ke dalam praktek yaitu berbahasa arab dan inggris maupun keterampilan agrobisnis. para santri juga dapat menilai baik buruk hasil praktek yang telah mereka kerjakan. setelah mengikuti kegiatan pembelajaran life skill di pondok pesantren, santri dapat menerima dan merespons hasil pembelajaran tersebut dengan cara saling bekerjasama di dalam kelompoknya. mereka dapat menilai bahwa program di pondok pesantren ini dapat dijadikan sebagai pembelajaran life skill dan bahkan berkeinginan untuk dapat mengembangkan diri di lingkungan masyarakat. dari deskripsi penelitian yang telah dikemukakan di atas, penulis dapat menyimpulkan bahwa pada umumnya santri telah memiliki sikap dalam bertindak dan telah mengembangkan nilai-nilai yang ada dari pembelajaran life skill di pondok pesantren sehingga dapat diambil manfaatnya. setelah mengikuti kegiatan pembelajaran di pondok pesantren, santri mempunyai keterampilan (skills) dalam semua aspek kehidupan, ini dapat dilihat dari kemampuan mereka dalam mempraktekkan hasil pembelajarannya walaupun masih di lingkungan pondok pesantren. para santri memiliki tambahan pengetahuan, wawasan, kemampuan berpikir dan menentukan sikap. para santri tersebut mampu bekerjasama dengan santri maupun orang-orang di lingkungan pondok pesantren. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 19 para santri juga mempunyai kemampuan manajerial misalnya mampu menggunakan waktu sehari-hari untuk menyelesaikan tugas pekerjaan untuk pribadinya dan atau tugas-tugas dari pondok pesantren. dengan demikian pada umumnya santri telah mampu dan berusaha memanfaatkan perolehan ilmunya untuk dijadikan peluang dalam meningkatkan kemandiriannya. perubahan pada aspek kognitif, afektif dan psikomotor pada diri santri sebagai subyek penelitian seperti yang dibahas di atas, sangat dipengaruhi oleh berbagai faktor baik faktor internal maupun eksternal. faktor internal meliputi kebutuhan, keinginan serta harapan yang datang dari dalam diri santri. sedangkan faktor eksternal meliputi hubungan interpersonal, pengalaman belajar dan keadaan lingkungan. selain faktor di atas, peran kyai bersama para ustadz merupakan faktor yang sangat berarti bagi santri dalam perubahan pengetahuan, sikap dan keterampilan mereka di mana kyai dan ustadz tersebut mampu mengelola strategi pembelajaran dengan tepat. capaian kemandirian santri dari hasil analisis data penelitian, penulis berpendapat bahwa pendidikan yang diselenggarakan oleh pondok pesantren secara umum telah berhasil mencapai tujuannya, yakni peningkatan kemandirian santri. kemandirian emosional santri merupakan dimensi kemandirian yang berhubungan dengan perubahan keterikatan hubungan emosional santri dengan orang lain, terutama dengan orang tuanya. dari temuan di lapangan di peroleh gambaran bahwa pada saat anak mulai memasuki lingkungan pondok pesantren maka kemandirian emosional anak berubah dengan sangat cepat. dilingkungan pondok pesantren seorang santri harus belajar mengurus dirinya sendiri, begitupula waktu yang diluangkan orang tua terhadap anaknya semakin berkurang dengan sangat tajam. perkembangan dalam interaksi sosial santri berubah dari lingkungan keluarga menuju lingkungan di luar keluarga, artinya bila selama ini santri ketika masih belum menjadi santri berkutat dalam keluarga atau keluarga menjadi lingkungan inti dalam kehidupan sehari-hari, maka ketika memasuki lingkungan pondok pesantren hal ini mulai berkurang seiring dengan perluasan lingkungan santri jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 20 yang dialaminya. santri akan berusaha melepaskan ikatan dengan orang tuanya dan berusaha menjadi dirinya sendiri, serta berusaha mencari model idealis yang sesuai dengan keinginannya. dengan demikian pendidikan di pondok pesantren secara tidak langsung mampu mengurangi ketergantungan emosional anak terhadap orang tuanya, menyusul semakin meningkatnya kemandirian emosional yang dicapai oleh santri, meskipun ikatan emosional santri terhadap orang tua tidak pernah dapat diputuskan sepenuhnya. peningkatan kemandirian perilaku santri di lingkungan pondok pesantren bahkan lebih dramatis daripada peningkatan kemandirian emosional. secara psikologis santri mendapatkan kemandirian perilaku ini secara perlahan-lahan dimulai dari pendistribusian wewenang yang diberikan oleh orang tuanya tatkala santri mulai memasuki lingkungan pesantren. pemberian kepercayaan dari para ustadz secara sedikit demi sedikit terhadap santri akan memberikan situasi yang kondusif terhadap peningkatan kemandirian perilaku santri. di lingkungan pondok pesantren santri diberi tangungjawab, diberi kebebasan untuk beradu pendapat, sehingga santri dapat menggunakan kemampuannya sendiri dalam menyelesaikan masalah, namun santri tetap dibimbing agar tidak memasuki wilayah kebebasan yang liberal atau kebebasan yang menyesatkan. dari temuan di lapangan diperoleh gambaran perkembangan kemandirian perilaku yang dicapai santri meliputi antara lain : pertama, para santri memiliki kemampuan mengambil keputusan yang ditandai oleh: (1) menyadari adanya resiko dari tingkah lakunya, (2) memilih alternative pemecahan masalah, (3) bertanggung jawab dari konsekuensi yang diambilnya. kedua, para santri memiliki kekuatan terhadap pengaruh dari pihak lain yang ditandai oleh (1) tidak mudah terpengaruh dalam situasi yang menuntut konformitas, (2) tidak mudah terpengaruh tekanan sebaya dan orang tua dalam mengambil keputusan, dan (3) memasuki kelompok sosial tanpa tekanan. ketiga, para santri memiliki rasa percaya diri yang ditandai oleh (1) merasa mampu memenuhi kebutuhan sehari-hari di asrama dan di sekolah, (2) merasa mampu memenuhi tanggung jawab di asrama dan disekolah, (3) merasa mampu mengatasi sendiri masalah, dan (4) berani mengemukakan ide atau gagasan. aspek jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 21 kemandirian yang ketiga ini dapat diungkapkan dari data dan informasi hasil wawancara dengan. kemandirian yang ketiga adalah kemandirian nilai (value autonomy). kemandirian nilai merupakan kemampuan santri dalam mengambil keputusankeputusan dan menetapkan pilihan yang lebih berpegang atas dasar prinsip-prinsip individual yang dimilikinya, daripada mengambil prinsip-prinsip dari orang lain. dari temuan di lapangan di peroleh gambaran bahwa diantara ketiga komponen kemandirian, kemandirian nilai merupakan proses yang paling kompleks, tidak jelas bagaimana proses berlangsung dan pencapaiannya, terjadi melalui proses internalisasi yang pada lazimnya tidak disadari, dan umumnya berkembang paling akhir dan paling sulit dicapai secara sempurna dibanding kedua tipe kemandirian lainnya. kemandirian nilai menjadi lebih berkembang setelah sebagian besar keputusan menyangkut cita-cita pendidikan, rencana pekerjaan, dan perkawinan dialami dan dicapai. setelah mengalami proses pendidikan di pesantren, pada umumnya sistem nilai santri dan orang tua sedemikian sama sehingga nilai-nilai orang tua akan dilestarikan pada masa dewasa. perkembangan kemandirian nilai membawa perubahan-perubahan pada konsepsi-konsepsi santri tentang moral, politik, ideologi dan persoalan-persoalan akidah. perkembangan kemandirian nilai yang dicapai santri ditandai oleh: (a) cara berpikir santri terhadap segala sesuatu menjadi semakin abstrak, (b) keyakinan-keyakinan santri menjadi semakin bertambah mengakar pada prinsip-prinsip umum yang memiliki beberapa basis ideologis, (c) keyakinan-keyakinan santri menjadi semakin bertambah tinggi terhadap nilai-nilai mereka sendiri yang disebabkan bukan hanya karena sistem nilai yang ditanamkan oleh para ustadz dan kyainya. kemandirian nilai (values autonomy) yang dicapai santri dapat terlihat dari kemampuannya dalam menolak tekanan untuk mengikuti tuntutan pihak lain tentang keyakinan baik akidah maupun syariah. terdapat tiga perubahan kemandirian nilai yang terjadi pada santri. pertama, keyakinan akan nilai-nilai semakin abstrak, perilaku yang dapat dilihat yaitu santri mampu menimbang berbagai kemungkinan, misalnya santri mempertimbangkan berbagai kemungkinan yang akan terjadi pada saat mengambil keputusan yang bernilai moral. kedua, jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 22 keyakinan akan nilai-nilai semakin prinsip (principle belief), perilaku yang dapat dilihat ialah (a) berpikir dan (b) bertindak sesuai dengan prinsip yang dianutnya. ketiga, keyakinan akan nilai-nilai yang terbentuk dalam diri santri yang dapat dilihat yaitu (a) santri mulai mengevaluasi kembali keyakinan dan nilai-nilai yang diterimanya dari orang lain, (b) berpikir sesuai dengan keyakinan dan nilainya sendiri, dan (c) bertingkah laku sesuai dengan nilainnya sendiri. perkembangan kemandirian nilai dapat ditelusuri pada karakteristik perubahan kognitif santri. semakin berkembangnya kognitif santri maka kemandirian nilai juga semakin berkembang dan semakin kritis dalam memandang sesuatu. oleh karena itu, maka perkembangan kemandirian nilai membawa perubahan-perubahan pada konsepsi-konsepsi santri tentang moral, etika, politik, ideologi, dan persoalanpersoalan akidah dan syariah islam. kemandirian yang dicapai santri selama di pondok pesantren berlangsung tidak sekaligus, akan tetapi secara bertahap dimulai dari kemandirian dasar (basic autonomy), meningkat ke tahap kemandirian menengah (middle autonomy) dan selanjutnya santri mencapai kemandirian tinggi (high autonomy) yang ditandai dengan pemberian tanggungjawab dan kewenangan oleh kyai sebagai santri senior (mandor). secara umum tahapan pencapaian kemandirian santri serta indikator kemandirian yang dicapai santri dapat dilihat pada tabel tahapan pencapaian kemandirian santri berikut ini. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 23 tabel 4. tahapan pencapaian kemandirian santri tahapan pencapaian indikator kemandirian kemandirian tinggi (high autonomy) santri berada pada tahap pemantapan :  memperoleh tanggungjawab dan kewenangan dari kyai / ustadz untuk mengawasi dan membimbing adik-adik kelasnya.  diberi tanggungjawab sebagai santri senior /mandor  memiliki kemapanan terhadap keyakinan dan prinsip hidup kemandirian menengah (middle autonomy) santri berada pada tahap perkembangan :  memiliki disiplin dan tanggungjawab dalam berbagai hal.  punya semangat berprestasi  berani berargumentasi  berani tampil berpidato  berani mempraktekan keterampilan yang dipelajarinya (bahasa maupun agribisnis) kemandirian dasar (basic autonomy) santri berada pada tahap penyesuaian :  mulai dapat bertanggungjawab bagi dirinya sendiri.  mulai dapat mengurus keperluan sendiri.  mulai dapat berinteraksi dan menjalin hubungan dengan sesama santri lainnya. sumber : diolah dari hasil analisis data dari temuan di lapangan diperoleh gambaran bahwa secara umum pemahaman konsep kemandirian santri di pondok pesantren menekankan kemandirian yang tidak keluar dari nilai-nilai ketauhidan, yakni mengesakan allah swt. yang mengandung arti bahwa seseorang yang berkepribadian islam harus bersikap menurut syariat islam. begitu juga dengan kemandirian harus di dasarkan pada sumber utama hukum agama islam yaitu al quran dan al hadist. konsep kemandirian dalam islam tidak terlepas dari nilai religius, seperti yang di kemukakan filosof islam ibnu miskawih, ia mengemukakan bahwa ada empat keutamaan jiwa yang dapat mengarahkan kepada pemiliknya untuk mengatur tingkah laku dirinya sendiri secara bermoral dan benar, empat keutamaan jiwa itu jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 24 adalah kearifan (al-hikmah), keberanian (syaja‟ah), keadilan (al-adalah), kesederhanaan (al „iffah). dengan demikian maka pendidikan kecakapan hidup yang diselenggarakan di pondok pesantren secara umum telah mampu meningkatkan kemandirian yang dicapai santri baik aspek kemandirian emosional (emotional autonomy), kemandirian perilaku (behavioral autonomy), maupun kemandirian nilai (value autonomy). simpulan dan saran simpulan berdasarkan sejumlah temuan dilapangan, bahwa sistem pendidikan dan proses pembelajaran di pondok pesantren pada dasarnya telah menerapkan model pendidikan kecakapan hidup (life skills education model), hal ini dapat diamati dari substansi materi dan proses pembelajaran yang dilaksanakan secara terintegrasi terhadap berbagai aspek kecakapan hidup (life skills), yaitu generic skills yang mencakup : personal skills dan social skills, serta specific skills yang mencakup : vocational skills, dan academic skills yang dipelajari dan dipraktekan setiap hari oleh para santri. pengembangan salah satu materi pelajaran unggulan yang dilakukan secara konsisten dan terus menerus menjadi suatu bentuk vocational skills ternyata menjadi ciri khas bagi pondok pesantren yang bersangkutan, seperti misalnya bahasa arab dan bahasa inggris menjadi ciri khas bagi santri pondok pesantren modern al ihsan baleendah sementara agrobisnis menjadi ciri khas para santri di pondok pesantren al ittifaq ciwidey. secara umum dapat disimpulkan bahwa sistem pendidikan kecakapan hidup yang diselenggarakan di pondok pesantren modern al ihsan dan pondok pesantren al ittifaq telah mencapai tujuannya yakni peningkatan terhadap kemandirian santri. peningkatan kemandirian santri ditandai dengan adanya kemandirian secara emosional, kemandirian perilaku, dan kemandirian nilai bahkan terbentuknya kemandirian secara ekonomi seiring dengan meningkatnya ranah kognitif (cognitive domain), ranah psikomotorik (psychomotor domain), dan ranah afektif (afective domain ) santri. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 25 proses pembelajaran kecakapan hidup (life skills) yang diajarkan di kedua pondok pesantren secara kuantitas telah berhasil diselenggarakan, namun menurut konsep pendidikan nonformal penerapannya belum komprehensif, sehingga perlu dibenahi baik pada tahap perencanaan, pelaksanaan dan evaluasi. ini terlihat dari beberapa kegiatan pembelajaran life skills masih belum sepenuhnya melibatkan partisipasi santri yaitu: (a) kegiatan identifikasi kebutuhan belajar (need assessment), (b) penentuan tujuan pembelajaran, (c) penentuan materi pembelajaran, dan (d) kegiatan evaluasi. padahal partisipasi santri dalam tahap perencanaan, pelaksanaan maupun evaluasi mempunyai pengaruh positif (feed back). hasil pembelajaran menunjukkan suatu kemajuan yang cukup baik, karena pada umumnya santri secara terus menerus menerima bimbingan baik selama proses pembelajaran formal maupun ekstra dan intra kulikuler. efektifitas penerimaan materi pembelajaran baik secara teori dan praktek dapat diterima, dipahami dan dipraktekkan oleh santri. dari hasil pembelajaran ini terlihat bahwa santri mempunyai motivasi, minat dan dapat mengaplikasikan pengetahuan serta keterampilan yang didapat secara mandiri untuk melaksanakan tugas dan kewajibannya. kemandirian yang dicapai oleh santri merupakan dampak dari pendidikan kecakapan hidup (life skills) di pondok pesantren yaitu adanya peningkatan perubahan sikap di mana mereka mempunyai kepercayaan diri, tanggungjawab, disiplin, berorientasi tugas dan hasil, berorientasi ke masa depan, berjiwa kepemimpinan, berani mengambil resiko, kreatif dan inovatif serta mencoba memanfaatkan hasil pembelajarannya baik untuk diri sendiri maupun bagi lingkungannya tanpa tergantung pada orang lain. peningkatan kemandirian santri tercapai melalui tiga tahapan yaitu : (a) kemandirian dasar (basic autonomy); (b) kemandirian menengah (middle autonomy); (c) kemandirian tinggi (high autonomy). pencapaian kemandirian tersebut dipengaruhi oleh beberapa faktor antara lain usia, latar belakang keluarga, lingkungan, serta faktor internal santri („niat dan bakat‟). akan tetapi proses jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 26 pembelajaran dan pembiasaan di lingkungan pesantren mampu mempercepat kemandirian yang dicapai santri. saran  pesantren dituntut untuk dapat melakukan reorientasi penyelenggaraan pendidikan untuk mencari bentuk baru yang relevan dengan perkembangan jaman tanpa kehilangan identitasnya sebagai lembaga pendidikan islam.  masuknya pengetahuan umum dan berbagai keterampilan ke dalam sistem pendidikan pesantren membawa problematika internal dan eksternal. problema internal adalah kualitas lulusan dalam memahami disiplin bidang ilmu agama akan mengalami penurunan, sehingga perlu dicari solusi yang salah satunya dengan mendirikan kelas takhasus dengan konsentrasi bidang tertentu seperti hadist, fiqh, tafsir, dan lain-lain. problema eksternal berupa perkembangan globalisasi saat ini yang mengubah pola pikir masyarakat dan santri menjadi pragmatis (orientasi kerja), oleh karena itu perlu dicari pola pendidikan pesantren yang ideal berbasis agama (tafaqquh fi al-din) agar tradisi keilmuan pesantren tetap terjaga.  terdapat resiko memilih yang perlu diambil oleh pesantren yang sesuai dengan kemampuannya, jangan sampai pesantren sama saja dengan madrasah/sekolah agama yang penguasaan ilmu pengetahuan umum kurang, ilmu dan pengetahuan agama juga kurang. bila sebuah pesantren diharapkan menjadi wahana kaderisasi ulama, maka pilihan yang harus diambil adalah memberikan porsi dominan subjek ilmu-ilmu agama.  dampak pembelajaran terhadap kemandirian santri dapat diukur dengan mengadakan penelitian berupa angket, wawancara, atau observasi terhadap tingkat kepuasan orangtua dan masyarakat lingkungannya. jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 27 daftar pustaka abdulhak, i.(2000). metodologi pembelajaran orang dewasa. bandung: cv. andira. abdulhak, i.(2000). strategi membangun motivasi dalam pembelajaran orang dewasa. bandung: cv. andira. amalia, r. 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(2001). pelatihan dan pengembangan sumber daya manusia. bandung: fakultas psikologi unpad. suprayogi, u. (2005). pengembangan model program pendidikan luar sekolah dalam memberdayakan kelompok masyarakat lanjut usia mencapai kemandirian (stud di karang lansia wargi saluyu desa ranjeng kecamatan cisitu kabupaten jurnal empowerment volume 3, nomor 1 februari 2015, issn no. 2252-4738 31 sumedang). disertasi doktor ilmu pendidikan pada prodi pendidikan luar sekolah program pascasarjana upi bandung: tidak diterbitkan. supriatna, m.(2005). pengembangan kecakapan hidup di sekolah. (online). tersedia : http://file.upi.edu/direktori/ .(05 maret 2011). slamet ph. (2009). pendidikan kecakapan hidup : konsep dasar. (online). tersedia : http://www.infodiknas.com/pendidikan-kecakapan-hidupkonsep-dasar-2/ . (05 maret 2011). syaodih, n. (1993). pengembangan kemandirian: suatu tinjauan kurikuler psikologis. pidato pengukuhan guru besar pada ikip bandung, tidak diterbitkan. steinberg, laurence. (1995). adolescene sanfrancisco : mcgraw-hill inc. steenbrink, k. a. (1986). pesantren, madrasah, sekolah. jakarta: lp3es. who. (2000). skills for health : skills-based health education including life skills: an important component of a child-friendly / health-promoting school. (online). tersedia: http://www.who.int/school youth_health/ media/ en/sch skills4health 03.pdf. .(08 maret 2011). tim broad based education depdiknas. (2002). kecakapan hidup, life skill melalui pendekatan pendidikan berbasis luas. surabaya: sic bekerjasama dengan lpm universitas negeri surabaya. trisnamansyah, s. (1992). pendidikan kemasyarakatan. bandung: fip ikip. trisnamansyah,s. (2003). filsafat, teori dan konsep dasar pls. bandung: program pascasarjana universitas pendidikan indonesia. undang-undang republik indonesia nomor : 20 tahun 2003 tentang sistem pendidikan nasional. http://file.upi.edu/direktori/ http://www.infodiknas.com/pendidikan-kecakapan-hidup-konsep-dasar-2/ http://www.infodiknas.com/pendidikan-kecakapan-hidup-konsep-dasar-2/ http://www.who.int/school%20youth_health/%20media/%20en/sch%20skills4health%2003.pdf http://www.who.int/school%20youth_health/%20media/%20en/sch%20skills4health%2003.pdf jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 181 penerapan metode bermain balok dalam mengembangkan nilai kognitif anak usia dini pada paud nuansa kota bandung eni rohaeni abstrak penggunaan metode bermain balok di dalam proses pembelajaran di pendidikan anak usia dini belum dikuasai oleh setiap guru paud. berdasarkan masalah tersebut, maka tujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana langkah-langkah mekanisme penerapan metode bermain balok dalam mengembangkan nilai kognitif anak usia dini, untuk mengetahui bagaimana strategi penerapan metode bermain balok dalam mengembangkan nilai kognitif anak usia dini, dan untuk mengetahui bagaimana tingkat efektivitas penerapan metode bermain balok dalam mengembangkan nilai kognitif anak usia dini pada paud nuansa di kota bandung. landasan teori yang dipergunakan sebagai bahan kajian dalam penelitian ini adalah konsep bermain sambil belajar, konsep pembelajaran, konsep anak usia dini, dan konsep kognitif anak.penelitian ini menggunakan metode kualitatif yang diharapkan dapat menghasilkan suatu gambaran tentang objek yang diteliti secara utuh dengan teknik pengumpulan data melalui observasi, wawancara, studi dokumentasi, dan studi kepustakaan.hasil penelitian dipaparkan sebagai berikut: penerapan metode bermain balok dilaksanakan oleh tutor dalam mengembangkan nilai kognitif anak, strategi bermain balok dengan diadakannya simulasi atau praktek penyusunan balok, dan efektivitas metode bermain balok yang sangat menunjang terhadap pengembangan nilai kognitif anak usia dini.kesimpulan penelitian adalah metode bermain balok dapat meningkatkan kemampuan daya kreatifitas dan berpikir anak usia dini serta dapat melatih berpikir anak secara terstruktur atau konstruktif. sedangkan rekomendasi, meskipun dari penerapan metode bermain balok dalam mengembangkan nilai kognitif pada anak usia dini masih belum memenuhi harapan padahal secara potensial paud ini memiliki guruguru yang terlatih dan fasilitas yang memadai, oleh karena itu perlu adanya peningkatan kemampuan pengembangan kreatifitas dalam membuat kontruksi melalui pelatihan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 182 ataupun penataran dan perlu adanya pengembangan dan penambahan sarana prasarana khususnya permainan balok. kata kunci : metode bermain balok, nilai kognitif anak usia dini, pendidikan anak usia dini. a. pendahuluan perubahan kehidupan masyarakat di negara indonesia yang cukup dinamis sangat diharapkan oleh setiap lapisan masyarakat. keinginan untuk mengem-bangkan sumber daya manusia sebagai pelaku pembangunan yang produktif diperlukan suatu upaya yang terorganisir dan terarah. upaya pengembangan sumber daya manusia harus dimulai dari pendidikan anak usia dini. pendidikan anak usia dini (paud) sangat penting untuk menciptakan sdm yang berkualitas. dalam optimalisasi potensi yang dimiliki anak usia dini melalui berbagai pemberian rangsangan dari orang dewasa dan atau lingkungan sekitar melalui kegiatan pembelajaran yang menarik. pembelajaran paud melalui kegiatan bermain balok sambil belajar bagi anak usia 4 tahun pertama. pendidikan anak usia dini menekankan pada tiga hal yaitu pendidikan sendiri, masa peka, dan kebebasan. pada umumnya proses pembelajaran di pendidikan anak usia dini menitikberatkan pada aspek motorik, sementara aspek kognitif jarang dikembangkan padahal aspek kognitif merupakan fondasi pengetahuan anak usia dini. anak usia dini memiliki masa kebebasan untuk melakukan sesuatu sesuai dengan hasrat yang ada dalam dirinya. dalam mengatasi hasrat anak untuk berbuat sesuatu memerlukan filter yang dapat menjaga stabilitas emosi dan hasrat anak.untuk membantu mengembangkan kecerdasan anak sejak dini melalui kegiatan pembelajaran sambil bermain balok, anak dituntut aktif dan kreatif dalam sentra dengan berbagai jenis main balok. sementara pendidik berperan sebagai motivator dan fasilitator yang memberikan pijakan. salah satu kegiatan pembelajaran di sentra ini untuk membantu anak mengembangkan potensinya. kegiatan pembelajaran ini dimaksudkan agar anak dapat menyusun balok. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 183 model pembelajaran adalah merupakan suatu rancangan untuk menggambarkan rincian dan penciptaan lingkungan yang menjadikan peserta didik untuk berinteraksi dalam pembelajaran sehingga terjadi perubahan/perkembangan pada diri peserta didik. komponen model pembelajaran meliputi konsep, tujuan pembelajaran, materi/tema, langkah-langkah metode, alat/sumber belajar, dan teknik evaluasi. paud (pendidikan anak usia dini) adalah suatu upaya pembinaan yang ditujukan kepada peserta didik sejak usia dini yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar peserta didik memiliki kesiapan dalam memasuki pendidikan dasar dan kehidupan tahap berikutnya. pembelajaran melalui kegiataan bermain balok terhadap anak usia dini dimaksudkan agar anak belajar tanpa merasa ada tekanan dan paksaan secara psikhis. anak belajar dengan memiliki rasa senang dan gembira. guru paud mempunyai peran untuk mengembangkan dan meningkatkan sumber daya manusia harus mampu setiap saat mengembangkan dirinya agar kompetensi dan sikap profesionalnya tetap terjaga. penggunaan metode bermain balok dalam kegiatan pendidikan anak usia dini banyak digunakan oleh berbagai sekolah taman kanak-kanak. metode bermain balok sangat efektif bila digunakan untuk kegiatan belajar mengajar peserta didik dari usia dini, hal ini lebih disebabkan oleh keadaan masa kanak-kanak yang penuh dengan dunia fantasi. di dalam upaya meningkatkan kesadaran dan kemampuan guru terhadap pelaksanaan tugas yang akan dihadapi di lapangan, maka mereka perlu diberikan stimulus dan bimbingan materi yang akan disampaikan oleh guru dari kepala sekolah melalui kegiatan supervisi. merujuk kepada standar pelayanan minimal tentang tenaga kependidikan, diharapkan guru harus mampu menguasai berbagai metode pembelajaran yang efektif. dengan terpenuhinya standar pelayanan minimal di bidang tenaga kependidikan, mutu pendidikan anak usia dini dapat terjaga. mutu pendidikan akan berkualitas apabila sikap professional guru terjaga dan berjalan dengan baik. perumusan masalah dari penelitian ini adalah “bagaimanakah penerapan metode bermain balok dalam mengembangkan nilai kognitif anak usia dini pada paud nuansa di kota bandung”. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 184 identifikasi masalah dari penelitian ini adalah sebagai berikut : 1. penguasan guru terhadap penggunaan metode bermain balok masih belum optimal. 2. terbatasnya alat peraga permainan balok yang dimiliki oleh paud nuansa. 3. terbatasnya sarana prasarana yang dimiliki paud nuansa. 4. dukungan dari masyarakat dan orang tua warga belajar belum memadai. 5. daya dukung dari pemerintah dalam pengembangan paud belum optimal. adapun yang menjadi tujuan dalam penelitian ini adalah : 1. untuk mengungkapkan bagaimana langkah mekanisme penerapan metode bermain balok dalam mengembangkan nilai kognitif anak usia dini pada paud nuansa di kota bandung. 2. untuk mengetahui bagaimana strategi penerapan metode bermain balok dalam meningkatkan kognitif anak usia dini pada paud nuansa di kota bandung. 3. untuk mengetahui bagaimana tingkat efektivitas penerapan metode bermain balok dalam mengembangkan nilai kognitif anak usia dini pada paud nuansa di kota bandung. di dalam penelitian ini penulis, menggunakan penelitian kualitatif, hal ini disebabkan dalam pengumpulan data yang dilakukan oleh peneliti berupa dokumentasi, data-data tertulis, lisan dan perilaku dari responden selaku objek yang diamati. penelitian kualitatif ini bertujuan untuk mengungkapkan data yang ada di lapangan dengan cara menguraikan dan menginterprestasikan sesuatu hasil temuan di lapangan seperti apa adanya. b. kajian teori bermain adalah dunia sekaligus sarana belajar anak. memberikan kesempatan kepada anak untuk bermain berarti memberikan kesempatan kepada anak untuk belajar. menurut (solehuddin, 2000) dalam musfiroh (2005:36) diungkapkan bahwa memberikan kesempatan kepada anak untuk belajar dengan cara-cara yang dapat dikategorikan sebagai bermain berarti telah berusaha membuat pengalaman belajar itu dirasakan dan dipersepsikan secara alami oleh anak yang bersangkutan sehingga menjadi bermakna baginya. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 185 kegiatan belajar akan terjadi sepanjang manusia itu hidup atau dengan kata lain sepanjang manusia itu masih memenuhi kebutuhannya. belajar adalah suatu proses yang ditandai dengan adanya perubahan pada diri seseorang. perubahan sebagai hasil dari proses belajar dapat ditunjukkan dari berbagai bentuk seperti berubah pengetahuan, pemahaman, sikap dan tingkah laku, keterampilan, kecakapan dan kemampuannya serta perubahan aspek-aspek lain yang ada pada individu yang belajar. perilaku belajar yang terjadi pada para peserta didik dapat dikenal dengan baik dalam proses maupun hasilnya. setiap kegiatan belajar yang dilakukan akan ada hasilnya bagi peserta didik itu sendiri. sejalan dengan hasil belajar yang diperoleh.anak usia dini adalah mereka yang berusia antara 3-6 tahun. mereka yang biasanya mengikuti program prasekolah dan kindergaten. sedangkan di indonesia, umumnya mereka mengikuti program tempat penitipan anak (3 bulan-5 tahun) dan kelompok bermain (usia 3 tahun), sedangkan pada usia 4-6 tahun biasanya mereka mengikuti program taman kanak-kanak. pendidikan anak usia dini merupakan salah satu bentuk penyelenggaraan pendidikan yang menitikberatkan pada peletakan dasar ke arah pertumbuhan dan perkembangan fisik (koordinasi motorik halus dan kasar), kecerdasan (daya pikir, daya cipta, kecerdasan emosi, kecerdasan spiritual), sosio emosional (sikap dan perilaku serta agama) bahasa dan komunikasi, sesuai dengan keunikan dan tahap-tahap perkembangan yang dilalui oleh anak usia dini. prinsip umum pendidikan anak usia dini dalam padu (2002:9) meliputi: 1. setiap individu anak adalah unik, oleh karena itu program belajar harus memperhatikan dan peka terhadap adanya minat yang berbeda antara anak yang satu dengan yang lain. 2. tugas pendidik, baik guru maupun orang tua adalah memberikan pengarahan yang positif bagi perkembangan anak, memberi peluang untuk berubah, dan bukan mematikannya dengan memberikan cap negatif pada anak. 3. perkembangan anak berjalan secara bertahap, oleh karenanya pendidikan harus menyesuaikan kegiatan belajar dengan tahap perkembangan anak, bukan berdasarkan target yang ditentukan oleh guru atau orang tua. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 186 4. usia anak merupakan masa kritis, oleh karena itu perlu memahami kebutuhan anak pada setiap perkembangan, dengan cara memberikan rangsangan yang sesuai dan bermanfaat bagi kepentingan perkembangan anak. 5. semua aspek perkembangan saling berhubungan, oleh karena itu perlu memberikan perhatian kepada anak secara utuh 6. bakat dan lingkungan saling mempengaruhi perkembangan anak, oleh karena itu lembaga pendidikan perlu memberikan lingkungan dan pengaruh positif pada anak serta berusaha meminimasi kecenderungan negatif yang ada. 7. perilaku anak tergantung pada motivasi dan stimulan yang datang dari dalam dan luar dirinya, oleh karena itu pendidik perlu memberikan motivasi dengan cara memberi lebih banyak pengertian tentang keuntungan apa yang akan diperoleh anak bila berlaku positif. 8. perkembangan intelegensia juga tergantung pada pola pengasuhan, oleh karena itu pendidik hendaknya dapat mengantarkan anak pada optimalisasi perkembangan potensinya , dengan cara perlakuan yang tepat dan bimbingan yang memadai selain pemberian gizi dan perlindungan kesehatan yang cukup. 9. perkembangan anak bergantung pada hubungan antara pribadi, kesempatan mengekspresikan diri dan bimbingan pada tiap tahap perkembangan anak, oleh karena itu lembaga pendidikan perlu menciptakan hubungan atau suasana yang hangat, sehingga anak merasa nyaman dan penuh percaya diri dalam lingkungannya. pendidikan bagi anak usia dini merupakan tahap awal yang paling utama untuk mengembangkan kemampuan dan potensi anak sejak dini. pengembangan potensi anak sejak dini akan mempengaruhi tingkat perkembang kognitif anak. pertumbuhan kognitif anak akan maksimal bila orang tua menyadari sejak awal dilakukan dengan asupan makanan yang bergizi dan asupan pengetahuan untuk anak secara positif. c. metode pendekatan yang digunakan oleh peneliti untuk memperoleh data yang relevan dengan masalah yang diteliti adalah pendekatan kualitatif. pada penelitian kualitatif menghasilkan data yang tidak dapat dikuantifikasikan.dalam penelitian ini, peneliti menggunakan metode deskriptif analitis. metode deskripftif mendorong peneliti untuk memaparkan hasil penelitian secara detail. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 187 penelitian dilakukan untuk mengetahui nilai variabel mandiri, baik satu variabel atau lebih (independen) tanpa membuat perbandingan, atau menghubungkan antara variabel satu dengan variabel yang lain.teknik pengumpulan data yang dilakukan peneliti adalah dengan cara observasi kepada pengelola, guru, siswa dan orang tua murid, dan juga obyek-obyek alam yang lain yang ada di sekitar paud nuansa. observasi dalam penelitian ini digunakan untuk memperoleh data mengenai kondisi objek penelitian dan mengamati secara langsung mengenai penggunaan metode bermain balok oleh guru dalam mengembangkan kemampuan kognitif anak usia dini di paud nuansa kota bandung. selain itu juga melalui wawancara, angket, dan studi dokumentasi. wawancara atau interview adalah suatu bentuk komunikasi verbal jadi semacam percakapan yang bertujuan memperoleh informasi.dalam penelitian ini teknik wawancara digunakan untuk mengumpulkan informasi dari pengelola dan sumber belajar mengenai kondisi paud nuansa kota bandung dan untuk mengetahui bagaimana penggunaan metode bermain balok oleh guru dalam mengembangkan kognitif anak usia dini di paud nuansa kota bandung. teknik pengumpulan data melalui angket digunakan untuk memperoleh informasi dari tenaga kependidikan dan orangtua warga belajar paud nuansa kota bandung berkenaan dengan penggunaan metode bermain balok oleh guru dalam mengembangkan kognitif anak usia dini di paud nuansa kota bandung. studi dokumentasi ditujukan untuk memperoleh data langsung dari tempat penelitian, meliputi buku-buku yang relevan, peraturanperaturan, laporan kegiatan, foto-foto, film dokumenter, dan data yang relevan dengan penelitian. penggunaan teknik dokumentasi dalam penelitian ini dimaksudkan untuk melengkapi data/ informasi yang diperoleh melalui wawancara, observasi, dan angket. selain itu sumber penelitian diperoleh secara langsung dari orang yang menjadi nara sumber di lapangan serta surat-surat pribadi, harian, notula rapat perkumpulan, dokumen-dokumen resmi dari berbagai instansi pemerintah. untuk memperoleh data yang akurat, penulis menentukan populasi dan sampel yang akan diteliti agar penelitian ini lebih fokus terhadap yang diterliti. adapun yang menjadi sumber penelitian berjumlah 10 orang yang terdiri dari 2 orang sumber belajar, 2 orang pengelola, 2 orang tua warga belajar dan 4 orang warga belajar. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 188 di dalam penelitian ini yang menjadi instrumen penelitian ini adalah peneliti itu sendiri, dan dokumen-dokumen yang terkait dengan penelitian. peneliti sebagai instrumen penelitian sangat menentukan kelancaran, keberhasilan, hambatan atau kegagalan di dalam pengumpulan data. d. hasil dan pembahasan paud nuansa didirikan pada awal tahun 2005 atas prakarsa ketua yayasan yasa mukti rosa gantini, s,mm, yang beralamat di komplek nuansa mas estate blok c no. 6-7 rt.12 rw.09 kelurahan cipamokolan kecamatan rancasari kota bandung, pada tahun pertama peserta didik berjumlah 29 orang terdiri dari kelompok a 9 orang dan kelompok b 20 orang, untuk tahun pelajaran 2013 peserta didik berjumlah 80 orang. tujuan didirikannya paud nuansa yaitu menyediakan sarana dan prasarana yang cukup untuk mendukung optimalisasi perkembangan kecerdasan anak, prilaku serta tumbuh kembang anak dengan mengedepankan nilai–nilai agama, mengembangkan dan menyalurkan aktifitas anak, melatih keterampilan tenaga pendidik, dan meningkatkan kesejahteraan pendidik. hasil dari penelitian ini berupa penerapan metode bermain balok dalam mengembangkan nilai kognitif anak usia dini pada paud nuansa kota bandung. langkah yang dilakukan pada proses pelaksanaan suatu kegiatan dilaksanakan dengan menggunakan tatanan dan aturan serta komunikasi dan pembagian tugas sesuai dengan profesionalitas. penerapan model pembelajaran pada anak usia dini di paud nuansa kota bandung pada umumnya dilakukan dengan berbagai cara dan lebih dilakukan dengan menggunakan pendekatan, yang bersifat individual maupun kelompok. adapun metode yang digunakan adalah metode bermain balok dan praktek langsung yang menitikberatkan pada kemampuan nilai kognitif pada anak. penerapan metode bermain balok perlu diberikan kepada semua peserta didik untuk membekali mereka dengan mengembangkan nilai kognitif. dalam membelajarkan kepada peserta didik guru melakukan langkah mekanisme yang sesuai dengan penerapan metode bermain balok yang dapat mengembangkan nilai kognitif peserta didik. salah jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 189 satunya menggunakan tatanan dalam penerapan metode bermain balok tujuannya agar penerapan metode bermain sesuai dengan tujuan pembelajaran untuk mengem-bangkan nilai kognitif. adanya komunikasi dalam penerapan metode bermain balok baik peserta didik dengan guru maupun dengan teman kelompoknya. guru mampu bersikap professional pada saat penerapan metode berlangsung. untuk mengembangkan nilai kognitif anak maka perlu dilakukan penerapan metode bermain balok, sekolah menyediakan sarana dan prasarana pembelajaran yang dapat menunjang pembelajaran dengan penerapan metode bermain balok. guru di paud nuansa kota bandung tampaknya kurang memperhatikan penggunaan media lain selain media yang sudah disediakan oleh sekolah tersebut. dalam penelitian ini, penulis membatasi pembahasan hanya pada penggunaan metode bermain balok dalam mengembangkan nilai kognitif pada anak usia dini. dalam pembelajaran paud nuansa metode yang digunakan untuk menumbuhkan nilai kognitif anak adalah metode bermain balok. langkah–langkah dalam penerapannya menurut responden diawali dengan membagi kelompok dan memberikan tugas pada setiap kelompoknya, proses penyampaian materi pembelajarannya yaitu penyampaian materi pada saat pembelajaran berlangsung dapat tersampaikan secara efektif dan mudah dipahami oleh peserta didik. cara memecahkan masalalah dalam penerapan metode bermain balok, salah satunya melalui pendekatan setelah pendekatan berlangsung dilakukan penerapan metode yang sesuai dengan kebutuhan peserta didik dan sebagai jembatan dalam pembelajaran melalui metode belajar. mengembangkan nilai kognitif dengan strategi penerapan metode bermain balok merupakan tindak lanjut dari penerapan metode bermain balok di paud nuansa. penerapan metode yang dilakukan sungguh-sungguh oleh para guru akan menentukan keberhasilan nilai kognitif peserta didik, yang kemudian dikembangkan secara rutin sesuai dengan tujuan pembelajaran yang telah direncanakan dikaitkan dengan strategi penerapan metode bermain balok. karakteristik ini dirasakan sangat cocok diterapkan dalam mengembangkan nilai kognitif pada anak usia dini. tujuan utama tidak hanya mengembangkan nilai kognitif anak, tetapi juga nilai afektif dan psikomotorik anak. inilah alasan utama bagi peneliti dalam melakukan jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 190 penerapan metode bermain balok sebagai sarana untuk mengembangkan nilai kogitif pada anak usia dini. bermain balok adalah kegiatan yang menimbulkan rasa senang dan gembira pada anak yang terlibat didalamnya. bermain balok merupakan metode dalam pendidikan anak dini usia. dengan bermain balok, anak diharapkan: 1. merasa senang dan gembira yang mendorong anak untuk bergerak aktif dan emosinya berkembang secara wajar. 2. dapat mengembangkan kecerdasannya, sebab dalam permainan, anak akan menemukan kesulitan yang akhirnya dapat diatasinya sendiri. 3. dapat memantapkan kemandiriannya, karena ada dorongan dari dalam diri anak untuk berprestasi. 4. dapat dorongan kemampuan bergaul dengan teman sebayanya. tingkat efektifitas penerapan metode bermain balok dapat ditentukan oleh guru pada saat menerapkan metode berlangsung. guru yang kreatif senantiasa mencari pendekatan baru dalam mengembangkan nilai kognitif anak baik melalui metode maupun media sehingga tidak monoton dan tidak terpaku pada satu metode yang digunakan. dalam mengembangkan nilai kognitif anak usia dini dapat terlihat pada tingkat efektifitas penerapan metode bermain balok. usaha guru dalam menerapkan metode bermain merupakan bagian yang sangat penting dalam mengembangkan nilai kognitif peserta didik. tingkat efektivitas menjadi tolak ukur keberhasilan dalam mengembangkan nilai kognitif peserta didik. tingkat efektivitas anak dapat dilihat pada saat penerapan metode bermain balok dilaksanakan maka akan terlihat tingkat keefektifitsannya secara signifikan. efektifitas penerapan metode bermain balok dengan penyusunan kurikulum sudah sesuai dengan kebutuhan peserta didik, berdasarkan hasil observasi dan wawancara bahwa penyusunan kurikulum sudah sesuai dengan kebutuhan peserta didik karena penyusunan kurikulum mengacu pada tujuan pendidikan. sarana dan prasarana yang digunakan dalam penerapan bermain balok pada anak usia dini yaitu, ruangan kelas, tempat bermain, balok dan lain-lain. dari seluruh paparan penelitian, ditemukan sejumlah gambaran beberapa aspek dalam penggunaan metode bermain balok dalam jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 191 mengembangkan nilai kognitif pada anak usia dini, yaitu langkah mekanisme penerapan metode, strategi penerapan metode, tingkat efektivitas penerapan metode, ini disusun mejadi proposisi penelitian. langkah mekanisme penerapan metode bermain balok dalam mengembangkan nilai kognitif, 1) tatanan dalam penerapan metode bermain balok sesuai dengan tujuan pembelajaran dalam mengembangkan nilai kognitif, 2) komunikasi pada saat pembelajaran metode bermain berlangsung secara efektif baik peserta didik dengan guru maupun peserta didik dengan teman-temannya, komunikasi berlangsung secara baik maka dapat dikatakan penerapan metode bermain balok dapat mengembangkan nilai kognitif anak, 3) sikap professional guru pada saat penerapan metode bermain balok efektif sehingga mampu mengembangkan nilai kognitif anak. strategi penerapan metode bermain balok dalam mengembangkan nilai kognitif anak yaitu peserta didik yang mengikuti pembelajaran yaitu melalui metode bermain balok menjadi faktor meningkatnya nilai kognitif pada anak usia dini di paud nuansa, kuatnya rasa ingin tahu dan kerja sama yang tercipta dengan adanya simulasi pembelajaran bermain balok dapat meningkatkan nilai kognitif pada anak, dan penggunaan pendekatan dalam pembelajaran lebih kepada pendekatan secara personal, dalam membangun nilai kognitif dan pengetahuannya. tingkat efektifitas penerapan metode bermain balok dalam mengembangkan nilai kognitif anak usia dini yaitu peserta didik secara meningkat secara signifikan dalam mengembangkan nilai kognitifnya dan guru mampu menerapkan metode bermain balok dalam mengembangkan nilai kognitif secara efektif. pembahasan paud nuansa didirikan pada berdasarkan hasil observasi bahwa siswa yang berada di lokasi penelitian kemampuan dan kecerdasan peserta didik yang bervariatif. dengan demikian jika dilihat dari kemampuan dan kecerdasan peserta didik akan bervariatif pula pada nilai kognitif peserta didik. metoda pembelajaran adalah seluruh perencanaan dan prosedur maupun langkah–langkah kegiatan pembelajaran termasuk pilihan cara penilaian yang akan dilaksanakan. metoda pembelajaran dapat dianggap jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 192 sebagai sesuatu prosedur atau proses yang teratur, suatu jalan atau cara yang teratur untuk melakukan pembelajaran, metode merupakan salah satu jembatan untuk mengantarkan materi kepada peserta didik sehingga proses pembelajaran dapat tersampaikan secara efektif. menurut responden bahwa penerapan metode yang diterapkan terapkan di paud sangat bervariatif dalam penggunaannya beberapa metode yang dapat diterapkan disesuai dengan materi dan kebutuhan peserta didik, setara dengan istilah metoda pembelajaran, yaitu model mengajar atau model pembelajaran, beberapa buku sumber bahkan memakainya sama. sebuah proses pelaksanaan suatu kegiatan dilaksanakan dengan menggunakan tatanan dan aturan serta komunikasi dan pembagian tugas sesuai dengan profesionalitas. salah satunya dalam langkah mekanisme peneraan metode bermain balok pada anak usia dini. guru memaparkan bahwa dalam pelaksanaan penerapan metoda adalah langkah-langkah pembelajaran yang disesuaikan dengan kebutuhan peserta didik dalam menerapkan metode bermain balok diantaranya yaitu, membagi kelompok, setiap kelompok membagi tugas memilih balok-balok yang diperlukan dan menyusun balok bersama-sama, hal ini dilakukan bertujuan untuk mengembangkan aspek kognitif pada anak usia dini, dalam bermain balok siswa dituntut untuk mengingat bentuk balok, warna balok, hal ini berkaitan dengan belajar kognitif anak dengan tujuan membangun struktur kognitif siswa, belajar kognitif terkait dengan pemrosesan informasi dalam benak siswa, informasi yang diproses oleh otak berupa pengetahuan yang dapat berupa konsep, prosedur dan prinsip–prinsip. metoda bermain balok yang diterapkan di paud nuansa adalah salah satu bentuk gaya belajar dengan tujuan untuk mengembangkan kecerdasan siswa pada aspek kogintif, dalam hal ini diperlukan pengetahuan guru tentang bagaimana cara siswa belajar secara lebih efektif cara siswa belajar itu disebut tipe belajar, gaya belajar, atau modalitas belajar. menurut responden, guru yang kreatif senantiasa melakukan pendekatan tidak terpaku pada cara tertentu melainkan memilih variasi lain yang sesuai, agar setiap siswa memiliki tipe belajar yang berbeda, dalam sejumlah penelitian terbukti penting untuk diketahui guru. secara umum strategi mempunyai pengertian suatu garis–garis besar haluan untuk bertindak dalam usaha mencapai sasaran yang telah jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 193 ditentukan. strategi bisa diartikan sebagi pola–pola umum kegiatan guru, anak didik dalam perwujudan kegiatan belajar mengajar untuk mencapai tujuan yang telah digariskan, dalam penelitian ini strategi dalam penerapan metoda bermain balok yang bertujuan untuk mengembangkan nilai kognitif anak didik di paud nuansa. penerapan metode yang dilakukan sungguh-sungguh oleh para guru akan menentukan keberhasilan nilai kognitif peserta didik, yang kemudian dikembangkan secara rutin sesuai dengan tujuan pembelajaran yang telah direncanakan dikaitkan dengan strategi penerapan metode bermain balok. tujuan utama tidak hanya mengembangkan nilai kognitif anak, tetapi juga nilai afektif dan psikomotorik anak. dalam strategi penerapannya guru melakukan beberapa hal diantaranya menyusun materi yang akan disampaikan kepada anak didik. menurut responden selaku wakil kepala paud nuansa memaparkan bahwa materi yang disampaikan sudah disesuaikan dengan kebutuhan peserta didik. efektifitas penerapan metode bermain balok disusun berdasarkan kurikulum yang telah disesuaikan dengan kebutuhan peserta didik, responden yang menjabat sebagai kepala paud nuansa mengemukakan penyususnan kurikulum sudah sesuai dengan kebutuhan peserta didik karena penyusunan kurikulum mengacu pada tujuan pendidikan. dalam kefektivitasan penerapan metode bermain balok perlu menentukan materi–materi dalam kegiatan bermain balok, dalam menentukan materi untukkegiatan bermain balok disesuaikan dengan kurikulum, dengan kebutuhan siswa dan disesuaikan dengan media pembelajaran. tingkat keberhasilan nilai kognitif dalam kegiatan bermain balok, bahwa tingkat keberhasilan peserta didik dengan kegiatan bermain balok dapat mengembangkan nilai kognitif peserta didik. e. kesimpulan pelaksanaan pembelajaran dengan menggunakan metoda bermain balok di paud nuansa kota bandung adalah sebagai berikut : metoda bermain balok ini lebih sesuai dengan kondisi anak jaman sekarang yang senang menggunakan alat bantu di dalam proses pembelajaran. maka para pendidik di paud nuansa memanfaatkan hal ini untuk mendidik mereka dengan cara bermain balok. metoda ini cukup berkesan di memori anakanak. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 194 hasil kajian tersebut sebagai implementasi penerapan metoda bermain balok yang telah dilaksanakan kelompok bermain paud nuansa sebagai berikut : 1. upaya yang dilakukan penyelenggara dan tutor paud nuansa untuk mendukung jenis bermain balok ini telah menyiapkan sarana prasarana bermain yang dibutuhkan, memiliki nilai edukatif dan mendukung konsep tujuan pembelajaran serta menarik bagi anakanak. sehingga anak-anak bisa bermain balok dengan senang yang bisa membantu perkembangannya. 2. bermain balok, disebut juga bermain konstruksi memiliki tujuan dari implementasi kegiatan ini dipandang bahwa bermain balok sangat penting untuk perkembangan kognisi, social dan emosi. bermain balok dipandang sebagai kekuatan yang menjadi dasar perkembangan daya cipta, tahapan ingatan. bermain konstruktif dengan balok, dalam kegiatan ini para pendidik/tutor di kelompok bermain pendidikan anak usia dini nuansa pertama-tama membuat langkah persiapan bahan balok yang sudah ada dengan berbagai ukuran, kemudian balok-balok dikelompokkan dan diletakkan di meja peserta didik. kemudian guru menyiapkan gambar konstruksi yang harus dibuat oleh peserta didik. berdasarkan hasil observasi peneliti dari konsep diatas telah kembangkan di lapangan termasuk oleh para tutor di pendidikan anak usia dini nuansa, dengan konsep pengembangan kecerdasan logikamatematik dengan memberikan stimulasi pada anak melalui bermain balok. dalam kegiatan pembelajaran sehari-hari yang dilaksanakan di paud nuansa kecamatan rancasari kota bandung dari hasil pengamatan penulis terdiri atas tiga tahapan kegiatan pembelajaran, yakni tahapan pembukaan, kegiatan inti dan penutup. pada tahap ini, sistem pembelajaran yang dilaksanakan di paud nuansa berupa sistem pembiasaan sesuai dengan perkembangan anak, dimana para tutor pada setiap paginya selalu siap berdiri di halaman sekolah untuk menyambut kehadiran anak-anak dengan sikap ramah dan penuh kehangatan. sudah berkumpul semua kemudian anak-anak dibariskan sambil menyanyikan lagu yang menyenangkan bagi anak. setelah semuanya masuk, ibu tutor membuka kegiatannya dengan ucapan salam jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 195 yang penuh kelembutan sambil mengajak kepada semuanya untuk berdo’a terlebih dahulu sebelum kegiatan dimulai, selanjutnya anakanak diajak bernyanyi dan diajak mengumpulkan balok kemudian para tutor membimbingnya untuk mengajak bermain yang menarik dan menyenangkan. pada kegiatan akhir pembelajaran anak dilatih untuk mengingat kontruksi apa yang telah di buatnya. dengan menggunakan metode bermain balok dapat memunculkan kemampuan intelligences anak baik kognitif maupun afektif. hal ini membuat anak lebih aktif, kreatif, dan keterlibatan anak lebih ditingkatkan lagi sehingga memudahkan memunculkan daya intelligences anak secara seimbang baik kognitif maupun afektif. berdasarkan hasil pengamatan peneliti, penerapan metode bermain balok yang dilakukan oleh guru di pendidikan anak usia dini nuansa cukup efektif. hal ini dapat terlihat dari hasil pembelajaran yang menunjukkan kemampuan daya berpikir anak semakin meningkat. waktu yang digunakan relative singkat, dan tempat yang dibutuhkan tidak terlalu luas. meskipun penerapan metode bermain balok dalam mengembangkan nilai kognitif pada anak usia dini di paud nuansa masih belum memenuhi harapan, namun secara potensial paud ini memiliki guruguru yang terlatih dan fasilitas yang memadai. oleh karena itu penulis merekomendasikan bahwa perlu adanya peningkatan kemampuan pengembangan kreatifitas dalam membuat konstruksi melalui pelatihan ataupun penataran dan juga perlu adanya pengembangan dan penambahan sarana prasarana khususnya permainan balok. selain itu juga perlu meningkatkan perhatian terhadap pelaksanaan belajar mengajar secara optimal dan meningkatkan pengetahuan baik melalui pendidikan formal maupun non formal sehingga guru memiliki kualifikasi profesionalisme. daftar pustaka achmadi, a. dan nurboko, c. 2003. metodologi penelitian. jakarta : bumi aksara. jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 196 amal, b. k. pendidikan anak di usia dini. [online]. tersedia: http://www.waspada.co.id/serba_serbi/pendidikan/artikel.php? article _id=67766. [28 juni 2006]. d. singgih dan gunarsa, 2011. dasar dan teori perkembangan anak. jakarta : libri depdiknas padu. 2003. pedoman rintisan kelompok bermain. bandung : depdiknas. ___________ upi. 2006. pedoman penulisan karya ilmiah. bandung : upi. direktorat padu. 2002. bahan sosialisasi padu. jakarta : depdiknas direktorat plp. __________ 2002. acuan menu pembelajaran padu. jakarta : depdiknas dirjen plsp. moeslichatoen, r. 2004. metode pengajaran di taman kanak-kanak. jakarta : pt. rineka cipta. mubiar, a. (2006, 21 september). mencoba mengembangkan potensi kecerdasan jamak anak. pikiran rakyat [online]. halaman 7. tersedia : (http://www.pikiranrakyat.com/cetak/2006/092006/21/0703.htm). [29 november 2006]. mudjiono dan dimyati. 2002. belajar dan pembelajaran. jakarta : pt. rineka cipta. munandar, u. sc. 2004. mengembangkan bakat dan kreativitas anak sekolah, petunjuk bagi para guru dan orangtua. jakarta : pt. grasindo. musfiroh, t. 2005. bermain sambil belajar dan mengasah kecerdasan. jakarta : depdiknas. patmonodewo, s. 2003. pendidikan anak prasekolah. bandung : pt. rineka cipta. riyanto, y. 2001. metodologi penelitian pendidikan. surabaya : sic anggota ikapi. http://www.waspada.co.id/serba_serbi/pendidikan/artikel.php?article http://www.waspada.co.id/serba_serbi/pendidikan/artikel.php?article http://www.pikiran-rakyat.com/cetak/2006/092006/21/0703.htm http://www.pikiran-rakyat.com/cetak/2006/092006/21/0703.htm jurnal empowerment volume 4, nomor 2 september 2014, issn no. 2252-4738 197 sagala, s. 2003. konsep dan makna pembelajaran. bandung : cv. alfabeta. semiawan, r. c & alim, d. 2002. petunjuk layanan dan pembinaan kecerdasan anak. bandung : pt. rosdakarya. slameto. 2003. belajar dan faktor-faktor yang mempengaruhinya. jakarta : rineka cipta. sudjana, n. 1989. penelitian dan penilaian pendidikan. bandung : bina aksara. _________1992. dasar-dasar proses belajar mengajar. bandung : sinar baru algesindo. sugiyono. 2006. metode penelitian kuantitatif kualitatif & r & d. bandung : alfabeta. sukmadinata, s. n. 2005. metodologi penelitian pendidikan. bandung : pt. remaja rosdakarya. suyanto, s. 2005 konsep dasar pendidikan anak usia dini. jakarta : depdiknas. umar, husein. 2005. metode penelitian untuk skripsi dan tesis bisnis. jakarta : pt. raja grafindo persada. yayasan lembaga sabda. 2004. bermain musik. e-binaanak edisi 178179. [online]. tersedia: http://www.sabda.org/pepak/ebinaanak/ print/?edisi=178-179 [29 juni 2006]. http://www.sabda.org/pepak/e-binaanak/ http://www.sabda.org/pepak/e-binaanak/ jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 232 out door as learning learning character children early children age (study case in kelompok bermain nur hidayah district of kuningan) nunung nuryatiikip siliwanginunungnuryati@gmail.com abstractearly childhood is a golden age called golden age. at this time the growth anddevelopment of children is very rapid and closely interconnected with eachother such as physical growth, motor, emotional social, cognitive, language,and art. character of children's independence has been achieved at this timeone of them through learning outside the classroom or outdoor. the goal tobe achieved through this research is to know and describe: 1). to know theobjective condition of independence character before applying the learning ofoutdoor activities in nur hidayah playing group of kuningan regency. 2).know how to apply the learning of outdoor activities in improving thecharacter of independence in the playing group nur hidayah districtkuningan. 3). knowing the result of independence character after applyingoutdoor learning activity in nur hidayah playing group of kuningan regency.this study uses qualitative research deskritif source of this data is studentsin the playing group nur hidayah district kuningan academic year2017/2018, while the sample of the study amounted to 4 students into thecase. the result of the research shows that: 1) the initial condition of theindependence character of the child by the teacher is still relativelymonotonous and conventional in that it is associated with the work which islimited to the learning that is related to the outdoor activities 2) theapplication of outdoor learning is done through the simple learning stagesnot complicated and can be followed by the child. 3). the results of theapplication of learning through outdoor activities in certain forms havecontributed as in improving the character of independence of children ingeneral, especially when starting to work with friends and the division oftasks with other friends meningkast significantly. based on the results of thediscussion that has been described learning activities with outdoor activitiesvery positive impact on improving the character of independence of childrenin the playing group nur hidayah district kuningan academic year2017/2018. the result of obsevation of increasing the independencecharacter of the children from before and after doing the application ofoutdoor activities showed the optimal and significant development. keywords: outdoor learning media, character of independence jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 233 preliminaryearly childhood is a golden age called golden age. at this time the growth anddevelopment of children is very rapid and closely interconnected with each other suchas physical growth, motor, emotional social, cognitive, language, and art. these aspectsare developed to enhance and develop skills and can socialize in everyday life in orderto be a good person and have a good impact on early childhood for the future.the introduction of outdoor learning activities in children by schools since earlychildhood will more quickly stimulate the child's physical motor growth in aligning thepower of thought appropriate to the level of motor development of early childhood soas to generate creative impact on the development of psychiatric children. activitiesthat seem more dominant in children in the form of motor activity since early childhoodis known as an energetic soul, active and lively. therefore, with outdoor is expected todevelop the character of children's independence optimally.based on these descriptions, the researchers see how important the learning activitiesoutdoors, in addition to developing the character of independence of children and trainchild psykomotor. for that, researchers want to study how outdoor able to develop thecharacter of independence early childhood 5-6 years in the playing group nur hidayahdistrict kuningan. theory and methods studyaccording to the directorate of early childhood education (2000: 8) early childhood is achild aged 0-6 years, which is a period of growth and development is very influential forthe next life. early childhood is also defined as a preschooler. according to biechler andsnowman (1993) in patmonodewo (2000: 19) are those aged between 3-6 years. theyusually attend preschool programs. while in indonesia, they generally participate inchild care program (3 5 years) and play group (age 3 years) while at the age of 4 6years they usually follow the kindergarten program.in view mutahkir (solehuddin, 2003: 23) the term early childhood is a child rangingfrom 0 to 8 years. when viewed from the phases of education undertaken by thechildren of indonesia, then those included in the group of early childhood is a low gradeelementary school children (grade 1-3), kindergarten (tk), play group (play group) andchildren the previous period (infancy).freud's failure to cultivate a good personality at an early age will form a troubledperson in his later adulthood. the success of parents to guide their children in dealingwith personality conflicts at an early age is crucial to the success of children in social lifein adulthood (erikson, 1968).outdoor activities can be said as a field trip, because with the field trip means to get achance to observe, obtain information or review everything directly, hildebrand (lilissuryani, 2008: 2). field trips also mean bringing young children to certain objects asteaching enrichment, providing learning experiences that children do not have in theclassroom. welton and mallon (lilis suryani, 2008: 2), and also gives children the jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 234 opportunity to observe and experience themselves up close. foster and headley's (lilissuryani, 2008: 2) understanding approach learning outside class (outdoor study)learning process for students should be really fun, so students feel at home to learn. thelearning atmosphere is created so that there is no psychological emphasis for bothparties, teachers and students. learning outside the classroom (outdoor study) is one ofthe efforts to create learning, avoid the saturation, boredom, and the perception oflearning only in the class. approach to learning outside the classroom (outdoor study) isa learning approach that uses the atmosphere outside the classroom as a situation oflearning various games as mendia the transformation of the concepts conveyed in thelesson. (irawan, a. in ginting, 2005: 37). the learning approach outside the classroomuses several methods such as assignment, questioning, and learning while doing orpracticing with learning situations while playing. this out-of-class learning approachhas advantages that support student learning. out-of-school education is based on fourprinciples that are needs, lifelong educational principles, relevance principles, andprinciples of future insight. the house plays a crucial first, sharp and important role instarting a continuous lifelong learning process throughout an individual's life throughfamily learning. basically these activities become the root for the growth of educationalacts known today (sujana, 2010: 64).this research uses a qualitative method that aims to create a description, description orpainting systematically, factually and accurately about the facts, properties andrelationships between the phenomena investigated and the research approach using theprocedure of continuous observation to find the results of the maximum, this research iscarried out 2 weeks until child achievement is achieved. according to (sugiyono, 2012:7) writes, "the term qualitative research is intended as a type of research whosefindings are not obtained through statistical procedures or other forms of calculation."total population of 7 students and 4 sample students, data collection techniques:observation, interview, study documentation, literature study. the steps of datacollection: planning, data collection, data collection and processing, inference andpresentation of data results and discussionaccording to the classroom teacher, in the application of children's character, theteacher gives a briefing on the rules of the outdoor game, then the teacher givesexamples of movement in every child's games or outdoor activities aimed at the childcan move with flex and lively, teachers compose simple games to grow characterdevelopment the basis of which is owned by the child, then when the teacher has givenan example of the behavior of the child and then follow the behavior in accordance withthe teacher's character over and over again.selanjutnya children forward in turn, thegoal for teachers to know when being given traditional peacock dance learning childrenusing varied movement of children can follow it well. after the children all come to thefront the teacher gives each child a chance to remember each other's activitiescheerfully given to the child, the child is invited to perform repeated outdoor activitiesin order to stimulate the growth of characteristic flower that is in him. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 235 1. objective conditions growing flower character children before done outdoor activitiesin actual conditions when the child has not gained learning to grow character throughoutdoor activities, the teacher asks all children questions about the preferred hobbiesand enjoyments, from 17 children who choose to play outside 2 people who are fond orliked by children. this is encouraged by children who love or fondue outside theclassroom. teachers before giving the application about the growth of character byusing games outside of the classroom or outdoor that in listening began to respond toourdoor activities. learning activities in children should always be oriented to thechild's growth and need a stimulus in the learning process to optimize all the characterof its development. thus the various types of learning activities should be based on thedevelopment and needs of each child. application of growing character of childrenperformed outdoor activities 2. the application of growth and development of character with playing programplay is an approach in carrying out learning, learning activities to grow children'scharacter developed by the teacher should be done in a special situation by usingstrategies, methods, materials / materials and media that is interesting and easy tofollow by children.through playing child sauce expresses what is in the mind of the child and thenexpressed through energetic body movements, so that the flower growsberkaktermenjadi meaningful for children through outdoor activities. when playing achild builds an understanding related to his experience. child development issystematic, progressive and sustainable. this means the progress of the development ofone aspect will affect the aspect and character of other developments.outdoors activities see things as a way of expressing themselves and exploringthemselves and building their confidence for the better. stimulation should be given inan integrated and sustainable so that all aspects and character of development candevelop in a sustainable manner by paying attention to the maturity in the context ofcharacter development in children.in an active, creative, innovative, effective, and fun learning process can be done by achild prepared by the teacher with interesting, fun activities, to arouse children'scuriosity, motivate children to think critically and discover new things, such asdeveloping the fondness and interests of children. learning process in the playinggroup nur hidayah kuningan district brass district, especially on cs and hs provideopportunities for students to think, act, opinion and expression and dare to dance withconfidence. 3. child growth character growth results when conducted outdoor activitiesdata obtained from this research is a characteristic growth in early childhood throughoutdoor activities in the playing group nur hidayah kuningan district kuninganregency that obtained the results of observation. the observation data is done to know jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 236 the growth improvement of the character of the child through the outdoor activities,while the provision of learning through field try is done to determine the final ability inthe child after given the learning of characteristic growth through the outdoor activity.from the results of research on the subject of the researcher it can be concluded thatthe 2 subjects of this research succeeded in developing the growth of character throughoutdoorkarena activities seen after doing 4 times the application of traditional dancepeacock child active in agility and cheerfulness and self confidence, the child wasenthusiastic and very happy to receive learning grow character development, becausethe development of teachers character that is packed with good and interesting so thatchildren love to do learning activities through outdoor activities. so increase the growthof character of children through outdoor activities can experience a significant increaseas when teachers give growth characterized through the development of outdooractivities, children are seen more active and confident.based on all observation data above, it can be concluded that there is an increase in thegrowth of character characteristic of outdoor activities in the playing group nurhidayah kuningan regency kuningan better and more children understand and canperform good activities. data show that all children who do all learning activities, for itis very good the role of the teacher provides improvement in the process of improvingthe growth of character that is more interesting through outdoor activities.with this result of research is closely related to the theory the approach of learningoutside the classroom (outdoor study) is a learning approach that uses the atmosphereoutside the classroom as a learning situation of various games as mendiatransformation of the concepts that are delivered in learning. (irawan, a. in ginting2005: 37), explains that outdoor learning activities highlight the ability to use the entirebody (or part of the body) in different ways for both expression of motion (dance,acting) and activity. character is an example in developing the mastery of the earlychildhood personality tersebut.kegiatan outdoor is one of the supporters to improve thegrowth of children's character, which when the child is responsible, patient, disciplineand tolerance of children in stimuli to train, explore the potential and increase thegrowth of character that is in the child.therefore, the growth of character is needed and needed by everyone, especially inearly childhood, both from aspect, behavior and intelligence that should always bestimulated and directed positively by the people in the environment around the child. conclusionbased on the results of discussion about outdoor activities in improving the character ofearly childhood independence, it can be concluded that with this research results areclosely related to the theory of theory the approach of learning outside the classroom(outdoor study) is a learning approach that uses the atmosphere outside the classroomas a variety of learning situations the game as mendia the transformation of theconcepts conveyed in the learning. (irawan, a. in ginting, 2005: 37) explains that jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 237 outdoor activities highlight the ability to use the whole body (or parts of the body) indifferent ways for both expression of motion (dance, acting) and purposeful activities.outdoor activities in children is one of the supporters to improve the growth ofchildren's character, which when the child can patiently wait for his turn, confident,curiosity is high, responsible, disciplined and illuminating to his friend is the soul that isin the child.as for the results of discussion on the outdoor activities in improving the growth ofearly childhood character, it is concluded from the following research questions:1. the objective condition of developing children characterized by the teacher isrelatively increased, in that case it is said through outdoor gaming activitiesconducted by the children in nur hidayah playing group of kuningan district ofkuningan regency.2. the application of growth and development of character is pursued through therelated stages of implementation in carrying out the character development ofchildren through a pleasant outdoor activity through the stages of the movementwhich is held every two weeks until the children are not accustomed to becomeaccustomed to, doing this outdoor activity requires a long time.3. learning outcomes for 4 meetings to improve the growth of children's character incertain forms have contributed as in the outdoor activities of children in general,especially when membangaun self-confidence and self-expression to stimulatechildren in stimulating children in various activities.therefore outdoor activities are needed by everyone, especially in early childhood, bothin terms of physical, motor, behavior and characters that should always be stimulatedand directed positively by people in the neighborhood of children. bibliographyabiding, yunus.(2013). pembelajaran bahasa berbasis pendidikan karakter. bandung:refika aditama.…………… (2016). pembelajaran membaca berbasis pendidikan karakter. bandung:refika aditama.hanif, m. (2016).100 game seru cara asik belajar.yogjakarta: saufahusna, a. (2009). 100+ permainan tradisional untuk kreatifitas, ketangkasan dankeakraban. yogjakarta: andi.kesuma, dharma, dkk. ( 2013). pendidikan karakter : kajian teori dan praktik disekolah. bandung: remaja rosdakarya.najib, novanardy, sholichin. (2016). manajemen strategik pendidikan karakter bagianak usia dini. : yogjakarta: gava media.nugraha, ali. ( 2006). metode pengembangan sosial emosional. bandung: universitasterbuka.nuryati, sri. (2012). dasar – dasar pembuatan dan pengembangan ape.cimahi: hsppublishing house. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 238 musbikin, imam. (2010). buku pintar paud : dalam perspektif islami. yogjakarta:laksana.suyadi. (2013). strategi pembelajaran pendidikan karakter. bandung :remajarosdakaryayaumi, m. (2016) pendidikan karakter :landasan, pilar, dan implementasi. jakarta:prenadamedia group. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 179 evaluating the doormat creating life skill program in the cahaya kahuripan bangsa community learning centre lembang 1lince sari dianawati leatemia, 2aldian hudaya 1 cahaya bintang playgroup lembang, indonesia2 sociology education department, faculty of social science education, universitaspendidikan indonesia, indonesia1 lincesaridiana@yahoo.com, 2 oichidan@student.upi.edu abstractnon-formal education involves the paket program, which the cahayakahuripan bangsa community learning centre deems insufficient insupporting their learning community’s needs and the demands of the society.for that purpose, the community learning centre conducts a lifeskill trainingprogram in creating doormats. this study aims to evaluate the said programusing stufflebem’s cipp model, gathering data from interviews, literarystudies and observations. while generally showing that each aspect falls intothe good category, the results also showed several factors that support andhinder the program. among those are the participants’ motivation, supportfrom the business world, and managerial-related issues. in general, thisprogram has been performing as it intends itself to do. keywords : life skill, life, skill, training, doormat introductionthe cahaya kahuripan bangsa community learning centre (further referred to as ckbclc) sees non-formal education as an inseparable part of community education. whilealready performing years of experience of conducting the paket program, ckb clc seesthat the paket program alone is not sufficient for their learning community. to help thecommunity in performing well as they live in the society, ckb clc establishes a lifeskilltraining program. the doormat creating lifeskill training program is one among many.lifeskill programs, while commonly prepared for adolescents, are also available forearly-age children to participate. in the research’s context, the project is deemedeffective, despite follow-up studies regarding the permanence of the skills taught arestill due (akfirat & kezer, 2016). one considerable achievement of the program is thedevelopment of a training program usable for later studies. it enables furtherreinforcements of the skills once the children grow up to adolescents. in spite of this,some studies reported insignificant effects of the study (gazioğlu & canel, 2015). thisaspect alone is worth the consideration, for lifeskill programs are not a successguarantee.there is a communal need to include lifeskill acquisition programs in all adult training.lifeskill training may enhance adults’ social function roles irrespective of age, gender,marital status or qualification (taute, 2007). for instance, employees with healthymental state and balanced physical condition tend to display enhanced workperformance. lifeskill programs may prepare such employees, particularly their jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 180 physical, emotional, cognitive, and social level. their need is high (hasbi, 2006), shownby how the community highly participates in lifeskill programs.this research aims to evaluate the performance of the program held in ckb clc. usingthe cipp model, we aim to discover four aspects. the first, context, involves thecommunity participation in the program, the location of the program, and thecommunity knowledge of doormat creating. the second, input, involves the motivationand characteristics of the participants, experts, fundings, and infrastructures. the third, process, involves the participants’ activities during the program, the learning strategyand their interpersonal relationships. the fourth, product, involves the product and theprogram’s impact on the society.by evaluating the program, we hope to seek what factors that support the program’sperformance and what factors that hinder the program’s performance to achieve what itexpects. in addition, we expect to conclude whether the program performs as it expects,or whether there are significant issues that hinder it from being optimal. similar paperswe have considered a number of relevant resources that may serve as a supportingbackground as to the reason we conduct this research. these resources performsimilarly in different researches, yet they still have a considerable value that we shouldconsider in studying the issue.the implementation of a specific evaluation model is not the only factor that determinesthe successfulness of an evaluation process (muryadi, 2017). there are a number ofother factors as well. such factors may be different in every evaluation attempt, butmost of them come from external, unexpected sources that are out of the organizers’power.the cipp model has also seen its usage in evaluating an entrepreneurship programdeveloped and ran by clc tunas bangsa tugu, semarang. the results include(pamungkas & fauziah, 2014):a) finding a correspondence between the participants’ needs. participations and theirworkshop knowledge,b) categorising the participants’ motivation and characteristics, the tutors’characteristics, funding, and infrastructure into the good category,c) categorising the participants’ activities during the training, their learning strategy,and their interpersonal relationship into the good category,d) concluding that the workshop entrepreneurship program is well implemented, ande) discovering factors including high motivation and infrastructure availability assupporting factors and vacancy sources and workshop equipment loss as inhibitingfactors.while this research comprises methods similar to what pamungkas and fauziah used intheir research, the context of this research, as well as the subject, are entirely different.their program is an entrepreneurship program, which comprises a mechanicalworkshop. participants were most likely men—this is subject to further research due tolack of information in their research paper. this research studies about doormat making jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 181 program. while lacking the word ‘entrepreneurship’ in its title, on its implementation,entrepreneurship values were intensively taught and practised throughout theprogram. participants were not limited to only either men or women, and in fact, werenot only limited to individuals who were participating in ckb clc’s paket program.another research studies lifeskill programs in terms of its roles in reducing povertylevels. its conclusion is that the participants may not display their competency in theskills being taught in workplace scenarios (suryono & tohani, n.d.). this is because theorganizer still has limited access and relationships with other instances, limiting thepossibilities of the program’s participants to practice their skills in a workplace or real-life scenarios.a research done by koswara (2014) studies the management of lifeskill programs in pesantren (islamic boarding schools) scenarios. its results show that the managementperformed not as the program expects. the proofs are incomplete program plans andlack of documentation and notes. in addition, program evaluation was hindered by thelack of assessment instruments. nonetheless, the program execution was well withoutother noteworthy issues.siregar (2017) conducted a similar research in a pesantren scenario at kabupatenpandeglang. its planning comprises setting program goals, identifying needs, andcomposing the program curriculum: academic support, religion, vocational skill andcommunity service. the execution comprises participants’ organising and classmanagement. the evaluation focuses on the participants’ skill practised in transformingreligious values through what they obtained in the program. methodthe category of this research is program evaluation research. this research evaluatesthe doormat creating lifeskill training program using stufflebem’s cipp (context, input,process, and product) model (citation). this model is appropriate because it evaluatesall aspects that require evaluation in concluding if a program is successful. it iscomplete—in a sense that it evaluates context to assist in formulating objectives,inputting aspects to aid program preparation, processing to direct the enforcement ofthe program, and producting to determine what the program achieves (warju, 2016).the following figure illustrates the cipp evaluation model. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 182 figure 1. the cipp evaluation modelas such, this research uses the qualitative approach and the descriptive method. we seethe model, approach, and method being close to the systematic model of communityeducation evaluation, involving components, process, and the purpose of a program(citation). in this research, we focus on the four aspects of cipp in evaluating theprogram: context evaluationcontext evaluation evaluates the reason a program is implemented. if the program is alarge-scale program, this evaluation might comprise the program’s objectives, socialpolicies that may support or inhibit the program, social policies that may support orinhibit the vision and/or mission of the organizer, the environment the program takesplace in, identification of needs, opportunities, and other issues that the program maydeal (warju, 2016). this evaluation may serve to plan decisions that organizers maytake to improve their program. in our context, the context aspect involves theparticipants’ participation and needs, as well as where the training is located and theparticipants’ initial knowledge of the lifeskill trained. input evaluationinput evaluation evaluates sources that may be suitable to achieve what a programdesires. this may be used to discover problem-solving strategies, planning programsand design programs (warju, 2016). the results take many forms, but commonly ittakes the form of budget plans, schedules, proposals and sops. in our context, the inputevaluation aspect aims the participants, expert, and the program organizers.specifically, it will evaluate their motivation, characteristics, fundings, andinfrastructure. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 183 process evaluationprocess evaluation results in feedbacks to individuals who partake the activities in aprogram to take responsibilities for what they do in the program. this may take severalforms, including (but not limited to) the monitoring of potential failure sources, thepreparation of initial information to plan decisions, and the explanation of processesthat actually happened (warju, 2016). evaluation process asseseses an aspect based ondefined objective standards, then organizers or evaluation partakers take action basedon the results (djaali & ramly, 2000). it requires collecting data through instrumentssuch as observation guidelines, assessment scales, and field notes.worthen and sanders (in sawitri, 2007) argued that the process evaluation aims todescribe:a) weaknesses and strengths found during program execution,b) information regarding a taken decision, andc) how organizers preserve their field notes regarding important points theyfound during program execution.in our context, the process evaluation aspect involves evaluating the participants’activities during training, their learning/training strategy and their interpersonalrelations. the evaluated indicators are the learning in a classroom context, involving themethod and approach, additional learning sessions, practice/application sessions, andtime allocation. product evaluationproduct evaluation deals with the achievement of program objectives—i.e. what theprogram expects to achieve and what it expects its participants to achieve. this alsodeals with measuring impacts of expected occurences and unexpected occurences. itenables the evaluation to conduct during and/or after the program. stufflebeam (inwarju, 2016) argues that this evaluation comprises four aspects: impact (i.e. the impactof the program to its participants and to the community in general), effectiveness(whether the program performs as it expects), sustainability (whether the programpreserves from time to time), and transportability (whether the program is mobile).in our context, product evaluation aspect comprises evaluating the impacts of theprogram. while the other aspects are not examined in-depth, it does not imply that theother aspects are not examined. it simply means that the impacts of the program takehigher priority over the others.additionally, the subject of this research is the participants, lifeskill training programorganizer (represented by the principal of ckb clc), and the experts involved. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 184 results and discussion results the context aspectlifeskill education in non-formal education is an effort to improve the skills, knowledge,attitudes and abilities that enable participants to live independently. in itsimplementation, lifeskill education grounds on the four pillars of education. the fourpillars comprises “learning to know” (to learn to acquire knowledge), “learning to learn”(to learn how to learn), “learning to do” (to learn how to ‘perform’ skills related to theknowledge), and “learning to live together” (to learn how to live together). among allother lifeskills, the ckb clc trains its learning community to create doormats. theprogram is learner-oriented, orienting itself to surrounding opportunities.the training takes place at the ckb clc learning environment, also used by learners of paket a, b, and c. its specific address is ruko central lembang, which is the strategicepicentre of lembang traversed by various public transportations.the organizer aims this program to support the participants with lifeskills. it wouldlater enable them to make doormats on their own and sell it for extra income. the highintensity of doormat needs and the initial high demands of knowledge to makedoormats from the learning community supports the establishment of the program. the input aspectthe participants’ motivation in the early years were high—i.e. they were enthusiastic.this indicator is their punctuality.they joined the program over their own will. after joining, if they feel incompatible theymay quit the program. there is no punishment for such behaviour by the organiser. theparticipants aside, experts also have a significant role in the program. such roledemands the expert to have adept skills and proficiency. ckb clc instructors, alsoplaying the role of ‘experts’ as mentioned, have such adeptness based on their years ofexperience.there are two funding sources to support the program. the principal of clb ckc stated,“at first, we fund this program on our own. however, at present, we are grateful for thehefty sales profit from yogya department store group and other instances. it is enoughto support the program. we use the fund to purchase all we need to create doormats:rags, necessary tools, and other operational expenditures.”infrastructures are also crucial in supporting the program. this includes doormatmoulds, rags, scissors, needles, and yarns. all those are sufficient to fulfil the needs ofthis program. the process aspectthe participants have had good times in their activities during the program. theirpresence shows their enthusiast. one of the instructors, ad, stated, “they love to come.if they are absent, it must have been because of something urgent. they just love doingactivities in the program so much they rarely absent.” in addition, k, another instructor,stated, “it feels good to be an instructor in this program. i love how disciplined, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 185 committed, and enthusiastic they are. just looking at them also makes me feel moreenthusiastic.”the usage of doormat making tools also plays a significant role in supporting theprocess. instructor k strengthens this argument with their statement, “we try to usethings efficiently to make sure the training is not hindered.” no. name 1st week activity time 2nd week activity time 1. groupa mondaywednesdayfridaysaturday theorypractisepractisemonitoring 10.00–12.0010.00–12.0010.00–12.0010.00–12.00 mondaywednesdayfridaysaturday theorypractisepractisetest/evaluating 10.00–12.0010.00–12.0010.00–12.0010.00–12.00 2. groupb tuesdaythursdayfridaysaturday theorypractisepractisemonitoring 13.00–15.0013.00–15.0013.00–15.0013.00–15.00 tuesdaythursdayfridaysaturday theorypractisepractisetest/evaluating 13.00–15.0013.00–15.0013.00–15.0013.00–15.00 3. groupc mondaywednesdayfridaysaturday theorypractisepractisemonitoring 10.00–12.0010.00–12.0010.00– mondaywednesdayfridaysaturday theorypractisepractisetest/evaluating 10.00–12.0010.00–12.0010.00– jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 186 no. name 1st week activity time 2nd week activity time12.0010.00–12.00 12.0010.00–12.00 4. generalgroup tuesdaythursdayfridaysaturday theorypractisepractisemonitoring 13.00–15.0013.00–15.0013.00–15.0013.00–15.00 tuesdaythursdayfridaysaturday theorypractisepractisetest/evaluating 13.00–15.0013.00–15.0013.00–15.0013.00–15.00 table 1. schedulethe interaction between participants and instructors goes without any gaps betweenthem. there is no tension between them. communication goes without any issues,making for a more comfortable teaching and learning atmosphere. this prevents themto feel bored during sessions, instead of making them feel relaxed yet serious in doingactivities.the participants, guided by instructors, tailored to their needs, opportunities, andcompletion, implement and design their independent study learning activities. first, 20hours of instruction from two instructors serves to train them the basics of creating adoormat. theory and practice put together into an immediate trial session. this firststage goes for one day. afterwards, the participants have direct practice to createdoormats for two weeks.internal monitoring and evaluation are after one week of practice. this is to find outhow the training goes, finding what lacks and needs attention, and carries out anynecessary fixes possible. the product aspectimplementing a supportive attitude will foster creativity, thus making implementationsmore effective. in addition, adequate resources for each activity—be it the humanresource, funding resources, or other resources involved in the pogram—supports goodcommunication. it is the liaison between the deliveries of messages from thegovernment to the public. community support power is in a level of sufficientparticipation in program execution. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 187 of these aspects, the program implementation results in a group of trained individualswith adeptness in creating doormats from available resources. they have gained skillsfrom the training, and thus may help themselves in their daily life after they graduate.practical skills weigh heavily than theoretical skills, resulting in trainees havingadeptness that is more practical over theory memorization. additional findings: factorsas additional findings, we have also discovered several factors that influence theprogram. these factors may support or hinder the program from completing itsobjective.supporting factors include the funding from a backing foundation. this is especially atearly stages, where the funding supports the program in its entirety. in addition,strategic training venue gives advantages for participants. located in the centre of thetown, this strategic place enables the participants to have fewer difficulties in reachingthe venue. suppliers of raw materials also gain some advantage—they reach the venueeasily, thus enabling efficient deliveries of materials needed in the practice. potentialcustomers can also notice the venue easily. they may either sign up for the program orpurchase the doormats created by participants. this helps the program to gain morerecognition from the community.supports from participants who truly participate in this program may also support thecreation of high-quality homemade doormats. in addition, community support,especially those offered by the yogya department store group, supports the program.they are willing to purchase the produced doormats with a reasonable price. this laterturns to be one primary source of funding that sustains the program.on the contrary, over the past two years, the number of participants are decaying.according to the organizers, this is most likely due to community attitude—they preferfaster, if not instant, income, whereas creating doormats takes some time, patience,perseverance and thoroughness. in addition, interests in joining the program comemostly from seniors. they have adept persistence, thoroughness, and patience, yet theylack in terms of speed. this often causes production results not meeting desired targets. discussion contextnonformal education programmes prioritise efforts to fulfil the needs expressed by thepublic. these centres on the construction and development of entrepreneurship.referencing the curriculum of equality education (departemen pendidikan nasional,2004), the programmes aim to:(1) form individuals who have religious beliefs, behave appropriately, and haveacceptable characters and behaviours,(2) provide meaningful and productive learning in acceptable standards,(3) provide lifeskills oriented to careers, entrepreneurship, vocation and jobs, and(4) provide necessary requirements to either proceed to higher education and/orto live in the society. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 188 there are eight characteristics suggested by kindervatter (kamil, 2009) that is used bycommunity learning centres in their efforts to improve the independence of theirlearning communities. those are:(a) forming study groups into small groups,(b) training agents as facilitators,(c) training facilitators as participative leaders,(d) slowly transfer responsibilities from agents to learning community members,(e) interacting non-hierarchically and democratically among each other,(f) conducting activities integrating action and reflection,(g) developing self-reliance, and(h) improving social, economic, and/or political independence.this program is one of many other programs to improve the skills of ckb clc’s learningcommunity members. it is intended to provide skill, knowledge, self-esteem,independence, diligent, action-oriented, work-as-you-study, hard-working, and creativeaspects to help someone improve their life both present and in the future.while initially having good reception and enthusiast, community interest in thisprogram began to decay after the past two years. nonetheless, this program helps tochange the attitude and behaviour of its participants. they become more confident bothin jobs and in entrepreneurship, while also becoming more independent than they were.because of this program, some of the participants who were previously unemployedbegan having positive, useful activities that support their life. inputthis program runs will in the presence of high motivation and participation from itsparticipants. this may increase their curiosity over new things, which may also affecttheir learning activities and outcomes.ckb clc implements several approaches in learning sessions of this program (komar,2006):(a) self-study by making use of experiences gained from activities to acquireknowledge and skills,(b) mutual learning between participants who have knowledge and skillsbeforehand and beginner participants,(c) learning together with instructors to gain new knowledge and skills,(d) knowledge and skill course under the guidance of learning resources, and(e) internship by learning, working and experiencing the usage of newly acquiredskills and knowledge in real-life situations supervised by someone with adeptskills.interview results show that the program performs well without issues. infrastructuresare also sufficient and capable of supporting the participants’ activities. these benefitsthe participants, specifically because of their high motivation, perseverance, andpatience in the program are supported by capable infrastructures and suprastructures. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 189 different backgrounds of the participants do not hinder the program execution. most ofthem had no initial experiences in creating doormats. this makes the instructors’ roleoptimal in transferring their knowledge. processthere is a range of choices that instructors may use in processing learning interactionsto achieve specified goals. in choosing them, several factors may worth considering:learning goals, material characteristics, participants, facilitators, time, andinfrastructure supporting power. several practicable methods include (1) classical, (2)group, (3) demonstration, (4) guided tutorial, (5) inquiry, and (6) learning while doing(suryono & sumarno, 2012).this independent-aiming program has similar conditions. participants design andconduct the learning activities them with the guidance of an instructor, tailored to meettheir needs. this supports building independence among them. they are encouraged totake decisions and act according to their own needs and wishes, among them is to fulfiltheir needs.there are two phases in the strategy implemented in the lifeskill training program: thetheory-learning phase and the direct practice phase. the theory phase spans one day inthe schedule. it is because most of the participants have no prior experiences in creatingdoormats, specifically those made of rags. the theories will discuss what kind of ragthey would need, the size of the mould, and what to do and prepare before creating adecent quality doormat. afterwards, in the direct practice phase, they try to createdoormats under direct guidance from instructors. an average number of them managedto finish the task in two weeks, note that they practice at their own pace at homediligently.participants accept this strategy. their relationship with instructors becomes closerbecause they guide them continuously. the closeness and warmth comfort theparticipants and further their resolute in participating the program.several methods are used, and among them all, the learning-by-doing plays animportant role. it is the phase where each method’s results, in both theory and practice,can play in a field-like situation tailored to the participants’ needs.the monitoring and evaluation start one week after the program starts. among allaspects, the noteworthy aspect to monitor and evaluate is the training process,identifying what lacks and what needs improvements. relationships between theparticipants and instructors are put into consideration, becoming a significant factor indetermining the continuity of the program. emotional and mental communicationbetween participants are also considered. productnon-formal education establishes in neighbourhood communities and institutions. itserves the needs of the community to learn so they know how and what to learn thatmatch their needs and habits. they may choose skills and perform learning activities, aswell as be able to interact positively with learning resources and the environment. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 190 kamil (2009) argues that there are three important goals in order of establishment anddevelopment of a community learning centre. first, it must empower communities to beself-sufficient (independent). second, it must improve the quality of community life bothin social terms as well as economic. lastly, it must increase awareness of the problemsthat occur in their environment so that they may take part in solving them.in accordance with that understanding, this program will first be in the first match byorganizers. they see the surrounding potential, what the needs of the citizens are. withthis adjustment, they expected the program to be beneficial to its participants as well asthe surrounding community.in the implementation of life skills training program make a doormat in light pkbmkahuripan nation lembang in line with the above statement, that is, through severalstages to get maximum results. the giving of responsibility to the citizens learned to dowhen its own practices in the home. with the responsibility given to the citizens oflearning, they will be able to work together well with a group or with other groups. thepractice alone may increase their experience, thus making them more independent,creative, and more initiative especially in taking decisions. additional findings discussion: factorsa successful program has certain factors both supporting and inhibiting it. this programis no exception. it is based on the training that is not only oriented to its participants butalso to anyone who is willing to follow the training. participants come from diversebackgrounds. their motivation and good cooperation are very influential in securing theprogram success. their motivation shows a much-desired one, according to organizers.infrastructure is no less important to support the success of a program. its availability isvery influential throughout the program. adequate infrastructure would result inparticipants having more control and access to express themselves with what they arelearning. on the other side, infrastructure is not without funding issues. funds providedby foundations and the corporate world for program sustainability will certainly help.the instructor, a good facilitator, is also one of the supporting factors. it can be seen byexamining conditions before and after the program. after the program, participantslearn to be more independent, confident, having higher learning motivation, emotionalcontrol, capable of start in cooperation among themselves, desiring to achieve verylarge communications, learning and work for the better. in addition, they learn to getadditional income, which would improve their lives.the inhibiting factors, among all insignificant others, is that some of the youngerparticipants participate less seriously compared to the others. this is overcome byempowering them to learn from the seniors, hoping to achieve production targets. inaddition, several managerial-related issues were present. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 191 conclusionin general, the program has been performing desirably and the evaluation of the fouraspects falls this program into the good category. participants’ motivation, funding, andinfrastructure are performing well. ckb clc also gains a relationship with the corporateworld, enabling the production to sell in the market world. the learning process hasbeen designed and implemented by participants and has been conducted under theguidance of an experienced instructor. the outcomes of this program, being moreindependent and capable individuals, has been performing well in their lives in thesociety. references akfirat, o. n., & kezer, f. (2016). a program implementation for the development of lifeskills of primary school 4th grade students. journal of education and practice, 7(35), 9–16.ardiwinata, j. s., & mulyono, d. (2018). community education in the development of thecommunity. empowerment, 7(1), 25-35.departemen pendidikan nasional. (2004). pedoman penyelenggaraan programkecakapan hidup pendidikan nonformal.djaali, p. m., & ramly. (2000). pengukuran dalam bidang pendidikan. jakarta: pps unj.gazioğlu, a. e. i̇., & canel, a. c. (2015). a school-based prevention model in the fightaghainst addiction: life skills training. addicta: the turkish journal on additions, 2(2), 5–44. https://doi.org/10.15805/addicta.2015.2.2.0011hasbi, m. (2006). evaluasi penyelenggaraan program pendidikan kecakapan hidupdalam bidang pendidikan luar sekolah. jurnal ilmiah visi ptk-pnf, 1(2), 89–95.https://doi.org/https://doi.org/10.21009/jiv.0102.13kamil, m. (2009). pendidikan nonformal: pengembangan melalui pusat kegiatan belajar mengajar (pkbm) di indonesia: sebuah pembelajaran dari kominkan di jepang (cet.1.). bandung: alfabeta.komar, o. (2006). filsafat pendidikan nonformal. bandung: pustaka setia.koswara, r. (2014). manajemen pelatihan life skill dalam upaya pemberdayaan santri dipondok pesantren. empowerment, 4(1), 38–50.muryadi, a. d. (2017). model evaluasi program dalam penelitian evaluasi. jurnal ilmiah penjas, 3(1), 1–16.pamungkas, a., & fauziah, p. y. (2014). evaluasi program kewirausahaan bengkel padakejar paket b di pkbm tunas bangsa tugu semarang. jurnal pendidikan dan pemberdayaan masyarakat, 1(2), 136–148.sawitri, s. (2007). evaluasi program pelatihan ketrampilan membuat hiasan busana dengan teknik pemasangan payet bagi pemilik dan karyawan modiste di kecamatan gunungpati semarang. yogyakarta: pps uny.siregar, h. (2017). pengelolaan pendidikan life skills di pondok pesantren kabupatenpandeglang, 2(2), 198–213.suryono, y., & sumarno. (2012). pembelajaran kewirausahaan masyarakat. yogyakarta:aditya media.suryono, y., & tohani, e. (n.d.). evaluation of life skills education based nonformal education for proverty reduction in rural. yogyakarta.taute, f. m. (2007). an evaluation of the impact of a life skills programme in the jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 192 workplace. social work/maatskaplike werk, 43(3), 271–282.https://doi.org/10.1017/s1368980007382530warju. (2016). educational program evaluation using cipp model. innovation of vocational technology education, 12(1), 36–42. retrieved fromhttp://ejournal.upi.edu/index.php/invotec/article/view/4502/3133 jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 47 hubungan antara motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswapada pelajaran pendidikan lingkungan hidup (studi pada siswa kelas vii smp negeri 1 cimaragas kabupaten ciamis) retno tri andayani smp negeri 1 cimaragas kabupaten ciamis abstract this study aimed to obtain information about the relationship between achievement motives and attitudes towards learning of environmental education with student achievement in the subject of environmental education.the method used in this research is descriptive correlation method. the population in this study were students of class vii of smp negeri 1 cimaragas ciamis district, amounting to 176 people across 6 classes. the sampling technique used in this study is proportional random sampling technique, the sample size of 53 people. instrument in this study using questionnaires and achievement motives questionnaire students' attitudes toward learning environmental education. while the data analysis techniques used are simple regression analysis and multiple regression analysis.the results showed variable achievement motive enough category, the variable students' attitudes toward learning for environmental education enough category and variables including student achievement in the subject of environmental education enough category. there is a relationship between achievement motive with student achievement in the subject of environmental education. this is evidenced by the acquisition value of the correlation coefficient of 0.680 which includes categories sufficient cohesion and contributes 46.2%. the better the achievement motive, the better student achievement in the subject of environmental education. there is a relationship between students' attitudes toward learning of environmental education with student achievement in the subject of environmental education. this is evidenced by the acquisition value of the correlation coefficient of 0.682 and a strong cohesion category contributed 46.5%. the better the students' attitudes toward environmental jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 48 education lessons, the better student achievement in the subject of environmental education. there is a relationship between achievement motives and attitudes toward environmental education lessons with student achievement in the subject of environmental education. this is evidenced by the acquisition value of the correlation coefficient of 0.683 which is quite and closeness category contributed 46.6%. getting better and better achievement motive students' attitudes toward environmental education lessons, the better student achievement in the subject of environmental education kata kunci : motif berprestasi, sikap siswa, pendidikan lingkungan hidup a. pendahuluan pendidikan merupakan salah satu sarana untuk meningkatkan kualitas sumber daya manusia (sdm), dimana secara mendasar pendidikan mempunyai peranan meningkatkan kemampuan dasar manusia untuk mendapatkan, memanfaatkan, mengembangkan, serta menguasai ilmu pengetahuan dan teknologi. sdm berkualitas sangat penting,dalam melaksanakan pembangunan berkelanjutan. oleh karenanya, perluasan dan pemerataan kesempatan belajar merupakan salah satu prioritas utama dalam pembangunan, baik sarana maupun prasarana pendidikan tingkat dasar, menengah dan atas. pada awalnya dimulai dengan program wajib belajar 6 tahun, kemudian diperluas 9 tahun, sehingga mendorong masyarakat untuk berperan aktif dalam pendidikan. dengan demikian, setiap anak mendapatkan kesempatan yang sama untuk mengikuti pendidikan sampai ke tingkat atas minimal sampai tamat sekolah menengah pertama (smp). proses pendidikan merupakan suatu sistem yang terdiri dari input, proses dan output. input merupakan peserta didik yang akan melaksanakan aktivitas belajar, proses merupakan kegiatan dari belajar mengajar sedangkan output merupakan hasil dari proses yang dilaksanakan. dari pelaksanaan proses pendidikan tersebut diharapkan dapat menghasilkan sumber daya manusia yang berkualitas dan berdaya saing yang tinggi untuk menghadapi persaingan di era globalisasi dewasa ini. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 49 untuk mewujudkan sekolah sebagai lembaga pendidikan yang diharapkan mampu memberikan pengalaman secara langsung pada siswa melalui interaksi dan komunikasi timbal balik antara guru dengan siswa yang merupakan ciri dan syarat utama bagi berlangsungnya proses belajar mengajar, maka melalui pembelajaran pendidikan lingkungan hidup guru hendaknya dapat mengkondisikan dan memotivasi siswa untuk mengembangkan sejumlah keterampilan proses, supaya mereka mampu menjelajahi dan memahami alam sekitar. hal tersebut bisa diwujudkan salah satunya dengan menumbuhkan motif berprestasi dan sikap siswa yang positif terhadap mata pelajaran pendidikan lingkungan hidup. dalam proses pendidikan berlangsung suatu proses interaksi edukatif yang terjadi antara guru sebagai pendidik dan siswa sebagai peserta didik. didalam proses tersebut, siswa mendapat pengaruh yang cukup besar dari guru sehingga siswa dapat mengembangkan pengetahuan, sikap, keterampilan dan perilaku ke arah yang lebih baik. dalam proses pendidikan motif berprestasi adalah sarat mutlak untuk belajar, di sekolah sering kali terdapat anak yang malas belajar, tidak menyenangkan, suka membolos dan sebagainya. dalam hal demikian guru tidak berhasil memberikan motivasi yang tepat untuk mendorong agar ia bekerja dengan segenap tenaga dan pikirannya. dalam hubungan ini bahwa nilai buruk suatu mata pelajaran tertentu belum tentu berarti bahwa anak itu bodoh terhadap mata pelajaran itu, sering terjadi seorang anak malas terhadap mata pelajaran tertentu, tetapi sangat giat dalam mata pelajaran lain. sikap siswa merupakan kesiapan kompleks dari siswa untuk memperlakukan suatu objek. kesiapan itu mempunyai aspek afeksi, kognisi, konasi, dan kecenderungan bertindak dari perilaku yang bersangkutan. maka sikap dalam belajar juga merupakan kesiapan untuk menerima pelajaran terhadap mata pelajaran pendidikan lingkungan hidup, sehingga siswa mempunyai kecenderungan bertindak yang dapat dilihat dari tingkah laku baik yang positif maupun negatif. sudah disadari baik oleh guru, siswa dan orang tua bahwa dalam belajar di sekolah, inteligensi (kemampuan intelektual) memerankan peranan yang penting, khususnya berpengaruh kuat terhadap tinggi rendahnya prestasi belajar siswa. ini bermakna, semakin tinggi kemampuan inteligensi seorang siswa, maka semakin besar peluangnya untuk jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 50 berprestasi. sebaliknya, semakin rendah kemampuan inteligensi seorang siswa, maka semakin kecil peluangnya untuk memperoleh prestasi (syah, 1997: 122 ). meskipun peranan inteligensi sedemikian besar namun perlu diingat bahwa faktor-faktor lain pun tetap berpengaruh. di antara faktor tersebut adalah motif berprestasi. dengan adanya motif berprestasi yang tinggi sangat dibutuhkan untuk dapat bekerja sama antar siswa serta dapat mencapai tujuan sekolah. tetapi sebaliknya dengan adanya siswa yang memiliki motif berprestasi rendah akan sukar untuk mencapai hasil kerja yang baik, serta siswa itu akan segera menyerah daripada berusaha untuk mengatasi kesukaran tersebut. hal ini akan berlainan apabila siswa mempunyai motif berprestasi yang tinggi, sebab dengan motif berprestasi yang tinggi para siswa akan berusaha untuk mengatasi kesukaran dalam menjalankan tugas dan pekerjaannya yang diberikan guru. siswa sebagai unsur dalam sekolah inilah yang diharapkan prestasinya dalam mencapai tujuan sekolah dengan belajar sesuai dengan tugastugas yang dibebankan kepadanya. jadi prestasi merupakan hasil yang dicapai setelah siswa melakukan suatu pelajaran. pelajaran atau tugas dari guru ini sebelumnya sudah ditentukan terlebih dahulu dalam suatu perincian pelajaran. jadi pentingnya prestasi belajar ini berkaitan dengan masa depan siswa juga sekolah yang bersangkutan. di dalam kelas, bagi seorang siswa banyak sekali faktor yang mempengaruhi terhadap hasil belajar tersebut, baik faktor-faktor yang berasal dari dalam diri siswa itu sendiri maupun faktor-faktor yang berasal dari luar diri siswa. faktor yang berasal dari dalam diri siswa diantaranya aspek fisiologi yang mencakup jasmani,selain kesehatan mata dan telinga, juga aspek psikologis yaitu intelegensi, sikap, minat, bakat dan motif (syah, 1996:39). bagi sekolah, di dalam prestasi belajar siswa dapat memberikan suatu faedah yang sangat besar, karena dapat diwujudkan keahlian yang dimiliki dari pendidikan formal maupun pendidikan non-formal dalam mencapai tujuan yang telah ditentukan oleh sekolah. prestasi belajar tidak hanya dipengaruhi oleh sikap siswa terhadap pelajaran pendidikan lingkungan hidup tetapi juga dipengaruhi oleh motif berprestasi. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 51 salah satu upaya yang dapat dilakukan sekolah untuk menunjukkan prestasi belajar siswa pada pelajaran pendidian lingkungan hidup adalah dengan memberikan motif berprestasi dan sikap siswa terhadap mata pelajaran pendidikan lingkungan hidup yang dimodifikasi sesuai dengan kebutuhan sekolah. berdasarkan uraian tersebut maka penulis meneliti hubungan antara motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup, yang dilakukan pada siswa kelas vii smp negeri 1 cimaragas kabupaten ciamis. penulis mengangkat permasalahan di atas dengan dasar kenyataan di lapangan, bahwa di smp negeri 1 cimaragas kabupaten ciamis, berdasarkan data yang ada seperti hasil yang diperoleh dari nilai ulangan harian dan beberapa data di sekolah tentang sikap para siswa terhadap pelajaran pendidikan lingkungan hidup diduga masih kurang. hal ini bisa dilihat dari kurangnya perhatian dan kesungguhan saat mengikuti pelajaran pendidikan lingkungan hidup, tentunya hal ini akan memberikan dampak pada tinggi rendahnya prestasi belajar siswa khususnya di bidang mata pelajaran pendidikan lingkungan hidup. motif berprestasi dan sikap belajar siswa merupakan usaha untuk meningkatkan prestasi belajar yang baik. b. tujuan dan kegunaan penelitian tujuan dari penelitian ini adalah: 1. untuk mengetahui hubungan antara motif berprestasi dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. 2. untuk mengetahui hubungan antara sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar. 3. untuk mengetahui hubungan antara motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar. kegunaan penelitian 1. hasil penelitian ini berguna dalam dua hal yaitu dari segi teoritis dan dari segi praktis atau kemungkinan penerapannya di lapangan. 2. hubungan antara variabel bebas dan variabel terikat akan memberikan gambaran bahwa prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup, berkaitan dan ditentukan oleh motif jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 52 berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup. 3. hasil penelitian ini diharapkan dapat bermanfaat memberikan masukan yang berharga bagi smp negeri i cimaragas kabupaten ciamis secara umum, secara khusus penelitian ini diharapkan mampu memberikan sumbangan pemikiran kepada kepala sekolah dan guru di smp negeri i cimaragas kabupaten ciamis, mampu mendukung kelancaran pencapaian visi dan misi smp negeri i cimaragas kabupaten ciamis. penelitian ini merupakan informasi awal yang penting bagi peneliti sebagai landasan dasar lanjutan untuk berpijak dalam melakukan pengkajian ulang dan mengembangkan penelitian secara lebih rinci dengan variabelvariabel yang lebih kompleks di kemudian hari. c. kajian pustaka motif berprestasi motif dapat dikatakan sebagai daya penggerak dari dalam dan didalam subjek untuk melakukan aktivitasaktivitas tertentu demi mencapai suatu tujuan. bahkan motif dapat diartikan sebagai suatu kondisi intern (kesiapsiagaan). berawal dari kata motif, maka motif dapat diartikan sebagai daya penggerak yang telah menjadi aktif. motif menjadi aktif pada saat-saat tertentu, terutama bila kebutuhan untuk mencapai tujuan sangat dirasakan. “motivasi adalah suatu perubahan energi didalam pribadi seseorang yang ditandai dengan timbulnya afektif atau perasaan dan reaksi untuk mencapai tujuan” mc. donald dalam hamalik, (2003 : 106). menurut djamarah, (2000 : 114) “motivasi adalah perubahan energi dalam diri seseorang itu berbentuk suatu aktivitas nyata berupa kegiatan fisik, karena seseorang mempunyai tujuan tertentu dari aktivitasnya, maka seseorang mempunyai motivasi yang kuat untuk mencapainya dengan segala upaya yang dapat dia lakukan untuk mencapainya”. motivasi sering disamakan dengan motif yang merupakan dasar komponen yang mendasari setiap tingkah laku sesearang (individu), motif merupakan disposisi laten yang mendorong dan mengarahkan perilaku setiap individu, proses pemunculan aktivitas atau perilaku sesuai dengan motifnya, motivasi merupakan proses dari adanya keinginan untuk melaksanakan sesuatu sampai pada tahap melakukan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 53 sesuatu aktivitas atau motif sering pula diartikan sebagai sesuatu kontruksi yang potensial dan laten yang dibentuk oleh pengalaman secara relatif dapat bertahan meskipun kemungkinan berubah masih ada, dan berfungsi mengarahkan serta menggerakan perilaku ke tujuan tertentu. sedangkan motivasi adalah keadaan yang timbul dari diri subjek akibat interaksi antara motivasi dan aspek-aspek situasi yang diamati, yang relevan dan motif tersebut serta mengaktifkan perilaku. tipe motif ada dua jenis, yaitu motif instrinsik dan motif ekstrinsik.motif instrinsik adalah keinginan bertindak yang disebabkan faktor pendorong dalam diri individu. tingkah laku terjadi tanpa dipengaruhi oleh faktor-faktor lingkungan. individu terdorong untuk bertingkah laku ke arah tujuan tertentu tanpa adanya faktor dari luar. motif ekstrinsik adalah motif yang keberadaannya karena dipengaruhi rangsangan dari luar. motif ekstrinsik bukan merupakan perasaan atau keinginan sebenarnya yang ada dalam diri peserta didik untuk belajar. “tujuan utama individu melakukan kegiatan adalah untuk mencapai tujuan yang terletak di luar aktivitas belajar itu sendiri, atau tujuan tersebut tidak terlibat dalam aktivitas belajar”.(prayitno, 1989:35). motif berprestasi merupakan usaha seseorang untuk mengarahkan perilakunya untuk bertindak atau bertingkah laku dengan menggunakan segenap kemampuan fisik dan psikis untuk mencapai keinginan atau kebutuhan yang dituju. keinginan atau kebutuhan yang dituju merupakan keinginan atau kebutuhan untuk berprestasi, maju dan sukses dari sebelumnya. motif berprestasi menurut mc clelland, (1985:224) merupakan usaha yang dilakukan untuk mencapai sukses dalam suatu persaingan berdasarkan suatu keunggulan yang didasarkan pada prestasi orang lain ataupun prestasi diri sebelumnya. motif ini terefleksikan dalam perilaku-perilaku, seperti pencapaian tujuan yang sulit, penentuan rekor baru, ingin sukses dalam menyelesaikan tugas sulit dan mengerjakan sesuatu yang belum selesai sebelumnya. individu tersebut menyukai tugas-tugas yang kesuksesannya, tergantung pada usaha dan kemampuan maksimal mereka. menurut mc clelland (1985:246) di dalam motif berprestasi terkandung aspek-aspek tanggung jawab pribadi, kebutuhan akan umpan balik, dan ketekunan. secara sederhana besar kecilnya motif dapat dilihat dari upaya yang dilakukan dalam menggapai “standard of excellence”. ini tentunya hanya jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 54 gejala saja yang banyak berguna untuk menduga n-ach seseorang. untuk dapat mengecek intensitas motif berprestasi sendiri, secara terperinci dikemukakan ciri-cirinya seperti ditulis dalam jurnal-jurnal ilmiah sedari awal penelitian sampai laporan akhir dalam buku-buku mc. clelland. setiap siswa berbeda kebutuhannya untuk berprestasinya. ada siswa yang memiliki motif berprestasi tinggi, ada pula yang rendah. siswa memiliki motif berprestasi tinggi kalau keinginan untuk sukses benarbenar berasal dari dalam diri sendiri. siswa ini tetap bekerja keras baik dalam situasi bersaing dengan orang lain maupun ketika sedang bekerja sendiri. siswa yang memiliki motif berprestasi rendah cenderung takut gagal dan kurang mau menanggung resiko dalam mencapai prestasi yang lebih tinggi. berdasarkan uraian di atas dapat disimpulkan bahwa motif berprestasi merupakan usaha seseorang untuk mengarahkan perilakunya untuk bertindak atau bertingkah laku dengan menggunakan segenap kemampuan fisik dan psikis untuk mencapai keinginan atau kebutuhan yang dituju. keinginan atau kebutuhan yang dituju merupakan keinginan atau kebutuhan untuk berprestasi, maju dan sukses dari sebelumnya,merasa senang dan semangat dalam belajar. indikator motif berprestasi menurut peneliti adalah: 1) merasa senang belajar plh, 2) ketekunan dalam belajar, 3) ulet dalam menghadapi kesulitan, 4) berprestasi dalam belajar, dan 5) mandiri dalam belajar. sikap siswa terhadap pelajaran pendidikan lingkungan hidup banyak perngertian mengenai sikap yang dikemukakan oleh para ahli. allport dalam mar’at (1982 : 20) mengemukakan 11 pengertian di antaranya : 1. attitude are learned, yang berarti bahwa sikap tidaklah merupakan sistem fisiologis ataupun diturunkan, tetapi dipandang sebagai hasil belajar yang diperoleh melalui pengalaman dan interaksi yang terus menerus dengan lingkungan. 2. attitudes have referent, yang berarti bahwa sikap selalu dihubungkan dengan objek seperti manusia, wawasan, peristiwa ataupun ide. 3. attitudes are social learnings, yang berarti bahwa sikap diperoleh dalam berinteraksi dengan manusia lain, baik di rumah, sekolah, jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 55 tempat ibadat ataupun tempat lainnya melalui nasihat, teladan, atau percakapan. 4. attitudes have readiness to respond, yang berarti adanya kesiapan untuk bertindak dengan cara-cara tertentu terhadap objek. 5. attitudes are affective, yang berarti bahwa perasaan dan afeksi merupakan bagian dari sikap, akan tampak pada pilihan yang bersangkutan, apakah positif, negatif atau ragu-ragu. 6. attitudes are very intensive, yang berarti bahwa tingkat intensitas sikap terhadap obyek tertentu kuat atau juga lemah. 7. attitudes have a time dimension, yang berati bahwa sikap tersebut mungkin hanya cocok pada situasi yang sedang berlangsung, akan tetapi belum tentu sesuai pada saat lainnya, karena itu sikap dapat berubah sesuai dengan situasi. 8. attitudes have duration factor, yang berarti bahwa sikap dapat bersifat relatif konsisten dalam sejarah individu. 9. attitudes are complex, yang berarti bahwa sikap merupakan bagian dari konteks persepsi ataupun kognisi individu. 10. attitudes are evaluations, yang berarti bahwa sikap merupakan penilaian terhadap sesuatu yang mungkin mempunyai konsekuensikonsekuensi tertentu bagi yang bersangkutan. 11. attitudes are inferred, yang berarti bahwa sikap merupakan penafsiran dan tingkah laku yang mungkin menjadi indikator yang sempurna atau bahkan yang tidak memadai. dari batasan tersebut, maka sikap dapat diartikan sebagai derajat atau kemungkinan tingkat kesesuaian seseorang terhadap objek tertentu. kesesuaian atau ketidaksesuaian ini dinyatakan dengan skala sikap. lebih lanjut, azhar (1998:4) menyatakan bahwa berbagai macam definisi dari sikap yang dikemukakan oleh para ahli dapat dikelompokkan menjadi tiga kerangka pemikiran mengenai sikap, yaitu: 1. kerangka pemikiran yang diwakili oleh para ahli psikologi seperti louis thurstone, rensis likert, dan charles osgood. menurut mereka sikap adalah suatu bentuk evaluasi atau reaksi perasaan. sikap seseorang terhadap suatu objek adalah perasaan mendukung atau memihak maupun perasaan tidak mendukung atau tidak memihak pada suatu objek; 2. kerangka pemikiran yang diwakili oleh chave, bogardus, lapierre, mead dan gordon alport. menurut mereka, sikap merupakan semacam kesiapan untuk bereaksi terhadap suatu objek dengan cara-cara tertentu. kesiapan yang dimaksudkan adalah merupakan kecenderungan potensial untuk bereaksi dengan cara tertentu jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 56 apabila individu diharapkan pada situasi stimulus yang menghendaki adanya respons; 3. kerangka pemikiran yang berorientasi pada skema triadik. menurut kerangka pemikiran ini, suatu sikap merupakan konstelasi komponen-komponen kognitif, afektif, dan konatif yang saling berinteraksi dalam memahami, merasakan, dan berperilaku terhadap suatu objek. dengan demikian bisa juga dikatakan bahwa interaksi sosial meliputi hubungan antara individu dengan lingkungan fisik maupun lingkungan psikologis di sekelilingnya. dalam interaksi sosialnya, individu bereaksi membentuk pola sikap tertentu terhadap berbagai objek psikologis yang dihadapinya. di antara berbagai faktor yang mempengaruhi pembentukan sikap adalah pengalaman pribadi, kebudayaan, orang lain yang dianggap penting, media massa, institusi atau lembaga pendidikan dan lembaga agama serta faktor emosi dalam diri individu. untuk menjadi dasar pembentukan sikap, pengalaman pribadi haruslah meninggalkan kesan yang kuat. sikap akan lebih mudah terbentuk apabila pengalaman pribadi tersebut terjadi dalam situasi yang melibatkan faktor emosional. dalam situasi yang melibatkan emosi, penghayatan akan pengalaman akan lebih mendalam dan lebih lama berbekas. akan tetapi pengalaman tunggal jarang dapat menjadi dasar bagi pembentukan sikap. individu sebagai orang yang menerima pengalaman, melakukan tanggapan atau penghayatan tidak melepaskan pengalaman yang sedang dialaminya dari pengalaman-pengalaman lain yang terdahulu yang relevan dengan pengalaman yang sedang dialaminya. orang lain yang dianggap penting merupakan salah satu komponen yang ikut berpengaruh terhadap sikap yang dimiliki. seseorang yang dianggap penting, seseorang yang diharapkan persetujuannya bagi setiap gerak tingkah dan pendapat, seseorang yang tidak ingin dikecewakan atau seseorang yang mempunyai arti khusus, akan banyak mempengaruhi pembentukan sikap terhadap sesuatu. di antara orang yang dianggap penting oleh individu diantaranya orang tua, orang yang status sosialnya lebih tinggi, azwar (1998:30) menyatakan bahwa sikap sosial terbentuk dari adanya interaksi sosial yang dialami oleh individu. interaksi sosial mengandung arti lebih dari sekedar adanya kontak sosial dan hubungan antar individu sebagai anggota kelompok sosial. dalam interaksi sosial jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 57 terjadi hubungan saling mempengaruhi di antara individu dengan individu lainnya, terjadi hubungan timbal balik yang turut mempengaruhi pola perilaku masing-masing individu sebagai anggota masyarakat. konsepsi skematik rosenberg dan hovland mengenai sikap (azwar : 1998 : 8), dapat dilihat pada gambar dibawah ini: respons syaraf simpatetik afeksi pernyataan lisan tentang afeksi respons perseptual stimuli sikap kognisi pernyataan lisan tentang keyakinan tindakan yang tampak konasi pernyataan lisan mengenai perilaku gambar 2.1 konsepsi skematik rosenberg dan hovland mengenai sikap dalam interaksi sosialnya, individu bereaksi membentuk pola sikap tertentu terhadap berbagai objek psikologis yang dihadapinya. di antara berbagai faktor yang mempengaruhi pembentukan sikap adalah pengalaman pribadi, kebudayaan, orang lain yang dianggap penting, media massa, institusi atau lembaga pendidikan dan lembaga agama serta faktor emosi dalam diri individu. tanggapan akan menjadi salah satu dasar terbentuknya sikap. untuk dapat mempunyai tanggapan dan penghayatan itu kemudian akan membentuk sikap positif ataukah sikap negatif, akan tergantung pada factor lain. sehubungan dengan hal ini, middlebrook (azwar : 1998 : 8) mengatakan bahwa tidak adanya pengalaman sama sekali dengan suatu objek psikologis cenderung akan membentuk sikap negatif terhadap objek tersebut. untuk menjadi dasar pembentukan sikap, pengalaman pribadi haruslah meninggalkan kesan yang kuat. sikap akan lebih mudah terbentuk apabila pengalaman pribadi tersebut terjadi dalam situasi yang melibatkan faktor emosional. dalam situasi yang melibatkan emosi, penghayatan akan pengalaman akan lebih mendalam dan lebih lama berbekas. akan tetapi pengalaman tunggal jarang dapat menjadi dasar jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 58 bagi pembentukan sikap. individu sebagai orang yang menerima pengalaman, melakukan tanggapan atau penghayatan tidak melepaskan pengalaman yang sedang dialaminya dari pengalaman-pengalaman lain yang terdahulu yang relevan dengan pengalaman yang sedang dialaminya. orang lain yang dianggap penting merupakan salah satu komponen yang ikut berpengaruh terhadap sikap yang dimiliki. seseorang yang dianggap penting, seseorang yang diharapkan persetujuannya bagi setiap gerak tingkah dan pendapat, seseorang yang tidak ingin dikecewakan atau seseorang yang mempunyai arti khusus, akan banyak mempengaruhi pembentukan sikap terhadap sesuatu. di antara orang yang dianggap penting oleh individu di antaranya orangtua, orang yang status sosialnya lebih tinggi, teman sebaya, teman dekat, guru, teman kerja, isteri atau suami dan lain-lain. pada umumnya individu akan mempunyai sikap yang konformis atau searah dengan sikap orang yang dianggapnya penting. kecenderungan ini antara lain dimotivasi oleh keinginan untuk berafiliasi dan keinginan untuk menghindari konflik dengan orang yang dianggap penting tersebut. kebudayaan tempat indivdu hidup dan dibesarkan mempunyai pengaruh besar terhadap pembentukan sikap. kemudian individu akan membentuk pola sikap dan perilaku tertentu dikarenakan mendapatkan reinforcement (ganjaran, penguatan) dari masyarakat untuk perilaku dan sikap tersebut, bukan untuk sikap dan perilaku yang lain. kebudayaan telah menanamkan garis pengaruh sikap terhadap berbagai masalah. kebudayaan telah mewarnai sikap anggota masyarakatnya, karena kebudayaan pulalah yang memberi corak pada pengalamanpengalaman individu yang menjadi anggota masyarakat. hanya kepribadian individu yang kuat dan mapan yang dapat memudarkan dominasi kebudayaan dalam pembentukan sikap individu. media massa seperti televisi, internet, surat kabar, majalah dll., mempunyai pengaruh yang besar dalam membentuk opini dan kepercayaan masyarakat. dalam tugas pokoknya sebagai penyampai informasi, media massa kerap membawa pesan-pesan yang berisi sugesti untuk dapat mengarahkan opini individu atau masyarakat. adanya informasi baru mengenai sesuatu hal akan memberikan landasan kognitif baru bagi terbentuknya sikap terhadap hal tersebut. pesan-pesan sugestif yang dibawa oleh informasi tersebut apabila cukup jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 59 kuat, akan memberi dasar afektif dalam menilai sesuatu hal sehingga terbentuklah arah sikap tertentu. lembaga pendidikan serta lembaga keagamaan sebagai suatu sistem mempunyai pengaruh dalam pembentukan sikap dikarenakan keduanya meletakkan dasar pengertian dan konsep moral dalam diri individu. pemahaman akan baik dan buruk, garis pemisah antara yang boleh dan tidak boleh, diperoleh dari pendidikan dan dari lembaga keagamaan. tidak semua bentuk sikap ditentukan oleh situasi lingkungan dan pengalaman pribadi seseorang. kadang suatu bentuk sikap merupakan pernyataan yang didasari oleh emosi yang berfungsi sebagai semacam penyaluran frustrasi atau pengalihan bentuk mekanisme pertahanan ego. sikap yang demikian dapat merupakan sikap yang sementara dan segera berlalu begitu rasa frustrasi telah berlalu akan tetapi dapat pula merupakan sikap yang persisten dan bertahan lama. dari penjelasan di atas dapat disimpulkan bahwa sikap tidak dibawa sejak dilahirkan tetapi dibentuk sepanjang perkembangan individu yang bersangkutan. untuk dapat menjelaskan bagaimana terbentuknya sikap, akan dapat dengan jelas dilihat pada bagan di halaman berikut ini. sikap yang ada pada diri seseorang akan dipengaruhi oleh faktor internal, yaitu faktor psikologis dan fisiologis serta faktor eksternal. faktor eksternal dapat berwujud situasi yang dihadapi oleh individu, norma-norma yang ada dalam masyarakat, hambatan-hambatan atau pendorong yang ada dalam masyarakat. semuanya ini akan berpengaruh pada sikap yang ada pada seseorang. pada umumnya sikap manusia terhadap suatu objek dapat berubah bila dari sudut pandangan kita objek sikap telah berubah. ada dua keadaan khusus perubahan objek yang demikian. mungkin objek itu sendiri memang telah berubah atau hanya informasi yang kita miliki tentang objek itu telah berubah. dengan demikian dapat dikatakan bahwa sikap terhadap sesuatu bisa berubah jika memang lingkungan di sekitar manusia telah berubah atau pengetahuan manusia tentang objek itu yang berubah. salah satu aspek yang sangat penting guna memahami sikap dan perilaku manusia adalah masalah pengungkapan (assessment) dan pengukuran (measurement) sikap. sikap merupakan respons evaluatif yang dapat berbentuk positif ataupun negatif. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 60 hal ini berarti dalam sikap terkandung adanya prefensi atau rasa sukatidak suka terhadap sesuatu sebagai objek sikap. sikap dapat dipahami lebih dari pada sekedar seberapa suka atau seberapa tidak sukanya perasaan seseorang, lebih dari pada sekedar seberapa positif atau negatifnya, sikap dapat diungkapkan dan dipahami dari dimensi yang lain sax dalam wawan dan dewi (2010:38-40), menunjukan beberapa karakteristrik dimensi sikap yaitu arah, instensitas, keluasan, konsistensi dan spontanitasnya. berikut akan diuraikan dimensi-dimensi tersebut satu persatu. sikap mempunyai arah, artinya sikap terpilah pada dua arah kesetujuan yaitu apakah setuju atau tidak setuju, apakah mendukung atau tidak mendukung, apakah memihak atau tidak memihak terhadap sesuatu atau seseorang sebagai objek. orang yang setuju, mendukung atau memihak terhadap sesuatu objek sikap berarti memiliki sikap yang arahnya positif, sebaliknya mereka yang tidak setuju atau tidak mendukung dikatakan sebagai orang yang memiiki sikap yang arahnya negatif. sikap memiliki intensitas, artinya kedalamam atau kekuatan sikap terhadap sesuatu belum tentu sama walaupun arahnya mungkin tidak berbeda. dua orang yang tidak sukanya terhadap sesuatu, yaitu samasama memiliki sikap yang berarah negatif, belum tentu mempunyai sikap negatif yang sama intensitasnya. orang pertama mungkin tidak setuju, tapi orang kedua dapat saja sangat tidak setuju. begitu juga sikap yang positif dapat berbeda kedalamnya bagi setiap orang, mulai dari agak setuju, sampai pada kesetujuan yang sangat ekstrim. sikap juga memiliki keluasan, maksudnya kesetujuan atau ketidaksetujuan terhadap suatu objek sikap dapat mengenai hanya aspek yang sedikit dan sangat spesifik akan tetapi dapat pula mencakup banyak sekali aspek yang ada pada objek sikap. seseorang dapat mempunyai sikap senang terhadap program keluarga berencana secara menyeluruh, yaitu pada semua aspek dan kegiatan keluarga berencana sedangkan yang lainnya mungkin mempunyai sikap positif yang telah terbatas dengan hanya setuju pada aspek-aspek tertentu saja dari kegiatan keluarga berencana tersebut. sikap juga mempunyai kosistensi, maksudnya adalah kesesuaian antara pernyataan sikap yang dikemukakan dengan responsnya terhadap objek jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 61 sikap dimaksud. konsistensi sikap diperlihatkan oleh kesusuaian sikap antara waktu. untuk dapat konsisten, sikap harus bertahan dalam diri individu untuk waktu yang relatif panjang. sikap yang sangat cepat berubah, yang labil, tidak dapat bertahan lama, dikatakan sebagai sikap yang inkonsisten. konsistensi juga diperlihatkan oleh tidak adanya kebimbangan dalam bersikap. konsistensi dalam bersikap tidak sama tingkatannya pada setiap diri individu dan setiap objek sikap. sikap yang tidak konsisten, yang tidak menunjukan kesesuaian antara pernyataan sikap dan perilakunya, atau yang mudah berubah-ubah dari waktu kewaktu akan sulit di interprestasikan dan tidak banyak berarti dalam memahami serta memperediksi perilaku individu yang bersangkutan. harus dibedakan antara pengertian sikap yang tidak konsisten dan pengertian sikap yang tidak memihak. sikap yang tidak memihak atau netral tetap disebut sikap juga walaupun arahnnya tidak positif dan tidak negatif. orang dapat saja bersikap netral secara konsisten. karaksteristik sikap yang terakhir adalah spontanitas, yaitu menyangkut sejauhmana kesiapan individu untuk menyatakan sikapnya secara spontan. sikap dikatakan memiliki spontanitas yang tinggi apabila dapat dinyatakan secara terbuka tanpa harus melakukan pengungkapan atau desakan lebih dahulu agar individu mengemukakannya. hal ini tampak dari pengamatan terhadap indikator sikap atau perilaku sewaktu individu berkesempatan untuk mengemukakan sikapnya. dalam berbagai bentuk skala sikap yang umumnya harus dijawab dengan “setuju” atau “tidak setuju” spontanitas sikap ini pada umumnya tidak dapat terlihat. pengukuran dan pemahaman terhadap sikap idealnya harus mencakup kepada semua dimensi tersebut diatas. tentu saja hal ini sangat sulit untuk dilakukan, bahkan mungkin sekali merupakan hal yang mustahil. belum ada bahkan mungkin tak akan ada instrumen pengukuran sikap yang dapat mengungkapkan semua dimensi itu sekaligus. banyak diantara skala yang digunakan dalam pengukuran sikap hanya mengungkapkan dimensi arah dan dimensi intensitas sikap saja, yaitu dengan hanya menunjukan kecenderungan sikap yang positif dan negatif memberikan tafsiran mengenai derajat kesetujuan atau ketidaksetujuan terhadap respons individu. berbagai teknik dan metode telah dikembangkan oleh para ahli guna mengungkapkan para manusia dan memberikan interprestasi yang valid. metode pengungkapan sikap dalam bentuk self resport yang jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 62 hingga kini dianggap sebagai paling diandalkan adalah dengan menggunakan daftar pernyataan-pernyataan yang harus dijawab oleh individu yang disebut skala sikap. skala sikap (attitude scales) berupa perkumpulan pernyataan-pernyataan mengenai suatu objek sikap. dari respon subjek terhadap setiap pernyataan itu kemudian dapat disimpulkan mengenai arah dan instensitas sikap seseorang. pada beberapa bentuk skala dapat pula diungkapkan mengenai keluasan serta konsistensi sikap. penyusunan skala sikap sebagai instrumen pengungkapan sikap individu ataupun sikap kelompok bukanlah hal yang mudah. betapapun usaha dan kerja yang menjadikan skala itu kurang berfungsi sebagaimana mestinya sehingga tujuan pengungkapan sikap yang diinginkan tidak seluruhnya tercapai. salah satu skala sikap adalah isi pernyataan yang dapat berupa pernyataan langsung yang jelas tujuan ukurannya bagi responden. walaupun responden dapat mengetahui bahwa skala tersebut bertujuan mengukur sikap namun pernyataan tidak langsung ini biasanya tersamar dan mempunyai sifat proyektif. resfons individu terhadap stimulus sikap yang berupa jawaban setuju atau tidak setuju itulah yang menjadi indikator sikap seseorang. respons yang tampak, yang dapat diamati langsung dari jawaban yang diberikan seseorang, merupakan bukti satu-satunya yang dapat diperoleh.itulah yang menjadi dasar untuk menyimpulkan sikap seseorang atau sikap sekelompok orang. meskipun pernyataan sikap (attitude expression) yang diperoleh dari suatu skala sikap merupakan indikator sikap yang paling diandalkan namun tidaklah berarti bahwa skala-skala itu selalu dapat dengan jitu mencerminkan sikap yang sesungguhnya. hal ini disebabkan adanya berbagai faktor yang menghambat penerjemah sikap individu yang sebenarnya kedalam pernyataan-pernyataan yang terdiri atas kalimatkalimat yang maknanya terbatas. pengukuran sikap dengan menggunakan skala yang paling banyak, digunakan dan menjadi acuan bagi para peneliti sikap adalah pengukuran sikap model likert yang juga dikenal dengan pengukuran sikap skala likert karena likert dalam mengadakan pengukuran sikap juga menggunakan skala. namun demikian skala likert berbeda dengan skala thurstone, skala likert dikenal sebagai summated ratings method, sedangkan skala thurstone dikenal sebagai judgement method. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 63 bagaimana seseorang menanggapi sesuatu pernyataan hanya dapat memilih salah satu dari lima jawaban tersebut. nilai untuk masingmasing pernyataan bergerak dari 1-5. nilai terendah adalah 1 dan nilai tertinggi adalah 5. mana yang mendapatkan nilai 1 dan mana yang mendapatkan nilai 5 tergantung dari pernyataan. bila pernyataan bersifat positif, dan seseorang sangat setuju terhadap pernyataan tersebut, maka orang yang bersangkutan memperoleh skor 5. sebaliknya bila suatu pernyataan bersifat negatif, dan orang bersangkutan sangat setuju, maka orang tersebut akan memperoleh skor 1. dengan demikian dapat dikemukakan kalau suatu set alat untuk mengukur sikap terdiri dari 20 pernyataan, maka skor tertinggi mungkin dicapai 100, sedangkan sekor terendah adalah 20. jumlah nilai yang dicapai oleh seseorang menggambarkan sikap orang terhadap sesuatu objek sikap. sikap sebagai hasil belajar dapat diukur dengan memperhatikan ketiga komponen sikap yaitu komponen afeksi, kognisi dan konasi. bloom dkk. (1979:35) menggolongkan sikap yang diperlihatkan oleh individu sebagai hasil belajar yang berjenjang dari jenjang yang paling rendah ke yang paling tinggi sebagai berikut : 1. receiving (attending)/menerima (menaruh perhatian) a. awareness (kesadaran) b. willingness to recieve (kesediaan untuk menerima) c. controlled or selected attention (perhatian terkontrol atau terpilih) 2. responding (merespons /merasa terikat dan secara aktif memperhatikan) a. acquiescence in responding (persetujuan untuk merespons) b. willingness to respond (kesediaan untuk merespon) c. satisfaction in response (kepuasan dalam merespon) 3. valuing (menilai/konsep dirasakan mempunyai kegunaan atau manfaat) a. acceptance of a value (penerimaan nilai) b. preference for a value (kesukaan terhadap nilai) c. commitment/conviction (keterikatan) 4. organization (pembentukan suatu sistem nilai) a. conceptualization of a value (konseptualisasi nilai) b. organization of a value system (organisasi sistem nilai) jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 64 5. characterization by a value or value complex (karakterisasi kompleks nilai/penerimaan sistem nilai) a. generalized set (generalisasi sistem nilai) b. characterization (karakterisasi sistem nilai) dari uraian di atas dapat disimpulkan bahwa sikap siswa terhadap pelajaran pendidikan lingkungan hidup sebagai objek sikap tingkat terendah dimulai dengan hanya menerima saja stimulus dan secara pasif memperhatikannya, dan meningkat perhatiannya secara lebih aktif. kemudian siswa dengan sengaja merespons terhadap stimuli, dan memperoleh kepuasan atas pengambilan respons tersebut. berikutnya menilai gejala atau kegiatan sehingga dengan sengaja merespons lebih lanjut untuk mencari jalan bagaimana dapat mengambil bagian atas apa yang terjadi. tingkat berikutnya adalah konseptuali-sasinya masingmasing nilai waktu memberikan respons dengan jalan mengidentifikasi karakteristik atau membuat pertimbangan-pertimbangan. tingkat tertinggi dalam taksonomi adalah bagaimana seorang siswa mengorganisasi nilai-nilai ke dalam suatu sistem yang merupakan suatu karakterisasi dirinya. dari uraian tersebut jelaslah bahwa keberhasilan siswa sangat ditentukan oleh sikap siswa terhadap pelajaran pendidikan lingkungan hidup. sikap terhadap pelajaran pendidikan lingkungan hidup dalam penelitian ini mencakup komponen kognisi, afeksi, dan konasi dengan objek sikap adalah masalah pelajaran pendidikan lingkungan hidup yang meliputi indikator: 1) kepercayaan diri dalam belajar pendidikan lingkungan hidup; 2) kegunaan pendidikan lingkungan hidup; 3) keyakinan terhadap keberhasilan; dan 4) dorongan untuk berhasil dalam pelajaran pendidikan lingkungan hidup dari siswa, guru, serta orang tua. prestasi belajar pendidikan lingkungan hidup pendidikan lingkungan hidup masalah lingkungan hidup pada hakikatnya adalah masalah kemanusiaan yang erat hubungannya dengan sistem nilai, norma, adat istiadat, dan agama dalam mengendalikan eksistensi sebagai penduduk. dalam hal ini yang dimaksud dengan sistem adalah suatu totalitas bagian yang terdiri dari sub komponen yang satu sama lain berhubungan, saling tergantung, dan saling berinteraksi sehingga membentuk satu kesatuan yang terpadu. suatu penduduk mempunyai ciri-ciri tertentu maupun perilaku dan kualitas, baik kualitas fisik maupun non fisik. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 65 pengembangan pola hubungan manusia dengan alam lingkungan ditentukan oleh kearifan serta rasa tanggung jawab dari manusia itu sendiri sebagai makhluk dominan dalam memanfaatkan alam lingkungannya. ilmu pengetahuan dan teknologi bersifat netral, menjadi bermanfaat atau merusak kehidupan sangat tergantung kepada manusia yang menerapkannya. kearifan serta rasa tanggung jawab dalam mengelola lingkungan baik sebagai jaminan kelangsungan hidup maupun pemenuhan kehidupan, merupakan perwujudan kesadaran etik lingkungan hidup dalam diri setiap orang. etika lingkungan hidup merupakan etika (pertimbangan nilai dan norma) yang dimiliki manusia dalam memandang dirinya di alam semesta. peluncuran kurikulum muatan lokal pendidikan lingkungan hidup di wilayah propinsi jawa barat yang dituangkan dalam peraturan gubernur (pergub) no. 25 tahun 2007, tangal 27 april 2007 merupakan terobosan spektakuler dalam memutuskan suatu kebijakan yang dilakukan pemerintah dalam menggali wahana pengetahuan, sikap, dan keterampilan, serta membangun komitmen masyarakat dalam upaya melestarikan kualitas lingkungan dan kehidupan manusia serta menjaga keseimbangan alam melalui jalur pendidikan. berkenaan dengan hal tersebut undang-undang no. 4 tahun 1982, uu.no 23/1997, tentang ketentuan ketentuan pokok pengelolaan lingkungan hidup bab. v pasal 10 ayat 2, dan uu no. 32 tahun 2009 tentang perlidungan dan pengelolaan lingkungan hidup, menerangkan bahwa :“pengelolaan lingkungan hidup dalam kaitan dengan keterpaduan pelaksanaan kebijaksanaan nasional tentang pengelolaan lingkungan hidup, secara sektoral dilakukan oleh departemen/lembaga non departemen sesuai dengan bidang tugas dan tanggung jawab masing-masing.” mata pelajaran pendidikan lingkungan hidup (plh) di jawa barat diluncurkan untuk meningkatkan kualitas peserta didik dalam mengelola keseimbangan lingkungan hidup yang bertujuan membentuk pribadi pesera didik yang harmonis dalam mencapai kecerdasan pengetahuan, moral dan spiritual, kecerdasan keterampilan dan emosional dalam mengelola keseimbangan lingkungan. tujuan pemberian program pendidikan lingkungan hidup bagi peserta didik jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 66 sendiri adalah agar peserta didik memiliki pengetahuan, sikap dan tingkah laku yang rasional dan bertanggung jawab terhadap masalah lingkungan hidup. pendidikan lingkungan hidup memasukkan aspek afektif yaitu tingkah laku, nilai dan komitmen yang diperlukan untuk membangun masyarakat yang berkelanjutan (sustainable). pencapaian tujuan afektif ini biasanya sukar dilakukan. oleh karena itu, dalam pembelajaran guru perlu memasukkan metode-metode yang memungkinkan berlangsungnya klarifikasi dan internalisasi nilai-nilai. dalam pendidikan lingkungan hidup perlu dimunculkan atau dijelaskan bahwa dalam kehidupan nyata memang selalu terdapat perbedaan nilai-nilai yang dianut oleh individu. perbedaan nilai tersebut dapat mempersulit untuk derive the fact, serta dapat menimbulkan kontroversi/pertentangan pendapat. oleh karena itu, pendidikan lingkungan hidup perlu memberikan kesempatan kepada siswa untuk membangun ketrampilan yang dapat meningkatkan kemampuan dalam memecahkan masalah. memahami tentang pendidikan pada dasarnya tidak dapat dipisahkan dari keadaan lingkungan, mengingat dari sejak dilahirkannya manusia sampai tumbuh dan berkembang menjadi dewasa telah banyak dipengaruhi oleh keadaan lingkungan sekitarnya. sehingga di akui atau tidak pondasi bangunan pemikiran sikap, tindakan manusia dan lain sebagainya telah dikontruk sedemikian rupa oleh hal-hal yang terjadi di lingkungan. dimana lingkungan merupakan tempat berpijak bahkan merupakan tempat kita untuk mengasah diri, baik secara sikap, intelektual maupun tindakan. pendidikan juga mempunyai peranan penting untuk menciptakan sistem yang bisa mengantarkan peserta didik pada sebuah kesadaran akan makna pentingnya sebuah lingkungan. prestasi belajar prestasi belajar merupakan keberhasilan yang dicapai setelah selesainya pelaksanaan kegiatan pembelajaran. hasil prestasi belajar diaktualisasikan dalam bentuk nilai atau skor setelah siswa mengikuti atau melaksanakan evaluasi belajar. pretasi belajar dapat memberikan gambaran intelektual maupun perilaku siswa setelah proses pembelajaran yang telah diberikan oleh guru, oleh karena itu dalam menyusun program pembelajaran diharapkan dapat menyusun tujuan pembelajaran secara nampak dan jelas beserta instrumen yang akan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 67 disajikan, sebab tujuan pembelajaran itulah yang akan dicapai setelah proses pembelajran selesai dilaksanakan. belajar merupakan salah satu faktor yang mempengaruhi dan berperan penting dalam pembentukan pribadi dan perilaku individu. sukmadinata, (2005:25) menyebutkan bahwa “ sebagian terbesar perkembangan individu berlangsung melalui kegiatan belajar”. prestasi merupakan hasil yang dicapai seseorang ketika mengerjakan tugas atau kegiatan tertentu.” prestasi belajar adalah penguasaan pengetahuan atau keterampilan yang dikembangkan oleh mata pelajaran yang lazimnya ditunjukkan dengan nilai tes atau angka nilai yang diberikan guru” (tu`u, 2004:75). istilah penilaian sangat terkait dengan istilah mengukur, menguji, menilai dan mengevaluasi. istilah-istilah tersebut merupakan suatu rangkaian proses penilaian pembelajaran. menurut suwardi (2007 : 86) istilah-istilah tersebut dirinci sebagai berikut: 1. pengukuran pengukuran berarti kegiatan yang sistematik untuk menentukan angka pada objek atau gejala. 2. pengujian pengujian berarti menafsirkan dari sejumlah pernyataan yang memiliki jawaban yang benar atau salah. 3. penilaian penilaian berarti penafsiran hasil pengukuran dan penentuan pencapaian hasil belajar. menilai adalah mengambilsuatu keputusan terhadap sesuatu dengan ukuran baik buruk. hasil penilaian bersifat kuantitatif. 4. evaluasi evaluasi berarti penentuan nilai suatu program dan penentuan pencapaian tujuan suatu program. jadi rangkaian proses penilaian tersebut cukup jelas bahwa sistem penilaian dalam pembelajaran meliputi beberapa aspek rangkaian penilaian, hasil akhir dari serangkaian proses pembelajaran tersebut akan menghasilkan yang dikenal dengan prestasi belajar. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 68 prestasi belajar adalah hasil yang telah dicapai dari apa yang telah dicapai atau dari apa yang telah dikerjakan. dari pernyatan tersebut prestasi dapat kita peroleh setelah kita melakukan suatu kegiatan atau pekerjaan, dan kegiatan ini dilakukan bisa secara bersamaan dengan orang lain atau individu, sehingga untuk mengetahui apakah prestasi itu baik atau tidak biasanya dibandingkan dengan orang lain. prestasi seseorang dapat dinyatakan dengan perubahan sikap prilaku, dapat juga dinyatakan dalam bentuk nilai prestasi atau biasanya dapat berkaitan. adapun menurut gagne prestasi adalah hasil yang telah dicapai seseorang dalam melakukan kegiatan. lebih lanjut arikunto, (1990 : 110) menjelaskan prestasi belajar berarti hasil yang telah dicapai siswa dalam proses kegiatan belajar. jadi prestasi belajar menurut winkel (1996 : 26) dikemukakan bahwa prestasi belajar merupakan bukti keberhasilan belajar yang telah dicapai oleh seseorang. maka prestasi belajar merupakan hasil yang maksimum yang dicapai oleh seseorang setelah melaksanakan usaha-usaha belajar. dijelaskan juga bahwa prestasi belajar adalah usaha maksimal yang dicapai oleh seseorang setelah melaksanakan usaha-usaha belajar. prestasi belajar dapat diukur melalui tes yang sering dikenal dengan tes prestasi belajar. menerut azwar (2005 : 8-9) mengemukakan tentang tes prestasi belajar bila dilihat dari tujuannya yaitu mengungkapkan keberhasilan seseorang dalam belajar. selanjutnya dikemukakan bahwa di dalam pendidikan formal tes prestasi belajar dapat berbentuk ulangan harian, tes formatif, tes sumatif bahkan ebtanas dan ujian-ujian masuk perguruan tinggi. ditegaskan lagi tentang penjelasan dari istilah prestasi belajar menurut purwanto (2006 : 28) pengertian prestasi belajar yaitu hasil yang telah dicapai oleh seseorang dalam usaha belajar sebagaimana yang dinyatakan dalam buku raport siswa. lebih jauh dijelaskan bahwa prestasi belajar seseorang sesuai dengan tingkat keberhasilan sesuatu dalam mempelajari materi pelajaran yang dinyatakan dalam bentuk nilai atau raport dalam setiap bidang studi setelah mengalami proses belajar mengajar. prestasi merupakan hasil yang dicapai seseorang ketika mengerjakan tugas atau kegiatan tertentu.” prestasi belajar adalah penguasaan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 69 pengetahuan atau keterampilan yang dikembangkan oleh mata pelajaran yang lazimnya ditunjukkan dengan nilai tes atau angka nilai yang diberikan guru” (tulus 2004:75). dari pengertian diatas dapat dipahami bahwa prestasi belajar adalah hasil kemampuan seseorang pada bidang tertentu dalam mencapai tingkat kedewasaan yang langsung dapat diukur dengan tes. penilaian dapat berupa angka atau huruf. ukuran untuk menentukan prestasi belajar diantaranya melalui data-data kuantitatif yang dapat dipertanggung jawabkan oleh anak yang bersangkutan baik hasil dari penilaian ulangan harian ataupun hasil dari ujian semester seperti yang tercantum dalam buku raport dari semua kumpulan nilainilai mata pelajaran yang diperoleh oleh siswa yang bersangkutan. prestasi anak yang dapat dicapai dari hasil belajar di sekolah berbeda-beda, hal ini bergantung pada tingkat kemampuannya dalam menerima materi pelajaran. kemampuan anak untuk berprestasi dapat dipengaruhi oleh bakat dan kepribadiannya yang dibawa sejak lahir serta dapat pula dipengaruhi oleh keadaan lingkungan sekitarnya. sedangkan rusyan, (1990 : 81-82) mengemukakan dua faktor yang mempengaruhi prestasi belajar anak, adalah sebagai berikut: 1. faktor internal faktor jasmani (psikologis), yaitu faktor intelektif, meliputi : a. faktor potensial, yaitu kecerdasan dan bakat. b. faktor kecakapan yang nyata, yaitu prestasi belajar yang telah dimiliki. 2. faktor eksternal, yaitu : a. faktor sosial, terdiri dari : 1) lingkungan keluarga 2) lingkungan sekolah 3) lingkungan masyarakat 4) lingkungan kelompok b. faktor budaya seperti adat istiadat, kesenian, ilmu pengetahuan dan “gemeinschaft” dimana ikatan kekeluargaan terwujud sangat erat. sementara itu proses sosial, perubahannya yang dimaksud berjalan lambat. juga control kemasyarakatannya di desa lebih ditentukan oleh adat, moral, dan hukum informal. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 70 jadi berdasarkan uraian tersebut bahwa prestasi belajar pada pelajaran pendidikan lingkungan hidup dalam hal ini mengarah pada pemberian reward atau penghargaan berupa nilai kuantitatif yang dihasilkan dari kegiatan penilaian oleh guru mata pelajaran pendidikan lingkungan hidup, meliputi nilai dalam mata pelajaran pendidikan lingkungan hidup atau nilai yang tercantum dalam ketuntasan belajar sesuai yang tercantum dalam buku raport sebagai bukti dari kegiatan evaluasi yang dilaksanakan oleh guru bidang studi. lebih jauh dijelaskan bahwa prestasi belajar seseorang sesuai dengan tingkat keberhasilan sesuatu dalam mempelajari materi pelajaran pendidikan lingkungan hidup yang dinyatakan dalam bentuk nilai atau raport dalam bidang studi setelah mengalami proses belajar mengajar. diambil dari nilai raport mata pelajaran pendidikan lingkungan hidup semester 2 kelas vii smp negeri i cimaragas kabupaten ciamis tahun ajaran 2011-2012. kerangka pemikiran hubungan antara motif berprestasi dengan prestasi belajar siswa pada pelajaran pendidikan lingkungn hidup motif berprestasi (mc clelland, 1985:224) merupakan usaha yang dilakukan untuk mencapai sukses dalam suatu persaingan berdasarkan suatu keunggulan yang didasarkan pada prestasi orang lain ataupun prestasi diri sebelumnya. motif ini terefleksikan dalam perilakuperilaku, seperti pencapaian tujuan yang sulit, penentuan rekor baru, ingin sukses dalam menyelesaikan tugas sulit dan mengerjakan sesuatu yang belum selesai sebelumnya. individu tersebut menyukai tugas-tugas yang kesuksesannya, tergantung pada usaha dan kemampuan maksimal mereka. menurut mc clelland (1985:246) di dalam motif berprestasi terkandung aspek-aspek tanggung jawab pribadi, kebutuhan akan umpan balik, dan ketekunan. bagi sekolah, di dalam prestasi belajar siswa dapat memberikan suatu faedah yang sangat besar, karena dapat diwujudkan keahlian yang dimiliki dari pendidikan formal maupun pendidikan non-formal dalam mencapai tujuan yang telah ditentukan oleh sekolah. prestasi belajar dipengaruhi oleh motif berprestasi. motivasi adalah daya upaya yang mendorong seseorang untuk melakukan sesuatu atau daya penggerak dari subyek untuk melakukansuatu perbuatan dalam suatu tujuan (sardiman, 2007 : 71). jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 71 prestasi merupakan hasil yang dicapai seseorang ketika mengerjakan tugas atau kegiatan tertentu.” prestasi belajar adalah penguasaan pengetahuan atau keterampilan yang dikembangkan oleh mata pelajaran yang lazimnya ditunjukkan dengan nilai tes atau angka nilai yang diberikan guru” (tu`u, 2004:75). istilah penilaian sangat terkait dengan istilah mengukur, menguji, menilai dan mengevaluasi. istilah-istilah tersebut merupakan suatu rangkaian proses penilaian pembelajaran. menurut suwardi (2007 : 86) istilah-istilah tersebut dirinci sebagai berikut: 1. pengukuran pengukuran berarti kegiatan yang sistematik untuk menentukan angka pada objek atau gejala. 2. pengujian pengujian berarti menafsirkan dari sejumlah pernyataan yang memiliki jawaban yang benar atau salah. 3. penilaian penilaian berarti penafsiran hasil pengukuran dan penentuan pencapaian hasil belajar. menilai adalah mengambil suatu keputusan terhadap sesuatu dengan ukuran baik buruk. hasil penilaian bersifat kuantitatif. 4. evaluasi evaluasi berarti penentuan nilai suatu program dan penentuan pencapaian tujuan suatu program. jadi rangkaian proses penilaian tersebut cukup jelas bahwa sistem penilaian dalam pembelajaran meliputi beberapa aspek rangkaian penilaian, hasil akhir dari serangkaian proses pembelajaran tersebut akan menghasilkan yang dikenal dengan prestasi belajar. prestasi belajar adalah hasil yang telah dicapai dari apa yang telah dicapai atau dari apa yang telah dikerjakan. dari pernyatan tersebut prestasi dapat kita peroleh setelah kita melakukan suatu kegiatan atau pekerjaan, dan kegiatan ini dilakukan bisa secara bersamaan dengan orang lain atau individu, sehingga untuk mengetahui apakah prestasi itu baik atau tidak biasanya dibandingkan dengan orang lain. prestasi seseorang dapat dinyatakan dengan perubahan sikap jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 72 prilaku, dapat juga dinyatakan dalam bentuk nilai prestasi atau biasanya dapat berkaitan. dengan demikian prestasi belajar siswa pada pelajaran pendidikan lingkungn hidup dapat dikatakan merupakan cermin dari motif berprestasi. berdasar uraian permasalahan di atas, dapat diduga ada hubungan antara motif berprestasi dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. semakin baik motif berprestasi, maka akan semakin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. hubungan antara sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup sikap mempunyai arah, artinya sikap terpilah pada dua arah kesetujuan yaitu apakah setuju atau tidak setuju, apakah mendukung atau tidak mendukung, apakah memihak atau tidak memihak terhadap sesuatu atau seseorang sebagai objek. orang yang setuju, mendukung atau memihak terhadap sesuatu objek sikap berarti memiliki sikap yang arahnya positif, sebaliknya mereka yang tidak setuju atau tidak mendukung dikatakan sebagai orang yang memiiki sikap yang arahnya negatif. sikap memiliki intensitas, artinya kedalamam atau kekuatan sikap terhadap sesuatu belum tentu sama walaupun arahnya mungkin tidak berbeda. dua orang yang tidak sukanya terhadap sesuatu, yaitu samasama memiliki sikap yang berarah negatif, belum tentu mempunyai sikap negatif yang sama intensitasnya. orang pertama mungkin tidak setuju, tapi orang kedua dapat saja sangat tidak setuju. krech, crutcfield dan ballachey, 1954 (dalam walgito, 1994:106) menyatakan bahwa ada hubungan antara sikap dengan perilaku. perilaku sesorang akan diwarnai atau dilatarbelakangi oleh sikap yang ada pada orang yang bersangkutan. namun demikian tidak semua ahli berpendapat bahwa perilaku itu dilatarbelakangi oleh sikap orang yang bersangkutan. adapun menurut gagne prestasi adalah hasil yang telah dicapai seseorang dalam melakukan kegiatan. lebih lanjut arikunto, (1990 : 110) menjelaskan prestasi belajar berarti hasil yang telah dicapai jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 73 siswa dalam proses kegiatan belajar. jadi prestasi belajar menurut winkel (1996 : 26) dikemukakan bahwa prestasi belajar merupakan bukti keberhasilan belajar yang telah dicapai oleh seseorang. maka prestasi belajar merupakan hasil yang maksimum yang dicapai oleh seseorang setelah melaksanakan usaha-usaha belajar. dijelaskan juga bahwa prestasi belajar adalah usaha maksimal yang dicapai oleh seseorang setelah melaksanakan usaha-usaha belajar. prestasi belajar dapat diukur melalui tes yang sering dikenal dengan tes prestasi belajar. menerut azwar (2005 : 8-9) mengemukakan tentang tes prestasi belajar bila dilihat dari tujuannya yaitu mengungkapkan keberhasilan seseorang dalam belajar. selanjutnya dikemukakan bahwa di dalam pendidikan formal tes prestasi belajar dapat berbentuk ulangan harian, tes formatif, tes sumatif bahkan ebtanas dan ujian-ujian masuk perguruan tinggi. ditegaskan lagi tentang penjelasan dari istilah prestasi belajar menurut purwanto (2006 : 28) pengertian prestasi belajar yaitu hasil yang telah dicapai oleh seseorang dalam usaha belajar sebagaimana yang dinyatakan dalam buku raport siswa. lebih jauh dijelaskan bahwa prestasi belajar seseorang sesuai dengan tingkat keberhasilan sesuatu dalam mempelajari materi pelajaran yang dinyatakan dalam bentuk nilai atau raport dalam setiap bidang studi setelah mengalami proses belajar mengajar. prestasi merupakan hasil yang dicapai seseorang ketika mengerjakan tugas atau kegiatan tertentu.” prestasi belajar adalah penguasaan pengetahuan atau keterampilan yang dikembangkan oleh mata pelajaran yang lazimnya ditunjukkandengan nilai tes atau angka nilai yang diberikan guru” (tulus 2004:75). dari pengertian diatas dapat dipahami bahwa prestasi belajar adalah hasil kemampuan seseorang pada bidang tertentu dalam mencapai tingkat kedewasaan yang langsung dapat diukur dengan tes. penilaian dapat berupa angka atau huruf. ukuran untuk menentukan prestasi belajar diantaranya melalui data-data kuantitatif yang dapat dipertanggung jawabkan oleh anak yang bersangkutan baik hasil dari penilaian ulangan harian ataupun hasil dari ujian semester seperti yang tercantum dalam buku raport dari semua kumpulan nilainilai mata pelajaran yang diperoleh oleh siswa yang bersangkutan. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 74 demikian juga dengan prestasi belajar siswa pada pelajaran pendidikan lingkungn hidup dipengaruhi oleh sikap siswa terhadap pelajaran pendidikan lingkungan hidup. berdasar uraian permasalahan di atas, diduga ada hubungan antara sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungn hidup. artinya makin baik sikap siswa terhadap pelajaran pendidikan lingkungan hidup, maka akan semakin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. hubungan antara motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungn hidup keinginan untuk berkarya oleh individu ini disebut keinginan berprestasi. selanjutnya prestasi yang tinggi merupakan kontribusi yang berharga bagi keberhasilan sekolah sebab prestasi yang baik di semua tingkat sekolah, pencapaian tujuan dan keberhasilan sekolah menjadi sesuatu yang sangat sulit atau bahkan mustahil. bagi sekolah, di dalam prestasi belajar siswa dapat memberikan suatu faedah yang sangat besar, karena dapat diwujudkan keahlian yang dimiliki dari pendidikan formal maupun pendidikan non-formal dalam mencapai tujuan yang telah ditentukan oleh sekolah. prestasi belajar tidak hanya dipengaruhi oleh motivasi belajar tetapi juga dipengaruhi oleh motif berprestsi. motivasi adalah daya upaya yang mendorong seseorang untuk melakukan sesuatu atau daya penggerak dari subyek untuk melakukansuatu perbuatan dalam suatu tujuan (sardiman, 2007 : 71). prestasi belajar ditentukan secara bersama-sama oleh motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup di satu pihak dan oleh situasi di lain pihak. motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup membantu menetapkan prestasi belajar dalam suatu situasi tetapi tidak berarti bahwa motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup merupakan sebab pertama dari prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. prestasi belajar merupakan keberhasilan yang dicapai setelah selesainya pelaksanaan kegiatan pembelajaran. hasil prestasi belajar diaktualisasikan dalam bentuk nilai atau skor setelah siswa mengikuti atau melaksanakan evaluasi belajar. pretasi belajar dapat memberikan gambaran intelektual maupun perilaku siswa setelah proses jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 75 pembelajaran yang telah diberikan oleh guru, oleh karena itu dalam menyusun program pembelajaran diharapkan dapat menyusun tujuan pembelajaran secara nampak dan jelas beserta instrumen yang akan disajikan, sebab tujuan pembelajaran itulah yang akan dicapai setelah proses pembelajran selesai dilaksanakan. belajar merupakan salah satu faktor yang mempengaruhi dan berperan penting dalam pembentukan pribadi dan perilaku individu. sukmadinata, (2005:25) menyebutkan bahwa “ sebagian terbesar perkembangan individu berlangsung melalui kegiatan belajar”. prestasi merupakan hasil yang dicapai seseorang ketika mengerjakan tugas atau kegiatan tertentu.” prestasi belajar adalah penguasaan pengetahuan atau keterampilan yang dikembangkan oleh mata pelajaran yang lazimnya ditunjukkan dengan nilai tes atau angka nilai yang diberikan guru” (tu`u, 2004:75). berdasar kerangka pemikiran secara parsial di atas, apabila semua digabung secara bersama-sama maka dapat diduga ada hubungan antara motif berpretasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. artinya makin baik motif berpretasi dan makin baik sikap siswa terhadap pelajaran pendidikan lingkungan hidup secara bersama-sama, maka akan makin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. dan sebaliknya semakin rendah motif berpretasi dan semakin rendah sikap siswa terhadap pelajaran pendidikan lingkungan hidup secara bersama-sama, maka akan makin jelek prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. d. metodologi penelitian objek penelitian objek dalam penelitian ini adalah motif berprestasi, sikap siswa terhadap pelajaran pendidikan lingkungan hidup dan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. penelitian ini dilaksanakan di kelas vii smp negeri i cimaragas kabupaten ciamis. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 76 metode penelitian keberhasilan suatu penelitian ilmiah tidak hanya terlepas dari metode yang akan digunakan dalam penelitian tersebut. adapun yang dimaksud dengan metode dikemukakan oleh surakhmad (1989 : 13), metode adalah merupakan cara utama yang dipergunakan untuk mencapai tujuan, misalnya untuk menguji hipotesis dengan mempergunakan teknik serta alat-alat tertentu. metode penelitian memegang peranan penting dalam suatu penelitian untuk mencapai tujuan, serta merupakan jalan untuk memecahkan suatu masalah penelitian. dalam penelitian yang dilaksanakan menggunakan metode deskriptif korelasional. metode ini digunakan untuk menguji hubungan antara variabel. untuk menunjang keberhasilan proses penelitian pengumpulan data dalam penelitian ini menggunakan teknik survei seperti yang telah dijelaskan iskandar (2002: 174) bahwa penelitian deskriptif menggunakan teknik survei. berikut ini desain penelitian yang digunakan dalam penelitian ini. gambar 3.1 disain penelitian keterangan : x1 = motif berprestasi siswa x2 = sikap siswaterhadap pelajaran pendidikan lingkungan hidup y = prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup populasi dan sampel populasi merupakan keseluruhan objek yang diteliti baik yang berupa benda, manusia maupun gejala-gejala yang akan terjadi. ali (1987 : 53), mengemukakan bahwa populasi adalah keseluruhan objek penelitian baik dalam bentuk manusia, benda, peristiwa maupun gejala yang akan x1 x2 y jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 77 terjadi. populasi dalam penelitian ini adalah seluruh siswa kelas vii smp negeri i cimaragas kabupaten ciamis, yang mengikuti pelajaran pendidikan lingkungan hidup, sebanyak 176 orang yang tersebar di 6 kelas, siswa dianggap memiliki kemampuan yang relatif sama dilihat berdasarkan nilai rata-rata raport mata pelajaran pendidikan lingkungan hidup semester pertama, sehingga penulis menduga keadaan populasi homogen. sampel sampel adalah bagian dari jumlah dan karakteristik yang dimiliki oleh populasi tersebut (sugiyono, 2003: 91). selanjutnya mengenai pengertian sampel dikemukakan oleh sudjana (2002:6) bahwa sampel adalah sebagian nilai yang diambil dari populasi. untuk menentukan ukuran sampel yang akan digunakan, penulis mengutip pendapat arikunto, suharsimi (2002:112) “apabila subjeknya kurang dari 100 lebih baik diambil semua sehingga penelitiannya menjadi penelitian populasi. selanjutnya jika jumlah populasinya lebih dari 100, sampel diambil antara 10% sampai 15% atau 20% sampai 30%”. berpedoman pada langkah-langkah tersebut, maka teknik pengambilan sampel yang digunakan dalam penelitian ini adalah teknik proportional random sampling. dimana diambil sebanyak 30% dari populasi. populasi dan sampel siswa kelas vii smp negeri i cimaragas kabupaten ciamis dapat dilihat seperti yang disajikan pada tabel 3.1 dibawah ini; tabel 3.1 populasi dan sampel penelitian nama sekolah kelas populasi sampel ( 30% ) dibulatkan smp negeri i cimaragas kabupaten ciamis vii a 32 9,6 10 vii b 31 9,3 9 vii c 30 9,0 9 vii d 30 9,0 9 vii e 29 8,7 9 vii f 24 7,2 7 jumlah 176 53 sumber; profil sekolah tahun 2011 jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 78 oleh karena itu sampel yang diambil dalam penelitian ini ditetapkan sebanyak 53 orang. operasional variabel di dalam penelitian ini dikaji dua variabel bebas dan satu variabel terikat. variabel bebasnya adalah (1) motif berprestasi dan (2) sikap siswa terhadap pelajaran pendidikan lingkungan hidup. yang diangkat sebagai variabel terikat adalah prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. secara operasional ketiga variabel tersebut didefinisikan seperti uraian berikut ini. 1. motif berprestasi dalam penelitian ini adalah merupakan usaha seseorang untuk mengarahkan perilakunya untuk bertindak atau bertingkah laku dengan menggunakan segenap kemampuan fisik dan psikis untuk mencapai keinginan atau kebutuhan yang dituju. keinginan atau kebutuhan yang dituju merupakan keinginan atau kebutuhan untuk berprestasi, maju dan sukses dari sebelumnya,merasa senang dan semangat dalam belajar. indikator motif berprestasi menurut peneliti adalah: 1) merasa senang belajar plh, 2) ketekunan dalam belajar, 3) ulet dalam menghadapi kesulitan, 4) berprestasi dalam belajar, dan 5) mandiri dalam belajar. 2. sikap siswa terhadap pelajaran pendidikan lingkungan hidup dalam penelitian ini adalah keyakinan, kecenderungan siswa untuk membuat respons atau berperilaku dalam cara tertentu yang dipilihnya sikap terhadap pelajaran pendidikan lingkungan hidup dalam penelitian meliputi indikator: 1) kepercayaan diri dalam belajar pendidikan lingkungan hidup; 2) kegunaan pendidikan lingkungan hidup; 3) keyakinan terhadap keberhasilan; dan 4) dorongan untuk berhasil dalam pelajaran pendidikan lingkungan hidup dari siswa,guru, serta orang tua. 3. prestasi belajar pada pelajaran pendidikan lingkungan hidup dalam hal ini meliputi nilai dalam mata pelajaran pendidikan lingkungan hidup atau nilai yang tercantum dalam ketuntasan belajar sesuai yang tercantum dalam buku raport sebagai bukti dari kegiatan evaluasi yang dilaksanakan oleh guru bidang studi. diambil dari nilai raport mata pelajaran pendidikan lingkungan hidup semester 2 kelas vii smp negeri i cimaragas kabupaten ciamis tahun ajaran 2011-2012. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 79 teknik pengumpulan data teknik pengumpulan data dilakukan dengan melalui instrumen, sebagai berikut: 1. angket merupakan teknik pengumpulan data dalam bentuk komunikasi tidak langsung dengan mengumpulkan data secara tertulis dari sumber data. teknik ini digunakan untuk menjaring data peserta didik sesuai dengan masalah yang diteliti yaitu variabel motif berprestasi dan variabel sikap siswa terhadap pelajaran pendidikan lingkungan hidup. 2. dokumentasi digunakan untuk mengumpulkan data prestasi belajar siswa, berupa nilai raport mata pelajaran pendidikan lingkungan hidup kelas vii semester 2 smp negeri 1 cimaragas kabupaten ciamis. 3. observasi dengan mengamati situasi dan kondisi lingkungan sekolah yang dijadikan tempat penelitian. instrumen penelitian untuk menjaring data yang diperlukan, disusun seperangkat instrumen yaitu angket motif berprestasi, dan angket sikap siswa terhadap pelajaran pendidikan lingkungan hidup. angket motif berprestasi untuk mengungkap informasi tentang motif berprestasi digunakan angket motif berprestasi, yang merupakan pendorong bagi seseorang untuk melakukan kegiatan dan dapat memicu munculnya motif berprestasi siswa, antara lain : 1) merasa senang belajar pendidikan lingkugan hidup, 2) ketekunan dalam belajat, 3) ulet dalam menghadapi kesulitan, 4) berprestasi dalam belajar, dan 5) mandiri dalam belajaryang terdiri dari pernyataan positif dan pernyataan negatif. untuk motif berprestasi dinilai oleh subjek dengan kriteria: sangat sesuai, sesuai, kurang sesuai, tidak sesuai, dan sangat tidak sesuai. uji coba instumen penelitian angket diujicobakan pada 30 responden diluar sampel penelitian yaitu siswa kelas vii smp negeri 1 cimaragas kabupaten ciamis, yang memiliki karakteristik yang sama dengan anggota sampel yang akan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 80 diteliti sebenarnya. syarat minimal untuk dapat dianggap valid adalah rhitung lebih besar daripada rtabel. instrument penelitian ini sebelumnya diuji kelayakan dengan menggunakan uji validitas dan uji reliabilitas. uji validitas validitas adalah suatu indeks yang menunjukkan alat ukur itu benarbenar mengukur apa yang diukur (notoatmodjo, 2005 : 50). pengujian ini digunakan rumus korelasi product moment dengan angka kasar yang dikemukakan oleh arikunto, (2006: 170) seperti berikut: keterangan: r xy = koefisien antara x dan y ∑y = skor total ∑x = skor butir n = jumlah responden ∑y2 = jumlah skor kuadrat variabel y ∑x2 = jumlah skor kuadrat variabel x ∑xy = jumlah perkalian antara skor variabel x dengan skor variabel y. (arikunto, 2006 : 188) uji instrumen dalam penelitian ini mengukur item-item pernyataan dari motif berprestasi (x1) sebanyak 40 item, dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup (x2) sebanyak 40 item dengan bantuan spss dapat diketahui nilai korelasinya. nilai korelasi yang diperoleh (nilai korelasi per item dengan total item yang diperoleh setelah dikorelasikan secara statistik per item), selanjutnya di uji pada taraf kepercayaan yang digunakan (α = 5%), dengan kaidah keputusan : jika rhitung lebih besar dari rtabel berarti valid, berarti instrumen tersebut memenuhi kriteria validitas sehingga item tersebut layak digunakan dalam penelitian. jika rhitung lebih kecil dari rtabel berarti tidak valid, maka pertanyaan tersebut harus diganti, diperbaiki atau dihilangkan. dari hasil uji validitas pada tabel di atas dapat diketahui bahwa hasil pengujian dari 40 item pernyataan yang valid sebanyak 37 item (digunakan) karena memenuhi nilai rhitung > r tabel sedangkan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 81 jumlah item yang tidak valid ada 3 item yaitu butir pernyataan nomor 13,23, dan nomor 40 (tidak digunakan). dari hasil uji validitas pada tabel di atas dapat diketahui bahwa hasil pengujian dari 40 item pernyataan yang valid sebanyak 33 item (digunakan) karena memenuhi nilai rhitung > r tabel sedangkan jumlah item yang tidak valid ada 7 item yaitu butir pernyataan nomor 13,16,19,23,26,28, dan nomor 32 (tidak digunakan). uji reliabilitas pengujian reliabilitas suatu instrumen dilakukan dengan menganalisis konsistensi butir-butir atau item pertanyaan dengan teknik consistency, yaitu bertujuan untuk melihat ketetapan mengukur apa yang seharusnya di ukur. dalam penelitian ini reliabitas dihitung dengan formula dari alfpha cronbch untuk variabel motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup. dalam penelitian ini uji reliabilitas diperoleh dengan cara menganalisis data dari satu kali pengetesan.. adapun rumus yang digunakan untuk uji reliabilitas adalah sebagai berikut (suharsimi arikunto, 2002 : 109): r11 =                 2 2 1 1 i i n n   keterangan: r11 = realibilitas instrumen. n = banyaknya butir pertanyaan atau banyaknya soal. σσ2b = jumlah varian total. α2t = varian total. teknik analisis data data yang diperoleh dari penelitian dianalisis dengan menggunakan teknik korelasi, regresi sederhana dan regresi ganda. selain teknikteknik analisis tersebut, beberapa teknik analisis univariat untuk kepentingan deskripsi data juga dilakukan, yakni rata-rata (mean), nilai tengah (median), nilai terkecil dan nilai terbesar, serta simpangan baku. sedangkan statistika inferensial yang digunakan untuk menguji hipotesis penelitian adalah analisis korelasi, analisis regresi sederhana, jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 82 dan analisis regresi ganda, yang sifat korelasinya akan menentukan arah dari korelasi. uji normalitas untuk menguji normalitas sebaran data digunakan kolmogorovsmirnov. data yang diuji adalah data dari ketiga variabel dalam penelitian ini yaitu data motif berprestasi, sikap siswa terhadap pelajaran pendidikan lingkungan hidup, dan prestasi belajar siswa pada mata pelajaran pendidikan lingkungan hidup. kaidah yang digunakan adalah jika asymp. sig. lebih besar dari level of sicnificant (α) maka data berdistribusi normal. jika asymp. sig. lebih kecil dari level of sicnificant (α) maka data distribusi tidak normal. uji linieritas regresi untuk menentukan linier atau tidaknya regresi x terhadap y, maka digunakan tenik pengujian dengan prosedur uji polinominal anova satu jalur. dengan kaidah : jika asymp. sig. lebih kecil dari harga probabilitas yang digunakan, maka regresi linier. jika asymp. sig. lebih besar dari harga probabilitas yang digunakan, maka regresi tidak linier. pengujian hipotesis analisis data secara komparatif, yaitu untuk menguji hipotesis penelitian yang dirumuskan sebagai berikut: hipotesis pertama: ada hubungan antara motif berprestasi dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup hipotesis statistiknya: h0 : ρ1 = 0 h1 : ρ1 ≠ 0 keterangan: h0: tidak ada hubungan antara motif berprestasi dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup h1: ada hubungan antara motif berprestasi dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 83 hipotesis kedua: ada hubungan antara sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup hipotesis statistiknya: h0 : ρ2 = 0 h1 : ρ2 ≠ 0 keterangan: h0 : tidak ada hubungan antara sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup h1 : ada hubungan antara sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup hipotesis ketiga: ada hubungan antara motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup hipotesis statistiknya: h0 : ρ3 = 0 h1 : ρ3 ≠ 0 keterangan: h0 : tidak ada hubungan antara motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup h1 : ada hubungan antara motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup dari semua teknik pengolahan di atas, maka untuk memudahkan pengolahan data tersebut penulis menggunakan bantuan komputer dengan perangkat lunak yang digunakan adalah spss (statistical product and service solutions). jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 84 e. hasil penelitian dan pembahasan deskripsi tempat penelitian smp negeri 1 cimaragas kabupaten ciamis provinsi jawa barat yang beralamat di jalan raya cimaragas no. 262 desa cimaragas kabupaten ciamis, ( (0265) 743626 dengan npsn: 20 211 638. smp negeri 1 cimaragas kabupaten ciamis didirikan tanggal 30 juli 1980 dan mulai beroperasi sejak tahun 1964. jenjang akreditasi a. smp negeri 1 cimaragas kabupaten ciamis dibangun di atas tanah milik negara dengan status tanah shm dengan luas tanah = 9495m2. luas bangunan smp negeri 1 cimaragas kabupaten ciamis 2148m2. smp negeri 1 cimaragas kabupaten ciamis memiliki tenaga pengajar 25 guru tetap (pns). guru tidak tetap (gtt) sebanyak 7 orang, pembantu pelaksana sebanyak 5 orang. pada awal tahun pelajaran 2011-2012 smp negeri 1 cimaragas kabupaten ciamis dengan jumlah siswa 530 orang, untuk lebih jelas pada tabel 4.1 berikut: jumlah rombongan belajar dan siswa th. ajara n jml penda f taran (calo n siswa baru) kelas vii kelas viii kelas ix jumlah (kelas vii + viii + ix) jml siswa jml. rom bongan belajar jml sisw a jml. rombongan belajar jml siswa jml. rombongan belajar jml siswa jml. rombongan belajar 20011 / 2012 186 org 176 0rg 6 rbl 178 org 6 rbl 168 org 6 rbl 530 org 18 rbl pada tahun pelajaran 2011-2012 smp negeri 1 cimaragas kabupaten ciamis, memiliki ruangan sebagai berikut: 1. ruang kelas : 18 ruangan 2. ruang kepala sekolah : 1 ruangan 3. ruang tu : 1 ruang 4. ruang guru : 1 ruang 5. ruang bp : 1 ruang 6. ruang perpustakaan : 1 ruang 7. ruang lab. ipa : 2 ruang 8. ruang multimedia : 1 ruang 9. ruang lab komputer : 1 ruang jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 85 pembahasan hubungan antara motif berprestasi (x1) dengan prestasi belajar siswa pada pendidikan lingkungan hidup (y) berdasarkan hasil penelitian diketahui bahwa ada hubungan antara motif berprestasi dengan prestasi belajar pada pelajaran pendidikan lingkungan hidup yang termasuk kategori keeratan cukup hal ini dibuktikan dengan perolehan nilai koefisien korelasi sebesar 0,680 dan memberikan kontribusi sebesar 46,4%. hal ini mengandung makna bahwa prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup dipengaruhi oleh motif berprestasi. artinya bahwa semakin baik motif berprestasi maka, akan semakin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. bagi sekolah, di dalam prestasi belajar siswa dapat memberikan suatu faedah yang sangat besar, karena dapat diwujudkan keahlian yang dimiliki dari pendidikan formal maupun pendidikan non-formal dalam mencapai tujuan yang telah ditentukan oleh sekolah. prestasi belajar dipengaruhi oleh motif berprestasi. motivasi adalah daya upaya yang mendorong seseorang untuk melakukan sesuatu atau daya penggerak dari subyek untuk melakukansuatu perbuatan dalam suatu tujuan (sardiman, 2007 : 71). hasil penelitian tersebut sejalan dengan pendapat mc clelland, (1985:224) “motif berprestasi merupakan usaha yang dilakukan untuk mencapai sukses dalam suatu persaingan berdasarkan suatu keunggulan yang didasarkan pada prestasi orang lain ataupun prestasi diri sebelumnya”. motif ini terefleksikan dalam perilaku-perilaku, seperti pencapaian tujuan yang sulit, penentuan rekor baru, ingin sukses dalam menyelesaikan tugas sulit dan mengerjakan sesuatu yang belum selesai sebelumnya. individu tersebut menyukai tugas-tugas yang kesuksesannya, tergantung pada usaha dan kemampuan maksimal mereka. menurut mc clelland (1985:246) di dalam motif berprestasi terkandung aspek-aspek tanggung jawab pribadi, kebutuhan akan umpan balik, dan ketekunan. prestasi belajar adalah hasil kemampuan seseorang pada bidang tertentu dalam mencapai tingkat kedewasaan yang langsung dapat diukur dengan tes. penilaian dapat berupa angka atau huruf. keberhasilan siswa dalam mencapai prestasi belajar dipengaruhi oleh beberapa faktor yaitu tingkat kecerdasan yang baik, pelajaran sesuai jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 86 dengan bakat yang dimiliki, ada minat dan perhatian yang tinggi dalam pembelajaran, motivasi yang baik dalam belajar, cara belajar yang baik dan strategi pembelajaran yang dikembangkan guru. suasana keluarga yang mendorong anak untuk maju, selain itu lingkungan sekolah yang tertib, teratur dan disiplin merupakan pendorong dalam proses pencapaian prestasi belajar (tu`u, 2004: 81). berdasarkan hasil penelitian diketahui bahwa prestasi belajar siswa pada pelajaran pendidikan lingkungn hidup dipengaruhi oleh motif berprestasi. berdasarkaan uraian permasalahan di atas, ada hubungan antara motif berprestasi dengan prestasi belajar pada pelajaran pendidikan lingkungn hidup. artinya makin baik motif berprestasi, maka akan semakin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. pembahasan hubungan antara sikap siswa terhadap pelajaran pendidikan lingkungan hidup (x2) dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup (y) berdasarkan hasil penelitian diketahui bahwa ada hubungan antara sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup yang termasuk dalam kategori cukup hal ini dibuktikan dengan perolehan nilai r sebesar 0,682 yang memeberikan kontribusi sebesar 46,5%. hal ini mengandung makna bahwa prestasi belajar pada pelajaran pendidikan lingkungan hidup dipengaruhi oleh sikap siswa terhadap pelajaran pendidikan lingkungan hidup. artinya bahwa semakin baik sikap siswa terhadap pelajaran pendidikan lingkungan hidup. maka akan semakin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. untuk menjadi dasar pembentukan sikap, pengalaman pribadi haruslah meninggalkan kesan yang kuat. sikap akan lebih mudah terbentuk apabila pengalaman pribadi tersebut terjadi dalam situasi yang melibatkan faktor emosional. dalam situasi yang melibatkan emosi, penghayatan akan pengalaman akan lebih mendalam dan lebih lama berbekas. akan tetapi pengalaman tunggal jarang dapat menjadi dasar bagi pembentukan sikap. individu sebagai orang yang menerima pengalaman, melakukan tanggapan atau penghayatan tidak melepaskan pengalaman yang sedang dialaminya dari pengalaman-pengalaman lain jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 87 yang terdahulu yang relevan dengan pengalaman yang sedang dialaminya. sikap mempunyai arah, artinya sikap terpilah pada dua arah kesetujuan yaitu apakah setuju atau tidak setuju, apakah mendukung atau tidak mendukung, apakah memihak atau tidak memihak terhadap sesuatu atau seseorang sebagai objek. orang yang setuju, mendukung atau memihak terhadap sesuatu objek sikap berarti memiliki sikap yang arahnya positif, sebaliknya mereka yang tidak setuju atau tidak mendukung dikatakan sebagai orang yang memiiki sikap yang arahnya negatif. arikunto (1990 : 110) menjelaskan prestasi belajar berarti hasil yang telah dicapai siswa dalam proses kegiatan belajar. jadi prestasi belajar menurut winkel (1996 : 26) dikemukakan bahwa prestasi belajar merupakan bukti keberhasilan belajar yang telah dicapai oleh seseorang. maka prestasi belajar merupakan hasil yang maksimum yang dicapai oleh seseorang setelah melaksanakan usaha-usaha belajar. dijelaskan juga bahwa prestasi belajar adalah usaha maksimal yang dicapai oleh seseorang setelah melaksanakan usahausaha belajar. krech, crutcfield dan ballachey, 1954 (dalam walgito, 1994:106) menyatakan bahwa ada hubungan antara sikap dengan perilaku. perilaku sesorang akan diwarnai atau dilatarbelakangi oleh sikap yang ada pada orang yang bersangkutan. namun demikian tidak semua ahli berpendapat bahwa perilaku itu dilatarbelakangi oleh sikap orang yang bersangkutan. demikian juga dengan prestasi belajar siswa pada pelajaran pendidikan lingkungn hidup dipengaruhi oleh sikap siswa terhadap pelajaran pendidikan lingkungan hidup. berdasarkan hasil penelitian diketahui bahwa ada hubungan antara sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar pada pelajaran pendidikan lingkungan hidup. artinya bahwa semakin baik sikap siswa terhadap pelajaran pendidikan lingkungan hidup maka akan semakin baik prestasi belajar pada pelajaran pendidikan lingkungan hidup. pembahasan hubungan antara motif berprestasi (x1) dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup (x2) dengan prestasi belajar pada pelajaran pendidikan lingkungan hidup (y) jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 88 berdasarkan hasil penelitian diketahui bahwa ada hubungan motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar pada pelajaran pendidikan lingkungan hidup yang termasuk dalam kategori keeratan cukup hal ini dibuktikan dengan perolehan nilai r sebesar 0,683 dan memberikan kontribusi sebesar 46,6%. hal ini mengandung makna bahwa prestasi belajar pendidikan lingkungan hidup dipengaruhi oleh motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup. artinya semakin baik disiplin dalam belajar dan semakin baik motif berprestasi maka akan semakin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. keinginan untuk berkarya oleh individu ini disebut keinginan berprestasi. selanjutnya prestasi yang tinggi merupakan kontribusi yang berharga bagi keberhasilan sekolah sebab prestasi yang baik di semua tingkat sekolah, pencapaian tujuan dan keberhasilan sekolah menjadi sesuatu yang sangat sulit atau bahkan mustahil. bagi sekolah, di dalam prestasi belajar siswa dapat memberikan suatu faedah yang sangat besar, karena dapat diwujudkan keahlian yang dimiliki dari pendidikan formal maupun pendidikan non-formal dalam mencapai tujuan yang telah ditentukan oleh sekolah. prestasi belajar tidak hanya dipengaruhi oleh motivasi belajar tetapi juga dipengaruhi oleh motif berprestsi. motivasi adalah daya upaya yang mendorong seseorang untuk melakukan sesuatu atau daya penggerak dari subyek untuk melakukansuatu perbuatan dalam suatu tujuan (sardiman, 2007 : 71). prestasi belajar pada pelajaran pendidikan lingkungn hidup dapat ditentukan oleh motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup. faktor yang sangat menentukan prestasi belajar siswa adalah motivasi siswa itu sendiri untuk berprestasi. sering dijumpai siswa yang memiliki intelegensi yang tinggi tetapi prestasi yang dicapainya rendah, akibat intelektual yang dimilikinya kurang berfungsi secara optimal. salah satu faktor pendukung agar kemampuan intelektual yang dimiliki siswa dapat berfungsi secara optimal adalah adanya motif berprestasi yang tinggi dalam dirinya. “motif berprestasi adalah daya upaya yang mendorong seseorang untuk melakukan sesuatu atau daya penggerak dari subyek untuk melakukan suatu perbuatan dalam suatu tujuan” (sardiman, 2007 : 71). jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 89 berdasarkan hasil penelitian diketahui bahwa prestasi belajar pendidikan lingkungn hidup dipengaruhi oleh motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup. untuk mengetahui sikap siswa terhadap pelajaran pendidikan lingkungan hidup seseorang dapat memperlihatkan prestasi belajarnya. demikian juga dengan motif berprestasi siswa terhadap pelajaran pendidikan lingkungn hidup memberikan kontribusi yang tinggi terhadap prestasi belajar pendidikan lingkungn hidup, karena motif berprestasi merupakan salah satu komponen dari sikap siswa terhadap pelajaran pendidikan lingkungan hidup. ada hubungan antara motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar pada pelajaran pendidikan lingkungn hidup di smp negeri 1 cimaragas kabupaten ciamis. artinya makin baik motif berprestasi, dan semakin baik sikap siswa terhadap pelajaran pendidikan lingkungan hidup. maka akan semakin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup, sebaliknya semakin jelek motif berprestasi, dan semakin jelek sikap siswa terhadap pelajaran pendidikan lingkungan hidup, maka akan semakin jelek pula prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. a. kesimpulan dan rekomendasi kesimpulan penelitian ini dilaksanakan dengan menggunakan metode deskriptif korelasional yang melibatkan dua variabel bebas yang dimanipulasi dan variabel terikat. variabel bebasnya adalah motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup, sedangkan variabel terikatnya adalah prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. berdasarkan hasil pengujian hipotesis, maka simpulan penelitian yang dapat ditarik adalah sebagai berikut: ada hubungan antara motif berprestasi dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. hal ini dibuktikan dengan perolehan nilai koefisien korelasi sebesar 0,680 yang termasuk kategori keeratan cukup dan memberikan kontribusi sebesar 46,2%. semakin baik motif berprestasi maka akan semakin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 90 ada hubungan antara sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. hal ini dibuktikan dengan perolehan nilai koefisien korelasi sebesar 0,682 yang termasuk kategori keeratan kuat dan memberikan kontribusi sebesar 46,5%. semakin baik sikap siswa terhadap pelajaran pendidikan lingkungan hidup, maka akan semakin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. ada hubungan antara motif berprestasi dan sikap siswa terhadap pelajaran pendidikan lingkungan hidup dengan prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. hal ini dibuktikan dengan perolehan nilai koefisien korelasi sebesar 0,683 yang termasuk kategori keeratan cukup dan memberikan kontribusi sebesar 46,6%. semakin baik motif berprestasi dan semakin baik sikap siswa terhadap pelajaran pendidikan lingkungan hidup maka akan semakin baik prestasi belajar siswa pada pelajaran pendidikan lingkungan hidup. rekomendasi berdasarkan hasil penelitian maka penulis menyampaikan saran sebagai berikut : diharapkan guru dapat menumbuhkan kesadaran kepada siswa agar merasakan pentingnya tugas dan menerimanya sebagai tantangan sehingga bekerja keras. bentuk kerja keras siswa dapat terlibat secara kognitif yaitu dengan mencari cara dapat meningkatkan motif berprestasi siswa untuk meningkatkan prestasi belajarnya. supaya sikap siswa semakin baik terhadap pelajaran pendidikan lingkungsn hidup maka guru sebaiknya berusaha membantu dalam mengarahkan tingkah laku siswa sehingga mempunyai kepercayaan diri dalam belajar, mengetahui kegunaan belajar, merasa yakin terhadap keberhasilan dan guru serta orang tua harus memberikan dorongan supaya siswa berhasil dalam belajar. sebaiknya ada peneliti lain yang melakukan penelitian lebih lanjut terhadap permasalahan ini mengingat luasnya permasalahan ini sehingga diharapkan dapat memberikan masukan untuk memecahkan permasalahan-permasalahan dalam dunia pendidikan. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 91 daftar pustaka ali, mohamad (1987). strategi penelitian pendidikan. bandung : angkasa. arikunto, suharsimi (1990) manajemen pengajaran secara manusiawi. jakarta: pt. rineka cipta. arikunto, suharsimi (2006) prosedur penelitian suatu pendekatan praktek. jakarta: pt. rineka cipta azwar, saefuddin (2005) penyusunan skala psikologi. yogyakarta: pustaka pelajar. azwar, saefuddin (1998) sikap manusia, teori dan pengukurannya, jogyakarta: pustaka pelajar bloom, benjamin s. (ed) (1979) taxonomy of educational objectives :book 1 cognitive domain, london : longman group limited. djamarah, syaiful bahri (2000) psikologi belajar. jakarta: pt. rineka cipta grafindo. hamalik, oemar (2003) kurikulum dan pembelajaran. jakarta: bumi aksara. iskandar, jusman (2002) metode penelitian administrasi, program pascasarjana garut mar’at (1982) sikap manusia : perubahan serta pengukurannya. jakarta : ghalia indonesia. mc clelland, d.c. (1985) human motivation, illinois: scoot, foresman &company. menteri negara lingkungan hidup (2004) uu no. 23 tahun 1997 tentang perlindungan dan pengelolaan lingkungan hidup. (online). tersedia: http://www google.com/search. notoatmodjo, soekidjo (2005) promosi kesehatan dan ilmu perilaku. jakarta: rineka cipta jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 92 prayitno, elida (1989) motivasi dalam belajar, jakarta: pplptk depdikbud. purwanto, ngalim (2006) admistrasi dan supervisi pendidikan, bandung: remaja rosdakarya. rusyan, a. tabrani (1990) pendekatan dalam proses belajar mengajar. bandung: cv. remaja karya. sardiman, a.m. (2007) interaksi dan motivasi belajar mengajar. jakarta: raja sudjana (2002) metoda statistika. bandung : tarsito. sugiyono (2003) metode penelitian administrasi. bandung: cv. alfabet. sujianto, agus eko (2009) aplikasi statistik, tulungagung: prestasi pustaka. sukmadinata, nana saodih (2005) motivasi berprestasi dan pengukurannya, bandung: jurusan pbb fip ikip bandung. surachmad, winarno (1998) penelitian ilmiah dasar metode teknik. bandung, penerbit tarsito. suwardi (2007) manajemen pembelajaran, menciptakan guru kreatif dan berkompetensi, salatiga: jp books syah, muhibbin (1997) perkembangan pendidikan. bandung: rosdakarya. syah, muhibbin (1996) psikologi pendidikan: suatu pendekatan baru, bandung: remaja rosdakarya. tu’u, tulus (2004) peran disiplin pada perilaku dan prestasi siswa. jakarta: grasindo walgito, bimo (1994) psikologi sosial, jogyakarta: andi offset. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 93 wawan dan dewi (2010) teori dan pengukuran pengetahuan, sikap dan perilaku manusia.yogyakarta: nuha medika. winkel. w.s. 1996) psikologi pengajaran, edisi revisi jakarta : grasindo. yusuf (2003) motivasi dalam belajar. jakarta: p2lptk jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 47 students interest on entrepreuneur movements (analytic descriptive study on students of stkip siliwangi bandung) 1melpa butarbutar, 2kamaludin1,2 ikip siliwangi1melpawd13@yahoo.com.id abstractthe purpose of this research are to: 1) describe and analyze student'sresponse to entrepreneurship learning conducted by stkip siliwangibandung, 2) describe and analyze student interest of stkip siliwangi bandungabout entrepreneurship movement, 3) describe and analyze the effectivenessof entrepreneurship learning conducted by stkip siliwangi bandung and howmuch that can be perceived benefits by it students, and 4) analyze therelationship between entrepreneurship learning with student interest of beingan entrepreuneur in stkip siliwangi bandung. method used in this research isanalytic descriptive study with data collection techniques usingentrepreuneurial questionnaire. the population in this study was the stkipstudents from the pendidikanluarsekolah education program who havereceived the entrepreneurship course study. samples were taken as many as20 people by proportional random sampling. the results of the research are:1) the learning process of entrepreneurship carried out by stkip siliwangibandung get good response from the students. 2) most students showaffection in entrepreneurship although they cannot be regarded as interest ofbecoming an entrepreneur because it can be influenced by other external andinternal factors. 3) effectiveness of entrepreneurial learning can be perceivedby students because there has been a change of students mindset that afterschool graduation they should not always be a job seeker but also had a chanceto become an entrepreneur. 4) there is a very low relation betweenentrepreneurship learning and entrepreneurship interest. keywords : entrepreuneur movements, students entrepreuneur interest a. preliminarythe rapid increase of population in indonesia is causing various social problems, suchas unemployment, poverty, and environmental damage. such conditions will certainlydisrupt national development and stability. there are 5 (five) basic needs that humanbeings must have to live a reasonable life, that is: (1). food; (2). clothing; (3). shelter;(4). education and (5). recreation / entertainment. in fulfilling the necessities of lifeevery adult individual must work to have a source of income. this causes theunemployment rate to increase because the number of workers is much more than theavailable employment. the conditions faced will be further aggravated by the globalcompetition situation, such as, the implementation of the mea (asean economiccommunity) which will confront the graduates of indonesian universities to competefreely with graduates from foreign universities. therefore, university graduate scholarsneed to be directed and supported to be not only oriented as a job seeker but also able jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 48 and ready to become a job creator. it need real solutions that can help overcome theseproblems for example by increasing entrepreneurial spirit among students.entrepreneurship is the spirit, attitude, behavior, and ability of a person in handlingbusiness or an activity that leads to searching, creating, applying new ways of working,technology and products by improving efficiency in order to provide better service andgain greater benefits (presidential instruction no. 4 of 1995, gn-mmk).the international organization (ilo) report notes that the number of unemployed inindonesia over the years of 2009 reached 9.6 million people (7.6%), and 10% of themare undergraduate. data from the indonesian central bureau of statistics supports theilo's statement showing that most of the unemployed in indonesia are those withdiploma / academy / higher education graduates, and only 10% are interested inentrepreneurship. in other words, college graduates have not been able to createindependence. (syaifullah&chavchay, 2009), states that qualitatively young generationhave pure, innovative, and creative ideals. this is a strategic element that youth is agreat energy in the change of a nation. this means that youth must begin to change theirmindset to no longer just seek safety zones by becoming office workers as staff or ascivil servants. youth must have the skills to be able to deal with the increasinglywidespread competition. (zimmerer, 2002) states, that one of the factors driving thegrowth of entrepreneurship in a country lies in the role of universities through theimplementation of entrepreneurship education. the university is responsible ineducating and giving entrepreneurship ability to the students so that after graduationlater they dare to choose entrepreneurship as their career. college parties need to applya concrete entrepreneurship learning pattern based on empirical inputs to equipstudents with meaningful knowledge in order to encourage entrepreneurial spirit forentrepreneurship.entrepreneurs are people who create welfare for others, find new ways to useresources, reduce waste, and create jobs that people like (suryana, 2013).prawirokusumo in (suryana, 2013) also argues that an entrepreneur is those who makecreative and innovative efforts by developing ideas and gathering resources to findopportunities and improvements in life.education that supports the success of entrepreneurship should not be interpreted justas formal education in school. entrepreneurship education is one of the study course ofpendidikanluarsekolah education program which can be obtained anywhere in thesocial life of the community such as: (1). basic home skills education with parents asfirst and foremost educators / teachers; (2). formal education in elementary school touniversity; (3). non-formal education, such as courses, training, seminars, and so on;(4). education at work or company during apprenticeship, internship, part time work,and so on. (sudjana, 2004) defines nonformal education as any organized andsystematic activity outside established school systems, carried out independently or animportant part of a broader activity, which is purposely made to serve certain learnersin achieving their learning objectives. the influence (outcome or impact) is the ultimategoal of pendidikanluarsekolah education program. these influences include: (a)changes in the standard of living from graduates characterized by the acquisition ofemployment, or entrepreneurship, increased revenue, health and self-appearance, (b) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 49 teaching others to the learning outcomes they have and perceived by the graduates, (c)increased participation in social activities and community development, bothparticipation of ideas, energy, property and funds.findings from various studies on the various factors that can shape one'sentrepreneurial behavior show that entrepreneurship can be studied and shaped as it isdelivered (johnson, 1990). in other words, one's entrepreneurial intentions areinfluenced by a number of factors that can be seen in an integral framework involvingvarious internal and external factors (johnson, 1990). internally, innovation isinfluenced by factors that come from individuals, such as tolerance, education,experience, and courtesy. while external factors such as the environment will affect rolemodels, activities, and opportunities. therefore, innovation evolves into anentrepreneur through a process influenced by the environment, organization, andfamily (suryana, 2013).being an entrepreneur not only just about having a large capital, but also need basicknowledge about entrepreneurship and having interest of entrepreneurship that is notin the form of material. according to (cashmere, 2013), entrepreneurs is someone whohas the courage to take risks to open a business on various occasions.interests can be interpreted as factors that exist in a person that causes the person isattracted by or away from various objects, people, and activities contained in theenvironment (sudjana, 2004). many internal factors influence interest, such asconcentration, curiosity, motivation, and need. needs are a very important factor.interest and needs have a very close relationship. for example, an individual'seducational interest or interest in learning will be closely related to the learning needs.stkip siliwangi bandung has placed entrepreneurship course as compulsory subject inthe learning process teaching. it aims to provide a stock of knowledge in order to helpgrow entrepreneurial interests for students. a learning will not be monitored itseffectiveness if not evaluated. evaluation of the learning process that has been going onand evaluation of the impact of learning outcomes on student entrepreneur interest.students are subject to study at the college level that has a meaning of the humancomponent that occupies a major position in the learning process. in the governmentregulation number 19 year 2005 stated that "learners are members of the communitywho seek to develop their potential through the learning process available on the path,ladder, and certain types of education". based on the background and urgency of theresearch that has been described above, in this study the authors will examine andassess student responses to the learning process, analyze the extent to which theeffectiveness of entrepreneurship learning process that has been held can be perceivedbenefits by students, analyze student entrepreneur interest, whether or not there is arelationship between entrepreneurship learning and student entrepreneurship interest. b. intentionbased on the problems that have been stated above, this study aims to:1. describe and analyze student responses to entrepreneurship learning processconducted by stkip siliwangi bandung. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 50 2. describe and analyze the interest of stkip siliwangi bandung students toward theentrepreneurial movement.3. describe and analyze the effectiveness of entrepreneurial learning conducted bystkip siliwangi bandung and how much that can be perceived benefits by itstudents.4. analyze the relationship between entrepreneurship learning with student interestof being an entrepreuneur in stkip siliwangi bandung. c. research methodmethods are ways that researchers can use to collect data (arikunto, 1990). thepopulation used in this study is stkip siliwangi bandung students who have receivedentrepreneurship course learning. samples were taken as many as 20 people thatrepresent the population by simple random sampling. questionnaires used in this studywere arranged according to likert scale model formulated with 5 categories. thestatements put forward are qualitative, for the purpose of analyzing this data is adjustedto the nature of the questionnaire statement. positive statements were scored 5, 4, 3, 2,1 and for negative statements were scored 1, 2, 3, 4, 5.the method used is descriptive method. (nazir, 1999) suggests that descriptivemethods are fact-finding with appropriate interpretation, as well as the prevailingprocedures in society and certain situations including relationships, activities, attitudes,views, and processes takes place and the effects of a phenomenon. (surakhmad, 1990)describes the characteristics of descriptive methods, as follows: (1) concentrate onsolving actual problems; (2) the data collected is initially compiled, described and thenanalyzed and interpreted data results. the interpretation is based on the percentage ofalternative answers that have been raised by the respondents. descriptive method isalso called analytical method. as for knowing whether or not there is relationshipbetween entrepreneurship learning as dependent variable and entrepreneurshipinterest of student as independent variable then research is correlation. (arikunto,1990) argues that: correlation research aims to find out whether there is a relationshipor not, and if there is, how closely the relationship itself. table 1corporate development of variable instrument learning process entrepreneurship variables indicator statement amountpositive negative + ∑ entrepreneurshiplearning 1. entrepreneurshipeducation curriculum 1,2,3 4,5,6 3 3 62 facilities andinfrastructureentrepreneurshipeducation 7,8 9,10 2 2 43. mastery of matterentrepreneurshipeducation 11,13 12,14 2 2 4 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 51 table 2cities of variables instruments interest students entrepreneurship d. result and discussionthe questionnaire on entrepreneurial learning consists of 18 questions, while thequestionnaire about entrepreneurial interest consists of 38 questions. the twoquestionnaires are divided into two types: positive and negative. this is made to assessthe consistency of students in answering the questionnaire, so that the weight of theobtained value really can be used as a guide to arrange the data as the next analysismaterial and can be used as a recommendation material in order to answer the researchobjectives. table 3 entrepreneurship learning questionnaire (variable x) no. descriptionstatment/question frequency answered score informationva a d f d a vd a1. entrepreneurship learning at theuniversity level is important andnecessary 4. evaluation ofentrepreneurshipeducation 15,16 17,18 2 2 4amount of statement 9 9 18 variables indicator statemnet amountpositive negative + ∑ interst inentrepreneurship 1. havingconfidence 1,2,3,13 4,5,6,7 4 4 82. take a risk 8,37,38 9,10,11 3 3 63. creative andinnovative 25,27 26,12 2 2 44. discipline andhard woerk 28,29 30,31 2 2 45. future oriented 14,15,16 17,18,19 3 3 66. having coriosity 21,22 23,24 2 2 47. honest andindependent 32,33,34 20,35,36 3 3 6amount ofstatement 19 19 38 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 52 no. descriptionstatment/question frequency answered score informationva a d f d a vd a2. the entrepreneurship material youhave received at the universityaffects your willingness toentrepreneurship3. with the stock of entrepreneurialknowledge that i am now not readyfor entrepreneurship4. no need to learn aboutentrepreneurship to beentrepreneur5. entrepreneurship knowledge isrequired as a provision forentrepreneurship table 4entrepreneurship interest questionnaire (variable y) no. descriptionstatment/question frequency answered score informationva a d f da vd a1. creating employment is better thanfinding a job2. entrepreneurship can increase one'sself esteem3. entrepreneurship can increaseoptimism for success4. i am not confident inentrepreneurship5. many of the jobs that earn moresalary than entrepreneurship table 5frequency distribution of answers to entrepreneurship learning (18 questions) question very agree agree doubtful disagree very disagree score 1 14 6 0 0 0 94 2 9 10 1 0 0 88 3 1 5 5 6 3 65 4 1 1 3 10 5 77 5 16 3 0 1 0 94 6 2 9 3 6 0 53 7 18 2 0 0 0 98 8 12 8 0 0 0 92 frequency jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 53 question question very agree agree doubtful disagree very disagree score 9 1 8 6 5 0 55 10 5 15 0 0 0 85 11 2 12 5 1 0 75 12 2 16 2 0 0 40 13 9 10 1 0 0 88 14 1 4 5 4 6 70 15 14 5 1 0 0 93 16 3 14 3 0 0 80 17 1 4 5 7 3 67 18 1 4 3 8 4 70 final score 1384 table 6 frequency distribution of positive entrepreneurial learning answers from table 6 obtained the percentage of positive questions to the entrepreneuriallearning process is 64.09%. based on the criteria of 100% percentage, 64.09% is morethan half, which mean it can be described that from 20 subjects studied there are 13people (more than half) have a high understanding of entrepreneurial learning. frequency very agree agree doubtful disagree very disagree score 1 14 6 0 0 0 942 9 10 1 0 0 885 16 3 0 1 0 947 18 2 0 0 0 988 12 8 0 0 0 9210 5 15 0 0 0 8511 2 12 5 1 0 7513 9 11 0 0 0 8815 14 5 1 0 0 9316 3 14 3 0 0 80 final score 887 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 54 questions table 7frequency distribution of learning answers to negative entrepreneurship learning from table 7, the result of all negatif itemis 35,91%. based on the criteria 100%percentage, 35.91% is almost reach half, which mean it can be described that from 20subjects studied there are 7 people (almost half) have a low understanding ofentrepreneurial learning.this value illustrates that the students are consistent in answering the questionnaireeven though the proposed statement is negative. this is seen in the frequency ofanswers that tend to choose disagree or strongly disagree on items that illustrate thenegative things about entrepreneurship learning process. from both data result ofresearch about entrepreneurship learning is positive and negative can be described thatfrom 20 subjects study there are 13 students who have a high understanding ofentrepreneurship learning and 7 people have a low understanding. this indicates thatthere is a student response to entrepreneurial learning.while the data analysis to know the student response to entrepreneurship learningprocess can be described as follows:from the overall problem obtained the ideal score (criterium) is 20 x 100 = 2000 andthe score of research results is 1384, then the continuum can be seen in figure 1. figure 1 –entrepreuneurship learning process in stkip siliwangi bandung based on figure 1 can be described that more than half students gave good responses toentrepreuneurship learning course. frequency very agree agree doubtful disagree very disagree score3 1 5 5 6 3 654 1 1 3 10 5 776 2 9 3 6 0 539 1 8 6 5 0 5512 2 16 2 0 0 4014 1 4 5 4 6 7017 1 4 5 7 3 6718 1 4 5 8 4 70 final score 497 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 55 table 8frequency distribution of answers of interest in entrepreneurship (38 questions) questions very agree agree doubtful disagree very disagree score 1 17 3 0 0 0 97 2 12 8 0 0 0 92 3 12 8 0 0 0 92 4 3 2 3 11 1 65 5 1 3 3 11 2 70 6 3 6 3 7 1 57 7 0 1 0 16 3 81 8 7 13 0 0 0 87 9 0 3 4 10 3 73 10 4 3 2 11 0 60 11 1 7 5 6 1 59 12 6 10 3 1 0 81 13 3 12 5 0 0 78 14 16 4 0 0 0 96 15 16 4 0 0 0 96 16 8 11 1 0 0 87 17 1 2 1 13 3 75 18 0 3 1 16 0 73 19 1 0 0 16 3 80 20 1 6 4 8 1 62 21 7 13 0 0 0 87 22 9 11 0 0 0 89 23 1 6 5 8 0 60 24 1 10 3 6 0 54 25 10 10 0 0 0 90 26 1 6 7 5 1 59 27 11 11 0 0 0 91 28 9 11 0 0 0 89 29 14 6 0 0 0 94 30 1 3 4 10 2 69 31 1 4 9 6 0 60 32 9 11 0 0 0 89 33 7 13 0 0 0 87 34 9 11 0 0 0 89 35 1 1 0 12 6 81 36 1 0 1 11 7 83 37 11 9 0 0 0 91 38 7 10 3 0 0 84 final score 3007 frequency jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 56 table 9distribution of frequency of interest in positive entrepreneurship questions very agree agree doubtful disagree very disagree score 1 17 3 0 0 0 97 2 12 8 0 0 0 92 3 12 8 0 0 0 92 8 7 13 0 0 0 87 12 6 10 3 1 0 81 13 3 12 5 0 0 78 14 16 4 0 0 0 96 15 16 4 0 0 0 96 16 8 11 1 0 0 87 21 7 13 0 0 0 87 22 9 11 0 0 0 89 25 10 10 0 0 0 90 27 11 11 0 0 0 91 28 9 11 0 0 0 89 29 14 6 0 0 0 94 32 9 11 0 0 0 89 33 7 13 0 0 0 87 34 9 11 0 0 0 89 37 11 9 0 0 0 91 38 7 10 3 0 0 84 final score 1786 from table 9, it can be seen that the value of all positive items is 59.39%. based onpercentage criterion 59,39% is more than half, which mean it can be described thatfrom 20 subject studied there are 12 people (more than half) have high interest toentrepreneur. frequency jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 57 table10frequency distribution of interest answers to a negative entrepreneurship questions very agree agree doubtful disagree very disagree score 4 3 2 3 11 1 65 5 1 3 3 11 2 70 6 3 6 3 7 1 57 7 0 1 0 16 3 81 9 0 3 4 10 3 73 10 4 3 2 11 0 60 11 1 7 5 6 1 59 17 1 2 1 13 3 75 18 0 3 1 16 0 73 19 1 0 0 16 3 80 20 1 6 4 8 1 62 23 1 6 5 8 0 60 24 1 10 3 6 0 54 26 1 6 7 5 1 59 30 1 3 4 10 2 69 31 1 4 9 6 0 60 35 1 1 0 12 6 81 36 1 0 1 11 7 83 final score 1221from table 10, the result of all item items is negative about 40.61%. based on thecriteria percentage 40.61% is almost half, meaning can be described that from 20subjects studied there are 8 people (almost half) have low interest to entrepreneurinterest. this value illustrates that the students are consistent in answering thequestionnaire even though the proposed statement is negative. this is seen in thefrequency of answers that tend to choose "disagree" or "strongly disagree" on the itemthat describes the negative things about the entrepreneur. from both data result ofresearch about entrepreneurship interest can be described that from 20 subject studiedthere are 12 people having high interest to entrepreneur interest and 8 people have lowinterest to entrepreneur interest. this indicates that stkip siliwangi bandung studentshave a high level of interest in entrepreneur interest.as for data analysis to know students affection of being an entrepreuneurs oncontinuum can be showed as:from overall items obtained ideal score (criterium) 38 x 100 = 3800 and the score ofresearch results is 3007, then the continuum can be seen in figure 2. figure 2–entrepreuneurship interest in students of stkip siliwangi bandung frequency jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 58 based on figure 2 can be described that most of the students have a high interest inbeing an entrepreuneurs.analysis on the effectiveness of entrepreneurship learning process is obtained asfollows: ideal score (criterium) is 5 x 20 = 100 and the score of research results is 88,then the continuum can be seen in figure 3. figure 3 –entrepreuneurship learning process in stkip siliwangi bandungfrom the question asked can be stated almost entirely students choose strongly agree /agree that the entrepreneurship learning that have been accepted definitely can growstudent affection in entrepreneurial interest. which mean the effectiveness ofentrepreneurial learning can be perceived by students at least they can afford to changethe mindset of students, that after graduation later should not be a job seeker, but canalso become entrepreneurs, although there are many other factors that influence aperson's interest to entrepreneurship.to analyze the relationship between entrepreneurship learning and studententrepreneur interest, the hypothesis used in this research is (there is norelationship between entrepreneurship learning process with student entrepreneurshipinterest), and (there is a relationship between entrepreneurship learningprocess with student entrepreneurship interest). criteria : if t score > t table and on the fall curve in the rejection area, then ho isrejected and ha accepted.from data processing results about entrepreneurship learning variable andentrepreneur interest of student obtained correlation coefficient equal to 0,15.based on the interpretation guidance of correlation coefficient, the result of thecorrelation coefficient interpretation above is very low (0.15). this is understandablebecause in addition to entrepreneurial learning, many other external and internalfactors influence one's entrepreneurial interest. this is in line with johnson's (1990)opinion that one's entrepreneurial intentions are influenced by a number of factors thatcan be seen in an integral framework involving various internal and external factors.to test the significance test of the relationship is whether the relationship found isapplicable to the entire population, then tested the significance of product moment sothat t count is 0.65 <than t table 2.10 (for dk = 20 2 = 18, and the error rate 5%). jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 59 figure 4 – moment product signifficancy testbased on the calculation shown in figure 4, it is stated that t count falls in theacceptance area of ho. this means that the ho states that there is no relationshipbetween entrepreneurship learning process and student entrepreneur interest accepted(if any relationship, very low relation criteria). e. conclusion and recommendation 1. conclusionthe conclusions of this research are as follows: (a) the learning process ofentrepreneurship conducted by stkip siliwangi bandung get good response from thestudents of pendidikanluarsekolaheducation program who have received the learningof entrepreneurship material. of the 20 people who studied as many as 13 people or64.09% had a high understanding of entrepreneurial learning and 7 people or 35.91%had a low understanding of entrepreneurial learning. (b) stkip siliwangi students havean affection in entrepreneur interest. of the 20 people studied there were 12 people or59.39% had high interest in entrepreneur, and 8 people 40,61% had low interest toentrepreneur. (c) from the data analysis results to various questions aboutentrepreneurship materials, students choose strongly agree and agree that theentrepreneurial material they have received affects their willingness toentrepreneurship, where obtained ideal score (criterium) is 5 x 20 = 100 while thescore of results the research is 88. this means that the effectiveness of theentrepreneurial learning process can be perceived by the students because it feels ableto change the mindset of students that after graduation will not only be a job seeker butalso can be an entrepreuneurs.from the analysis results of the relationship between entrepreneurship learning withstudent interest in entrepreneurship, obtained correlation coefficient value of 0.15,meaning there is a very low relationship between entrepreneurship learning withstudent interest in entrepreneurship. through the significance of the product momenttest obtained t count of 0.65 <than t table 2.10 (for dk = 20 2 = 18, and 5% error rate),fall in the acceptance zone ho, which mean the ho which states no relationship betweenentrepreneurship learning process and student entrepreneurship interest is accepted(if there is a relationship, the criterion is very low). 2,10 0 2,10 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 60 2. recommendation a. for educational institutionsince some entrepreneurs arise because of talents (born entrepreneurs) and someentrepreneurs arise because of education (created entrepreneurship), the role ofeducation (teaching, training, and guidance) is so large and strategic in fosteringentrepreneurial human resources, whether arising from talent or especially thosearising out of education. therefore, it is advisable to educational institutions and otherrelated institutions, in order to design educational patterns that can help to instill andgrow entrepreneurial human resources, entrepreneurial education that teaches peopleto create their own business activities, independent, with a curriculum oriented to thebusiness world and work activities.educational institutions are expected to expand the network and cooperation, especiallywith the business and industrial world, so that the internship program as one of theelements of entrepreneurship training / practice for students is becoming wider anddiverse. b. for community and studentsrecognizing that the function of learning resources (such as teachers, instructors,trainers, and mentors) is to convey information, guidance, and guidance on how todevelop learners from within themselves. therefore, to become a human resourceentrepreneur should be advised to learn to learn by reading many books that matchtheir interests. seek experience and exchange ideas, then be equipped with a schooleducation either through formal or nonformal education, so that it has the necessaryexpertise, especially the needed skills, or accomplish something, offer something, andcertain skills including a certain foreign language proficiency.students need to conduct more in-depth research on other factors that affect studententrepreneur interest, in order to find a solution that is able to form youngentrepreneurs that are innovative and creative. bibliographyarikunto, s. (1990). dasar-dasar evaluasi pendidikan. jakarta: rineka cipta.johnson, b. (1990). toward a multidimensional model of entrepreneurship: the case ofachievement motivation adn the entreprenuer. entrepreneurial theory practice, 14(3), 39–54.kasmir. (2013). kewirausahaan. jakarta: rajawali press.nazir, m. (1999). metode penelitian. jakarta: ghalia indonesia.sudjana, d. (2004). pendidikan nonformal. bandung: falah production.surakhmad, w. (1990). pengantar penelitian ilmiah. bandung: tarsito.suryana. (2013). kewirausahaan. pedoman praktis: kiat dan proses menuju sukses. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 61 jakarta: salemba empat.syaifullah, & chavchay. (2009). generasi muda menolak kemiskinan. klaten: cempakaputih.zimmerer, w. . (2002). essentials of entrepreneurship and small business management(third edit). new york: prentice-hall. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 260 increasing pedagogic competency and professional competency through education and training development of sustainable profession of development (case study of kindergarten teachers in bandung) rita nurunnisaikip siliwangiritanurunnisa@rocketmail.com abstractteacher competence is the teacher's capital in carrying out the main task andits function in educating the students. there are 4 competencies that must bepossessed by teachers, namely, pedagogic competence, professionalcompetence, personality competence and social competence. teachersshould have awareness in themselves to continue to learn and developthemselves continuously in an effort to improve services to learners. one ofthe teacher's efforts in self-development is through education and training.for that, the authors examine the "how education and training sustainabledevelopment of keprofesian in improving the pedagogic and professionalcompetence of kindergarten teachers in bandung?" where pedagogiccompetence and professional competence are both mutually integrated andcan not be separated. this study aims to describe the process of planning,implementation, assessment and results and the impact of education andtraining on teacher performance through descriptive and qualitativeapproaches. the results of this study indicate through education and trainingprogram sustainable development of keprofesian in bandung valuecompetency teacher test average increased significantly and in accordancewith the expected minimum achievement criteria. in addition, teachers alsofeel an increase in knowledge, variations of learning fun to apply to learnersand implement sustainable self-development plans. keywords: pedagogic competence, professional competence, teacher,education, and training a. introductionthe teacher is the vanguard of a nation's reversal, with great responsibilities underwhich the progress and success of a nation are determined. various professions in thislife, starting from the top of the president, ministers, businessmen, doctors, architects,soldiers, police and other professions is the work of a teacher. teachers who instill thevalues of attitudes, knowledge, and skills so it is expected to grow generations that cancompete in this era of globalization.to carry out its function, then there is a competence that must be owned by a teacher.competence is a set of knowledge, attitudes, skills and basic values possessed by aperson manifested in the mindset and pattern of action in everyday life. there are 4 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 261 competencies that must be possessed by a teacher, namely pedagogic competence,professional competence, personality competence and social competence.given the importance of each teacher must have the pedagogical and professionalcompetence to support its function in the noble task of educating the students, througheducation and training of the learner-teacher can give a positive influence on thepedagogic and professional competence of the teacher, this research takes the title"increase pedagogic competence and competence professional teachers througheducation and training programs of sustainable cultural development " formulation of the problembased on the above description, then the problem formulation in this research is "howis education and training of sustainable development of keprofesian in improvingpedagogic competence and professional kindergarten teacher in bandung?" b. theory study1. understanding educatorsbased on law number 20 the year 2003, article 1 paragraph 6 states that educators arequalified personnel as teachers, lecturers, counselors, guardians, widyaiswara, tutors,instructors, facilitators and other designations in accordance with their specificity, andparticipate in the provision of education. furthermore, in general, terms describededucators are qualified personnel as teachers, lecturers, counselors, among learn, widyaiswara, tutors, instructors, facilitators, and other designations in accordance with thespecificity, and participate in the implementation of education. (law no. 20 the year2003 article 1).associated with the term educator in early childhood education, then there aredifferent names but have the same meaning. these terms include the term teacher forthose who teach in kindergarten and elementary, the term among learning for thosewho teach in learning activity center (skb). later on, the term facilitator tutor, mother,ustadz-uztadzah who organizes play group education, tpa (daycare), tpq (koraneducation place), cadres in bkb and posyandu. but all of them have the sameunderstanding that as an early childhood educator.2. understanding early childhood education competenciescompetence according to indonesian dictionary is competitiveness; circumstances havesufficient skill and knowledge in any case; authority or power to decide or decidesomething (2014: 462).in english there are at least three terms that imply what is meant by the words of thecompetence (saud, 2011: 44)1) "competence" (n) is being competent, ability (to do the work) "2) "competent (adj.) refers to (persons) having ability, power, authority, skill,knowledge, etc. (to do what is needed)3) "competency is a rational performance which satisfactorily meets the objectives for adesired condition" jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 262 the first definition shows that the competence basically indicates that the competencebasically shows to the skills or ability to do the job. while the second definition showsfurther that the competence is basically a trait (characteristic) of people (competent) isthat have the ability, ability, authority, skills, knowledge, etc. to do required. then thethird definition, furthermore, is that the competence shows the rational (performance)action that can achieve its objectives satisfactorily based on expected conditions(prerequisites).in contrast to educational services at other levels of education, services provided by anearly childhood teacher (tk) are also eligible to be expressed as expert services, askindergarten teachers must also be able to take non-routine decisions in the executionof their daily tasks. as illustrated in the professional teacher education academymanuscript (ditjen dikti, 2006), the applied services of educational experts are alwaysbased on complete academic mastery so that an expert describes it as an appliedscience-based art. meanwhile, on the other hand the figure of educator can be assumedas an expert who always reflects on what has been and will be done in theimplementation of its services in the context of long-term consequences of all decisionsand actions (informed responsiveness) both for children as individuals and for thecommunity where the child concerned it is alive, all of which is of course also based onappropriate academic considerations (ditjen dikti, 2006). this means that in theimplementation of the service, a kindergarten teacher should also care about the side ofkemengapaan (normative referral), in addition to the kebagaimanaan (proceduralreference) and side when (contextual referral) in taking each decision and action.3. relationship of pedagogic competence and professional competencepedagogical competence and professional competence are two aspects of integratedcompetence so that its formation cannot be separated. in relation to that, then the wholefigure of professional competence of early childhood teachers includes the ability, toknow the child deeply, to master the physical and psychological development profile ofthe child, to organize play activities that triggers child growth as a whole, whichincludes the ability to design activities that trigger child mining , assessing the processand results of activities that trigger the development of learners, and make continuousimprovements based on the results of assessment of the process and the results ofactivities that trigger child development, and develop professionalism in a sustainablemanner.4. training part of out of school education (pls)in improving the competence there are various ways that can be done by teachers, learnindependently through began literature, internet, and comparative studies. but alsothrough joint learning activities through teacher workshops in clusters, attendingseminars and education and training.training as part of education outside of school becomes one way that can be taken inimproving the competence, it is as describedsoelaiman joesoef and slamet santoso in nurhasanah (2017: 53) provide limits on thepls whose contents:"off-school education is an opportunity where there is regular, targeted communicationoutside the school and a person obtains knowledge, training or guidance information in jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 263 accordance with age and life needs with the aim of enabling his or her bosses to beefficient and effective participants in the family, work environment and even thecommunity environment and country." c. research methodsthe research method used is a descriptive method, as stated by arikunto (2010: 126)that "the characteristic descriptive method is satisfying itself on solving the problemsthat exist in the present at the actual time and the data collected was first compiled,explained and then analyzed ". the approach taken in this research is a qualitativeapproach.this data collection is done with several techniques, namely:1. interview2. observation3. documentsthe procedure of data analysis in this study refers to what was stated by nasution(1998: 129-130) ie1. data reduction2. display data, and3. conclusion and verification. d. discussionbased on the results of observations and interviews conducted by researchers to thesubject of research, namely 5 respondents who are participants of training courses andtraining of sustainable professional development (diklat pkb) in bandung then thefollowing discussion of research results:1. the process of planning education and training of sustainable development of theprofession in improving the pedagogic and professional competence of kindergartenteacherspkb training and training is initiated with coordination and socialization with relatedparties ie national instructor or facilitator with the professional organizationrepresented by igtki-pgri chairman and education office of bandung city with head ofp3tk head of duty in charge of increasing the competence of educator and educationalstaff. followed by the socialization involves the chairman of the pkg (cluster activitycenter) to perform the data collection of participants and the identification of needsseen from the rap on the management information system (pkg) pkg pkg members,viewed from the results of ukg in 2016, so that obtained the data participants andmapped into 49 classes with variations of the modules that a, b, c, f, g, h, i, and jmodules have to learn, the total number of participants is 1649 teachers. each teachercan take two modules per year in the available classes. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 264 the financing of pkb program activities is entirely expensed to apbn (state revenueand expenditure budget) after the process of cooperation submission is received byp4tk tk plb. the committee is from the element of education service operators andmanagement of igtki-pgri.2. the implementation process of education and training of sustainable development ofkeprofesian in improving pedagogic competence and professional kindergarten teacherpkb training is conducted within 60 jp (lesson hours) with in-on-in face-to-face mode20:30:10. this pattern shows the number of hours of study, where in-service training 1(in-1) 20 jp, on the job learning (on) 30 jp, and in-service training 2 (in-2) 10 jp.the in-on-in front facility is held for 13 days. in in-1 for 2 days face-to-face facilitator(national instructor) with participants in the learning center with pkb trainingprogram materials, pedagogic materials and essential content of competency groups 1and 2 integrated strengthening character education, training questions and technicalexplanation about self-task in on the job learning attached in the journal.then on the participant performs the task according to the self-contained journal for 10days with an estimated time of 3 jp / day facilitated by the facilitator through the onlinenetwork (what's up group) with essential material resume tasks, working on lk(worksheet), making pedagogic competence and competency professional, and finallymade scientific reports.when in-2 participants meet face-to-face with the facilitator at the learning center, bycollecting their assignments, then presentations are represented by severalparticipants, equating perceptions, following the facilitator's exercise, making follow-upand post-test (final) or similar with the ukg (teacher competency test) in 2017 at thetuk (place competency test) at other times.3. the process of assessment of education and training programs on sustainabledevelopment of professionals in improving the professional competence ofkindergarten teachersassessment of participants is divided into 3 components, namely the value of attitude,skill value and final test. assessment of attitudes and skills is the authority of thefacilitator by looking at the learning and completeness of the tasks of the participants.as for carrying out the final test there are eligibility requirements that must bepossessed by participants to get the username and token, namely: a) daily attendanceinput on learning full face-face mode of at least 90% and attendance input at the time ofin-1 and in-2 learning respectively fulfilled at least 90%; b) has completed all tasks andbills to be performed (assignments and charges at the time of on for in-on-in face-to-face mode); c) has the value of attitudes and skills acquired during the learning processand has been inputted into the cla.for the final test at tuk, the participants are given 45 minutes in each module (thegroup of competencies) with a total of 30 questions, consisting of 10 pedagogic and 20professional questions. each participant worked on two groups of competenciesaccording to his class. participants who can follow the activities until the final testnumbered 1477 participants. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 265 4. the results of the training on sustainable cultural development and its impact onimproving the performance of kindergarten teachersdata from sources of p4tk tk and plb shows the comparison of a value of ukg in 2015and 2017 in bandung showed significant improvement from an average value of 45,78to 73,90 from an element of pedagogic competence and professional competence.the results of interviews with the respondents also showed that pkb trainingcontributed positively to the participants, by refreshing the previously possessedknowledge, improving the participants' confidence in conducting the teaching andlearning activities in the classroom, the learners seemed more energetic with themethod of playing while learning given the teacher more varied, the teacher also feltprovided in the presentation of progress reports of students to parents, carrying outbetter counseling guidance to learners, to design preparations for the increase of classesand plans to make ptk (classroom action research). besides, the participants alsoexpect the improvement of competence especially in the field of ict (information andcommunication technology). e. conclusionthe education and training program for continuing capacity building is one of thegovernment's efforts to improve teachers' competence in pedagogic and professionalcompetence. this goal will be achieved if teachers and all parties can cooperate in theimplementation so as to produce quality services in the school environment. eachteacher has an obligation to develop himself continuously and continuously so that hisknowledge can always be refreshed and can build his knowledge through the teachercommunity, in this case, pkg (cluster activity center) as a workplace for teachers inimproving professionalism. awareness of teachers also needs to be built not onlylimited to follow the training program, but also apply the results of learning in the field.in addition, it also seeks its own knowledge through various sources, such as theinternet, literature materials and makes research of class action or best practice, attendseminars or be a seminar speaker to share his educational experience. f. referencesmulyasa, h.e. 2013 competency test, and teacher performance assessment. bandung: rosda.mulyono, d. (2017). menegaskan karakter pendidikan nonformal. empowerment, 1(1).nurhasanah, santi. 2018. english teacher competence improvement training teacher in bilingual learning at bilingual edit fithrah insani west bandung regency. journal of empowerment vol.7 (1), p. 50-57saud, s.u. (2011) teacher professional development. bandung: alfabetateam random media, (2014). indonesia dictionary. jakarta: pandom media nusantarayuliani, sujono (2013). the concept of dasar for early childhood education. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 81 use of digital encyclopedia media to develop cognitive aspects of early childhood(case studies in hati bunda daycare, cimahi city) dian supriatin ikip siliwangidiansupriatin2312@gmail.com abstractearly childhood education is essentially education organized with the aim tofacilitate the growth and development of children as a whole. cognitivedevelopment refers to the child's development in thinking and the ability to givereasons. digital encyclopedia media is one of the supporting activities inplaying, because through these media children can find out a lot of things bylooking at pictures, writing, listening to sounds, also can grow cognitivedevelopment or knowledge of children about everything that is found or notaround their environment. the research method used in this study isdescriptive with qualitative analysis with data collection techniques throughobservation of four students with age groups 5 to 6 years and interviews withtwo teachers, documentation and literature. the objectives of this study are: (1)to describe the planning of using digital encyclopedia media to developcognitive aspects of early childhood, (2) to know the use of digital encyclopediamedia in developing cognitive aspects of early childhood, (3) knowing theresults of the application of media encyclopedia digital in developing cognitiveaspects of early childhood (4) knowing the factors that become difficulties orobstacles in the use of digital encyclopedia media. keywords: early childhood, cognitive development, digital mediaencyclopedia introductioneducation in early childhood basically covers all efforts and actions taken by educatorsand parents in the process of care and education in children by creating an aura andenvironment where children can explore experiences that provide opportunities forthem to know and understand learning experiences that obtained from theenvironment, through observing, imitating and experimenting that take placerepeatedly and involving all the potential and intelligence of early childhood.based on the republic of indonesia law number 20 of 2003 concerning the nationaleducation system chapter 1, article 1 point 14 states that early childhood education isa coaching effort aimed at children from birth to 6 years of age through the provision ofeducational stimuli to help growth and physical and spiritual development of childrento have readiness to enter further education.early childhood education is also a form of education that focuses on laying thefoundation towards physical growth and development (fine and rough motor jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 82 coordination), intelligence (power of thought, creativity, emotional intelligence,spiritual intelligence), socioemotional (attitude, behavior and religion), language andcommunication, in accordance with the uniqueness and stages of development thatearly childhood goes through.according to f.j. monks, (2001) in (desmita, 2015), broad development refers to aprocess that is more perfect and cannot be repeated. development is also defined as aneternal and permanent process that leads to an organization at a higher level ofintegration, based on growth, maturation and learning. developmental psychologistsrecognize that cognitive development takes place continuously and follows adevelopmental stage.cognitive development refers to the child's development in thinking and the ability togive reasons. cognitive development is also characterized by an ability to plan, run astrategy to remember and to find solutions to a problem faced. based on piaget's theoryaccording to nixon and gould (1999: 12) in sujiono (2009: 78) describes cognitivedevelopment in several steps, which includes the sensorimotoric stage (birth-2 years),preoperational stage (2-7 years), operational concrete stages ( 7-11 years) and formaloperation phase (11-16 years).catron and allen (1999: 23-26) in sujiono (2009: 62-63), mention that there are 6aspects of early childhood development, namely: personal awareness, emotional health,socialization, communication, cognition and motor skills are very important and mustbe considered as an interaction function. based on the theory of child development, it isbelieved that every child is born better than one talent. for this reason, children need tobe given education in accordance with their development by enriching their playingenvironment. cognitive theory is based on the assumption that cognitive abilities arefundamental and that guide children's behavior. with this cognitive, children are seenas individuals who actively build their own knowledge about the surroundingenvironment.in general, children are interested in something that contains multimedia or technology-based, such as music, animation or dynamic images. digital encyclopedia media is aninteractive learning media designed with a collection of information to guide children inthe learning process with multimedia or audio visual elements contained in it. thedigital encyclopedia application generated from research can be in the form of portabledigital encyclopedias, digital pens, etc., which are easy to use and have a great influenceon children's learning, especially early childhood. the digital encyclopedia media usedin learning activities at hati bunda daycare is a modern encyclopedia media that candisplay still images and sounds that are not normally possessed by conventionalencyclopedias, so that the media is used as one of the sources and media in earlychildhood learning at hati bunda daycare. the use of digital encyclopedia media is veryhelpful for educators in stimulating students to observe, ask, collect information,associate and communicate various thematic information that will be delivered tochildren. method jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 83 this study uses a qualitative descriptive approach that is trying to reveal the symptomsfound in the field in a comprehensive, holistic contextual, that is comprehensively as awhole by using observation techniques with the object of research consisting of 4children aged 5 to 6 years, interviewing two teachers in the age group anddocumentation is also carried out during the activity and the combination of the threetechniques and literature. results and discussion a. planning to use digital encyclopedia media to develop early cognitive aspects of childrenthe use of digital encyclopedia media in developing cognitive aspects of earlychildhood, at the hati bunda daycare can be implemented in accordance with theplanning which includes classroom management by arranging room infrastructure,preparing learning resources and storing supporting playgrounds. in theimplementation process, it is adapted to the 2013 early childhood educationcurriculum by optimizing child development and using scientific thematic learning. thisis in line with majid's opinion (2011: 7) which describes about learning planning whenviewed from the components of learning management competencies, namely describinglearning objectives, determining learning materials, organizing learning materials,determining learning strategies / methods, determining learning / media resources /learning props, compile assessment tools, determine assessment techniques andallocate time. in addition, it is also in line with other opinions from majid (2011: 92-94)which states that the steps in planning consist of diagnosing needs, determining goals,identifying learning techniques, formulating and planning learning, providingmotivation and program implementation, measurement , level evaluation anddetermination. b. the process of using digital encyclopedia media to develop early cognitive aspects of childrenthe implementation of learning in institutions is adjusted to the education unit levelcurriculum or early childhood education. the steps in preparing the implementation ofthe digital encyclopedia media use are adjusted to the center learning model which willbe incorporated into the daily learning implementation plan, which includesenvironmental footing, footing before playing, footing when playing, footing afterplaying. in the implementation of learning by using a digital encyclopedia as a learningmedium, the methods used include the storytelling method, the question and answermethod and also the discussion method. with this method students learn through activelearning, where students are given the opportunity to think, find and find their ownanswers from the media. this is in line with the opinion of fadillah (2016: 163-179),stating that there are several methods that can be applied and used in the process ofearly childhood learning that have been adapted to the conditions and characteristics,including lecture method, question and answer method, method habituation, exemplarymethods, playing methods, storytelling methods, singing methods, natural tourismmethods, problem solving methods, simulation methods. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 84 learning by using the digital encyclopedia media serves to provide feed back forteachers, knowing the difficulties of students, knowing various aspects of development,especially cognitive aspects and as a means to facilitate assessment. this is in line withthe opinion of fadillah (2016: 236), which states that the function of implementinglearning is to provide feedback to the teacher to improve teaching and learningactivities including in the program of activities, knowing the level of physical and mentaldevelopment achieved by the child, knowing the obstacles, difficulties experiencedchildren in teaching and learning activities, assessing the level of knowledge and skillsand attitudes of children. c. results of using digital encyclopedia media to develop early cognitive aspects of childrenbased on the results of interviews and observations with two teachers and fourstudents, obtained results or assessments in the use of digital encyclopedia media thatcan develop the cognitive aspects of early childhood in the hati bunda’s daycare.assessment procedures are carried out every day and refer to the child developmentachievement level standards. assessment is carried out when learning activities andplay activities take place, which will then be transferred to the monthly appraisal thatwill be a reference for the teacher to carry out a descriptive assessment objectively,continuously, transparently and comprehensively. this is in line with the nationalstandard permendikbud of early childhood education assessment procedure no. 137 of2014 concerning standards and 2014 regarding curriculum of early childhoodeducation, which states that : the teacher carries out an assessment by referring to thelevel of development achievement in a plan, the assessment is carried out integratively,recording daily assessment results included in the daily activity plan or daily learningimplementation plan, which will then be summarized into a monthly assessment as areference for compiling the final development report that will be made in a description.techniques or forms of assessment using digital encyclopedia media, are carried out bylooking at the daily activities of students during the learning that are recorded inanecdotes and checks or ratting scales. the use of digital encyclopedia media to developearly childhood cognitive aspects can be seen from several basic competenciesachieved, including: behavior that reflects curiosity, behavior that reflects creativeattitudes, the ability to know how to solve everyday problems and be creative, theability to recognize the surrounding objects, the ability to get to know the socialenvironment, and the ability to get to know the natural environment. d. inhibiting factors in the use of digital encyclopedia mediabased on the results of interviews with teachers in the 5-6 year age group, the use ofdigital encyclopedia media was initially only used conventionally without audio mediadue to teacher unpreparedness in its use. the procurement of digital encyclopediamedia in the institute has also not been facilitated in sufficient quantities, so that in itsuse it still has to alternate between one class and another. this is in line with theopinion of fadillah (2016: 213), which states that there are weaknesses in audio visualmedia in learning activities, including manufacturing costs that require high costs andexpensive equipment. whereas according to rima wati (2016: 63) one of the jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 85 drawbacks of audio visual media is that it is not enough to be able to display the detailsof objects that are presented perfectly, expensive and complex equipment, the attentionof the audience is difficult to master. conclusionbased on the results of research on data, interviews and observations regarding the useof digital encyclopedia media to develop the cognitive aspects of early childhood in thehati bunda daycare, the results of the study can be summarized as follows: 1. planning the use of digital encyclopedia media to develop cognitive aspects of early childhoodplanning procedures in the use of learning media, especially for early childhoodeducation, are basically tailored to the goals and needs of the students themselves.the next step that must be done by a teacher is to determine learning material withmethods and teaching aids or learning media that are in accordance with the needsand material to be delivered. the final step that must be done by the teacher is todevelop an assessment tool by determining the form or technique of assessment asto what will be done. 2. the process of using digital encyclopedia media can develop cognitive aspects of early childhoodthe implementation of learning using digital encyclopedia media is generally similarto the implementation of other learning. hati bunda’s daycare are implements the“my first encyclopedia” program for students with the 5-6 year age group through amodern learning media namely digital encyclopedia. the implementation of learningin these institutions is adjusted to the education unit level curriculum of earlychildhood education with a center learning model, which includes: environmentalfooting, footing before playing, footing when playing and playing after playing. in theuse of digital encyclopedias as learning media, suitable methods to be appliedinclude the storytelling method, the question and answer method and the discussionmethod. 3. the results of using digital encyclopedia media can develop cognitive aspects of early childhoodassessment procedure for national paud standards permendikbud no. 137 of 2014concerning paud standards and 2014 concerning paud curriculum, becomes areference for teachers to assess the results of activities or learning. assessment ofthe use of digital encyclopedia media is carried out objectively, continuously,transparently and comprehensively. the technique or form of assessment used bythe teacher in the form of anecdotal notes and ratting scale / checklist. the basiccompetencies achieved are focused on cognitive development programs for childrenaged 5 to 6 years. 4. inhibiting factors in the use of digital encyclopedia medialearning media consists of various types, both modern and conventional. the use ofdigital encyclopedia media to develop cognitive aspects of early childhood hasseveral obstacles both internally and externally. the limitation of the institution infacilitating the number of digital encyclopedia media, the presence, behavior andunpreparedness of students to receive the material presented, and the proliferationof sophisticated technologies such as smartphones or gadgets that are moreattractive to children, make the inhibiting factor in the use of the encyclopedia jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 86 media. the teacher's unpreparedness in using digital encyclopedia media and theability to deliver material that must be in accordance with the media are the maininhibiting factors in the success of learning using the digital encyclopedia media. acknowledgementon this occasion the author would like to express his deepest gratitude to variousparties who have helped and supported the preparation of this thesis and withoutprejudice to the respect that might not be mentioned one by one, the writer would liketo thank :1. dr. h. heris hendriana, m.pd., as chairman of ikip siliwangi bandung2. prof. dr. h. enceng mulyana, m.pd., as chair of the master program in nonformaleducation3. dr. h. heris hendriana, m.pd., as advisor i.4. dr. hj. tita rosita, m.pd., as supervisor ii.5. maya juariah, m.pd., as the daily chairperson of the hati bunda daycare6. hassan busjori, s.pd., mpd., as the head of the upt spnf skb7. teachers and all staff in the hati bunda’s daycare at cimahi city, thank you for theenthusiasm and prayer given to the author.8. my lovely father h. udju supriatna and my lovely mother hj. itjeu sarliah, who hasraised the author, guided and educated me with compassion and patience, andalways offered sincere prayers for the happiness and success of the author.9. my dearest sister emma purwantie, se., and her husband irsal periyansah, st., andmy beloved niece faeyza marva almair and farezky maliq almair, who always giveprayers and support, both moral and material support during the education periodand completion of this thesis.10. students, especially kindergarten b class in hati bunda daycare, who have beenwilling to be the subject of research for the author, thanks to the help andcooperation of this thesis can be resolved.11. friends of the 2015 nonformal education magister, who have provided input,inspiration and motivation to the authors, to continue, struggle and complete thisthesis. bibliographyarikunto, suharsimi. (2012). dasar-dasar evaluasi pendidikan. jakarta: bumi aksaraandriani, vina. (2008). “perkembangan kognitif”, dalam bahan ajar diklat tenaga pendidik paud nonformal tingkat dasar. bandung: upidesmita. (2015). psikologi perkembangan. bandung: pt remaja rosdakaryadirektorat ptk pnf ditjen pmptk departemen pendidikan nasional, upi. (2008). bahan ajar diklat tenaga pendidik paud nonformal tingkat dasar. bandung: upifadillah, muhammad. (2016). desain pembelajarn paud. jogjakarta: ar-ruzz mediafadillah, muhammad dan khorida, lilif m. (2013). pendidikan karakter anak usia dini,jogjakarta: ar-ruzz mediahimpaudi jawa barat. (2015). kumpulan peraturan permendikbud tentang paudpaud holistik integratif. bandung: himpaudi jabarisjoni. (2010). model pembelajaran anak usia dini. bandung: alfabetakurikulum paud. (2013). pengertian kognitif pada paud. [online]. tersedia: jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 87 http://kurikulumpaud.blogspot.com/2013/07/pengertian-kognitif-pada-paud.html[14 juli 2016]majid, abdul. (2011). perencanaan pembelajaran. bandung: pt. remaja rosdakaryamulyasa, h e. (2012). manajemen paud. bandung: pt remaja rosdakaryamulyono, d. (2017). menegaskan karakter pendidikan nonformal. empowerment, 1(1).ardiwinata, j. s., & mulyono, d. (2018). community education in the development of thecommunity. empowerment, 7(1), 25-35.mulyono, d. (2018). the strategy of managers in moving business learning groupprogram in pkbm srikandi cimahi city. journal of educational experts (jee), 1(1),37-44.nanda dianhusada. (2012). tahap-tahap pengolahan data. [online]. tersedia:http://nandadianhusada.blogspot.co.id/p/tahap-tahap-pengolahandata.html[18 juli 2016]santrock, john w. (2007). perkembangan anak. jakarta: erlanggasoendjojo, rahmita p. (2012). bahan ajar perkembangan anak.sudjana, djuju. (2004). manajemen program pendidikan untuk pendidikan nonformal dan pengembangan sumber daya manusia. bandung: falah productionsudjana, djuju. (2010). metode dan teknik pembelajaran partisipatif. bandung:falah productionsugiyono. (2016). metode penelitian pendidikan. bandung: alfabetasujiono, yuliani n. (2009). konsep dasar pendidikan anak usia dini. jakarta: pt indekssujiono, yuliani n dan bambang sujiono. (2005). menu pembelajaran anak usia dini.jakarta: citra pendidikansulistyo, ari. (2012). panduan mengajar dan mendidik anak usia dini. depok: milleniapustakasurya, mohamad. (1997). psikologi pembelajaran dan pengajaran. bandung: ikiptotal development program prospectus. (2007). give your child the winning edge.educational tecnologieswati, ega rima. (2016). ragam media pembelajaran. kata penawikipedia. (2001). ensiklopedia.[online].tersedia:https://id.wikipedia.org/wiki/ensiklopedia[14 juli 2016]yusuf ln, syamsu. (2011). psikologi perkembangan anak dan remaja. bandung: ptremaja rosdakarya jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 39 the effect of self-efficacy on english training results bayu adi laksonomagister student of non formal education department, universitas negeri malangbayuadi.laksono@yahoo.co.id abstractthe aim of this study is to explore how much influence the self-efficacy ofenglish training results in the form of the toefl score. this research used thequantitative approach, with multiple linear regression analysis. the samplingtechnique used a saturated sample in which the researcher uses 23 persons whoare carrying out the toefl training. data collection techniques using thequestionnaire in the form of google form and then analyzed using spss 24. datacollection tool in the form of the validated questionnaire with all itemcoefficients greater than 0.3 (r = 0.316 — 0.885) and declared reliable withalpha value 0.945. the results of this study indicate that there is a significantinfluence simultaneously between self-efficacy with ability variables, the abilityto organize, the ability to perform a task, the ability to achieve a goal andimplement actions to achieve proficiency in training results in the form oftoefl score. but partially no significant effect. effect of self-efficacy with thesevariables has an effect on the training results in the form of toefl score of64.5%. keywords : training, self-efficacy, toefl a. introductiontraining is one of the non-formal education programs, it is explained in law number 20of 2003 concerning the national education system part 5 of article 26 paragraph3(kementerian pendidikan dan kebudayaan ri, 2003). the training has a strategicposition in a program or activity. research states that the training phase has animportant influence on productivity. the results of the analysis show the training anddevelopment of employees of pt. air manado has a significant influence on employeework productivity by 74% (kandou, 2013). even so in the process of recruitment ofexperts in a particular field of work also requires training, then the term employeetraining arises. training is seen as being so strategic that at present there are traininginstitutions that are initiated by the community and the government. training has apurpose (mangkunegara & anwar prabu, 2006), among others: 1) increasingappreciation of soul and ideology, 2) increasing work productivity, 3) improving workquality, 4) improving human resource planning, 5) improving moral attitudes and workmorale, 6) increasing stimulation so that employees are able to perform optimally, 7)improving health and safety, 8) avoiding uniformity,and 9) improving employeepersonal development.judging from the expertise to be mastered, there are various types of traininginstitutions which are oriented to skills related to knowledge, skills and attitudes.currently grow training instructions oriented to mastering foreign language, one of jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 40 which is popular is mastery of english. this is not strange because the enthusiasm of thepeoplr is so high in the need for english mastery.the second, english is an internationallanguage. people who have activities related to the international community certainlyneed english language mastery. access to educational activities, business and socialactivities will be easier if people master the international language. data from educationfirst stated that the mastery of english in indonesian society is in the position of 39 ofthe 80 countries surveyed (education first, 2017). furthermore education first statedthat there was a strong relationship between the english proficiency of a country andthe number of researchers in research and development per capita, as well as itsinvestment in r & d. researchers need english to share their findings and to keepabreast of the work of their international colleagues. therefore, there is a strongcorrelation between english proficiency and income for the use of intellectual property.innovation in countries with higher english proficiency tends not to be hampered bylanguage barriers, and is more likely to be known, shared and licensed internationally.the low ability of english language certainly limits people's access to internationalactivities. on the other hand foreign language learning programs in formal educationhave limitations, because learning hours must be shared with other subjects. thelimited formal education institutions in meeting these needs are the potential that isutilized by non-formal education in meeting the learning needs of the community andits role as a supplement, complement and substitution of formal education (dinisti,2016).in the world of education, literature and studies in the country, although the currenttrend is increasing, the need to look for reputable journals is still high, but for somescientific studies. scopus indexed indonesian international scientific publications as ofoctober 2, 2017 was at 12,098 publications, this number increased significantlycompared to the achievements of indonesia's international scientific publications inaugust at 9,501 (biro kerjasama dan komunikasi publik kemenristekdikti, 2017). thisrequires education actors to access studies and literature that are more global in nature,which of course mastery of english is absolutely necessary. campus located abroadrequires foreign students to master the international language as evidenced by acertificate or ceremony before the applicants are passed to participate in learningactivities. this is also required by the domestic campus as a condition for attendinglectures, especially at postgraduate level. this is in line with the increasing quality ofinternational publications that are being pushed by the government. mastery of englishin books, journals and scientific studies used in supporting learning is absolutelynecessary. this is presumably seen by the sponsor of the postgraduate scholarship asthe indonesia endowment fund for education (lpdp) which provides the prerequisitefor mastering the international language. in improving the quality of scholarshiprecipients, the indonesia endowment fund for education (lpdp) provides trainingbetween 3 6 months to scholarship recipients from the affirmation registrant pathway.this affirmation registrant consists of scholarship recipients from the poorestperforming communities, from 3t (leading, outermost and disadvantaged),international achievers, and alumni of bidik misi scholarships.the opportunity for scholarship recipients to obtain such training must be used wisely.scholarship recipients who have the opportunity to get training must be able tochallenge themselves to be able to organize, perform a task, achieve a goal, producesomething and implement actions to achieve skills in the field of english language jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 41 mastery. this will be examined in this study. researchers want to explore how muchinfluence self-efficacy has on the results of english language training. this research isimportant because the results will give an overview to scholarship sponsors, traininginstitutions and scholarship recipients, how much self-efficacy influences how much thetraining results. this will later become a consideration for scholarship sponsors andtraining institutions to develop training programs that not only provide material butalso condition scholarship recipients to always have strong self-motivation during thetraining period. b. methodsthis study used a quantitative approach, using multiple linear regression analysis usingspss 24. the study was conducted at the language hall of the state university of malang(um). this is based on the language center of the state university of malang (um) incollaboration with the indonesia endowment fund for education (lpdp) to organize alanguage enrichment program for recipients of affirmation path scholarships. datacollection tool in the form of a questionnaire in the form of google form that is given toall scholarship recipients who are undergoing a language enrichment program for 6months totaling 23 people. researchers used saturated sample techniques, soresearchers used the entire population as a research sample. test the validity andreliability of the instrument using a group of scholarship recipients who are undergoinglanguage enrichment programs elsewhere. data collection tools in the form ofquestionnaires were declared valid with all item coefficients greater than 0,3 (r = 0,316– 0,885) and declared reliable with an alpha value of 0,945. results and discussion normality assumptions test jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 42 normality testuse the probability plot method, and images show residual points tend tospread between diagonal lines. thus the residual is declared to spread normally.heteroscedasticity assumption test heteroscedasticitymeans there are variant variables in the regression model that is notconstant (the same), on the contrary if it has a constant variant called homoskedasticity.in order for the model to be said to be good, the regression model must meethomoskedasticity. there are several methods that can be used to detect residualnormality, including scatter plot, glejser, white, etc. in this context researchers use thescatter plot method. the image is known to state that the residual points spreadrandomly, thus the residuals are declared to be spread normally.multicollinearity assumption test coefficientsa model unstandardizedcoefficients standardizedcoefficients t sig. collinearity statisticsb std. error beta tolerance vif1(constant) 254,633 34,185 7,449 ,000x1 -2,812 19,087 -,048 -,147 ,885 ,122 8,217x2 8,235 20,844 ,112 ,395 ,698 ,162 6,155x3 -13,694 21,002 -,228 -,652 ,523 ,106 9,448x4 57,359 24,736 ,964 2,319 ,033 ,075 13,327x5 6,024 13,121 ,092 ,459 ,652 ,324 3,085a. dependent variable: nilai toefl multicollinearity is the near perfect occurrence of linear correlation between two ormore independent variables. multicollinearity test is used to test whether in theregression model that is formed there is a perfect correlation or not on the independent jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 43 variable. there are several methods that can be used to detect multicollinearitymethods, including tolerance, variance inflation factor (vif), wise correlation pair,partial correlation, etc. in this context the researcher uses the variance inflation factor(vif) method, in which the analysis shows the value of variance inflation factor (vif)x1, x2, x3 and x5 smaller than 10, but the x4 variable values more than 10 so thatmulticollinearity occurs. to overcome this problem the researcher eliminated the x4variable in data analysis so as not to occur multicollinearity.data analysismodel summarybmodel r r square adjusted rsquare std. error ofthe estimate1 ,842a ,710 ,645 22,75829a. predictors: (constant), x5, x3, x2, x1b. dependent variable: nilai toefl the adj square value (r2) is 0,645 (64,5%), meaning that the magnitude of the variablevariability in training results is the toefl (y) value which can be explained by thevariable ability to organize (x1), the ability to do a task (x2), the ability to achieve a goal(x3) and implement actions to achieve skills (x5) of 64,5%. this means that thecontribution of variable ability to organize (x1), the ability to do a task (x2), the abilityto achieve a goal (x3) and implement actions to achieve skills (x5) on the results oftraining in the form of toefl (y) of 64,5%. while the remaining 35,5% is thecontribution of other variables not included in the study.the value of multiplecorrelation (r) of 0,842 shows a very strong relationship between the variablecontribution of the ability to organize (x1), the ability to do a task (x2), the ability toachieve a goal (x3) and implement actions to achieve skills (x5) as a whole with trainingresults in the form of toefl (y). anovaamodel sum ofsquares df mean square f sig.1 regression 22776,998 4 5694,249 10,994 ,000bresidual 9322,915 18 517,940total 32099,913 22a. dependent variable: nilai toeflb. predictors: (constant), x5, x3, x2, x1 the calculation results above show the test statistic fcount is 10.994 with a probabilityof 0,000 while the alpha value is 0,05 (5%). this shows that the probability value<alpha, so h0 is rejected. thus it can be stated that there is a significant influencesimultaneously variable ability to organize (x1), the ability to do a task (x2), the abilityto achieve a goal (x3) and implement actions to achieve skills (x5) on the results oftraining in the form of toefl scores ( y). jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 44 coefficientsa model unstandardizedcoefficients standardizedcoefficients t sig.b std. error beta1 (constant) 252,065 38,095 6,617 ,000x1 10,631 20,276 ,182 ,524 ,606x2 27,531 21,309 ,373 1,292 ,213x3 16,968 18,193 ,283 ,933 ,363x5 3,303 14,571 ,050 ,227 ,823a. dependent variable: nilai toefl the calculation above shows the value of t on the ability to organize variable (x1) is0,524 with a probability of 0,606 while the alpha value is 0,05 (5%). this shows that theprobability value> alpha, so h0 is accepted. thus partially the ability to organizevariable (x1) has no significant effect on the training results in the form of toefl (y).the calculation above shows the value of t on the variable ability to do a task (x2) is1.2292 with a probability of 0,213 while the alpha value is 0,05 (5%). this shows thatthe probability value> alpha, so h0 is accepted. thus partially the ability to do a taskvariable (x2) has no significant effect on the training results in the form of toefl (y).the calculation above shows the value of t in the variable ability to achieve a goal (x3)is worth 0,933 with a probability of 0,363 while the alpha value is 0,05 (5%). thisshows that the probability value> alpha, so h0 is accepted. thus partially the ability toachieve a goal (x3) variable has no significant effect on the training results in the formof toefl (y).the above calculation shows the value of t on the variable implementing the action toachieve skills (x5) is 0,227 with a probability of 0,823 while the alpha value is 0,05(5%). this shows that the probability value> alpha, so h0 is accepted. thus partially theability to achieve a goal (x3) variable has no significant effect on the training results inthe form of toefl (y).y = 252,065 + 10,631 x1 + 27,531 x2 + 16,968 x3 + 3,303 x5the constant of 252,065 states that if the ability to organize, the ability to do a task, theability to achieve a goal, implementing actions to achieve skills are constant(unchanged) then the measurement of training results in the form of toefl (y) of252,065.the coefficient of the ability to organize is 10,631 indicating the ability toorganize a positive effect on the training results in the form of toefl scores. thismeans that the higher the ability to organize tends to be able to improve training resultsin the form of toefl scores.the ability to do a task coefficient of 27,531indicating the ability to do a task has apositive effect on the results of training in the form of toefl scores. this means thatthe higher the ability to do a task tends to be able to increase training results in the formof toefl scores.the coefficient of ability to achieve a goal is 16,968 indicating theability to achieve a goal has a positive effect on the training results in the form of toeflscores. this means that the higher the ability to achieve a goal tends to be able to jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 45 improve training results in the form of toefl scores.the coefficient implements actionsto achieve skills of 3,303 indicating that implementing actions to achieve skills has apositive effect on training results in the form of toefl scores. this means that thehigher the implementation of actions to achieve skills tends to be able to improvetraining results in the form of toefl scores.dominant influence can be seen throughthe largest coefficients standarized value. it can be seen from the calculation above thatthe variable that has the most influence is the ability to do a task.in the results of the analysis in the previous sub-chapter, it is known that self-efficacyhas a significant effect on the results of training simultaneously. this means that thehigher the level of self-efficacy tends to be able to improve training results in the form oftoefl scores. the results of this study are consistent with research from (wahdania,rahman, & sulasteri, 2017) which states that self-efficacy has a significant effect onlearning outcomes. and corresponds to research conducted by (pertiwi, 2015) whichstates that 29.6% of student learning outcomes are influenced by self-efficacy. self-efficacy has a very important role in relation to predicting learning achievement.research conducted by research (lane, lane, & cockerton, 2003) on postgraduatestudents supports the results of previous studies that there is a significant relationshipbetween self-efficacy and learning achievement. c. conclussionthe results of the analysis can be stated that there is significant influencesimultaneously or jointly between self-efficacy variables for organizing ability, theability to perform a task, the ability to achieve a goal and implement actions to achieveproficiency on the training results in the form of toefl value. but partially it has nosignificant effect. the influence of self-efficacy with these variables impact the results inthe form of training toefl value by 64.5% while the remaining 35.5% is contributed byother variables not included in the study.with these findings, researchers can provide advice to the management body of trainingin order to maintain and even increase self-efficacy during the training process, so thatthe participants always had the passion to constantly improve themselves. the nextsuggestion is to sponsor scholarship institutions to pay attention to the psychologicalstate of language enrichment participants in order to have stable self-efficacy, so thatthe results of training can be maximized. d. acknowledgementthe researcher expressed his appreciation and acknowledge to the indonesiaendowment fund for education (lpdp) for providing postgraduate scholarshipsupport at the state university of malang. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 46 referencesbiro kerjasama dan komunikasi publik kemenristekdikti. (2017, oktober 2). publikasiilmiah internasional indonesia terus melesat, nasir himbau untuk jaga momentum.dinisti, a. l. (2016). peran pemerintah kabupaten kendal dalam menyelenggarakanpendidikan non formal sebagai upaya peningkatan kualitas sumber daya manusia dikabupaten kendal. journal of politic and government studies, 6(01), 61–70.education first. (2017). index kecakapan bahasa inggris tahun 2017 (survei).education first. diambil darihttps://www.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v7/ef-epi-2017-indonesian.pdfkandou, e. e. (2013). pengaruh pelatihan dan pengembangan karyawan terhadapproduktivitas kerja karyawan (studi pada pt. air manado). jurnal acta diurna, 2(3).kementerian pendidikan dan kebudayaan ri. (2003). undang-undang nomor 20 tahun2003 tentang sistem pendidikan nasional.lane, j., lane, a., & cockerton, t. (2003). prediction of postgraduate performance fromself-efficacy, class of degree and cognitive ability test scores. journal of hospitality, leisure, sport & tourism education, 2(1), 113–118.mangkunegara, & anwar prabu. (2006). perencanaan dan pengembangan sdm.bandung: refika aditama.pertiwi, n. g. (2015). pengaruh self efficacy terhadap hasil belajar pada siswa kelas vsekolah dasar daerah binaan iv kecamatan cilacap selatan kabupaten cilacap. universitas negeri semarang.wahdania, rahman, u., & sulasteri, s. (2017). pengaruh efikasi diri, harga diri danmotivasi terhadap hasil belajar matematika peserta didik kelas x sma negeri 1bulupoddo kab. sinjai. mapan : jurnal matematika dan pembelajaran, 5(1). diambil darihttps://www.google.co.id/search?q=pengaruh+efikasi+diri+terhadap+hasil+belajar&rlz=1c1chbd_enid806id806&oq=pengaruh+efikasi+diri+terhadap+ha&aqs=chrome.2.69i57j69i61j0l4.8505j0j9&sourceid=chrome&ie=utf-8 jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 151 peranan tutor dalam menanamkan pembiasaan solat pada anak di paud rudhotul ilmi cimahi widiawati stkip siliwangi bandung abstrak peranan tutor dalam menanamkan pembiasaan sholat pada anak. ”latar belakang penelitian ini pola-pola pendidikan shalat terhadap anak usia dini ini kurang mendapat perhatian langsung dari masyarakat islam saat ini. paud roudhotul i’lmi bahwa paud ini sebagai satu lembaga pendidikan usia dini, dimana program pengembangan pendidikan agama islam dengan tujuan memperoleh data tentang (1) bagaimana bentuk peranan pendidik paud dalam menanamkan pembiasaan sholat pada anak usia dini di paud roudhotul ilmi (2) apa yang menjadi faktor penunjang dan faktor penghambat dalam menanamkan pembiasaan sholat pada anak usia dini (3) bagaimana bentuk pembahsan sikap anak dalam melaksanakan sholat pada anak setelah mengiuti pembiasaan.konsep yang digunakan adalah pendidikan non formal. metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan deskraftif. dalam penelitian ini jumlah 2 orang pendidik paud dan 25 anak paud. berdasarkan perolehan data hasil penelitin sebagai berikut : (1) bentuk peranan pendidik paud dalam menanamkan pembiasaan sholat dipaud roudhotul ilmi adalah pendidik paud mempunyai peranan sangat penting, karena sebagai seorang pendidik menjadi contoh untuk peserta didiknya dan yang mengenalkan suatu pelajaran yang ada disekolah. (2) faktor penunjang dan faktor penghambat sebagai suatu proses dalam pelaksanaan pembelajaran untuk menilai keberhasilan peserta didik. (3) bentuk pembahasan sikap anak dalam melaksanakan sholat setelah mengikuti proses pembiasaan adalah anak tidak lagi disuruh atau dipaksa untuk melakukan pembelajaran sholat dirumah. kesimpulannya adalah anak harus diajari shalat sejak usia dini karena untuk melatih diri anak supaya mengerti arti pentingnya shalat serta supaya cepat menghafal bacaanbacaannya karena anak-anak pada usia lima tahun memiliki intelegensi yang berpotensi luar biasa. selain itu karena shalat mempunyai kedudukan yang tinggi dalam agama islam jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 152 kata kunci : peranan tutor, pembiasaan penanaman shalat, anak paud a. pendahuluan keberhasilan anak usia dini merupakan landasan bagi keberhasilan pendidikan pada jenjang berikutnya. usia dini merupakan "usia emas" bagi seseorang, artinya bila seseorang pada masa itu mendapat pendidikan yang tepat, maka ia memperoleh kesiapan belajar yang baik yang merupakan salah satu kunci utama bagi keberhasilan belajarnya pada jenjang berikutnya.kesadaran akan pentingnya paud cukup tinggi tahun yang lalu, dan hingga pada saat ini belum banyak disadari masyarakat begitu juga praktisi pendidikan. martin luther (1483 1546)menurut martin luther tujuan utama sekolah adalah mengajarkan agama, dan keluarga merupakan institusi penting dalam pendidikan anak.pentingnya melakukan investasi untuk pengembangan anak usia dini, antara lain untuk membangun sdm yang berkemampuan intelegensia tinggi, berkepribadian dan berperilaku sosial yang baik serta mempunyai ketahanan mental dan psikososial yang kokoh. terlebih lagi berbagai penelitian menyebutkan bahwa masa dini usia merupakan periode kritis dalam perkembangan anak. betapa tidak, sebanyak 50 persen kapabilitas kecerdasan manusia terjadi ketika anak berumur 4 tahun dan 80 persen telah terjadi ketika berumur 8 tahun.. itulah kenapa masa ini dinamakan masa emas perkembangan (the golden age), karena setelah masa perkembangan ini lewat, berapa pun kapabilitas kecerdasan yang dicapai oleh masing-masing individu tidak akan mengalami peningkatan lagi. disinilah pentingnya memulai pendidikan sejak usia dini, sebagaimana diajarkan oleh rasulullah saw, yakni menuntut ilmu sejak dari buaian. anak unggul tidak lahir begitu saja seperti membalikkan telapak tangan. namun lahirnya anak unggul membutuhkan suatu proses pendidikan yang berkesinambungan (“dari buaian sampai ke liang lahat”) yang membutuhkan kerjasama dari berbagai komponen yaitu keluarga, sekolah, masarakat dan negara. keberhasilan suatu tahapan pendidikan perlu diikuti oleh tahapan berikutnya sehingga akan dapat mewujudkan anak yang unggul yaitu anak yang memiliki kepribadian islam. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 153 b. kajian teori tahap pendidikan anak tahap pendidikan anak dibagi atas tiga periode. periode pertama, yakni usia dini. periode ini adalah tahap pembentukan konsep diri dan pemberian rangsangan (stimulan). konsep diri anak yang ditanamkan sejak dini adalah anak unggul (sholeh, cerdas dan sehat). penanaman konsep diri sebagai anak unggul akan memberi nilai positif bagi anak sebagai tabungan energi (motivasi) untuk tampil sebagai individu yang percaya diri dan memiliki positive thingking dan feeling (perasaanpada anak usia dini penting untuk mempermudah dalam memberikan stimulan pada anak dan mempermudah proses pembentukan syakhsiyah islam sesuai dengan tahap perkembangan anak. konsep diri sebagai anak unggul tercipta melalui pemberian motivasi-motivasi positif kepada anak sejak dini usia. usia 4-6 tahun anak-anak biasanya duduk di bangku sekolah taman kanak-kanak (tk). karena itu, selain keluarga, sekolah di mana anakanak usia dini ini berada sangat berperan dalam membentuk konsep diri anak. untuk itu sekolah harus memiliki visi dan misi untuk membentuk anak unggul, bukan hanya cerdas dari sisi iq semata, melainkan anak sholeh dan sehat. para pembina di sekolah, terutama guru yang paling intens berinteraksi dengan anak harus memahami konsep-konsep pendidikan anak usia dini selaras dengan apa yang dipahami orang tua di rumah. dengan demikian tidak terjadi kerancuan pemahaman bagi anak dan tidak terjadi dikotomi antara ‘pelajaran’ di rumah dengan pelajaran di sekolah. ini penting untuk menciptakan figur orang tua sebagai guru di rumah. umumnya, anak yang sudah mengenal pendidikan sekolah akan lebih percaya pada gurunya dibanding orang tuanya dalam hal pembelajaran. ini yang harus diubah. ada dua pendekatan dalam metode pembelajaran di tk. pertama, pendekatan yang berpusat pada guru (teacher oriented) di mana guru berperan mengajarkan anak, anak sebagai pendengar (pasif). pada pendekatan pertama ini guru kurang memberikan kesempatan pada anak untuk berpikir, kurang memberi kesempatan pada anak untuk mengekspresikan perasaannya dan menemukan pemecahan masalahnya sendiri. anak-anak lebih banyak duduk di bangku mendengarkan penjelasan guru. guru hanya memfokuskan diri pada kurikulum. guru berasumsi bahwa anak adalah ibarat botol kosongd an jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 154 guru mengisi botol tersebut dengan berbagai informasi yang sudah matang. kedua, pendekatan yang berpusat pada anak (children oriented), di mana guru hanya sebagai fasilitator dalam pembelajaran anak (anak yang aktif). pada pendekatan ini guru berpegang pada panduan kemampuan yang akan dicapai anak. di sini guru memberikan kesempatan pada anak untuk mengutarakan pengalaman dan perasaannya melalui berbagai interaksi antara guru dengan anak atau antarsesama anak. pengaturan bangku kelas tidak seperti di sekolah, terkadang dibuat lingkaran, dalam kelompok kecil dan terkadang di tikar atau halaman luar. sehingga anak dengan bebas dapat melakukan apapun, memegang atau menulis dengan caranya sendiri dan menguraikan pengalamannya sendiri. kedua, pendekatan yang berpusat pada anak (children oriented), di mana guru hanya sebagai fasilitator dalam pembelajaran anak (anak yang aktif). pada pendekatan ini guru berpegang pada panduan kemampuan yang akan dicapai anak. di sini guru memberikan kesempatan pada anak untuk mengutarakan pengalaman dan perasaannya melalui berbagai interaksi antara guru dengan anak atau antarsesama anak. pengaturan bangku kelas tidak seperti di sekolah, terkadang dibuat lingkaran, dalam kelompok kecil dan terkadang di tikar atau halaman luar. sehingga anak dengan bebas dapat melakukan apapun, memegang atau menulis dengan caranya sendiri dan menguraikan pengalamannya sendiri. melihat anak sholat tentu menjadi harapan semua keluarga muslim. cukup banyak cara dilakukan agar anak berlatih sholat sedari dini. kalau sekedar mencontohkan sholat dan memotivasi anak untuk meniru-niru, bisa dilakukan sedini mungkin. tetapi untuk mengharap agar anak usia dini mulai bisa berlatih dengan rutin tentu perlu persiapan tersendiri. kalaupun mungkin beberapa anak di bawah tujuh tahun sudah mulai bisa sholat, itu karena keinginan mereka untuk meniru-niru yang sangat kuat dan bukan didasarkan atas pengertian. karena didasarkan bukan atas pengertian maka dalam waktu tidak begitu lama kegiatan sholat akan menjadi membosankan bagi mereka. menurut piaget, ramah kognitif anak usia dini masih dalam tahap operasional simbolik menuju operasional konkrit. dalam arti riil, sholat adalah serangkaian ibadah yang tidak mudah dipahami oleh anak, jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 155 kenapa harus dilakukan? mengapa ia perlu berlatih agar dapat sholat dengan benar? gunakan bahasa riil kepatuhan seorang muslim dalam mendirikan sholat untuk beribadah dan mendekatkan diri pada rabbnya perlu dipahamkan pada diri anak. tentu saja dengan bahasa anak. orang dewasa bisa menyampaikan bahwa seorang muslim perlu berhenti sejenak dari urusan dunia (main, makan, belajar dst) untuk mendekatkan diri pada allah. dengan sholat, kita lebih leluasa berdoa, terutama agar allah memudahkan urusan kita dan menghindarkan kita berbuat salah. jika kening anak masih berkerut dengan penjelasan tersebut di atas, orangtua bisa menambahkan bahasa percontohan yang lebih konkrit, misalnya : “di pagi hari kita sholat shubuh agar pagi hingga siang ini allah memudahkan papa dalam bekerja dan allah memudahkan adik belajar di sekolah” pengkondisian pembiasaan dalam tarbiyatul aulad, abdullah nasikh ulwan menyebutkan salah satu metode pendidikan anak adalah lewat pembiasaan. jika ingin anak terbiasa sholat, pilihlah sekolah yang menjadikan sholat sebagai aktivitas sehari-hari. di beberapa sekolah islam terpadu, anak usia tiga tahun sudah dapat dilatih sholat dua rakaat berjamaah. bagi sekolah yang fullday dan terprogram sehari penuh pasti ada kesempatan untuk membiasakan sholat berjamaah bersama teman-temannya dengan gembira. tetapi ini belum cukup untuk memotivasi anak agar mau melaksanakan sholat di rumah. harus dengan upaya pembiasaan. orangtua dapat mengajak anak sholat berjamaah di rumah. akan lebih menyenangkan jika anak, khususnya anak laki-laki diajak sholat berjamaah di masjid sekitar rumah.mencarikan teman bagi anak untuk sholat bejamaah dapat menjadikan sholat sebagai pengalaman yang seru dan di tunggutunggu anak. sabar dan sabar perintah untuk bersabar ternyata termasuk resep khusus dari allah dalam pembiasaan sholat.”dan perintahkanlah kepada keluargamu mendirikan sholat dan bersabarlah kamu dalam mengajarkannya” (qs. thahaa 132). jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 156 menunda waktu sholat, menolak sholat, melakukan gerakan-gerakan di luar sholat, mengganggu orang sholat dan sebagainya adalah hal yang wajar dilakukan anak usia dini saat berlatih sholat. untuk memperbaiki kesalahan tersebut membutuhkan kesabaran disepanjang rentang waktu tersebut. motivasi dengan bahasa positif dan contoh konkrit dapat terus dilakukan. ciptakan kesan mendalam di hati anak hal yang terpenting dalam pembiasaan sholat adalah membekaskan suasana hati yang indah ke dalam benak anak terhadap syariah sholat. ketika sholat berjamaah, gunakan surat-surat pendek yang sudah atau sedang dihafal anak, sehingga anak terbangun rasa percaya dirinya. seusai sholat, orangtua dapat mengajak anak berdoa, meminta bersama keinginan mereka secara verbal pada allah. cerita-cerita tentang sholat di jaman rasulullah dan sahabat juga bisa menambah kesan mendalam dan semangat anak. dalam mengajari şalat, dapat dibaca pada firman allah berikut ini: artinya: "dan perintahkanlah kepada keluargamu mendirikan shalat dan bersabarlah kamu dalam mengerjakannya. kami tidak meminta rezki kepadamu, kamilah yang memberi rezki kepadamu. dan akibat (yang baik) itu adalah bagi orang yang bertakwa." (thaha: 132)ayat ini mengandung arti, selamatkanlah mereka dari azab allah dengan mengerjakan şalat secara rutin dan bersabarlah kamu dalam mengerjakannya. dan karenanya dewasa ini adalah menjadi keharusan bagi setiap orang tua memberi pendidikan şalat kepada anak-anak sejak usia dini. meskipun dalam hadis rasul disebutkan mengajari anak şalat setelah usia 7 (tujuh), bukan berarti pada usia sebelumnya anak tidak diajari şalat sama sekali. pada usia ini setidaknya anak dikenalkan dengan şalat misalnya kedua orang tua bisa mulai membimbing anak mengerjakan şalat dengan cara mengajak anak untuk melakukan şalat di samping mereka. dalam mengajarkan şalat kepada anak-anak hendaklah diberikan secara bertahap, yaitu bagi anak-anak umur 7 (tujuh) tahun pertama yang diajarkan adalah tentang rukun-rukun şalat, kewajibankewajiban dalam mengerjakan şalat serta hal-hal yang bisa membatalkan şalat , setelah itu diajarkan pula gerak-geriknya terlebih dahulu, kemudian bacaannya secara bertahap, bacaan yang paling mudah dibaca dan dihapal anak-anak, itulah yang diajarkan terlebih dahulu, baru dilanjutkan dengan bacaan-bacaan lainnya. jangan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 157 diamkan anak menonton televisi, sementara azan berkumandang. jika orang tua menghendaki anak mengerjakan şalat, berilah ia teladan. orang tua perlu menjelaskan bahwa şalat merupakan satu wujud rasa syukur, karena allah telah memberikan nikmat berupa rezki yang halal dan kesehatan. rahasianya adalah agar anak dapat mempelajari hukumhukum ibadah şalat sejak masa pertumbuhannya, sehingga ketika anak tumbuh besar, ia telah terbiasa melakukan dan terdidik untuk mentaati allah, melaksanakan hak-haknya, bersyukur kepada allah, di samping itu anak akan mendapatkan kesucian ruh, kesehatan jasmani, kebaikan akhlak, perkataan dan perbuatan di dalam ibadah şalat yang dilaksanakannya. tujuan dan mamfaat tujuan secara umum penelitian ini bertujuan untuk memperoleh gmbaran yang jelas mengenai peranan pendidik paud dalam menanamkan pembiasaan sholat pada anak usia dini, faktor penghambat dan faktor penunjang serta bentuk pembahasan sikap anak dalam melaksanakan sholat setelah adanya pembiasaan pada paud roudhotul ilmi cimahi. tujuan khusus penelitin ini adalah : 1. untuk mendeskripsikan bentuk peranan pendidik paud dalam menanamkan pembiasaan sholat pada anak usia dini di paud roudhotul ilmi 2. untuk mendeskripsikn faktor penunjang dan factor penghambat dalam menanamkan kebiasaan sholat pada anak usiadini 3. untuk mendeskripsikan bentuk pembahasan sikap anak dalam melaksanakan sholat setelah mengikuti proses pembiasaan manfaat beberapa mamfaat yang dapat diambil dari pelaksanaan penelitian ini antara lain sebagai berikut : 1. manfaat bagi anak pra sekolah yang ada di paud roudhotul i’lmi a. anak dapat secara langsung mendapatkan pembelajaran sholat sejak dini tampa harus dipaksa. b. anak mendapatkan pembelajaran yang menyenangkan dan menambah pengalaman. c. mempunyai pondasi yang sangat penting sejak anak usia dini 2. manfaat bagi orang tua a. dengan adanya penanaman pembiasaan sholat disekolah orang tua tinggal membiasakan anaknya belajar beribadah . jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 158 b. orang tua tidak repot lagi memperkenalkan pembelajaran sholatdirumah c. metode penelitian penggunan metode dalam sebuah penelitian akan menentukan kualitas hasil penelitian tersebut. metode yang penulis gunakan dalam penelitian ini adalah melalui pendekatan kulitatif. alasan menggunakan kualitatif adalah lebih menghendaki penyusunan teori substantive yang berasal dari data. hal ini disebabkan karena pertama, tidak ada teori yang a priori yang dapat menckup kenyataan –kenyataan ganda. berdasarkan pertimbangan rumusan masalah penelitian yng ingin diungkap dihrapkan dengan menggunakan metode ini, peneliti dapat mendeskripsikan apa yang telah diteliti tentang peranan pendidik paud dalam menanamkan pembiasaan sholt pada anak usia dini di paud roudhotul ilmi d. pembahasan dan kajian teoritis gambaran umum lokasi penelitian berdasarkan hasil data dari lingkungan aparat setempat, paud roudhotul ilmi berada tepat di rt 05 rw iv kelurahan cipageran kecamatan cimahi utara. adapun kondisi geografis kelurahan cipageran kecamatan cimahi utara merupakan dataran rendah dan letak lokasi paud roudhotul ilmi berda dilingkungan padat penduduk dantidak jauh dari pusat kota cimahi. kajian teoritis pembelajaran atau pengajaran menurut daeng (uno, 2006: 134) adalah upaya untuk membelajarkan siswa. secara implisit dalam kegiatan pembelajaran terdapat kegiatan memilih, menetapkan, dan mengembangkan metode untuk mencapai hasil pembelajaran yang memiliki hakikat perencanaan atau perancangan sebagai upaya untuk membelajarkan siswa. siswa tidak hanya berinteraksi dengan guru sebagai salah satu sumber belajar, tetapi mungkin berinteraksi dengan keseluruhan sumber belajar yang dipakai untuk mencapai tujuan pembelajaran yang diinginkan. oleh karena itu, pembelajaran menaruh perhatian pada “bagaimana membelajarkan siswa”, dan bukan pada “apa yang dipelajari siswa”. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 159 pembelajaran lebih menekankan pada bagai man cara agar tujuan dapat tercapai. (uno, 2006:135). shalat dalam pengertian bahasa; shalat adalah seruan seorang hamba kepada tuhan, pencipta seluruh alam. adapun shalat menurut pengertian syara’, shalat ialah ibadah dalam bentuk perkataan dan perbuatan tertentu dengan menghadirkan hati secara ikhlas dan khusyu’, dimulai dengan takbiratul ihram dan diakhiri dengan salam menurut syarat-syarat dan rukun-rukun yang telah ditentukan syara’. (najmudin,dkk, 2009:20). anak usia dini adalah kelompok manusia yang berusia 0-6 tahun (berdasarkan undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional) (depdiknas, 2002:3). adapun menurut pakar pendidikan anak, yaitu kelompok manusia yang berusia 6-8 tahun. anak usia dini adalah kelompok anak yang berada dalam proses pertumbuhan dan perkembangan yang bersifat unik, dalam arti memiliki pola pertumbuhan dan perkembangan (koordinasi motorik halus dan kasar), inteligensi (daya pikir, daya cipta, kecerdasan emosi, kecerdasan spiritual), sosial emosional (sikap dan perilaku), bahasa dan komunikasi yang khusus sesuai dengan tingkat pertumbuhan dan perkembangan anak. pertumbuhan dan perkembangan anak usia dini perlu diarahkan pada perletakan dasar-dasar yang tepat bagi pertumbuhan dan perkembangan manusia seutuhnya, yaitu pertumbuhan dari perkembangan fisik, daya pikir, daya cipta, sosial emosional, bahasa dan kmunikasi yang seimbang sebagai dasar pembentukan pribadi yang utuh. (mansur, 2005:88). kapan anak diajari shalat? tidak boleh tidak anak-anak mesti diajari cara-cara shalat sebelum diperintah mengerjakannya. kalau tidak bagaimana kita menyuruh untuk mengerjakan sesuatu yg ia tidak tahu. ibnu abid dunya berkata: “telah menceritakan kepada kami ali bin alja’d telah menceritakan kepada kami abu mu’awiyah dari al-hajjaj dari nafi’ dari ibnu ‘umar ia berkata bahwa “dulu ia mengajar anak untuk shalat ketika anak itu tahu kanan dari kirinya.”. jundub bin abi tsabit berkata “dulu mereka mengajari anak-anak shalat ketika mereka menghitung 20.” pendidikan orang tua yang mengenalkan pada anaknya cara-cara shalat lalu mempraktekkannya pada umur tujuh jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 160 tahun itu semestinya berlanjut hingga anak-anak itu terbiasa menjalankan shalat. berdasarkan pengamatan hasil wawancara dengan pendidik di paud roudhotul ilmi, dan pengamatan terhadap peserta didik mengenai proses penanaman pembiasaan sholat diantaranya pendidik menggunakan : 1. metode pembelajaran sholat melalui metode contoh( teladan) anak meniru bacaan dan gerakan pada sholat 2. metode pembiasaan proses pembiasaan berawal dari peniruan, selanjutnya dilakukan pembiasaan di bawah bimbingan orang tua, dan guru, peserta didik akan semakin terbiasa. bila sudah menjadi kebiasaan yang tertanam jauh di dalam hatinya, peserta didik itu kelak akan sulit untuk berubah dari kebiasaannya itu. e. kesimpulan keberhasilan anak usia dini merupakan landasan bagi keberhasilan pendidikan pada jenjang berikutnya. usia dini merupakan "usia emas" bagi seseorang, artinya bila seseorang pada masa itu mendapat pendidikan yang tepat, maka ia memperoleh kesiapan belajar yang baik yang merupakan salah satu kunci utama bagi keberhasilan belajarnya pada jenjang berikutnya. daftar pustaka abdurrahman, abi . ____ . panduan praktis belajar shalat . bandung. cikal aksara al-hasyim, muhammad firdaus.(1999). bimbinglah anakmu menuju syurga. gresik .putra pelajar awwad, jaudah muhammad. (1995). mendidik secara islami. jakarta. darul fadillah faridl, miftah.(2010). pokok pokok ajaran islam .bandung .penerbit pustaka ilyas, asnelly. (1995). mendambakan anak sholeh. bandung. al-bayan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 161 majid, drs. najahy. (2001). bimbingan sholat lengkap. semarang. aneka ilmu sulaiman, abu amr ahmad.(2002). metode pendidikan anak muslim usia prasekolah. jakarta. darul haq jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 130 evaluasi hasil belajar keterampilan komputer berbasis kompetensi (studi kasus kursus komputer program aplikasi dasar di lembaga pendidikan kursus kharisma college kecamatan ciranjang kabupaten cianjur) denden ariz stkip siliwangi bandung abstrak penelitian ini berjudul “evaluasi hasil belajar keterampilan komputer berbasis kompetensi (studi kasus kursus komputer program aplikasi dasar di lembaga pendidikan kursus kharisma college kecamatan ciranjang kabupaten cianjur)”. permasalahan yang menjadi latar belakang penelitian ini adalah sebuah kursus yang laku pasar jika lulusannya dipandang memiliki kompetensi sesuai standar yang ditetapkan. kompetensi merupakan fungsi dari banyak variabel antara lain kemampuan peserta didik, kemampuan pendidik, fasilitas, manajemen dan perkembangan pengetahuan ilmiah dan teknologi serta seni. ruang lingkup pendidikan sangat luas, mulai dari masukan (input), proses sampai hasilnya (output). untuk mengetahui bahwa proses yang kita lakukan itu sesuai dengan tujuannya maka harus dilakukan umpan balik. salah satu bentuk umpan balik yang dilakukan adalah evaluasi. salah satu lembaga pendidikan nonformal yang bergerak dalam keterampilan adalah kursus komputer sebagai salah satu diantaranya lpk kharisma college. lembaga ini telah meghasilkan sejumlah lulusan. bagaimana lulusan tersebut dilihat dari kompetensi dipandang perlu untuk dilakukan penelitian. metode yang digunakan dalam penelitian ini adalah metode deskriptif kuantitatif dengan tujuan memberikan gambaran secara lengkap mengenai evaluasi hasil belajar kursus komputer sesuai kompetensi yang telah ditetapkan. agar penelitian dapat lebih terpusat dan terarah, maka diperlukan identifkasi serta perumusaan masalah yang diidentifikasi menjadi (1) mendeskripsikan kondisi obyektif proses pembelajaran keterampilan komputer di lembaga pendidikan kursus (lpk) kharisma college. (2) mendeskripsikan hasil belajar yang dicapai dari segi proses dan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 131 produk yang berkaitan dengan kadar kompetensi sesuai tidaknya dengan kompetensi yang ditetapkan. (3) mendeskripsikan beberapa faktor pendukung dan penghambat berlangsungnya penilaian pembelajaran keterampilan komputer. berdasarkan data yang berhasil dikumpulkan melalui teknik angket, wawancara, dan pengamatan, diperoleh kesimpulan bahwa sebagai berikut lembaga pendidikan kursus (lpk) kharisma college telah memberikan peranan maksimal dalam mendidik dan melatih peserta kursus dengan keterampilan komputer standar yang diperlukan oleh dunia usaha pada umumnya. proses pembelajaran dan pelatihan yang dilakukan pada lembaga pendidikan kursus (lpk) kharisma college pada umumnya berjalan dengan lancar dan tanpa hambatan yang berarti. kompetensi kemampuan piranti lunak yang termasuk dalam kelompok pengolahan kata (word processing), pengolahan angka (excel processing), dan pengolah presentasi yang dihasilkan tabel angket menunjukan bahwa peserta didik yang lancar atau benar antara 13-14 orang atau 81.25%-87.50% dan yang kurang lancar atau kurang benar antara 2-3 orang atau 12.50%-18.75% berarti hasil evaluasi ini menunjukan pada umumnya masuk ke kategori baik. aspek-aspek yang berpengaruh terhadap pembinaan dan pengembangan keterampilan peserta didik pada dasarnya terletak dari dukungan orangtua, masyarakat sekitar, serta komponen dunia usaha. secara umum orangtua dan masyarakat mendukung. kata kunci : evaluasi hasil belajar keterampilan komputer berbasis kompetensi program aplikasi dasar a. pendahuluan peningkatan kualitas sumber daya manusia diupayakan melalui pendidikan yang berkualitas baik yang akan di lakukan di jalur sekolah maupun luar sekolah, seperti yang di atur dalam undang – undang no. 20 tahun 2003 tentang sistem pendidikan nasional yang pada hakekatnya bertujuan untuk: mencerdaskan kehidupan bangsa dan mengembangkan manusia indonesia seutuhnya yaitu manusia yang beriman dan bertaqwa terhadap tuhan yang maha esa dan berbudi pekerti luhur, memiliki pengetahuan dan keterampilan serta sehat jasmani dan rohani. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 132 adapun yang di maksud dengan pendidikan luar sekolah ( pls ) menurut d. sudjana ( 2004 : 44 ) adalah sebagai berikut : pendidikan luar sekolah adalah setiap usaha pelayanan pendidikan di luar sistem sekolah, berlangsung seumur hidup, dijalankan dengan sengaja, teratur dan berencana yang bertujuan untuk mengaktualisasi potensi manusia sikap, tindak dan karya ) sehingga dapat terwujud manusia seutuhnya yang gemar belajar dan mampu meningkatkan taraf hidupnya. berdasarkan pengertian di atas, lembaga pendidikan luar sekolah yang menyelenggarakan kegiatan pendidikan salah satunya yaitu kursus. pengertian kursus menurut roni artasasmita ( 1983 : 10 ) adalah: kursus adalah suatu kegiatan pendidikan yang di lakukan dengan sengaja, terorganisir dan sistematik untuk memberikan satu mata pelajaran atau rangkaian pelajaran tertentu kepada orang dewasa atau remaja tertentu dalam waktu yang relatif singkat, agar mereka memperoleh pengetahuan, keterampilan dan sikap yang dapat di manfaatkannya untuk mengembangkan dirinya dan masyarakatnya. sebuah kursus yang laku pasar jika lulusannya dipandang memiliki kompetensi sesuai standar yang ditetapkan. kompetensi merupakan fungsi dari banyak variabel antara lain kemampuan peserta didik, kemampuan pendidik, fasilitas, manajemen dan perkembangan pengetahuan ilmiah dan teknologi serta seni. ruang lingkup pendidikan sangat luas, mulai dari masukan (input), proses sampai hasilnya (output). untuk mengetahui bahwa proses yang kita lakukan itu sesuai dengan tujuannya maka harus dilakukan umpan balik. salah satu bentuk umpan balik yang dilakukan adalah evaluasi. sistem evaluasi yang dipergunakan memegang peranan penting dalam laporan lembaga pendidikan karena lewat laporan itulah orang tua akan mengetahui perkembangan anak-anak mereka setelah mengikuti proses pendidikan di lembaga tempat mereka menitipkan anaknya untuk belajar. sehubungan dengan paparan diatas salah satu lembaga pendidikan nonformal yang bergerak dalam keterampilan adalah kursus komputer sebagai salah satu diantaranya lpk kharisma college. lembaga ini telah meghasilkan sejumlah lulusan. bagaimana lulusan tersebut dilihat dari kompetensi dipandang perlu untuk dilakukan penelitian. hal ini yang jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 133 menarik untuk diteliti sebagai bahan kajian penulisan sebuah skripsi s1. agar penelitian ini dapat terfokus pada permasalahan yang akan diteliti, maka masalah yang akan diteliti dapat diidentifikasi dan dibatasi pada aspek-aspek sebagai berikut terdapat tanda-tanda peminat kursus keterampilan komputer selama beberapa tahun terakhir menghasilkan grafik yang meningkat, terdapat indikasi jumlah para peserta kursus keterampilan komputer yang drop out tidak menunjukan angka berarti, terdapat indikasi para lulusan keterampilan komputer dapat memanfaatkan hasil belajarnya dan laku bekerja. yang menjadi masalah dalam penelitian ini dirumuskan dalam bentuk pertanyaan sebagai berikut : “apakah pembelajaran keterampilan komputer telah menghasilkan hasil yang layak sehingga warga belajar memiliki kompetensi yang memadai ?” tujuan penelitian adalah menjawab masalah yang dirumuskan diatas yaitu mendeskripsikan kondisi obyektif proses pembelajaran keterampilan komputer di lembaga pendidikan kursus (lpk) kharisma college, mendeskripsikan hasil belajar yang dicapai dari segi proses dan produk yang berkaitan dengan kadar kompetensi sesuai tidaknya dengan kompetensi yang ditetapkan, mendeskripsikan beberapa faktor pendukung dan penghambat berlangsungnya penilaian pembelajaran keterampilan komputer. b. kajian teori dan metode konsep pendidikan luar sekolah, pendidikan luar sekolah ( pls ) menurut d. sudjana ( 2004 : 44 ) adalah sebagai berikut : pendidikan luar sekolah adalah setiap usaha pelayanan pendidikan di luar sistem sekolah, berlangsung seumur hidup, dijalankan dengan sengaja, teratur dan berencana yang bertujuan untuk mengaktualisasi potensi manusia sikap, tindak dan karya ) sehingga dapat terwujud manusia seutuhnya yang gemar belajar dan mampu meningkatkan taraf hidupnya. lembaga pendidikan kursus (lpk) kharisma college merupakan lembaga pendidikan non formal yang menyelenggarakan kursus komputer dalam upaya peningkatan keterampilan warga masyarakat. program pada tingkat dasar yang dilaksanakan pada jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 134 kursus komputer yaitu program microsoft office (ms. word, ms. excel, dan ms. power point). konsep kompetensi, menurut crunkilton (1979 : 222) dalam mulyasa, (2004 : 77) mengemukakan bahwa kompetensi ialah sebagai penguasaan terhadap suatu tugas, keterampilan, sikap dan apresiasi yang diperlukan untuk menunjang keberhasilan. adapun beberapa indikator kompetensi yang berkaitan dengan lulusan komputer adalah piranti lunak pengolahan kata (word processing), sebagai berikut mengenali dan mengetahui berbagai piranti lunak yang termasuk dalam pengolah kata, membuat dokumen, membuat naskah dengan format indentasi (format paragraf, bullets, numbering, tabulasi), membuat naskah dengan format kolom, membuat naskah dengan format tabel, membuat naskah surat massal, menggunakan fitur, mencetak dokumen. piranti lunak pengolahan angka (excel processing), sebagai berikut mengenal dan mengetahui berbagai piranti lunak yang termasuk dalam pengolah angka, membuat lembar kerja dan mengetahui bagian-bagian lembar kerja, menggunakan menu bar dan toolbar, menggunakan fungsi format, menggunakan fungsi operasi aritmatika, menggunakan fungsi statistik, menggunakan fungsi teks, tanggal dan waktu, menggunakan fungsi logika, menggunakan fungsi pembacaan tabel, menggunakan fungsi pengurutan dan penyaringan data, membuat grafik, mencetak laporan. piranti lunak presentasi (powerpoint processing), sebagai berikut mengenal dan mengetahui berbagai sofware yang termasuk dalam program presentasi, membuat slide presentasi, menggunakan fungsi menu dan toolbar, membuat slide dengan tampilan yang berbeda, membuat dan memodifikasi teks dan gambar pada slide, membuat animasi objek pada, slide transition, action button, dan penyajian presentasi, menampilkan dan mencetak slide. kursus keterampilan komputer sebagai bentuk pembelajaran pendidikan luar sekolah, belajar sebagai hasil, gagne (1970) dalam sudjana d (2010: 80), dalam bukunya the conditions of learning, mengemukakan bahwa belajar itu adalah perubahan disposisi atau kemampuan seseorang yang dicapai melalui upaya orang itu, dan perubahan itu bukan diperoleh secara langsung dari proses pertumbuhan dirinya secara alamiah. dengan pengertian ini belajar merupakan upaya yang disengaja oleh seseorangan yang bertujuan untuk mencapai tujuan belajar. belajar sebagai proses, penelitian ini bermaksud untuk memperoleh data empiris tentang implementasi hasil jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 135 penelitian evaluasi hasil belajar keterampilan komputer berbasis kompetensi, maka untuk mencapai tujuan tersebut penelitian ini menggunakan pendekatan kuantitatif, karena pada hakekatnya ingin memahami dan mengungkapkan secara mendalam bagaimana kontribusi pengelola program, pelaksana penyelenggaraan, dan peserta pelatihan yang memanfaatkan hasil penelitian. dengan menggunakan beberapa teknik pengumpulan data. metode yang digunakan dalam penelitian ini adalah metode deskriptif kuantitatif dengan tujuan memberikan gambaran secara lengkap mengenai evaluasi hasil belajar kursus komputer sesuai kompetensi yang telah ditetapkan. c. hasil dan pembahasan kondisi obyektif proses pembelajaran keterampilan komputer di lembaga pendidikan kursus (lpk) kharisma college dari hasil pengamatan/observasi dan wawancara dengan pimpinan kursus (bapak drs. h. soleh permana) dan beberapa orang pendidik maka dapat disebutkan sebagai berikut kurikukum yang digunakan adalah kurikulum yang ditetapkan oleh pemerintah. kurikulum ini tidak sepenuhnya digunakan, artinya program-program yang bersifat keterampilan dikembangkan dan diberi inovasi sesuai dengan tuntutan pasar, tenaga pendidik yang terlibat pada umumnya berpengalaman dalam bidang pendidikan komputer meskipun tidak seluruhnya memuliki kualifikasi formal pendidikan teknologi manajemen informatika dan komunikasi, lembaga pendidikan kursus (lpk) kharisma college mengeluarkan sertifikat bagi pesertanya yang dilegitimasi oleh dinas pendidikan kabupaten dan dinas tenaga kerja dan transmigrasi kabupaten yang bersifat terpadu, jumlah perangkat komputer yang ada sebanyak 10 buah dengan spesifikasi pentium iv yang ter-upgrade yang dapat disesuaikan dengan berbagai aplikasi dan semua perangkat komputer tersebut dapat dioperasikan dengan baik/dipakai oleh peserta didik sesuai dengan kebutuhan pembelajaran, perlengkapan lain yang tersedia cukup baik, persentase rata-rata setiap tahun jumlah peserta yang lulus dan memperoleh sertifikat 85 97 % dengan jumlah rombongan belajar setiap tahun berkisar 4 rombongan belajar dan jumlah peserta didik dalam setiap rombongan belajar adalah 10 orang, kegiatan kursus dilakukan seminggu 3 kali/hari dibagi 3 shift/giliran dari jam 08.00 – 10.00, 10.00 – 12.00 dan 13.00 – 15.00. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 136 hasil belajar yang dicapai dari segi proses dan produk yang berkaitan dengan kadar kompetensi sesuai tidaknya dengan kompetensi yang ditetapkan. dari sisi proses, penampilan pendidik dalam pembelajaran dari hasil pengamatan/observasi dan wawancara maka dapat disebutkan sebagai berikut dalam pelaksanaan pembelajaran dan pelatihan pendidik memakai metode yang bervariasi dimulai dengan menerangkan teori/bahan ajar kepada peserta didik kemudian dalam praktek peserta didik diberi bimbingan khusus untuk hal-hal yang kurang dipahami, dalam pelaksanaan pembelajaran dan pelatihan pendidik menerapkan suasana kondusif, menyenangkan, serius tetapi santai untuk membuat peserta didik dapat menerima pendidikan dan pelatihan komputer tersebut sesuai dengan patokan-patokan yang telah ditentukan, pendidik melakukan inovasi dan modifikasi dalam pembelajaran supaya materi yang diberikan selalu dapat diterima oleh peserta didik dengan baik melalui cara berdiskusi atau bertanya langsung kepada peserta kursus tersebut, pendidik selalu melakukan review materi sebelum dan sesudah pembelajaran dilakukan atau dilanjutkan, setiap kompetensi yang telah diberikan oleh pendidik dan oleh peserta didik diterima serta diselesaikan prakteknya maka apabila waktu pembelajaran masih ada selalu diadakan test seperti kuis, dengan maksud untuk lebih memantapkan penalaran peserta didik akan kompetensi yang telah mereka terima. penampilan peserta didik dalam pembelajaran dari hasil pengamatan/observasi dan wawancara maka dapat disebutkan sebagai berikut motivasi peserta didik dalam mengikuti pembelajaran komputer antara lain dalam mencari pekerjaan agar lebih mudah, ingin mengetahui lebih banyak tentang komputer, dan pekerjaan lebih mudah dengan komputer, frekuensi kehadiran peserta didik dalam setiap waktu pembelajaran sangat baik hampir 98 % frekuensi kehadirannya, kesungguhan belajar peserta didik dalam menerima teori dan melaksanakan praktek komputer sungguh luar biasa namun dengan keterbatasan waktu yang membuat mereka tersadar bahwa pembelajaran telah habis waktunya, ketekunan belajar peserta didik dalam melaksanakan pembelajaran sangat baik itu terlihat dari bahan materi yang diberikan selalu dapat dipraktekkan selesai sebelum waktu pembelajaran habis, keuletan belajar peserta didik dalam kursus komputer ini baik sekali itu terbukti apabila ada materi yang sukar mereka hanya satu atau dua kali saja bertanya kepada pendidik selanjutnya mereka pelajari sendiri sesuai kemampuannya. dari sisi hasil, data evaluasi hasil belajar kompetensi komputer melalui angket berupa test yang dilakukan penilaiannya oleh pendidik untuk soal praktek. hasil angket selengkapnya dapat diidentifikasi sebagai jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 137 berikut kompetensi piranti lunak yang termasuk dalam pengolah kata (word processing), kelompok pengolah angka (excel processing), dan kelompok program presentasi. hasil angket menyebutkan bahwa evaluasi hasil belajar pada kompetensi pengolahan kata (word processing) lancar atau benar (81.25%-87.50%) dan kurang lancar atau kurang benar (12.50%-18.75%). beberapa faktor pendukung dan penghambat berlangsungnya penilaian pembelajaran keterampilan komputer dari hasil pengamatan/observasi dan wawancara maka dapat disebutkan sebagai berikut lingkungan sekitar memberikan pengaruh terhadap kelangsungan proses pembelajaran yang baik dengan membuat suasana pembelajaran yang kondusif dan aman, dukungan orangtua peserta didik terhadap pelaksanaan pendidikan anaknya sangat baik dengan indikator pembayaran administrasi lancar dan setiap keinginan pihak lembaga untuk berkomunikasi langsung ditanggapi dengan baik dan datang untuk menerima informasi tentang situasi kondisi anaknya yang di didik di lembaga kursus tersebut serta memberikan respon timbal balik yang bagus, kesan yang diperoleh dari lulusan yang terserap dunia kerja dengan memberikan ajakan kepada para peserta didik yang akan lulus untuk masuk ke perusahaannya dimana para alumni tersebut bekerja dan memberikan informasi lowongan kerja ditempatnya bekerja, para peserta didik terbagi-bagi ke beberapa kelompok bagian pembelajaran menjadikan penilaian tidak terfokus. para peserta didik yang dievaluasi merasa kurang nyaman dengan situasi kondisi yang terjadi dalam evaluasi tersebut dikarenakan materi evaluasi hanya sebagian saja dari yang diajarkan dan tidak diberitahukan terlebih dahulu sebelumnya akan diadakan evaluasi tersebut namun sebagian besar mereka para peserta didik mampu melaksanakan evalusia tersebut dengan baik dan lancar. pembahasan pembahasan dari kompetensi kemampuan piranti lunak yang termasuk dalam kelompok pengolahan kata (word processing), kelompok pengolahan angka (excel processing), dan kelompok pengolah presentasi yang dihasilkan tabel angket diatas menunjukan bahwa peserta didik yang lancar atau benar sebanyak antara 13-14 orang atau 81.25%-87.50% dan yang kurang lancar atau kurang benar antara 2-3 orang atau 12.50%-18.75% berarti hasil evaluasi ini menunjukan pada umumnya masuk ke kategori baik. peserta didik mendapat hasil tersebut disebabkan dan didukung oleh diantaranya sebagai berikut jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 138 pendidik yang mempunyai kemampuan dan pengalaman yang lebih dari memadai dalam pengajaran dan pengolahan komputer, perangkat komputer yang memadai, motivasi, frekuensi kehadiran, kesungguhan, ketekunan, keuletan belajar peserta didik pada umumnya baik, dukungan orangtua dan lingkungan yang sangat baik. data di atas, sesuai dengan pendekatan bahwa keterlibatan pendidik akan efektif apabila ia ikut serta secara aktif dalam perencanaan, pelaksanaan, dan evaluasi. (sudjana d, 154: 2010). dan dengan pendekatan bahwa pendidik diisyaratkan memiliki kemampuan membelajarkan dan memiliki karakteristik yang dapat mempengaruhi kemampuannya dalam berbagai situasi pembelajaran. kepribadian, pengalaman, pengetahuan, gaya membelajarkan, profesional, kegigihan untuk belajar dan kemauan berubah, percaya diri, keluwesan, dan pribadi yang bertujuan. (sudjana d, 242: 2006). dan dengan teori dari unsur-unsur belajar sebagai proses yang terdiri dari tujuan belajar yang ingin dicapai, motivasi, hambatan, stimulus dari lingkungan, persepsi, dan respon peserta didik. (sudjana d, 86: 2010). jadi data yang diperoleh dari angket, wawancara, dan observasi yang telah dianalisis kemudian dibahas dengan teori yang relevan maka dinyatakan bahwa data tersebut mendukung (nyata) dan/atau terbukti. d. kesimpulan berdasarkan penelitian yang dilakukan serta analisis data hasil penelitian yang dilakukan pada lembaga pendidikan kursus (lpk) kharisma college dapat disusun kesimpulan sebagai berikut lembaga pendidikan kursus (lpk) kharisma college telah memberikan peranan maksimal dalam mendidik dan melatih peserta kursus dengan keterampilan komputer standar yang diperlukan oleh dunia usaha pada umumnya. kurikulum yang digunakan mengacu kepada kurikulum yang disiapkan oleh direktorat pembinaan kursus dan kelembagaan, dirjen pnfi, kementerian pendidikan nasional, proses pembelajaran dan pelatihan yang dilakukan pada lembaga pendidikan kursus (lpk) kharisma college pada umumnya berjalan dengan lancar dan tanpa hambatan yang berarti. kelancaran penyelenggaraan dan pelaksanaan pendidikan kursus ini disebabkan oleh terorganisasinya sistem yang diciptakan di dalam lingkungan lembaga pendidikan kursus (lpk) kharisma college, kompetensi kemampuan piranti lunak yang termasuk dalam kelompok pengolahan kata (word processing), kelompok pengolahan angka (excel processing), dan kelompok pengolah jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 139 presentasi yang dihasilkan tabel angket diatas menunjukan bahwa peserta didik yang lancar atau benar sebanyak antara 13-14 orang atau 81.25%-87.50% dan yang kurang lancar atau kurang benar antara 2-3 orang atau 12.50%-18.75% berarti hasil evaluasi ini menunjukan pada umumnya masuk ke kategori baik.aspek-aspek yang berpengaruh terhadap pembinaan dan pengembangan keterampilan peserta didik pada dasarnya terletak dari dukungan orangtua, masyarakat sekitar, serta komponen dunia usaha. secara umum orangtua dan masyarakat mendukung. daftar pustaka arifin, zainal. (2009). evaluasi pembelajaran. bandung: pt. remaja rosdakarya. arikunto, suharsimi. (2009). dasar-dasar evaluasi pendidikan edisi revisi. jakarta: pt bumi aksara. ________________. (2010). prosedur penelitian: suatu pendekatan praktik edisi revisi. jakarta: rineka cipta. direktorat pembinaan kursus dan kelembagaan, ditjen pnfi, kementerian pendidikan nasional. (2009). kurikulum berbasis kompetensi, komputer aplikasi perkantoran, jakarta: kemendiknas. pp no.19 tahun 2005 tentang standar nasional pendidikan sudjana, d. (2006). evaluasi program pendidikan luar sekolah untuk pendidikan nonformal dan pengembangan sumber daya manusia. bandung: pt. remaja rosdakarya. _________. (2010). program nonformal wawasan, sejarah, perkembangan, filsafat & teori pendukung, serta asaa. bandung: falah production. _________. (2010). sistem dan manajemen pelatihan, teori dan aplikasi bandung: falah production. _________. (2010). strategi pembelajaran: pendidikan luar sekolah. bandung: falah production.. _________. (1995). penilaian hasil proses belajar mengajar. bandung: remaja rosda karya. sugiyono. (2002). metode penelitian kuantitaf kualitatif. bandung: alfabeta. uu no.20 tahun 2003 tentang sistem pendidikan nasional. widyantini,m.si. dra. th. (2009). statistika smp, terbitan pusat pengembangan dan pemberdayaan pendidik dan tenaga jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 140 kependidikan matematika, dirjen dikdasmen, departemen pendidikan nasional, yogyakarta, 2010 http://cianjurkab.go.id/content_nomor_menu_24_3.html diakses tanggal 08 april 2013 jam 09.33 http://id.shvoong.com/social-sciences/education/2288456-pengertian evaluasi-hasil-belajar/#ixzz2ljkrsdu0 diakses tanggal 23 februari 2013 jam 20.52 http://maps.google.com/maps?q=ciranjang&psj=1&bav=on.2,or.r_qf.& bvm=b v.46751780,d.bmk&biw=1024&bih=494&um=1&ie=utf 8&hl=id&sa=n&tab=wl diakses tanggal tanggal 08 april 2013 jam 09.43 http://pusatbahasa.diknas.go.id/kbbi/ diakses tanggal 21 februari 2013 jam 14.33 http://rinerlis.blogspot.com/2011/12/pengertian-tujuan-dan-prinsip penilaian.html diakses tanggal 23 februari 2013 jam 21.00 http://ulfiarahmi.wordpress.com/evaluasi-hasil-belajar/ diakses tanggal 23 februari 2013 jam 20.20 http://www.abyfarhan.com/2011/12/penilaian-proses-dan-hasil belajar.html#ixzz2ljgfvgtw diakses tanggal 23 februari 2013 jam 20.37 http://www.ditpertais.net/swara/warta17-03.asp diakses tanggal 23 februari 2013 jam 19.29 http://www.sarjanaku.com/2011/01/pelaporan-hasil-penilaiandan.html diakses tanggal 23 februari 2013 jam 19.35 http://www.sarjanaku.com/2011/04/kurikulum-berbasiskompetensi.html diakses tanggal 23 februari 2013 jam 19.31 http://cianjurkab.go.id/content_nomor_menu_24_3.html%20diakses%20tanggal%2008 http://cianjurkab.go.id/content_nomor_menu_24_3.html%20diakses%20tanggal%2008 http://id.shvoong.com/social-sciences/education/2288456-pengertianhttp://id.shvoong.com/social-sciences/education/2288456-pengertianhttp://maps.google.com/maps?q=ciranjang&psj=1&bav=on.2,or.r_qf.&bvm=b http://maps.google.com/maps?q=ciranjang&psj=1&bav=on.2,or.r_qf.&bvm=b http://rinerlis.blogspot.com/2011/12/pengertian-tujuan-dan-prinsiphttp://rinerlis.blogspot.com/2011/12/pengertian-tujuan-dan-prinsiphttp://www.abyfarhan.com/2011/12/penilaian-proses-dan-hasilhttp://www.abyfarhan.com/2011/12/penilaian-proses-dan-hasilhttp://www.sarjanaku.com/2011/01/pelaporan-hasil-penilaian-dan.html http://www.sarjanaku.com/2011/01/pelaporan-hasil-penilaian-dan.html http://www.sarjanaku.com/2011/04/kurikulum-berbasis-kompetensi.html http://www.sarjanaku.com/2011/04/kurikulum-berbasis-kompetensi.html jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 10 implementation of adults learning in majelis taklim nurul kujang cimahi anita rakhman nonformal education study programikip siliwangi abstractfor adults, learning is interpreting a situation that is connected with their lifeexperiences. majelis taklim is a means of gathering islamic religiouscommunities that conduct learning. the purpose of this study was to describeadult learning in the majelis taklim and to explain adult learning based onandragogical assumptions in majelis taklim nurul kujang cimahi. thisresearch used descriptive research through qualitative methods, where theresearcher provides an overview of the activities held in the majelis taklimnurul kujang cimahi whose participants were the wives of soldiers in thebrigade infanteri 15 cimahi. this study used a qualitative approach, becausethe phenomenon in the field is comprehensive, complex, and meaningful. theresults of this study are: 1) the recitation activity in the majelis taklim is heldonce a week using the lecture method. 2) adult learning at the majelis taklimnurul kujang cimahi based on andragogical assumptions: activities at themajelis taklim nurul kujang encourage participants to become independentindividuals, the recitation participants at the majelis taklim have a mindset asadults who have consequences in learning and experience, the soldier's wifehas readiness to learn, the recitation activity at nurul kujang mosque is one ofthe persit organization's efforts to its members in order to be able to applywhat they can in these activities to their daily lives. keywords: adult learning, majelis taklim. introductionas a means needed by the community to provide useful religious knowledge is one ofthe factors in the existence of the majelis taklim as a non-formal islamic educationinstitution in the national education system. understanding of the majelis taklimaccording to the ministry of religion is an islamic educational institution whose studytime is periodic, regular, but not every day as in school, but worshipers are present ontheir own awareness, not compelling obligations because they are considered to be aspiritual need (jadidah, 2016: 28). the majelis taklim has a very important role insociety. through the majelis taklim, people gain awareness in religious life. in thecontext of national development, recitation activities at the majelis taklim certainlyhave an important role in improving the quality of human resources. the importance of jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 11 the existence of this majelis taklim is still felt by the community until now, even the levelof the community's interest in the attendance of the recitation in the majelis taklimtends to increase. therefore, it can be understood that the present attendance of recitalsin majelis taklim is increasingly being heard due to its activities, which are increasingrapidly. the recitation activities in the majelis taklim, especially in west java, are stillrunning in the old ways and characteristics, namely making mosques, prayer rooms andmadrasas the main activities and still needed by many people. an adult as a learner understands why she needs to learn, with the many experiencesthat have passed through her life making her have responsibility for her own decisionsand life, starting the learning process with a number of experiences she already has.this relates to what was expressed by wiarto (2015: 107) that adults are individualswho have completed their growth and are ready to accept positions in society alongwith other adults. learning is the right and obligation for all ages, because learningoccurs throughout a person's life or is referred to as lifelong learning. learning andadult learning have specific characteristics. the concept of learning for adults is oftentermed andragogy. according to arif (2012: 2) that andragogy is formulated as ascience and art in helping adults learning. adragogy relates to the process of finding anddiscovering the knowledge needed to carry on life. therefore, what is the objective ofthis research is to study and describe the activities in the majelis taklim in an effort toteach adults as an alternative in transmitting knowledge. formulation of the problem the formulation of the problem in this study was "how is the implementation of adultlearning in the majelis taklim nurul kujang cimahi?" research purposes the objectives in this study are:a. to describe adult learning in majelis taklim nurul kujang cimahi.b. to explain adult learning based on andragogy assumptions in majelis taklimnurul kujang cimahi. theoretical review some theories become one of the supporters in the implementation of this research asthe main framework of research, including: adult educationlearning for adults means interpreting a situation that is related to previousexperiences and daily life, especially those related to themselves. paulo freire called it a jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 12 process of action reflection action or also known as the dialectical process (moses,2010: 25). as human beings who always interact real every day we learn. adults learnfrom experience. experience is the best teacher. since 1920 adult education has beenformulated and systematically organized. adult education is formulated as a processthat fosters a desire to ask questions and learn continuously throughout life. learningfor adults is related to how to direct yourself to ask questions and find answers(pannen, 1997). adult education is different from children's education. children'seducation takes place in the form of identification and imitation, while adult educationtakes place in the form of self-direction to solve problems (suprijanto, 2012: 11). as for some definitions of adult education, as follows:1. unesco (townsend coles, 1977), adult education is an organized whole educationalprocess, whatever the content, levels, both formal and method, which is continuingand which replaces the original education in schools, colleges and universities aswell as vocational training, which make people who are considered adults by thecommunity develop their abilities, enrich their knowledge, improve their technicalor professional qualifications, and lead to changes in attitudes and behavior in theperspective of dual personal development as a whole and participation in balancedand free social, economic and cultural development.2. adult education or andragogy is defined as art and science to help adults do learningactivities (musa, 2010: 27).3. andragogy is formulated as a science and art in helping adults learn (arif, 2012: 2). assumptions of andragogy according to arif (2012: 2), andragogy basically uses the following assumptions:1. self conceptthe concept of self in children is that he is dependent on others. a child is actually apersonality that is dependent on others, almost all of his life is governed by an adult. onthe other hand, adults will refuse if they are treated like children, such as being givenlectures on what to do and what should not be. adults need treatment that is respectful,especially in decision making. adults are able to arrange themselves. 2. experienceevery adult has a different experience as a result of the background of his youth's life.the longer he lives, the more he accumulates the experience he has and the moredifferent his experiences with others. 3. readiness for learningthe results of recent studies show that adults have a period of readiness to learn. thisperiod as a result of its social role. according havighurst, the appearance of adults in jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 13 carrying out its social role changes with the change of three phases of adulthood, so thatit causes also a change in readiness to learn. 4. orientation to learningin the study, between adults and children differ in the perspective of time. this resultsin a difference in how to view learning. adults tend to have a perspective in applyingwhat they learn. they are involved in learning activities, mostly because of the responseto what is felt in their lives now. characteristics of adult learning adults may be charged to individuals who have maximum body strength and are readyto reproduce and can be expected to have cognitive, affective and psychomotorreadiness, and can be expected to play their roles together with other individuals insociety (mappiare, 1983: 17). adults are always associated with maturity, there are 7characteristics of maturity according to anderson. first, task-oriented, not on yourselfor ego. second, clear goals and efficient habits. third, control personal feelings. fourth,objectivity. fifth, accept criticism and suggestions. sixth, accountability for personalefforts. seventh, a realistic adjustment to new situations. then, what are thecharacteristics of adult learning? suprijanto (2012: 44) reveals that adult learning isdifferent from the way children learn. therefore, the learning process must payattention to the characteristics of adult learning, namely: (1) enabling the emergence ofexchanges of opinions, demands, and values; (2) allows reciprocal communication tooccur; (3) the expected learning atmosphere is a fun and challenging atmosphere; (4)prioritizing the role of students; (5) adults will learn if their opinions are respected; (6)adult learning is unique; (7) there needs to be mutual trust between mentors andstudents; (8) adults generally have different opinions; (9) adults have diverseintelligence; (10) possibility of various ways of learning; (11) adults learn to want toknow the advantages and disadvantages; (12) adult learning orientation is focused onreal life; and (13) motivation comes from itself. this is almost the same as lunandi'sopinion which describes the state of adult learning based on a psychological point ofview, namely: (1) learning is an experience desired by adults themselves; (2) adultslearn if they are useful; (3) learning for adults is sometimes a painful process; (4)learning for adults is the result of experiencing something; (5) the learning process foradults is typical; (6) the richest source of learning material for adults is in the personhimself; (7) learning is an emotional and intellectual process at once; and (8) learningis the result of collaboration between humans. from some of the opinions described above, it can be concluded that the principles ofadult learning are as follows:1. learning motivation comes from itself.2. adults learn if they are beneficial to themselves jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 14 3. adults will learn if their opinions are respected.4. there needs to be mutual trust between mentors and students.5. expect a fun and challenging learning atmosphere.6. adults learn to know the advantages and disadvantages.7. adult learning orientation is centered on real life.8. the source of learning material for adults is in the person himself.9. focusing on the role of adults as learners.10. learning is an emotional and intellectual process at the same time.11. learning for adults is the result of experiencing something.12. learning is the result of cooperation between humans.13. mutual communication and exchange of opinions may occur.14. learning for adults is unique.15. adults generally have different opinions, intelligence, and ways of learning.16. learning for adults is sometimes a painful process.17. learning is an evolutionary process. majelis taklim majelis taklim is a language derived from arabic, consisting of two syllables namelymajlis means "place" and ta'lim which means "teach". in language, the majelis taklimhas the meaning "place of teaching and learning". in terms, majelis taklim is a non-formal education institution guided by clerics/religious teachers, has a congregation toexplore islamic teachings and other useful activities with a predetermined place(jadidah, 2016). the majelis taklim covers various activities of the muslim communityrelated to the issue of education and teaching of the islamic religion, without beinglimited by the sex and social status of the pilgrims. not limited to the place and time ofimplementation. thus, various islamic religious education and teaching activitiescarried out by a muslim community, both participants of men, women, children,adolescents and adults and the elderly, still remain within the scope of theunderstanding of the taklim assembly. the indonesian ministry of religion formulatedthe meaning of the majelis taklim as an institution that organizes non-formal educationin the field of islamic religion for adults (adult education), usually periodically, once aweek, held in assemblies or at meeting halls. research methods according to sugiyono (2013: 2) research methods are a scientific way to get data withspecific purposes and uses. this study used descriptive research through qualitativemethods, namely the researcher gives an overview of the events studied in the majelistaklim, namely the recitation activities held in majelis taklim nurul kujang cimahi, theparticipants of which are the soldiers' wife union from kompi markas, kompiperhubungan, ton-taikam, simabrig in infantry brigade 15 cimahi. the sample in this jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 15 study researchers chose three recitation participants as resource persons. the approachused is a description of some of the data collected. qualitative research is used toexamine the behavior and actions of an organization in an effort to collect data as muchinformation about what is going on and apply that became the focus of attention ofresearchers. researchers produce descriptive data in the form of written words fromthe behavior of people observed and obtained in the field. qualitative methods are usedto get in-depth data, a data that contains meaning. the meaning is the actual data, thedata that is definitely a value behind the visible data. according to sugiyono (2013: 224)data collection techniques are the most strategic step in research, because the mainpurpose of the research is to obtain data. data collection techniques were carried out byresearchers through observation, interview, and documentation techniques. discussion a. implementation of study activities at majelis taklim nurul kujang cimahi the researcher carried out three observations that were developed according to thesituation and conditions of the recitation participants who were the object of this study.as for the form of recitation activities carried out every week, the whole series ofrecitation activities uses a similar approach to learning, but with different approaches.in each observation activity, researchers collect data from the beginning of therecitation activity until the end of the recitation activity. the researcher collected dataalso based on the behavior of the recitation participants. the recitation activity at thetaklim nurul kujang cimahi assembly was held once a week, every thursday afternoon. this study activity is conducted for one and a half hours in the afternoon, which isaround 4:00 p.m. to 5:30 p.m. this recitation activity is an activity that must be followedby all the wives of the soldiers who are in the cimahi 15th infantry brigade. attendanceis held at each activity which is monitored by each company administrator. thisrecitation activity is specifically for the wives of soldiers who are muslims. therecitation program can be described as follows: 1. preparationbefore carrying out activities in the mosque, the board of directors arranged thepreparation of the event by appointing the executing officer. consists of 3 implementingactivities, namely one person for the presenter and two for the sholawat singer. thecleric as the speaker who was part of the mosque prosperity council officer. prayer isthe beginning of the first religious activity. singing prayers using loudspeakers as a signof invitation for boarders to immediately prepare themselves to gather at the mosque toconduct recitals. chanting prayer is held for 20-30 minutes, after which the core of therecitation activity will begin jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 16 2. implementationafter the residents of the dormitory (soldier's wife) gathered in the majelis taklim, thenthe attendance of the company officers was followed by a series of recitation activities.the recitation activity was led by the presenter who started with the reading of the holyverse of the qur'an and then the opening of the cleric who had been appointed to fill therecitation activity. after that carry out the reading of the al quran verses together. thenthe cleric held a lecture that had a different theme at each meeting. 3. closingafter the lecture, the cleric led the prayer then the event was closed by the officer. afterthe recitation activity, then all the members greet each other. during the recitation, the participants followed the event carefully, they listened andlistened enthusiastically. they are able to express opinions and they are able toexchange opinions. the series of events like this are valid and continue in everyrecitation activity at the majelis taklim nurul kujang cimahi. b. adult learning in majelis taklim nurul kujang cimahi adult learning at the majelis taklim nurul kujang is based on andragogy assumptions(arif, 2012: 2) as follows: 1. self conceptadult is an independent person. the recitation participants at nurul kujang mosqueparticipated in activities that forced themselves into learning situations that made themindependent persons, who conditioned themselves with respect which made them fullyinvolved in an in-depth activity. due to the encouragemen/necessity to do something,then adults are naturally motivated to do it and it can be said that the wives of thesoldiers in the majelis taklim have their own will to learn. based on interviews conducted, there is some reason why they participated in thestudy, one that they are interested in following the activities in taklim because they canlearn religious knowledge in accordance with what they expect and participants recitalsfollowed the teaching activities in taklim because want to get science useful foreveryday life. in addition, a cleric acting as a resource that guides the congregation sothat the study participants felt rewarded. 2. experienceadults have different experiences according to the background of their lives in theiryouth. the more age, the more life experiences he has and the different experiences hehas with others. for adults that experience is itself. by attending recitation activities atthe majelis taklim, the recitation participants have identified who they are, they have jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 17 created their identity as individuals who need religious and personal knowledge whofear god the one. this proves that the recitation participants in the majelis taklim havea mindset as adults who have consequences in learning. they talked in a group and alsoexchanged experiences based on the background of their lives. 3. readiness for learningbeing a soldier's wife is not just a status. following all activities set by the persitorganization is a must that must be followed for each soldier's wife. every soldier's wifemust have readiness to learn. they are motivated to participate in activities in theorganization. because in all activities in the organization persit tends to give personalchanges to the whole wife of the soldier in order to become a person who has readinessin learning. the organization organizes recitation activities in order to provide usefullearning that can be implemented in the lives of its members daily 4. orientation to learningthe recitation activity at nurul kujang mosque is one of the efforts by the organizationto its members so that they can apply what they can in the study activities in their dailylives. because what members get in recitation activities tend to be oriented towardsadult problems. based on observations and interviews that have been carried out, it can be concluded asfollows:1. the recitation activity at the majelis taklim nurul kujang cimahi is held once aweek, every thursday afternoon.2. the learning process in the majelis taklim nurul kujang uses the lecture method.using formal and informal language.3. adult learning at the majelis taklim nurul kujang cimahi is based on andragogicalassumptions, namely: a) self concept, the recitation participants becomeindependent individuals. b) experience, the recitation participants haveconsequences in learning and experience. c) readiness for learning, the wife of thesoldier has readiness to learn. d) learning orientation, recitation activities at nurulkujang mosque encourage members to apply it to their daily lives.4. the motive for attending the recitation is based on the following interview results:a) participants of the recitation take part in recitation activities at the majelistaklim because they want to gain knowledge that is useful for their daily lives.b) the recitation participants feel motivated to attend the recitation.c) following all activities set by the persit organization is a must that must befollowed for each soldier's wife in the learning process in the majelis taklim nurul kujang cimahi it can be concludedthat adults can learn. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 18 conclusion the recitation activity at the majelis taklim nurul kujang cimahi was held once a week,every thursday afternoon using the lecture method. this recitation activity is anactivity that must be followed by all the wives of the soldiers who are in infantrybrigade 15 cimahi. implementation of activities at the majelis taklim nurul kujangcimahi includes preparation, implementation and closing. as for adult learning at themajleis taklim nurul kujang cimahi based on andragogical assumptions, namely: 1. self conceptthe recitation participants at the majelis taklim nurul kujang attended activities thatforced themselves into learning situations that made them independent individuals. 2. experiencethe recitation participants at the majelis taklim have a mindset as adults who haveconsequences in learning and experience. 3. readiness for learningthe soldier's wife has readiness to learn. because in all activities in the organizationpersit tends to give personal changes to the whole wife of the soldier in order to becomea person who has readiness in learning. 4. orientation to learningthe recitation activity at nurul kujang mosque is one of the efforts by the organizationto its members so that they can apply what they can in the study activities in their dailylives. bibliography book :arif, zainudin. 2012. andragogi. bandung. cv angkasa.mappiare, andi. 1983. psikologi orang dewasa. surabaya. usaha nasionalmusa, safuri. 2005. seni dan teknik fasilitasi pendidikan orang dewasa. bandung: y-pin indonesiasugiyono. 2013. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta.suprijanto. 2012. pendidikan orang dewasa dari teori hingga aplikasi. jakarta. ptbumi aksara.wiarto, giri. 2015. psikologi perkembangan manusia. yogyakarta. psikosain. journal :jadidah, amatul. (2016). paradigma pendidikan alternatif: majelis taklim sebagaiwadah pendidikan masyarakat. jurnal pusaka, 7 : 27-42, issn 2339-2215. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 19 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 20 interpersonal communication strategy of trainers and players in improving the achievement of the futsal team of upi bandung (qualitative study of putri upi bandung futsal team) arief kurniawanikip siliwangiariefkurniawan@gmail.com abstractinterpersonal communication strategy for trainers and players in improvingthe achievement of upi bandung futsal team. interpersonal communication iscommunication that has a large effect in terms of changing the attitudes andthoughts of others, especially individuals. this study aims to describe andanalyze how interpersonal communication strategies for trainers and playersimprove upi bandung futsal team achievement (qualitative study of teamsputri upi futsal bandung). "this research uses descriptive research with aqualitative approach. the focus of the research include: (1) the role ofinterpersonal communication of trainers and players in improving theachievement of upi bandung futsal team (2) interpersonal communicationstrategy of trainers and players in improving the achievement of upi bandungfutsal team (3) results of interpersonal communication of trainers andplayers in improving team achievement upi bandung futsal (4) driving andinhibiting factors of interpersonal communication strategy for trainers andplayers in improving the achievement of upi bandung futsal team. the resultsof this study are the strategies of interpersonal communication for trainersand players in improving the achievement of the upi futsal team in bandung. keywords: communication, interpersonal communication, achievement a. introduction sports have an important role in human life, in modern life today humans cannot beseparated from sports activities. sports teaches someone about discipline,sportsmanship, not giving up easily, having a high competitive spirit, the spirit ofworking together, understanding the rules, and making decisions. in short, exercise willshape humans with physical and spiritual healthy personalities.one of the most popular sports in the community is futsal. futsal sports are one of thesports that has developed in the wider community. at school, futsal sports are used asnon-subject learning or extracurricular. in the school environment there areextracurricular activities that aim to channel the interests and talents of athletes.interpersonal communication is communication that has a large effect in terms ofchanging the attitudes and thoughts of others, especially individuals. this is because,usually the parties involved in the communication meet directly, do not use the media indelivering the message so that there is no distance that separates the communicatorfrom the communicant. this communication is included in the communication that is jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 21 most often done, because the party providing information can interact with the personwho is the other person. sports achievement is achieved with effort that is not easy,must be with maximum effort, correct training patterns, and effective communicationbetween the coach and the player. often found failure in training, caused by a weakcommunication system. for this reason, as a trainer of the upi bandung futsal club, it isnecessary to have skills and develop effective communication in the training process tobe easily understood by the players.the diversity of upi bandung futsal club players causes the need for appropriatecommunication in a training situation and during evaluation after training the players.interpersonal communication is considered necessary to be used and controlled by atrainer in communicating to players during training in the field as well as interactionsoutside the field. upi bandung futsal club has three training programs, includingstrategy training, physical training, and agility training. good communication willfacilitate the process of sending the intended message from the coach, so that if what isinstructed from the three training programs by the trainer then performed well by theplayer.the author chooses the effectiveness of interpersonal communication between thetrainer and the upi bandung futsal club player, because researchers are interested inthe background of the different tribes of players and the players who are women. inaddition, an increase in achievement adds to the interest of researchers to find out moreabout interpersonal communication at the upi bandung futsal club in improvingachievement.based on the above background, the researcher makes a research title, namely"interpersonal communication strategy for trainers and players in improving theachievement of the upi bandung futsal team (qualitative study of the princess upibandung futsal team)." theory study 1. concept of out of school education a. basic concepts of out-of-school educationthere are so many notions of education paths; formal, non-formal and informal, amongothers according to coombs, kleis, axiin, law number 20 of 2003 concerning thenational education system article 1 and pp number 17 of 2010 concerning themanagement and organization of education. where from these opinions in general it canbe concluded that formal education is a structured, tiered education, carried outsystematically by implementing certain disciplines. whereas non-school education is asupplement to supplement, complementary can also be as formal education that suitsthe needs of the community, the material is practical and tends to skills with a shorttime, although sometimes there is a tiered system, the program is planned and there isnot only a learning process teaching but also teaching each other. the informaleducation is an independent family and environmental education pathway, lasting forlife or not bound by a grace period, occurs between the child and his family, his themeand the surrounding community; this path education does not specify its purpose at aparticular goal but rather to the cultivation and development of humans into humanbeings who have virtuous moral, values, character and behavior. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 22 b. pls position in the national education systemthe purpose of education as an institution is that education is a vehicle or mechanismthat has an institutional structure, task rules and work procedures. although it does nothave institutions that are as strict as formal education, non-formal education still haswork procedures, mechanisms and regulations that are more flexible and adapted to thecircumstances. out of school education is an activity that concerns the results andprocesses of education itself.non-formal education is very concerned with the change of society in a micro or localdevelopment (local development) in the community which has a direct impact on thedevelopment of human resources through education. education as a central element ofdevelopment has a function as a tool to increase political awareness and socialawareness, increase the number of skilled workers and improve trained humanresources.in the national education system consists of 2 subsystems, namely the school educationsubsystem and the non-school education subsystem. the first programs are formal,implemented from kindergarten to college. while the second includes non-formal andinformal education programs, carried out in families and daily experiences throughstudy groups, courses, landfill learning groups and other education units. 2. concept of communication strategy a. understanding communication strategiesaccording to arifin (1994: 10), communication strategy is the overall decision ofconditions about actions that will be carried out in order to achieve goals.communication strategy is an art or a way of determining the position and building theimage of the organization and must also be supported by good communicationtechniques, methods of delivery and selection of appropriate media. communication canalso be applied to separate projects in long or short term plans, or can point to acommunication strategy outside of the periodic plan or under a comprehensiveorganizational strategy. communication strategy is a combination of communicationplanning and management which involves communication components to achieve apredetermined goal. b. communication functions and objectives communicationstrategy strategies function as a way for effective communication. while the goal is to(liliweri, 2011: 248):1) tell (announcing)strategy aims to inform the core information of the message to be conveyed in order toattract the attention of the target, which will then bring other supporting information tothe surface.2) motivating (motivating)a person takes action starting from the motivation he creates, therefore the strategyaims to motivate someone to do things related to the purpose or content of the messageto be conveyed.3) educating jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 23 more than just telling, the strategy aims to educate through the message conveyed sothat the community can judge the good or bad or not to receive the message we convey.4) disseminating information (informing)to streamline communication, the strategy aims to disseminate information specificallyaccording to the target or target of the specified communicant.5) supporting decision making (decision making) thestrategy here aims to make someone dare to make a decision from the series ofinformation delivery he gets. communication strategies are considered successful ifimplemented in accordance with the plan and the goal desired by the communicator hasbeen reached. 3. basic concepts of interpersonal communication a. understanding interpersonalcommunication communication is a process either with symbols, signals, or behavior oractions. understanding this communication at least involves two or more people byusing communication methods commonly done by someone such as through oral,written or nonverbal signals. interpersonal communication (interpersonalcommunication) is communication between people face-to-face, which allows eachparticipant to capture other people's reactions directly, both verbally and nonverbally(deddy mulyana, 2005: 73).interpersonal communication is the process of exchanging information betweensomeone with at least one other person or usually between two people who can bedirectly identified behind it. interpersonal communication forms relationships withothers (muhammad, 2009: 159). b. interpersonal communication objectives interpersonalcommunication has a variety of objectives, including the following :1) knowing yourself and othersinterpersonal communication gives us the opportunity to talk about ourselves, we willget a new perspective about ourselves and understand more deeply about attitudes andour behavior. through interpersonal communication we will also know the values,attitudes and behavior of others. we can recognize and predict the actions of others.2) knowing the outside worldinterpersonal communication also allows us to understand our environment well aboutobjects, other people's events. much of the information we have now comes frominterpersonal interactions.3) creating and maintaining relationships become meaningfulmany of the time we use in interpersonal communication. aims to create and maintainsocial relationships with others. such relationships help reduce loneliness and tensionand make us feel more positive about ourselves.4) changing attitudes and behaviors jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 24 in interpersonal communication we try to change the attitudes and behavior of others.we want someone to choose a certain way, try new food, buy an item, think in a certainway to believe that something is right or wrong, and so on. we use a lot of time topersuade others through interpersonal communication.5) playing and looking for entertainmenttelling with friends about weekend activities, talking about sports, telling funny eventsis an activity to get entertainment. often these goals are not considered important, butactually such communication needs to be done, because it can make the atmospherefree from seriousness, tension, saturation, and so on. research methodsthe research method that i use is descriptive research method, with data collectiontechniques. interviews, observation, documentation and literature studies. the datacollection stage is orientation, exploration, and member cheek, with data analysistechniques, data reduction, data display, and conclusions or verification. discussion 1. the role of interpersonal communication for trainers and players in improving the achievement of the upi bandung futsal teamthe role of interpersonal communication coaches and players in improving theachievements of the upi futsal team can be obtained information which includesopenness, empathy, supportive attitudes, positive attitudes and equality betweentrainers and players the role of interpersonal communication coaches and coach players as well as playersmust have mutual openness can receive input from coaches and players with thewillingness to open up in disclosing information which is characterized by honestybetween coaches and players in responding to information conveyed with opennessinterpersonal communication between coaches and players will take place in a fair,transparent, two-way manner, and can be accepted by all team members. empathy in the interpersonal communication of coaches and players in enhancing theachievements of the upi futsal team is the ability of the trainer to feel if he is a playerso that he can understand something that is being experienced by the player, can feelwhat the player feels and can understand something from another person's point ofview because if the coach has the coach's sense of empathy will be able to understandthe motivations and experiences, feelings and attitudes of players and the expectationsand desires of the players. when a coach has a sense of empathy it will be a filter so thatit is not easy to blame others but a coach will be accustomed to understanding theessence of each situation not solely based on the trainer's point of view but using theplayer's point of view the essence of empathy by the coach to the player is their jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 25 individual business each party to feel what is felt by the player and can understand theopinions, attitudes and behavior of players. supporting attitudes in interpersonal communication coaches and players in improvingthe achievements of the upi futsal team, namely where coaches and players havemutual support in achieving common goals which means coaches and players eachcommunicates with a shared commitment to support open interaction. therefore thetrainer must have a relevant attitude so that the trainer has a relevant response that isspontaneous and straightforward with descriptive descriptions of what the player mustdo and give motivation to the player. positive attitude in interpersonal communication trainers and players in improving theperformance of the upi futsal team conducted by the trainer which is shown in theform of attitudes and behaviors so that the coaches and players involved inintrapersonal communication must have positive feelings and thoughts in actualactivities to establish cooperation between trainers and players, players and players inthe field are clearly positive attitudes shown by the coach to players with positivethinking towards players, believing in the importance of players, respecting players,giving praise and appreciation to players, commitment to cooperate with players so thatthey can improve the achievements of the upi futsal team equality in interpersonal communication coaches and players in improving theachievements of the upi futsal team in this case that coaches and players have theinterests of coaches and players are both valuable and valuable and need each otherbecause naturally when coaches and players if you are communicating interpersonally,you never reach a situation that shows similarity because surely one player is smarter,more experienced, young, etc., but the equality that is done by the trainer is in the formof recognition or awareness to put an equal self between players and coaches to create afriendly and comfortable atmosphere. , the existence of two-way communicationbetween the trainer and the player, needing each other, not imposing the will,recognizing the importance of the presence of the player and placing themselves equalwith the player. 2. strategy for implementing entrepreneurship training in improving business motivation and ability in police personnelinterpersonal communication strategies for coaches and players in improvingperformance the futsal team certainly variemprove their achievements the futsal teamis increasingly want to do what is instructed by the trainer is to take steps, identify thevision and mission, determine the program of activities, determine goals, recognize theaudience, develop messages, communication mechanisms / media and control eachstage / type of interpersonal communication activities of coaches and players inimproving achievements of the bandung upi futsal team. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 26 identifying the vision and mission in interpersonal communication carried out bytrainers is the goal of the futsal team that can be achieved by the communication ofcoaches to players by containing goals, aspiration hopes that are realized through thefutsal team missiondetermining the activity program of futsal teams in interpersonal communicationconducted by trainers and players based on the objectives of the vision and mission ofthe upi bandung futsal team and the preparation of the steps to be used in realizingthe team's goals which means by preparing all needs, formulating the implementation ofactivities and then providing information about all matters relating to the steps inachieving the goal of the futsal team which is then agreed upon by the trainer andplayerrecognizing the audience or player for a trainer through interpersonal communicationin improving achievement is a science that must be possessed by the coach byunderstanding the player by knowing themselves itself and the person who is theinterlocutor so that the process of communication between the trainer and the playercan run smoothly by developing a curiosity protection mechanism what the playerexpects through communication by the coach and coach to understand the player'sgoals so that the trainer can evaluate the sincerity or accuracy of what is conveyeddeveloping messages and mechanisms for interpersonal communication trainers andplayers to improve the achievements of the upi bandung futsal team. trainers throughinterpersonal communication by exchanging ideas and ideas with players with the aimof achieving common views on the ideas exchanged in order to improve theachievements of the upi bandung futsal team. in reaching an agreement between thecoach and the player in interpersonal communication the coach makes the player hearor see what the coach is talking about or shows, then makes the player understand whatthe coach is talking about and show, make the player agree or not what the coach istalking about with the right understanding, make the player can accept our intentionsand take action according to the intent of the coach and get feedback from players.the aim of the training program in interpersonal communication by trainers andplayers who became the goal of this training program was the achievement of a team'sfutsal team who wanted to win a competition. then a coach makes an exercise programthat is appropriate for the team so that it can win a competition or matchs depending onthe conditions of the player, in this case the strategy carried out by coaches to players 3. results of interpersonal communication coach and players in improving the achievement of upi futsal team bandungresults of interpersonal communication coach and players in improving theachievement of upi bandung futsal team includes finding yourself, finding the outsideworld creating and maintaining relationships becomes more meaningful, changesbehavior attitudes and enhances achievement one of the results of interpersonalcommunication coaches and players in improving the achievements of upi bandungfutsal team is that coaches and players can find personal or personal because if thecoach is involved in interpersonal meetings with players . the trainer learns a great dealabout coaches and players with interpersonal communication between the coach andthe player giving the player an opportunity about what the player likes or about theplayer by talking about the player with the coach can provide a tremendous source of jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 27 feedback to the coach's feelings, thoughts and behavior and players so that they canproduce achievementsthrough interpersonal communication the coaches and players in improving theachievements of the upi bandung futsal team are coaches and players can find theoutside world which is meant by interpersonal communication to make coaches andplayers able to understand more about themselves players and coaches it makes thecoach and players understand better the outside world, the world of objects, events andother people create and maintain relationships between coaches and players to be moremeaningful so that in the training process can be maintained and a close relationshipbetween the trainer and the emain therefore coaches use a lot of interpersonalcommunication time which aims to create and maintain relationships with otherplayers. this relationship helps reduce the loneliness of the tension between the trainerand the player and makes the player feel more positive about themselves changing theattitude and behavior that is meant here the trainer uses more time to persuade playersthrough interpersonal communication which is done by delivering interpersonalcommunication by the trainer is the delivery process a message by the coach to theplayer to inform or change the attitude, opinion or behavior of the player directly orindirectlyso that through interpersonal communication the trainer and the player in improvingthe achievements of the upi futsal team is an increase in the achievements of the upibandung futsal team which is an achievement of the futsal team in the presence ofinterpersonal communication conducted by the trainer so that the trainer can makegood training models according to the needs of the player. through coaching coaches bydeveloping players in a planned, tiered and sustainable manner obtained frominterpersonal communication carried out by the trainer 4. driving and inhibiting factors of interpersonal communication strategy for trainers and players in improving achievement of upi bandung futsal teaminterpersonal communication strategies of coaches and players are special ways thatcarried out by the trainer in communicating to provide understanding to the player sothat the player can achieve the expected performance. there are several factors that canbe supportive and inhibiting for the trainer in conducting interpersonal communicationstrategies such as:drivers of interpersonal communication strategy trainer and players in improving theachievement of upi bandung futsal team include coaches and players who can meetpersonally, empathetically appropriately to others and communicate with those thatcan be understood with each other and communicate with those that can be understoodwith each other in a meaningful way, respecting each other positive and reasonablewithout judging or objecting and showing full trusting behavior strengthens the feelingof security towards othersinhibiting factors interpersonal communication strategy trainers and players inimproving the achievement of the bandung upi futsal team include differentperceptions, emotional reactions, inconsistencies between words and deeds, suspicions,unclear processes, feeling unsuitable, prejudiced or arrogant. conclusion jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 28 this conclusion is based on the results of processing interviews of research resultsrelating to "how the interpersonal communication strategy of trainers and playersincreases the achievement of the upi bandung futsal team (qualitative study of theprincess upi futsal team in bandung)."the role of interpersonal communication coaches and players in improving theachievements of the futsal team upi bandung. the role of the coach in interpersonalcommunication includes attitudes of openness, empathy, supportive attitudes, positiveattitudes and equality attitudes between trainers and players which is the role ofinterpersonal communication coaches and players in improving achievementinterpersonal communication strategies of coaches and players in improvingachievement the futsal team is certainly different -different depending on the conditionof the player, in this case the strategy that the coach does to the player to improveachievement the futsal team increasingly wants to do what the instructor instructs is totake steps, identify the vision and mission, determine the program of activities,determine goals, recognize the audience, developing messages, communication / mediamechanisms and controlling each stage / type of interpersonal communication activitiesof coaches and players in enhancing the achievements of the bandung upi futsal team.the results of interpersonal communication coach and players in improving theachievement of the upi bandung futsal team include finding oneself, finding theoutside world creating and maintaining relationships to be more meaningful, changingbehavioral attitudes and enhancing the achievement of driving factors interpersonalcommunication strategy coach and players in improving the achievement of upi futsalteam bandung includes coaches and players who can meet in person, empathizeappropriately with other individuals and communicate with those that can beunderstood with each other and communicate with those that can be understood witheach other in a meaningful, positive and fair way without judging or objecting and showthe behavior that believes in full strengthens the feeling of security against the otherinhibiting factors interpersonal communication strategy trainer and player inimproving the achievement of upi bandung futsal team includes different perceptions,emotional reactions, inconsistencies between words and actions, suspicions, unclearprocesses, feeling unsuitable, prejudiced or arrogant. references agus mahendra, 2004. model of motion education. bandung: fpok upialo liliweri 2011. all-round communication is all meaningful. kencana: jakartaarifin, anwar. 1994. communication strategy. bandung: cv. amrico.arikunto, s. 2006. research procedure a practical approach. jakarta: pt rhineka cipta.arni, muhammad. 2005. organizational communication. jakarta: bumi aksara.de vito, joseph h.2005.the interpersonal communication.book.person education.incdeddy mulyana, 2005. communication science: an introduction, bandung: youth rosdaby jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 29 harsono.1998. coaching and aspects of psychology in coaching. jakarta: cv. kesumapond.hermans, v., & engler, r. 2011. futsal technique-tactics-training. united kingdom:meyer & meyer sport.john d. calm 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(pp. 63-77). new york: routledge.jowett, s., & cockerill, i. 2003. olympic medallists' perspective of the athlete-coachrelationship. psychology of sport and exercise, 4, 313-331.jowett, s., & cockerill, im 2001. the coach-athlete relationship: an olympic perspective.in a. papaioannu, y. theodorakis, & m. goudas (eds.), proceedings of the tenthworld congress of sport psychoogy, 3, 235-237, skiathos, greece.lhaksana, justinus & ishak h. pardosi. 2008. inspiration and futsal spirit. jakarta:winningsuccesslhaksana, justinus. 2011. tactics and modern futsal strategies. jakarta: be championmoleong lexy j. 2000, qualitative research methodology, bandung: teens rosdakarya.lexy j. moleong 2004, qualitative research methodology, bandung: teens rosdakarya.purwanto, djoko. 2003. business communication, second edition, erlangga. jakartarakhmat, jalaluddin. 2004. communication research method: equipped with statisticalstatistical examples. pt remaja rosdakarya, bandungsendjaja, djuarsa, 2004. introduction to communication science. jakarta: pt. rajagrafindo persada jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 1 peran pendidikan baca tulis al-quran sebagai muatan lokal dalam upaya membentuk karakter kepribadian siswastudi di smp tri bhakti nagreg ira yumira stkip siliwangi bandung abstrak penelitian ini mengangkat permasalahan tentang rendahnya karakter kepribadian siswa di smp tri bhakti nagreg desa ciherang kecamatan nagreg kabupaten bandung. tujuan penelitian adalah : 1. untuk mengungkapkan data tentang pelaksanaan pendidikan baca tulis al-quran yang diselenggarakan di smp tri bhakti nagreg. 2. untuk mengungkapkan data tentang persepsi siswa terhadap kegiatan pendidikan baca tulis al-quran di smp tri bhakti nagreg.landasan teori dan konsep antara lain : konsep dan teori karakter, kegiatan pendidikan baca tulis al-quran merupakan satuan pendidikan luar sekolah, konsep pendidikan luar sekolah, dan konsep ekstrakurikuler.penelitian ini menggunakan metode penelitian deskriptif, teknik pengumpulan data menggunakan angket, wawancara, observasi, dan studi dokumentasi, objek penelitian 25 orang. hasil penelitian dan temuan, alasan responden mengikuti pendidikan baca tulis al-quran menyatakan keinginan, karena kebutuhan rohaniah dengan tujuan memberikan penerangan tentang agama, bagi kehidupan. waktu pelaksanaan seminggu sekali, materi yang disampaikan membaca dan menulis alquran, membahas isi yang terkandung dalam al-quran, qiroat, kaligrafi, materi tersebut sesuai dengan kebutuhan, yang menjadi faktor pendorong mengikuti pendidikan baca tulis alquran karena dukungan dari orang tua dan merasa butuh dengan materi pendidikan, hambatan antara lain sarana yang belum memadai juga pengaruh buruk lingkungan yang dapat menggoyahkan niat siswa, untuk memecahkan masalah tersebut perlu diadakan lagi koordinasi dengan pihak sekolah.kesimpulan, dari hasil penelitian ini terungkap bahwa peran pendidikan baca tulis al-quran sangat penting dalam membentuk karakter kepribadian siswa oleh karena itu pihak sekolah menerapkan pendidikan tersebut, dampak yang jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 2 diperoleh, siswa mempunyai karakter kepribadian dan makin semangat dalam mengikuti pendidikan baca tulis al-quran. kata kunci : pendidikan baca tulis al-quran, muatan lokal atau ekstrakurikuler, membentuk karakter kepribadian siswa a. pendahuluan latar belakang masalah pendidikan merupakan proses belajar mengajar bertujuan untuk menghasilkan perubahan tingkah laku mencakup pendewasaan intelektual, sosial, dan moral manusia.undang – undang sistem pendidikan nasional nomor 20 tahun 2003 menegaskan bahwa: pendidikan nasional bertujuan mencerdaskan kehidupan bangsa dan mengembangkan manusia indonesia seutuhnya yaitu manusia yang beriman dan bertaqwa terhadap tuhan yang maha esa dan berbudi luhur memiliki pengetahuan dan keterampilan, kesehatan jasmani dan rohani, kepribadian yang mantap dan mandiri serta rasa tanggung jawab kemasyarakatan dan kebangsaan. pendidikan berbasis keagamaan seperti pengajian, baca tulis al-quran, bahasa arab sudah seharusnya ditanamkan pada generasi penerus bangsa guna tercipta generasi penerus bangsa yang bermutu dan berkualitas. inti tujuan pendidikan itu sendiri adalah karakter kepribadian merupakan dasar dalam pembentukan watak dan peradaban bangsa indonesia. atas dasar itu maka peneliti mengajukan judul: peran pendidikan baca tulis al-quran sebagai muatan lokal dalam upaya membentuk karakter kepribadian siswa masalah penelitian 1. identifikasi masalah setelah diuraikan latar belakang masalah, maka perlu di identifikasi : adanya proses pendidikan baca tulis al-quran. a. banyak siswa tingkat smp yang masih belum dapat membaca dan menulis al-quran b. adanya upaya sekolah untuk mengarahkan siswa mengikuti pendidikan ekstrakurikuler baca tulis al-quran jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 3 pembatasan masalah untuk mempermudah penulisan skripsi dalam penelitian ini, maka pembatasan masalah dalam penelitian: a. tujuan pendidikan baca tulis al-quran b. metode yang diterapkan melalui kegiatan ekstrakurikuler c. evaluasi pembelajaran perumusan masalah dari identifikasi masalah di atas, maka penulis dapat merumuskan masalah sebagai berikut : bagaimana peran pendidikan baca tulis alquran sebagai muatan lokal dalam upaya membentuk karakter kepribadian siswa ? tujuan penelitian a. mengungkapkan data tentang pelaksanaan pendidikan baca tulis alquran yang diselenggarakan oleh smp tri bhakti nagreg b. mengungkapkan data tentang persepsi orang tuapeserta didik terhadap kegiatan ekstrakurikuler baca tulis al-quran di smp tri bhakti nagreg. alasan dan manfaat penelitian alasan penulis memilih masalah tersebut dalam penelitian ini adalah sebagai berikut : a. untuk mengembangkan keilmuan pls dalam bidang pendidikan karakter kepribadian b. untuk menilai proses pendidikan baca tulis al-quran dalam konteks pendidikan karakter anggapan dasar sebagai landasan berpikir pada penelitian yang dilakukan, peneliti bertolak pada pemikiran para ahli sebagai berikut: “pendidikan adalah daya upaya untuk memajukan tumbuhnya budi pekerti (karakter), pikiran (intelect) dan tubuh anak, bagian-bagian ini tidak boleh dipisahkan agar kita dapat memajukan kesempurnaan hidup anak-anak kita” (fasli jalal.2010) jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 4 pertanyaan penelitian untuk lebih mengarahkan penelitian yang dilakukan maka pertanyaan peneliti adalah : a. bagaimana membentuk karakter kepribadian peserta didik dalam pelaksanaan pembelajaran baca tulis al-quran? b. faktor apa saja yang menjadi pendorong dan penghambat pelaksanaan pembelajaran baca tulis al-quran yang diselenggaran di smp tri bhakti nagreg? metode dan teknik penelitian metode yang digunakan dalam penelitian adalah metode deskriptif populasi dan sampel adapun yang dijadikan populasi dalam penelitian yaitu siswa smp yang biasa mengikuti pendidikan ekstrakurikuler btaq di smp tri bhakti nagreg sebanyak 100 siswa diambil sampel 25% dari populasi yang telah dibulatkan 25 siswa. b. kajian teori pengertian dan konsep karakter menurut tadkiroatun musfiroh (uny, 2008), karakter mengacu kepada serangkaian sikap (attitudes), perilaku (behaviors), motivasi (motivations), dan keterampilan (skills). karakter berasal dari bahasa yunani yang berarti “to mark” atau menandai dan memfokuskan bagaimana mengaplikasikan nilai kebaikan dalam bentuk tindakan atau tingkah laku. tujuannya adalah membentuk pribadi anak , supaya menjadi manusia yang baik, warga masyarakat, dan warga negara yang baik. oleh karena itu, hakikat dari pendidikan karakter dalam konteks pendidikan di indonesia adalah pedidikan nilai, yakni pendidikan nilainilai luhur yang bersumber dari budaya bangsa indonesia sendiri, dalam rangka membina kepribadian generasi muda. tujuan pendidikan karakter pendidikan karakter bertujuan untuk meningkatkan mutu penyelenggaraan dan hasil pendidikan di sekolah yang mengarah pada jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 5 pencapaian pembentukan karakter atau akhlak mulia peserta didik secara utuh, terpadu, dan seimbang, sesuai standar kompetensi lulusan. pendidikan ekstrakurikuler sebagai kegiatan pendidikan luar sekolah 1. pendidikan luar sekolah a. pengertian pls menurut napitupulu (1981) : pls adalah setiap usaha pelayanan pendidikan yang berlangsung seumur hidup dan dijalankan dengan sengaja, teratur, berencana, dan bertujuan untuk mengaktualisasikan potensi manusia berupa sikap, tindak dan karya, menuju terbentuknya manusia seutuhnya yang gemar belajar mengajar agar mampu meningkatkan mutu dan taraf hidupnya (d. sudjana , 1996 : 3334) b. tujuan pls tujuan pls adalah untuk mengembangkan pengetahuan, sikap, keterampilan dan nilai yang memungkinkan untuk menjadi peserta yang efisien dan efektif dalam lingkungan masyarakat, lingkungan keluarga dan lingkungan negara 2. pendidikan ekstrakurikuler a. pengertian ektrakurikuler ekstrakurikuler adalah kegiatan di luar jam pelajaran biasa dan pada waktu libur bertujuan untuk memperdalam dan memperluas pengetahuan siswa, mengenal hubungan antara berbagai pelajaran,menyalurkan bakat dan minat serta melengkapi upaya pembinaan manusia seutuhnya danupaya pemantapan dan pembentukan karakter kepribadian siswa. b. kurikulum pembelajaran kurikulum disusun sesuai dengan jenjang pendidikan dan dalam kerangka negara kesatuan republik indonesia disesuaikan dengan tahap perkembangan anak didik dan dalam rangka menigkatkan potensi siswa. c. metode pembelajaran dalam pembelajaran menggunakan metode iqro yang. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 6 d. evaluasi pembelajaran. evaluasi di buat sesuai indikator dari tiap – tiap tingkatan buku c. metodologi penelitian populasi dan sampel penelitian populasi menurut bahasa adalah penduduk atau orang banyak, bersifat umum, sedangkan dalam penelitian lebih lanjut ditegaskan bahwa populasi adalah wilayah generalisasi yang terdiri atas ; objek atau subjek yang mempunyai kuantitas dan karakteristik tertentu yang ditetapkan dan kemudian ditarik kesimpulannya. sampel adalah bagian atau perwakilan dari populasi yang memiliki karakteristik yang sama dan dapat mewakili populasi. menurut tika (1997) sampel adalah sebagian objek atau individu-individu yang mewakili suatu populasi. sedangkan menurut masri singarimbun sampel adalah besarnya sampel tidak boleh kurang dari 10 % populasi (1982 : 106) metode penelitian dan teknik pengumpulan data metode penelitian menurut engking soewarman hasan (1997 : 4) penelitian secara etimologis adalah meninjau kembali apa yang telah terjadi untuk kepentingan yang akan datang atau penyelidikan untuk memperoleh data, fakta dan prinsip dilakukan dengan sabar, teliti dan sistematis.masri imam ansyari (1993) mengemukakan bahwa penelitian menggunakan metode deskriptif memiliki dua tujuan, yaitupertama untuk mengetahui perkembangan secara fisik tertentu atau frekuensi terjadinya suatu aspek fenomena sosial tertentu. kedua untuk mendeskripsikan secara terperinci fenomena sosial yang terjadi saat sekarang. pelaksanaan metode deskriptif meliputi : mengumpulkan dan menyusun data, analisa dan interprestasi hubungan dan kedudukan unsur dengan unsur lain. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 7 teknik pengumpulan data teknik yang digunakan dalam penelitian ini, adalah : 1. wawancara, dilakukan untuk mendapatkan data jawaban dari pertanyaan penelitian itu sendiri 2. observasi, yaitu mengadakan peninjauan terhadap objek penelitian yang dalam hal ini terdiri dari atas gambaran daerah lokasi penelitian, serta kegiatan proses penyuluhan. 3. angket, yaitu untuk mengumpulkan data melalui serangkaian pertanyaan tertulis yang disusun dan disebarkan untuk mendapat informasi atau keterangan responden mengenai masalah yang sedang diteliti. 4. study literatur, penulis gunakan sebagai bahan penunjang pada uraian teoritis yang sekiranya ada hubungan dengan penyuluhan, juga sebagai teknik pembantu dalam pengumpulan data. langkah pengumpulan data 1. penyusunan alat pengumpul data kegiatan dalam penyusunan pengumpul data adalah sebagai berikut : a. merumuskan problematika penelitian dengan variabel dan indikator yang akan dijadikan pertanyaan penelitian. b. menyusun pertanyaan atau pernyataan beserta alternatif jawabannya yang disesuaikan dengan problematika penelitian disertai petunjuk pengisian sehingga jelas maksud dan tujuannya. 2. uji coba angket. 3. revisi angket 4. memperbanyak angket 5. pelaksanaan pengumpulan data prosedur pengolahan data langkah – langkah dalam pengolahan data adalah : 1. seleksi data. 2. klasifikasi data 3. tabulasi data 4. analisa dan penafsiran data pengolahan data hasil penelitian menggunakan analisa deskripsi dan interprestasi berdasarkan persentase dari alternatif jawaban yang telah dikemukakan oleh responden. langkah – langkah penghitungan meliputi: jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 8 1. membuat tabel dengan kolom, nomor urut, alternatif jawaban, frekuensi jawaban, dan persentase 2. mencari frekuensi jawaban (f) 3. mencari frekuensi keseluruhan dengan jalan menjumlahkan frekuensi – frekuensi dari setiap jawaban 4. mencari persentase dengan menggunakan rumus : p 100 keterangan : p = persentase f = frekuensi jawaban n = jumlah seluruh jawaban 100% = nilai konstanta 5. melakukan analisis dan penafsiran data analisa dan penafsiran data berdasarkan pada kriteria persentase yang digunakan d. pembahasan hasil penelitian 1. gambaran umum lokasi penelitian a. letak geografis desa ciherang merupakan salah satu desa yang berada di wilayah kecamatan nagreg kabupaten bandung tepatnya di daerah perbatasan antara kabupaten bandung dan kabupaten garut, jarak dari sekolah ke ibukota kecamatan adalah 12 km, ke ibukota kabupaten 43 km dan ibukota provinsi 30 km. luas wilayah desa ciherang adalah 726 ha, sebagian besar merupakan tanah perkebunan, sedangkan jumlah penduduk adalah 6863 orang dengan rincian laki-laki 3478 orang dan perempuan 3385 orang. jumlah sekolah di desa ciherang terdiri dari : 4 tk, 6 sd/mi, 1 smp dan 20 madrasah diniyah. b. profil smp tri bhakti catatan siswa yang terdapat di smp tri bhakti jumlah siswa seluruhnya adalah 110 siswa dan jumlah seluruh guru dan staf pengajar di smp tri bhakti adalah 17 orang. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 9 pembahasan pada pembahasan ini penulis akan menyajikan hasil pengolahan data sebagai hasil penelitian dengan menggunakan angket. angket tersebut penulis sebarkan kepada 25 orang responden. hasil pengolahan data tersebut akan penulis sajikan dalam bentuk tabel serta dianalisa berdasarkan urutan aspek-aspek yang diteliti di bawah ini tabel pendapat responden : tentang alasan mengikuti pendidikan btaq no alternatif jawaban f % 1 keinginan, karena kebutuhan rohaniah 14 56 2 disuruh orang tua 6 24 3 sekedar ikut-ikutan 3 12 4 diajak orang lain 2 8 jumlah 25 100 dari tabel diatas tentang alasan responden mengikuti pendidikan baca tulis al-quran sebagian besar (56%) menyatakan keinginan, karena kebutuhan rohaniah, sebagian kecil (24%) menyatakan disuruh orang tua (12%) menyatakan sekedar ikut-ikutan dan (8%) menyatakan diajak orang lain tentang tujuan pendidikan btaq no alternatif jawaban f % 1 memberi pengetahuan tentang agama bagi kehidupan serta membentuk sikap 15 60 2 membicarakan tentang tauhid 5 20 3 menjalin silaturahmi antar siswa 3 12 4 mengumpulkan siswa nakal 2 8 jumlah 25 100 tabel diatas menunjukkan bahwa lebih dari setengahnya (60%) menyatakan memberi penerangan agama bagi kehidupan, sedangkan sebagian kecil (20%) menyatakan membicarakan tauhid dan (12%) jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 10 menyatakan menjalin silaturahmi antar siswa serta (8%) menyatakan mengumpulkan siswa nakal. tentang minat belajar btaq no alternatif jawaban f % 1 ya, terdapat peningkatan 20 80 2 cukup adanya peningkatan 3 12 3 kurang peningkatan 2 8 4 tidak ada peningkatan 0 0 jumlah 25 100 tabel diatas menunjukan bahwa sebagian besar (80%) menyatakan terdapat peningkatan, (12%) cukup adanya peningkatan dan (8%) kurang peningkatan. tentang kapan biasanya pendidikan btaq dilaksanakan no alternatif jawaban f % 1 seminggu sekali 23 92 2 seminggu dua kali 2 8 3 sebulan sekali 0 0 4 tiap hari 0 0 jumlah 25 100 tabel diatas menunjukan bahwa responden kapan biasanya mengikuti pendidikan baca tulis al-quran hampir semua (92%) menyatakan seminggu sekali, dan hanya sebagian kecil (8%)seminggu dua kali.setelah dianalisis maka perlu dikaji kembali lama waktu dalam belajar baca tulis al-quran pernyataan pada angket no 5 (100%) ya dapat merubah alternatif jawaban a. tentang apakah orang tua mendukung terlaksananya pendidikan btaq no alternatif jawaban f % 1 sangat mendukung 17 68 2 mendukung 6 24 3 kurang mendukung 2 8 4 tidak mendukung 0 0 jumlah 25 100 jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 11 dari tabel diatas menunjukan bahwa apakah orang tua responden mendukung terlaksananya pendidikan baca tulis al-quran lebih dari setengahnya (68%) responden menyatakan sangat mendukung, sebagian kecil (24%) mendukung dan hampir tidak ada (8%) kurang mendukung. tentang materi apa saja yang disampaikan no alternatif jawaban f % 1 membaca dan menulis al-quran 13 52 2 membahas isi yang terkandung dalam alquran 7 28 3 belajar qiroat 3 12 4 kaligrafi 2 8 jumlah 25 100 tabel diatas menunjukan bahwa responden lebih dari setengahnya (52%) menyatakan membaca dan menulis al-quran, sebagian kecil (28%) membahas isi yang terkandung dalam al-quran, (12%) belajar qiro’at, (8 ) kaligrafi. cakupan materi sesuai dengan tujuan pendidikan karakter. tentang apakah materi yang disampaikan sudah sesuai no alternatif jawaban f % 1 sangat sesuai 20 80 2 sesuai 3 12 3 kurang sesuai 2 8 4 tidak sesuai 0 0 jumlah 25 100 data diatas menunjukan bahwa materi yang disampaikan dalam pendidikan baca tulis al-quran sudah sesuai sebagian besar (80%) responden menyatakan sangat sesuai, sebagian kecil (12%) menyatakan sesuai, dan hampir tidak ada (4%) menyatakan kurang sesuai . setelah dianalisis materi sudah sesuai tapi perlu ditambah lagi. apakah memahami materi yang disampaikan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 12 no alternatif jawaban f % 1 selalu 19 76 2 memahami 4 16 3 kadang-kadang 2 8 4 tidak pernah 0 0 jumlah 25 100 data diatas menunjukan bahwa apakah memahami materi yang disampaikan sebagian besar (76%) responden menyatakan selalu memahami, sebagian kecil (16%) menyatakan memahami, hampir tidak ada (8%) menyatakan kadang-kadang untuk mengetahui pendapat responden setelah mengikuti pendidikan baca tulis al-quran terhindar dari pengaruh buruk pernyataan pada angket no 10 semua (100%) menyatakan ya, alternatif jawaban a pendapat responden tentang pengaruh buruk yang dapat mempengaruhi karakter kepribadian no alternatif jawaban f % 1 lingkungan 17 68 2 program televisi 4 16 3 penggunaan internet yang di salah gunakan 3 12 4 perceraian orang tua 1 4 jumlah 25 100 dari data diatas lebih dari setengahnya (68%) responden menyatakan lingkungan, dan sebagian kecil (16%) responden menyatakan program televisi, (12%) responden menyatakan penggunaan internet yang disalahgunakan, hampir tidak ada (4%) menyatakan perceraian orang tua. faktor yang dapat mempengaruhi karakter kepribadian terbesar adalah faktor lingkungan dan program televisi, selebihnya adalah perceraian orang tua. tentang metode pembelajaran no alternatif jawaban f % 1 bandungan 15 60 jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 13 2 instruksi langsung 6 24 3 tanya jawab 3 12 4 ceramah 2 8 jumlah 25 100 data diatas menunjukan bahwa metode pembelajaran yang digunakan, lebih dari setengahnya (60%) responden menyatakan bandungan, sebagian kecil (24%) responden menyatakan instruksi langsung, (12%) responden menyatakan tanya jawab dan hampir tidak ada (8%) menyatakan ceramah metode yang diterapkan sudah sesuai no alternatif jawaban f % 1 sangat sesuai 20 80 2 sesuai 3 12 3 kurang sesuai 2 8 4 tidak sesuai 0 0 jumlah 25 100 data diatas menunjukan bahwa apakah metode yang diterapkan sudah sesuai sebagian besar (80%) menyatakan sangat sesuai, dan sebagian kecil (12%) sesuai, hampir tidak ada (8%) kurang sesuai. apakah evaluasi yang diterapkan sesuai dengan indikator no alternatif jawaban f % 1 ya sangat sesuai 19 76 2 sesuai 5 20 3 kurang sesuai 1 4 4 tidak sesuai 0 0 jumlah 25 100 jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 14 data diatas menunjukan bahwa apakah evaluasi yang diterapkan sesuai dengan indikator sebagian besar (76%) responden menyatakan sangat sesuai, sebagian kecil (20%) menyatakan sesuai, hampir tidak ada (4%) menyatakan kurang sesuai hasil /dampak setelah mengikuti pendidikan btaq no alternatif jawaban f % 1 menyadari pentingnya belajar baca tulis alquran 16 64 2 mengamalkan apa yang sudah diberikan 5 20 3 adanya keiginan untuk belajar 3 12 4 merubah prilaku yang kurang baik 1 4 jumlah 25 100 dari data diatas menunjukan bahwa dampak setelah mengikuti pendidikan baca tulis al-quran, lebih dari setengahnya (64%) responden menyatakan menyadari pentingnya belajar baca tulis alquran, sebagian kecil (20%) mengamalkan apa yang sudah diberikan, (12%) menyatakan adanya keinginan untuk belajar, hampir tidak ada (4%) menyatakan merubah prilaku yang kurang baik. faktor pendorongmengikuti pendidikan btaq no alternatif jawaban f % 1 merasa butuh dengan pendidikan 19 76 2 menuntut ilmu merupakan kewajiban 4 16 3 karena termotivasi oleh orang tua 1 4 4 karena gurunya baik 1 4 jumlah 25 100 data diatas menunjukan bahwa faktor pendorong mengikuti pendidikan baca tulis al-quran adalah sebagian besar (76%) responden menyatakan merasa butuh dengan pendidikan, sebagian kecil (16%) menyatakan menuntut ilmu merupakan kewajiban, hampir tidak ada (4%) menyatakan karena termotivasi oleh orang tua, (4%) menyatakan karena gurunya baik. apakah hasil belajar diterapkan di lingkungan keluarga no alternatif jawaban f % jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 15 1 selalu 15 60 2 kadang dilakukan 5 20 3 pernah dilakukan 4 16 4 tidak pernah dilakukan 1 4 jumlah 25 100 data diatas menunjukan bahwa hasil belajar diterapkan di lingkungan keluarga lebih dari setengahnya (60%) responden menyatakan selalu dilakukan, sebagian kecil (20%)menyatakan kadang dilakukan, (16%) menyatakan pernah dilakukan, hampir tidak ada (4%) menyatakan tidak pernah dilakukan. apa yang diterapkan dari hasil pembelajaran dalam pendidikan di lingkungan keluarga no alternatif jawaban f % 1 tidak meninggalkan sholat 13 52 2 patuh pada orang tua 6 24 3 mengajar mengaji pada adik di rumah 5 20 4 mengajak teman agar mengaji 1 4 jumlah 25 100 data diatas menunjukan bahwa apa yang diterapkan dari hasil pembelajaran, lebih dari setengahnya (52%) responden menyatakan tidak meninggalkan sholat, sebagian kecil (24%) responden menyatakan patuh pada orang tua, (20%) menyatakan mengajar mengaji pada adik di rumah, hampir tidak ada (4%) menyatakan mengajak teman agar mengaji sarana yang mendukung sudah memadai no alternatif jawaban f % 1 sangat memadai 8 32 2 cukup memadai 9 36 3 kurang memadai 7 28 4 tidak memadai 0 0 jumlah 25 100 jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 16 dari data diatas menunjukan bahwa apakah sarana yang mendukung sudah memadai, hampir setengahnya (32%) responden menyatakan sangat memadai, hampir setengahnya (36%) responden menyatakan cukup memadai, sebagian kecil (28%) menyatakan kurang memadai.sarana yang mendukung masih perlu lagi penambahan atau perbaikan. sarana apa saja yang belum memadai no alternatif jawaban f % 1 buku sumber 17 68 2 kurang guru pembimbing 4 16 3 absensi kehadiran tidak tegas 0 0 4 kurangnya peralatan penunjang 4 16 jumlah 25 100 data diatas menunjukan bahwa sarana apa saja yang belum memadai lebih dari setengahnya (68%) responden menyatakan buku sumber, sebagian kecil (16%) menyatakan kurangnya guru pembimbing, sebagian kecil (16%) menyatakan kurangnya peralatan penunjang.buku sumber, guru pembimbing dan peralatan perlu di tambah lagi. e. kesimpulan kesimpulan akhir yang penulis kemukakan siswa mengikuti pendidikan baca tulis al-quran karena untuk mengetahui alasan dan tujuan responden mengikuti pendidikan baca tulis al-quran (tabel 7 dan 8)memberi gambaran bahwa sebagian besar menyatakan keinginan, kebutuhan agama sedangkan tujuan sebagian besar responden menyatakan memberi pengetahuan tentang agama dan membentuk karakter untuk mengetahui minat responden mengikuti pendidikan baca tulis alquran (tabel 9) menunjukan bahwa sebagian besar menyatakan ya ada peningkatan. untuk mengetahui bahwa pendidikan baca tulis al-quran dapat membentuk karakter kepribadian seluruh responden 100% menyatakan ya dapat merubah sikap siswa (pengolahan angket no 5) untuk mengetahui setelah mengikuti pendidikan baca tulis al-quran, jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 17 apakah responden dapat menerima dan memahami kelebihan dan kekurangan (tabel 14 )dari data diatas sebagian besar menyatakan selalu memahami. adapun pendapat responden tentang materi apa yang disampaikan (tabel 12) terlihat bahwa sebagian besar menyatakan membaca dan menulis al-quran, membahas isi al-quran, qiro’at dan kaligrafi.untuk memgetahui faktor pendorong responden mengikuti pendidikan baca tulis al-quran (tabel 20) sebagian besar menyatakan merasa butuh dengan pendidikan baca tulis al-quran dan (tabel 11 ) orang tua siswa sangat mendorong atas terselenggaranya pendidikan tersebut. untuk mengetahui hambatan dalam mengikuti pendidikan baca tulis al-quran (tabel 23 dan 24) menyatakan sarana kurang memadai, sebagian besar menyatakan kurang buku penunjang dan guru pembimbing. dari hasil penelitian ini terungkap potensi peran pendidikan baca tulis al-quran dalam membentuk karakter sangat penting, permasalahan yang timbul dalam membentuk karakter kepribadian siswa frekuensi pembelajaran yang terlalu sedikit, sarana pendukung yang kurang memadai juga pengaruh buruk lingkungan, semua itu jadi kendala dalam membentuk karakter kepribadian siswa. melihat permasalahan tersebut diatas maka pemecahannya perlu adanya bimbingan bahwa minimnya sarana dan frekuensi jangan dijadikan alasan, juga sekolah dan orang tua harus saling bekerja sama dalam memperhatikan dan mendidik siswa sehingga terhindar dari pengaruh lingkungan, saran yang dikaji dalam penelitian ini peran pendidikan baca tulis al-quran membentuk karakter kepribadian perlu dikembangkan dan dijaga dengan jalinan antara pihak sekolah dan orang tua. daftar pustaka ali mochammad ( 1987 ), penelitian kependidikan prosedur dan strategi, angkasa : bandung. hasan soewarman engking ( 1997 ), metodologi penelitian, pendidikan luar sekolah, fip ikip bandung. suharsimi arikunto, ( 1992 ), prosedur penelitian suatu pendekatan praktis , bina aksara : bandung tadkiroatun musfiroh (uny, 2008), pendidikan karakter, uny : yogyakarta jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 193 use of leader's reading challenge method in improving reading interest from tourism awareness group (tag) stone garden of west bandung regency through community reading park (crp) mardiahikip siliwangimardisyakir@gmail.com abstractindonesian reading culture is very low. various ways to increase interest inreading have been done by the government. reading reading movement,national movement of literacy of nations has been regulated in law no 43 of2007 and permendikbud no 23 year 2005. in support of the program, thisresearch is conducted in community literacy movement by leader's readingchallenge (lrc) method. this initiative is a form of community empowermentin tourism awareness group (tag) stone garden of west bandung regency.the study titled use of leader's reading challenge (lrc) method in improvingreading interest of tourism awareness group (tag) of west bandungregency through community reading garden. lrc is a method used fromsouth australia namely premier reading challenge (prc). the method used isdescriptive qualitative research. by taking observation data, interviews,questionnaires, literature studies and documentation. initial conditions of thepeople who studied have low interest in reading because many factors cause.it is very influential is the low education, low economic and less facilitated toread and no activities of literacy movements in these tourist attractions. soafter the research done, it appears the increase of reading interest with theindicator, reading activities in community reading park (crp) or in the touristspot when .the indicator of reading success is that there has been the numberof books read, there has been a review made also the existence of tree literasi.internal factor which become indicator of success is with data of result ofquestionnaire expressing happiness after reading book. they feel happy withlrc literacy activity. constraints certainly exist, which is still a lot ofinteresting books to read, there are still activities that encourage people tomotivate reading fond. there is still much more role and support from thegovernment and the wider community in providing funds and also providingthe means to manage community reading gardens and the management oftourism literacy groups. keywords: empowerment, tourism, literacy, reading interest. i. introductionaccording to rahim (in periyeti 2017: 55-66) reading will improve the quality of societyor nation. he mentioned that "the low interest of reading the community, greatly affectthe quality of the nation. because of the low interest in reading, can not know and issues jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 194 of science and information development in the world. where will ultimately affect thebackwardness of the nation itself ".based on the survey below shows that indonesianpeople do not like to read. the reading result of indonesian reading interest is only0.001% or one to 1,000 (erwina, w. 2014: 23-40). this is a problem, because in nurulhayati-yoyon suryono (2015: 175-191), that the low reading interest in indonesia is acommon problem that has been solved together as well. today, culture is read by thepublic media more than the tantalizing features. based on a five-day study progress inthe international reading literacy study (pirls) indonesia uses 36 out of 40 countries.this condition is very ironic and needs to be a benefit of activists engaged in this field.a lot of government efforts in increasing reading interest of the community. forexample, the reading reading youth program, supporting the availability of cheapbooks, the growth of community reading parks regulated in the law of the republic ofindonesia no.43 of 2007 article 48. this is corroborated by permendikbud no. 23 of2015 on the growth of character. one of its activities is the school literacy movement(gls) on formal education and the community literacy movement (clm)). thus,literacy programs or literacy, its merits only to read and grow, but can improve the livesof ansori al-b community (2012: 47-61)with the aim of increasing the reading interest of rw 09 community of giri muktivillage citatah subdistrict, this research continued with the formulation of problem"how leaders` method reading challenge (lrc) can increase reading interest oftourism group (tag) garden stone kabupaten bandung". by adding a description of theinitial conditions and the unity it faces. ii. theoretical basisaccording to tarigan, interest in reading is the ability of a person to communicate withhimself to capture the meaning contained in the writing so as to provide emotionalexperience as a result of a form of deep attention to the meaning of reading. whiletampubolon reveals that interest in reading is an incentive to understand the word forword and the content contained in the text, so that readers can understand the thingsthat are poured in the reading, dalman (2014: 141). furthermore it is said that interestin reading is a strong and deep attention accompanied by feelings of pleasure towardsthe activity of reading so as to lead a person to read with his own volition orencouragement from the outside. interest in reading is also a feeling of pleasuresomeone to read because of the thought that with reading it can be obtained benefit forhim. herman wahadaniah (in al musafiri, m.2017: 110-122).tourism awarness group (tag)) according to ir. firmansyah rahim the directorgeneral of tourism destination development of the ministry of tourism and creativeeconomy 2012 is one of the components in society that has an important role andcontribution in the development of tourism in the region, the existence of tag shouldbe supported and nurtured so that it can play a more effective role in participating inmobilizing participation communities to create an environment and atmosphereconducive to the growth and development of tourism activities around tourismdestinationsin the national literacy movement guidebook issued by the center for developmentand development of language language ministry of education and culture in 2016, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 195 states that literacy can be interpreted as literacy, namely the ability of a person to readand write. a person is said to be literate if he has knowledge in every activity thatdemands effective literacy function in society. knowledge gained through reading andwriting can be utilized for self and nation progress.so in this study, using a method of literacy called leader's reading challenge (lrc).the way and techniques are referred to the literacy developed in west java, west javaleader's reading challenge (wjlrc). thus, in the wjlrc guidebook compiled by westjava provincial government of education office 2016. explain that wjlrc is defined as areading challenge aimed at teachers and students at schools from leaders in west java.leaders referred to in this activity are the highest government leaders in a region canthe principal, lurah, sub-district, regents, mayors. governor to president.lrc method in increasing reading interest of tag stone garden community, need basicmeans, that is book. then its existence needs a proper vehicle that is the communityreading park (crp)). the existence of tbm has been regulated in the law of therepublic of indonesia no.43 of 2007 on library article 49 which explains that thegovernment, local government, and the community encourage the growth of readingand reading houses to support reading culture. it further explains that communityreading park (crp) is an institution that provides various types of learning materialsneeded by the community. as a place to build literacy and learning, as well as a place toget information to the public (ministry of national education, 2008). the readinggarden is a source of information for the community, both the people and the middleand upper middle class communities. starting from the placement of rw, village,recreation area, city garden and others. very effective, efficient and affordable for allpeople. dewi: 2010 (in m.arif khoiruddin .2016: 291-319) iii. research methodsthis research uses qualitative approach with descriptive method. this approachexamines the condition of natural objects, as they are, not manipulated so that theconditions at which the researcher enters the object, and after being in the object orafter exiting the object, is relatively unchangedin this study, the subject of research is the community rw 09 kampung giri mulya desagunung masigit district cipatat west bandung regency. they are incorporated in thestone tourism awareness group (tag)) which amounts to about 120 people.the research instruments are observation sheet, interview sheet, questionnaire.questionnaire was given to the research subjects to explore further about the growinginterest in reading within the individual. contains 10 questions concerning indicators ofreading interest. data collection techniques used in this study are tailored to the needsof qualitative research that is observation, interviews, questionnaires, documentationstudies, and literature study.data analysis using spradley model consisting of: descriptive observation, domainanalysis, focused observation, taxonomic analysis, selected observation, componentanalysis, and ending with theme analysis. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 196 iv.research result and discussion a. results of the research1. swot analysis.the objective conditions of the research subjects can be illustrated by swot analysis. interms of strength, the tourist sites managed by tag are a form of communityempowerment that has kept fossils of marine animals 20 million years ago. it has threeadvantages: archeology, scholarship and beauty charm so often used for studentresearch, prawedding or photographer. has been the 2nd national champion in tagempowerment management in september 2017.its former peasant communities and limestone miners with low economic andeducation are a disadvantage. education, 80% of primary and drop out graduates and20% of high school graduates and incomes rely only on daily admission tickets.tour stone garden has a very high chance to develop in photography and geology andarcheology. while threats that can weaken tag are land issues that are still privateproperty, ape communities that threaten the cleanliness, security and beauty of tourismand community knowledge about tourism is still low. 2. initial condition of reading interest and its causesinitial conditions, reading interest pokdarwis still low. spare time is more used to chator play gadgets. the low interest in reading is determined by the lack of cheap booksupplies, the absence of a community reading park (crp) that provides readingfacilities. in addition, low education and a weak economy that greatly affects the lowinterest in reading the community. so that causes them to prioritize earnings in meetingthe needs of everyday rather than having to read a book. 3. the lrc method of increasing interest read through tbmthe first step in the activity is the approach to the community. the first step is topersonalize the leader of the pokdarwis and the board. furthermore, other communitiesare easier to do because the core management already has a strong desire andmotivation in literacy activities and book procurement. preparing books as a source ofreading is collected from various donors. until there are about 500 books available.types of books available are picture children's stories, teen novels, rock history,agriculture, farming and creative economy.determine the challenger of literacy activities ie leaders who will reward participantswho have passed the challenge of reading the book should be done. also because thebook has a lot of it requires building a community reading park (crp). after that, thenext step to carry out literacy activities with the leader's reading challenge (lrc)method. running time for (8 weeks) december 2017 march 2018. routine activities inthe form of reading a book as much as one fruit in one week. creating a book review offishbone (fish spikes containing 5w + 1h) and reason of wisdom content (rwc),conducting presentations and book discussions and compiling a literacy literature treeand prize at the end of the event for the leader's challenge. 4. the results obtained, reading interest pokdarwis increased by lrc method jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 197 the results achieved after the activities of literacy with the lrc method in the stonegarden tourism literacy group can be proved by two forms, namely extrinsic andinternal forms. external forms of reading books, written reviews, discussion activitiesand the presence of literacy movements. then the data collected in the form of bills.while the form of interest that is internal, within the subject of research. this is hard tosee, so the data collection should use a questionnaire filled by the subject of the study.the result of reading interest from the questionnaire to explore the inner self-motivation. this indicates an increase in the frequency of reading a book, theopportunity to read more books, get motivation, feelings of happiness after reading andfeel the benefits after reading the book. increased interest in reading can be shown alsoby the desire to invite others to read. 5. constraints faced in the implementation of lrc in increasing reading interest through crp.constraints faced from within is derived from the subject of research. youth have notbeen maximally in the habit of reading books because of the influence of very strongfamily conditions to form characters. the low economic problems cause adults to focusmore on meeting the need to earn an income at a tourist spot than reading a book.obstacles that come from outside the subject of research is the lack of supreme leader'ssupport power to give gifts as motivation to increase reading interest. other obstacles,such as inadequate facilities, the lack of interesting book supplies, crp has not been ableto accommodate members, and there is still a lack of community literacy movementsupported by tutors or facilitators. b. discussionthe initial condition of reading interest in pokdarwis is very low because it is caused bymany factors, such as low education and economic problems, facilities that supportreading activities ie the absence of book supplies, the absence of places that providebooks such as mobile libraries or crp and the absence of an activity literacy at touristattractions. this is as explained by bunata (in dalman.2014: 142-144) that the interestin reading a person is influenced by several factors namely: 1). family environmentalfactors 2). community infrastructure factors that are less support for increased readinginterest of the community 3) factors of existence and reading materials and 4) schoolcurriculum and less conducive school. by observing the expert opinion above andlooking at the data, it is clear that the pokdarwis community has a low interest inreading because it is influenced by internal and external factors.lrc with programmed activities so that it can be said as a planned method, has a formof activity stages of reading books, making book reviews, the presentation of bookdiscussions, the activity to create a literacy tree. so that lrc can be said as a methodthat can achieve the goal of increasing interest in reading as according to sanjaya, w(2016: 7-8) explains that the method is the way used to implement the plan that hasbeen prepared in real activities so that goals can be achieved optimally. this means themethod is used to realize the established strategy. thus, the methods in the learningsystem series play a very important role. the success of learning strategy implemnetasiis very dependent on the way teachers use learning methods, because a learningstrategy may only be implemented through the use of learning methods. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 198 literacy activities in lrc methods that have been applied to the community withreading, writing reviews, discussions and presenting have been able to increase readinginterest. having formed the habit of literacy then the potential of society will emerge sothat they will have achievement. as strickland says in yuliyati (2014: 117-126). balanceliteracy is a framework designed to help all students learn to read and write effectively.the program is based on the concept that all children can learn to read and write.balancing between reading and writing gives students a chance to succeed. studentsreceive lessons according to their potential and abilities and adjust the material that isdifficult for them to be easy to learn.after the research subject completes complete reading according to the numberdetermined by the leader, ie one fruit in one week, then the members of the literacy willget a reward. the gift giving has been able to increase the reading interest of themembers as according to hashim in dalman (2014: 147) explains that gift giving willenlarge the spirit of reading. a response is generated by the stimulus. reward is astimulus. reward is one stimulus to cause a response in children to be more activereading.prior to the study, the initial condition of reading interest was low and after the lrcmethod was applied causing increased reading interest. so the lrc method has beenable to increase reading interest among tag members. thus lrc is a motivation andencouragement for people who come from within or outside themselves. becauseaccording. (ruswandi, 2013: 134-135). motivation can be interpreted as an attempt tocause or increase the drive in an effort to realize the behavior directed to theachievement of a goal. in various theories of research, there is a close connectionbetween the satisfaction achieved in learning with performance and motivation.satisfaction obtained by students from the learning process, can increase learningmotivation. in this case, should be created an atmosphere of learning that can providesatisfaction in order to produce effective learning. factors that affect studentsatisfaction in learning, among others, the benefits of learning outcomes, a sense ofsecurity in learning, adequate learning conditions, opportunities for self-expansion, orpersonal relationships.the existence of community reading gardens that have supported lrc activities toincrease reading interest, this is strongly supported by research conducted by m.arifkhoirudin (2016: 291-319) that the community reading park (crp) is an institution thatprovides various types of learning materials needed by the community. as a place tobuild literacy and learning, as well as a place to get information to the public (ministryof national education, 2008). the reading garden is a source of information for thecommunity, both the people and the middle and upper middle class communities.starting from the placement of community units, villages, recreation areas, urban andother gardens. very effective, efficient and affordable for all people.from the results of questionnaires obtained, it has been illustrated that the existence oflrc activities conducted in the tourism area, has changed the hearts, feelings, thoughtsand views of research subjects. thus, literacy activities with the lrc method caused theresearch subjects to often read books while on duty at tourist attractions. they arehappy and happy about lrc activities, crp and books at work. so they feel the benefitsafter reading the book and even the desire to invite others to read the book. can be aclear picture that, lrc has been able to increase interest in reading books. as herman jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 199 wahadaniah points out in al-musafiri, m (2017: 110-122) that reading interest is astrong and deep concern is accompanied by a feeling of joy in reading that can lead aperson to read by his own volition or external encouragement. interest in reading is alsoa feeling of pleasure someone to read because of the thought that with reading it can beobtained benefit for him.with increasing interest in reading, it can also improve attitudes, skills in the field thatmust be controlled by the community in charge of developing the tour, as experiencedby tag stone garden. because reading a book is the basis for various activities such asodendahl, w (2017: 209-226) argues that while reading, mathematics, and naturalscience are indeed important tools for generating constructive, engaging, and reflectivecitizens, they can only seen as an indirect part of the basis for attaining such enlightenedcitizenship. it says that, without reading, it is impossible to obtain a world viewmaintained by literature, art, music, and ethics. in other words, pisa really tests thefoundation on which citizenship can be built, while suggesting to measure the wholebuilding.various obstacles have been found in this study because the interest of reading isinfluenced by many factors. the constraints that have been found are due to the loweconomic and educational, age and facilities available as according to harris and sipayin al-musafiri, m (2017: 110-122) stated that interest in reading is influenced bypersonal factors that are factors that originate within the individual itself includes: age,gender, intelligence, reading ability, attitude, psychological needs.lrc activities in tag is one of the community empowerment activities where thesuccess of achieving the goals is determined by the condition of the society itselfbecause according to fitriana, w. (2015: 58-66) states that the focus of communityempowerment activities is in the hands of the community itself with a starting pointfrom the community, implemented by the community and its benefits to the communityor in other terms community based education. this is one way to build a sense ofbelonging and responsibility in building and developing empowerment programswithin the community.the lrc method has been able to increase the reading interest of batu garden's tourismconscious group with a literacy activity. thus, it can be argued that the lrc is a form ofcommunity education that can be further developed in other offshore education.because according to kartika, p. (2015: 50-57) that various educational activitiesoutside of school (community education) can take on forms such as literacy programs,cultural activities such as music, dance or drama, sports activities, popular educationand various contexts.in order to improve the reading culture and develop the school as a learningorganization, the ministry of education and culture developed the school literacymovement (slm). slm aims to make the school as a learning organization so that thecitizens of the school can become lifelong learners and can fulfill their role in theinformation technology era (effendi, r.2016: 109-117). in west java gls was developedwith west java leader's reading challenge (wjlrc) and in this research has beenapplied in leader's reading challenge (lrc) so that lrc method in tagstone garden is a form of learning innovation. in the activity there has been interactionbetween companion and learner done with a planned and gradual to achieve the goals jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 200 to be achieved as according to mulyana, e (2008: 17) that learning can be given as anysystematic and deliberate effort to create conditions for learning activities to learn. inthis activity there is an educative interaction between two parties that is betweenlearners (residents of learning) who do learning activities with education (learningresources) that do activities membelajarkan. thus learning activities occur as a result oflearning activities. v. research findingsthe results of the study under the initial conditions of reading interest tag stonegarden, that interest in low reading that is influenced by two factors, are internal andexternal factors of the individual. the internal factor is the family, that is, the economyand the low education. while the ektern factor is adanay facility factors that are bookavailability, reading garden and reading activities.lrc activities can remind reading interest visible from the activities of reading books,making reviews, discussions, making literacy trees, the existence of books, the existenceof community reading parks built in tourist attractions. the questionnaire resultsrecognize an increased interest in reading.obstacles encountered in the present from within the subject of research caused byfamily factors. subjects are more concerned about earning a living because of economicneeds than reading books. also came from outside of the lack of support of governmentmotivation and still lack of intensive book for participants. bibliography al-musafiri, m. (2017). pengaruh minat baca mahasiswa terhadap hasil belajar padamahasiswa jurusan bimbingan konseling islam iai darussalam blokagungbanyuwangi. darussalam, jurnal pendidikan komunikasi dan penelitian hukum islam , 110-122.ansori al-b. (2012). proses pembeljaran pendidikan keaksaraan berbasis keluarga dipusat kegiatan belajar masyarakat kandaga desa mayang kecamatan cisalakkabupaten subang. empowerment vo.1 no.1, 47-61.ardiwinata, j. s., & mulyono, d. (2018). community education in the development of thecommunity. empowerment, 7(1), 25-35.dalman. (2014). keterampilan membaca. depok: pt.rajagrafindo persada.effendi, r. (2016). model pembelajaran sq3r untuk mengembangkan kemampuanliterasi matematis siswa. jurnal pendidikan matematika, 109-117.erwina, w. (2014). berbagai peranan perpustakaan dan taman baca. edulib vol.1. no2,23-40.fitriana, w. (2015). revitalisasi peran pendidikan luar sekolah dalam pemberdayaanmasyarakat. empowerment volume 3, 58-66.kartika, p. (2015). optimalisasi peran masyarakat dalam pemberdayaan masyarakatmelalui pendidikan luar sekolah. empowerment volume 3, 50-57 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 201 m.arif khoirudin-imam taulabi-ali imran. (2016). menumbuhkan minat baca sejak dinidi taman baca masyarakat. journal an-nafs vol.1 no 2, 291-319.mulyana, e. (2008). model tukar belajar. bandung: alfabeta.nurul hayati-yoyon suryono. (2015). evaluasi keberhasilan program taman bacaanmasyarakat dalam meningkatkan minat baca masyarakat di daerah istimewayogyakarta. jurnal pendidikan dan pemberdayaan masyarakat volume 2 nomor 2,175-191.odendahl, w. (2017). bildungskrise – pisa and the german educational crisis. iafor journal of education volume 5 – issue 1, 209-226.periyeti. (2017). usaha meningkatkan minat baca mahasiswa. jurnal pustaka budaya vol.4. no.1, 55-66.ruswandi. (2013). psikologi pembelajaran. bandung: cipta pesona sejahtera.sanjaya, w. (2016). strategi pembelajaran berorientasi standar proses pendidikan.jakarta: prenada media.yuliyati. (2014). model budaya baca-tulis berbasis balance literacy dan gerakaninformasi literasi di sd. jurnal ilmu pendidikan jilid 20 no.1, 117-126. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 98 science learning in early childhood dwiyani marsetyaningrumpp-paud dan dikmas, west javadee_marstya@yahoo.co.id abstractscience trains children experimenting with carrying out multiple experiments,enriching children's insights to always want to try and try. so that science canlead and encourage children to be a creative and full of initiative and can build aknowledge that later can be used in adulthood. science familiarizes childrenfollowing the experimental stages and should not hide a failure. that is, sciencecan train positive mental, logical thinking, and order (systematic). in addition, itcan also train children to be careful, because children must observe, makepredictions, and make decisions. the introduction of early science should betailored to the child's developmental level and characteristics, the educator doesnot stuff the child with the concept but facilitates the child to discover facts andconcepts in a simple experiment. like scientists, children need skills on how touse observing, classifying, measuring, predicting, experimenting andcommunicating skills. basically, activities in the concept of science can belearned through simple and simple daily experiences. fun and excitingatmosphere will motivate the child to continuously seek answers to what thechild thinks and prove because in essence the child is born with somethingmiraculous to bring curiosity or find out about what he saw, heard and felt inthe neighborhood. keywords: learning, science, early childhood introductionchildren are natural scientists because through the senses of the child can observe thesurrounding natural phenomena. early childhood learning by involving the child'senvironment, can enrich the child's experience. children will learn to experiment,explore and investigate the surrounding environment. to encourage this much can bedone by educators, parents and other adults in facilitating children to grow into creativeand innovative scientists. introduce science to children does not mean introducingformulas. the atmosphere must be fun, so the child in a cheerful state will ask why isthat? what happened next? etc. keep in mind, introducing science to children must be inaccordance with the stages of age and development. most of the time the earlychildhood is spent with parents. so what a parent or teacher needs to do is spend a littletime playing with the child. in that playing situation, we can do science experiments.irawati (nuraini 2010: 35)1 argues that "play is the need of all children, especially forchildren stretched ages 3-6 years, a play is an activity that children do with or withoutusing tools that generate understanding and provide information, give pleasure anddevelop the imagination of children spontaneously and without burden ". at the time ofplay, activities take place almost all aspects of child development can be stimulated andwell developed including the development of creativity. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 99 many benefits can be obtained if the child from an early age has been introduced toscience. science trains children experimenting with carrying out multiple experiments,enriching children's insights to always want to try and try. so that science can lead andencourage children to be a creative and full of initiative and can build a knowledge thatlater can be used in adulthood. science familiarizes children following the experimentalstages and should not hide a failure. that is, science can train positive mental, logicalthinking, and order (systematic). in addition, it can also train children to be careful,because children must observe, make predictions, and make decisions.the problem is the level of ability of teachers or parents who are still very limited aboutthe concept of science and the method or approach used. in addition, there is also theassumption that science learning is difficult to apply to children of early age. the impactis that children are not explored the potential of basic science skills that can be utilizedin the future. discussion a. understanding of learningaccording to dimyati and mudjiono (1999), learning is a programmable teacheractivity in instructional design, to make students learn actively, emphasizing theprovision of learning resources.2 while surya (2002: 11) defines the learning model asfollows: "learning is a process by individuals to gain a whole new behavioral change, asa result of the individual's own experience in interacting with his environment ". ateacher's understanding of the meaning of learning will affect the way the teacherteaches. various definitions put forward by experts, in general learning is defined as aprocess of change that changes in behavior as a result of interaction between himselfand his environment in meeting the needs of his life.3early childhood learning in recent years, especially those held in paud institutions tendto be formalized, with teacher orientation, as well as an emphasis on literacy, writing,arithmetic, formal assignment or formal homework. these learning practices are notonly due to parents' demands for more academic but because of the many new researchthat shows that early childhood is ready for formal academic learning. many of theeducational practices that provide less freedom of space for children in developing theirpersonality. they do a lot of boring learning activities, with many sitting on the bench,listening, recording, memorizing and following the wishes of the teacher. theseconditions will endanger the development of early childhood does not even close thepossibility of many who experience stress or mental stress because what theyexperience is not in accordance with the stage of its development. therefore, in theprocess of early childhood education and learning it is necessary to be developmentallyappropriate practice (dap) (mulyasa, 2012, p.146) .4 b. understanding of sciencein terms of language, science or science (in english), derived from the latin word ofscientia that means knowledge. but scholars regard the precise etymological constraintof science from german, it refers to the word wissenschaft, which has a systematicallyorganized or organized understanding of knowledge. according to eshach & fried (intrundle, 2005: 1), early childhood science is crucial in developing some aspects of child jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 100 development, the researchers suggest that science should begin early in the educationphase. teaching science in early childhood aims to have children tend to enjoyobservation activities and think about nature. children are motivated in exploring theworld or the environment around the child. science learning experiences for childrenwill help children understand their world, gather and organize information, apply andtest ideas and develop positive attitudes toward science.5broadly speaking, science is the study of natural phenomena which includes livingcreatures (life science) which consists of biology, zoology and botany, a living creature(physical science) consisting of physics, chemistry, geology and astronomy, and theenvironment ( environment science) which consists of atmospheric science, ecology,environmental chemistry, and geoscience. environmental science also studies naturalphenomena as well as how to instill awareness and concern for nature/environment.science is acquired and developed by scientists (scientists) through a method called thescientific method. this method is used to conduct a series of researchers in seekinganswers to the "what, why and how" questions of natural phenomena that include lifescience and physical science and realize it in the form of technology and how it isapplied in everyday life. c. benefits of early childhood science games1. in general, the benefits of science for early childhood include:a) facilitating the growth and development of children optimallyb) giving knowledge about nature and how to behave towards naturec) inculcating a scientific life attitude such as objective attitude, unhurried in takingconclusions, open, distinguishing between facts and opinions, being cautious andhaving a curiosity to investigated) instilling a sense of love for the natural surroundings so as to realize thegreatness of god almightye) enhance creativity and innovation2. the benefits of science are seen from its basic substance no the dimensions of science developable goals personal form 1. science as aproduct mastery of facts, concepts,principles, and theories(collection of knowledge) mastery of everything foundin the field of science ability to explain everythinghe knows adequately ability to explain how tomaster the science products mastery of science as aproduct in a comprehensiveand intact have basic skills forthe needs of life have skills inacquiring, developingand applying theconcept of science inhis life 2. science as a mastery of skills required in have a scientific jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 101 process digging and discoveringscience mastering the workingprocedures of exposingnature/environment byfollowing the scientificprocess mastering the ways in solvingproblems related to science have skills: observe, classify,measure, describe, explain,ask questions, formulateproblems, predict probability,design experiment, collectdata, analyze data, drawconclusions attitude and use hisapproach to solvingthe problems of lifehe faced having an awarenessof the regularity ofnature and all thebeauty around it sothat it arises to loveand nurture it 3. science asattitude forming a personal scientistgrowing attitudes: honest,critical, creative, positive tofailure, humble, not easilydiscouraged, openness tocriticism and testing,respecting and receivingfeedback, guided by facts anddata, maintaining highcuriosity have a moremeaningful level ofcreativity andinnovation growing andgrowing interest infurther study in thefield of science inparticular and otherfields in general. table 1. schematic dimensions, objectives, and targets of science learning developmentin early childhood d. the process of scientific discovery in early childhoodcollective discovery between educators and children at school or between children andparents at home can be done, among others, by observing something or listening toquestions and opinions of children. find out about what makes a child interested andmake plans to realize the attraction. talk about findings that interest children, such aschanges in shape, weather etc. things to consider in exploring together include:1. we do not need to know all the answers. sometimes the child wants to knoweverything and a barrage of questions makes us run out of answers. instead oftrying to answer all the questions, it's better to say "let's find the answerstogether." guiding the children to the library or asking neighbors, merchants,doctor nurses and others. show the children how to get as much information aspossible to know everything.2. help the child to be a good observer. observing is not merely seeing because ofthe process of observing using all the senses that we have. this means that weperform activities simultaneously to find out what is happening in our enclosure.tell the child "see ....., listen .... feel ..... touch and smell the smells around us."encourage children to be aware of weather, season, pet and self-changesthemselves. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 102 3. encourage the child to experiment together. children sometimes ask "whathappens if ...?" we have to answer "that's a good question, let's try to find outtogether." encourage the child to guess what will happen and let the childexperiment as much as possible. for example in ice melting experiment. aneducator is playing ice cubes with a 5-year-old child. the child will hold the icecubes in warm water and observe the ice will melt. children will also see whendirectly under the hot sun, ice cubes will melt faster. from that experience thechild has learned a process of thinking, having reason and experience can beused to solve the problem. when children hold ice cubes in hand, educators canask, "well, look .... hands, warm water, and the sun can make ice melt. how canthat be? "with such questions, educators are inviting children's explorationsbeyond the facts. that is, educators are inviting children to think and solveproblems. the child needs to combine the facts together and know the cause andeffect answers. teaching children about facts is different from teaching childrenhow to use facts to think, reason and solve problems.4. listen to children's ideas and opinions. when a child describes somethinghappening, it shows that he is thinking. remember that at that age the correctanswer is not important. but the most important is the process when the childcreates ideas, guesses and draws conclusions based on his thoughts.5. help the child grow by loving science. share ideas and knowledge, games,knowledge, and learn together. for example, show the various dwellings of livingthings in this world, so that children can see humans and other living things havetheir place in the world. e. early childhood science learning signsthe introduction of early science should be tailored to the child's developmental leveland characteristics, the educator does not stuff the child with the concept but facilitatesthe child to discover facts and concepts in a simple experiment. here are early learningsigns of early childhood science: 1. be concrete.the objects used to play in learning activities are concrete (real) objects. educatorsshould provide the various objects and other facilities necessary for the child todiscover the concept itself. 2. the cause and effect relationship is seen directly.children aged 5-6 years still have difficulty connecting causes that are not directlyvisible because of their transductive thoughts. the child can not connect the causethat is not directly visible. if the child sees the event directly, make the child able toknow the cause and effect relationship that occurred. science is rich in activities thattrain children to link cause and effect. 3. allow children to explore.science activities should allow children to explore the various objects that existaround. educators can present interesting objects and phenomena into learning. forexample, doing a simple experiment, let the child try, do the experiment himself, tryother alternatives and think creatively. the child will also be able to use almost all ofhis senses to explore or investigate. 4. allow children to construct their own knowledge.science does not train children to remember objects, but train children to constructknowledge based on that object. therefore, the introduction of science activities is jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 103 not enough to tell the definition or the names of the objects but allows the child tointeract directly with the object and gain knowledge with the various senses of theobject. it is therefore not appropriate to introduce children to various objectsthrough pictures or models. the child needs the real object. 5. allows the child to answer the "what" issue rather than the "why".children's limitations link causality to make it difficult for the child to answer thequestion "why". the question must be answered with the logic of causal thinking. ifthe child plays with water in the pipe then the child is asked: "what will happen ifthe tip of the pipe is raised?". the child can reply, "water will flow through the otherlower end." no need to be asked: "why if this tip is raised, water will multiply to thelower end"? it can not be answered by the child. often the child translates thequestion 'why' with 'for what', so the question of why will be answered "in order" or"lest". 6. more emphasis on the process than the product.doing exploration activities with objects will be very fun for children. children donot think what the results. therefore educators do not need to stuff the child withvarious science concepts or require the child to produce something from the child'sactivities. let the child naturally find the various notions of his interaction playingwith various objects. in other words, the process is more important than theproduct. 7. allows children to use language and mathintroduction to science should be integrated with other disciplines, such aslanguage, mathematics, art and/or character. through children's science exploresobjects. the child can tell the result of his exploration to his friend (language). thechild takes measurements, uses numbers, and reads numbers (math). the child canalso describe the object observed and color the picture (art). children are alsotaught to love the environment or objects around it (minds). 8. presenting interesting activities (the wonder of science)science presents various interesting experiments like magic. children who still havea magical mind (magical reasoning) will be very interested in the miracle. f. the role of adults in early-childhood science learningimportant roles parents or educators can play in developing science in early childhoodinclude:1. create a learning strategy that is appropriate to the situation and conditions bypaying attention to what the child likes or desires when the science activitiestake place2. motivating children to enjoy and explore science, by asking many questionsabout what the child is doing, always encouraging children to explore and asoften as possible performing simple experiments3. being a resource for children, but it does not mean to know all the answers, butmust give more understanding and always stimulate by asking about what theythink.4. allow children to always explore, discover and learn something based on whatthe child wants to know. g. skills in science learninglike scientists, children need skills on how to use observing, classifying, measuring, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 104 predicting, experimenting and communicating skills.1. observationobservation is the key to all science activities. focus on observation by getting thechild to identify the specific object, ask what they see, hear, smell, try and feel. nexthelp the child see various shapes or characteristics of the observed object, such assize, shape, texture, color and so on. one of the hallmarks of a scientist is always tosee and observe.2. classificationclassification is a very important ability to understand and understand the contentsof the world both plants and technology. children classify in an easy way, likesearching for similarities and differences. most children can match the same shapeof an object or image, even they can learn the same simple but not identical objects.an example is with the same object or color. as children begin to think, they begin tounderstand that each object has more than one category3. measuremeasuring skills can be obtained by children while exploring. give the child a chanceto conduct a measuring activity such as identifying which is larger and smaller,longer and shorter, higher and lower to more difficult levels such as the distancebetween one tree and another.4. estimatesestimates are the ability to predict objects based on experiences experienced bychildren, starting from simple activities such as "what happens if i touch a bubble?"or make guesses like "what happens when a balloon is blown continuously?"furthermore, at the level of progress higher, the child will be able to sort throughdifferent objects, such as which one is more easily burned between paper or metal.5. experimentsexperiments were conducted through various experiments with other teachers oradults. experiments can be done with tools such as mixing color activities, andwithout special tools, such as the activity of touching the hands to cold objects likeice.6. communicationcommunication is the ability to use words to describe, explain or summarize theresults of discussions about science activities that have been done. introduce avariety of science vocabulary that is appropriate to express their experience. forthat cause the child to always remember or record about what is observed ordemonstrate in front of his friends and hold exhibitions of children's work. h. some simple trial material and examples1. motionchildren love to play with moving objects, the activity of rolling objects either on flator oblique surfaces can awaken any child that affects the speed of moving objectssuch as the slope of the base, the shape of the object, the coarse-fine, the small size,the light weight. this material also trains the child to make observations.2. liquid objectsplaying with water is a very popular thing for children, children are invited to knowthe nature of water as water can adjust the shape of the place, flowing from high tolow. activities to convert volumes can be done by early childhood such as movingwater from large places too small places or floating, dissolving and insoluble jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 105 drowning experiments, and introducing other liquid items other than water such asoil, honey, oil.3. plants and animalssometimes children assume that the plants of inanimate objects, we can introduce tothe child that plants are living things by introducing its characteristics. introducehow plants and animals grow, interact with plants and animals. introducing plantsand animals in early childhood teaches children to appreciate sentient beings,learning that living things require eating, drinking, and shelter, which in turn willfoster a sense of affection for sentient beings.4. airthe concept of air is abstract for the early childhood but we can recognize thataround us there is air, air occupies space, air presses in all directions through simplegames. science games for early childhood plant growth 1. age : 5-6 years 2. materials and tools :a) a number of seeds or nuts that grow rapidly. eg green beans or peanutsb) one glass for each childc) cotton or planting medium to tasted) water sufficiently, to wet the planting mediume) the ruler size is 30 cmf) recording device 3. experimental steps :a) demonstrate to the child how to do the seeding or planting the beans slowly,so that children can catch the sequence and how wellb) check all children's readiness to follow the activity. if all children are ready,then give them a chance to experiment and do it. activities can be doneindividually or in groups. if the group should not be too large group, just 3 to 4people onlyc) if the child has not been able to write, help the child by recording the identityof the seed and related things, for example: the name of the seed of the beans,the date and time of the seedling, seed size: large, round, and so on. and labelor group the name of each pot or medium, by sticking or hanging on the edgeof the potd) remind that the child/group, should record progress according to theagreement of educator and child. do it on an ongoing basis.e) after the observation, the child is asked to tell the growth of the plant fromthe seeds! 4. questions : how do roots and buds grow from a seed? children recognize how something grows and seeds grow into edible plants. children learn that seeds need water and light to grow. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 106 floating or drowning me? 1. age : 4-6 years 2. materials and tools : oranges of various sizes, basins or buckets 3. experimental steps :a) provide a basin or bucket filled with water ¾ bucket.b) ask the child to enter oranges of various sizes one by one that still has skinc) let stand for 2-3 minutes, observe what happens.d) then enter the oranges that have been peeled until clean into the water.e) observe what happens. 4. questionsa) what happens when oranges of unpowered sizes are put in water? why doesit happen?b) what happens when oranges of various sizes have been peeled into thewater? why does it happen?c) what happens besides peeling off how about when given with salt, with whatelse can the oranges float? lift up with a balloon 1. age : 3-6 years 2. materials and tools : glass of glass, plastic cup, balloon 3. experimental steps :a) put the balloon into the glass and the mouth of the balloon is on topb) blow the balloon in a glassc) the balloon will enlarge inside the glass and can lift the glassd) do also for plastic cups 4. questionsa) what happened? why did it happen?b) why can balloons easily lift glasses? why does it happen? flowers of different colors 1. age : 4-6 years 2. materials and tools : 3 glass bottles or used mineral water bottles, water, foodcoloring (3 colors), scissors, 3 fresh white flower stalks 3. experimental steps : the game of orange and the floating law floats the sinking of archimedes (explaining that his unpeeled orange will float, but when his skin is peeled will drown) because the orange peel contains a lot of air. the balloon when blown has a thrust and presses the inner glass wall so that the glass can be lifted jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 107 a) fill three glass bottles with water approximately ¾ bottles and add a fewdrops of different food coloring to each bottleb) take three fresh white flower stalksc) cut the stalks of each flower and place them in the bottled) leave the flowersin the bottle for 10-12 hoursd) each interest will change its color according to the color of the water itoccupies. 4. questionsa) what happens when a flower stalk is put into colored water?b) why did it happen? conclusionbasically, activities in the concept of science can be learned through simple and simpledaily experiences. fun and exciting atmosphere will motivate the child to continuouslyseek answers to what the child thinks and prove it because in essence the child is bornwith something miraculous to bring curiosity or find out about what he saw, heard andfelt in the neighborhood. the various skills children can perform the game of scienceinclude observing skills, classifying, measuring, estimating, experimenting andcommunicating. stages in every chronological age and development determine the typeand level of difficulty in the game of science. therefore the game of science must begiven from the simple things to the complex. references1. paud di, al it, city f, aceh b. no title. 2016; 1 (1): 1-10.2. setiawati n, introduction a, discussion b. kolam bening as learning learningmedia because of floating and sun. 2014; 6 (1): 48-52.3. eprilia uh, prasetyarini a, paud j, teacher training, situation a. training of earlychildhood learning models at post paud subdistrict delanggu, klaten district. 1988.4. learning p, age a, d-oriented, school g, smart d, bandung m. learning process ofearly-growth-oriented developmental .... (hernawati). 2013.5. constructivistic p. development of employee worksheet using ability ofsains children earth earth hardiyanti pratiwi *) mustaji **). 2016; 1: 23-31. water will seep into the stalk of each flower, then spread to all parts of the flower, including flower petals. the water then goes from plant to air through evaporation. the flower retains that color. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 171 management of family education learning through class of parents to improve positive possibility care (case study at pkbm melati jayagiri, west bandung district) indrayaniikip siliwangiindrayani2004@gmail.com abstractfamily, educational unit and community as education tri sentra mutualpartnerships that are intended to provide benefits to learners to have thecharacter and culture of achievement. parent classes become one of the familyeducation activities to empower parents to have awareness in optimizing childachievement through positive parenting. based on the data analysis anddiscussion of research results, the following data are obtained: 1) learning toplan by managers and educators in the diagnosis of learning needs, formulatinglearning objectives, designing lessons and preparing tools related to learningelements, 2) implementation of learning with the main material of care positive,and supporting materials in the form of storytelling skills, (b) the approach usedis participative-andragogy, (c) methods/ techniques used are discussions,lectures, practices and frequently asked questions and demonstrations, (d) mainmedium / medium used laptops, lcd, speakers (e) evaluation, (f) follow-up and(g) learning environment, 3) learning outcomes that include (a) cognitive, (b)affective, (c) psychomotoric progressive progress. keywords: family education, positive parenting, learning, management preliminarythe parent is the father-mother (the family) is an adult who has experience, thisexperience shapes his personality as a parent. previous experience when parenting hasshaped the personality of an adult (parent). the child will grow into a person of positivecharacter if present in appropriate care.educational process that aims to develop the child's personality is more determined bythe family, the pattern of association, ethics interact with others much determined bythe family. (haryanti, 2014)walgito (2004) explains that children of parents who have authoritarian attitudes causechildren to have no initiative for fear of making mistakes, becoming child obedient, andthe child has little or no responsibility. but on the contrary from the parents of childrenare required to be more responsible in accordance with the development of age,because it often occurs conflict between parents with children.positive caregivers are closely related to the ability of a family / household andcommunity to pay attention, time and support to meet the physical, mental, and socialneeds of growing children and for other family members (engel et al., 1997) . (nooraeni,2017) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 172 the education unit can not provide all the growth and development needs of itsstudents, so it needs meaningful involvement from parents / family and communitymembers. children learn better if the surrounding environment supports, ie parents,teachers, and other family members and the surrounding community.the parent class initiated by the ministry of education and culture is an activity thataims to build awareness of parents/ carers about the importance of engaging inchildren's education, including developing a safe, comfortable, and enjoyable learningenvironment.pkbm melati jayagiri located in jayagiri village district lembang district west bandungdistrict held a family education through the class of parents. from the data that followsthe parent class obtained that the final education of parents paud melati jayagirieducational participants are 8 elementary school, 12 people junior high, 5 high schoolpeople, 1 person d3 and 1 person s1.family education through parent classes held pkbm melati jayagiri is a form ofempowerment of parents groups to improve the ability of parents in applying positiveparenting.parents are adult individuals who have a number of experiences and self-concepts, sothe need for proper learning management to achieve learning objectives is to improvethe positive ability.it encourages researchers to conduct a study on how the management of parentclassroom learning starts from planning, implementation, results to increase the abilityof parents in applying positive care in pkbm melati jayagiri jayagiri village, lembangdistrict, west bandung regency. methodthis research uses descriptive method with qualitative approach. the data collectiontechniques used in this study is through interview techniques, observation, literaturestudy, and documentation studies. the subjects were 5 students, ie 3 studying people(wb1, wb2 and wb3) and triangulation from the informants coming from 1 manager(p1) and 1 educator or resource person (ns1). the place of research carried out carriedout in pkbm melati jayagiri, jayagiri village, district lembang, west bandung regency. results and discussion a. planning of family education learning through parent class to improve the competence of positive parenting at pkbm melati jayagirilearning planning is an activity to determine learning objectives and prepare learningtools, infrastructure facilities for the implementation of learning can run effectively andachieved learning objectives.the planning of learning of family education through the parent class in pkbm melatijayagiri begins to identify needs. the identification of needs is done through thesocialization of family education to prospective learners. in the socialization, themanager gives an explanation regarding positive parenting. furthermore, learners areasked to share their experiences in care and hope if they follow family educationactivities through the parent class. managers also collect information on the desire timeand place of learning from prospective learners. the socialization participants write theparenting experience on the post-it paper and then put it on the wallpaper that has been jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 173 drawn trees and stems. identification activities are carried out jointly during thesocialization of family education programs in pkbm melati jayagiri. the event was alsoattended by educators and education personnel paud melati jayagiri and thecommunity.identification of needs is an activity to search, find, and record the data needed in theimplementation of family education learning what you want to learn. so from theidentification of learning can be known desires that are felt and submitted by thecitizens of learning.in an organization a learning process for adults needs to diagnose the learning needs.the activity of diagnosing the learning needs is done jointly between managers,educators and some community leaders so that the material is delivered in accordancewith the expectations and interests of the studying residents. (arif, 1994)the above planning activities undertaken prior to the learning process begins with theidentification phase of learning needs are in line with the concept of educationalplanning experts outside the school (adult education), including the concept ofzainnudin arief and djudju sudjana (2000) which essentially confirms that in theplanning programs education outside the school (adult education) should begin with aprocess of identifying the learning needs of the learning community that involves theelements of the organizer / manager, learning resources and learning people.related to the above identification steps, the steps in identifying learning needsaccording to sanjaya (2008) are as followsa. information collection stageb. gap identification phasec. performance analysisd. identify constraints and resourcese. identify the characteristics of studying citizensf. identify priorities and goalsg. determining the problemmanagers and educators gather in a clustered discussion group to produce a design ordesign of learning to design learning activities. the learning design contains thecompetencies achieved, the taught material, the time, the teaching tool / materials, thenecessary facilities and infrastructure and the form of assessment.the curriculum is a set of plans and arrangements concerning objectives, content, andinstructional materials and ways used as guidelines for the implementation of learningactivities to achieve specific educational goals. b. implementation of family education management through parent class to improve the competence of positive parenting at pkbm melati jayagirirespondents' opinion on the suitability of the material to the needs of the studyingpopulation is declared appropriate by the managers, educators, and residents oflearning. it can be said that the material given in the family education through the jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 174 parent class to improve the ability of positive parenting is realized to be the needs ofparticipants or learners. according to the managers of positively designed carematerials declared in accordance with the interests of studying citizens, this opinionis approved by educators or resource persons. this statement is fully supported bystudying citizens. the learned citizens who are parents of paud learners are attractedto positive parenting materials in the hope that the learners can apply them in everydaylife.positive parenting materials in family education through parent classes in pkbm melatijayagiri, including child development and early childhood development, effectivecommunication, positive discipline, education of karekter and tell stories.fostering family education in his pocketbook argues that positive parenting is1 parenting based on affection, mutual respect, building a warm relationship betweenchildren and parents, and stimulate the child's growth so that children grow anddevelop optimally.2 parenting that uses an approach to promote respect, fulfillment, and protection ofthe rights of the child, also promotes the best interests of the child,3 efforts to provide a friendly, child-friendly environment without violence.parents play an important role in the socialization of children and good parenting isessential to ensure optimal child growth, so parents need more information aboutappropriate parenting patterns to apply to children. (joko tri suharsono, 2009)according to the researchers positive parenting is a material that must be applied notonly for parents but also for educators. where to create a comfortable and conduciveenvironment for children to develop optimally.managers and educators at pkbm melati jayagiri work together to create a learningenvironment in the parent class that is conducive and fun to learning can be achieved.therefore, during the learning facilities and infrastructure prepared by the managerinclude a classroom conducive to the board, flipchart, seating, computer, lcd, andspeakers. while the learning media used include video shows, books, posters, movies,stories, magazines, newspapers, powerpoint exposure, newspapers.utilization of this learning media is expected to learn citizens can easily capture andunderstand the material presented.while educators in learning to use brainstorming techniques, lectures, simulations /demonstrations, practice, games, singing, storytelling, as well as assignment. in thisassignment sometimes the resource person assigns assignments to groups orindividuals. educators are the key to achieving them.the learning process will always take place in a class scene. 1. the scene of the classneeds to be created and developed into a vehicle for effective learning. this of coursemust be supported by the ability of teachers in managing the class. 2. classroommanagement is always required in every learning session, classroom management seeksto fortify learning to run in accordance with the expected goals, thus supporting theachievement of learning objectives. 3. the difficulty of managing the class,then there are various approaches and learning techniques that can be used as a controlin the implementation of classroom management. (sunhaji, 2014) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 175 the appraisal process of the learning community is done through portfolios,observations, and questionnaires by educators. learners also participate assess theirability in self-evaluation format that has been prepared by the manager.researchers argue that family education learning is conducted with participatory andandragogical approaches. where citizens learn is regarded as individuals who have self-concept and experience. the studyers also looked very comfortable following thelesson. during learning the learned citizens are encouraged to apply positive parentingand to further make it habit.in the book facilitator's handbook for parenting education (unesco, 2011) states thatthe roses of change in the behavior of learners concerned with positive parenting, thestages include:1 not realizing2 be conscious.3 see the purpose of changing behavior, or trying something new4 adopt new behaviors.5 making positive parenting a good habit in daily practice.the educator / facilitator ensures that the participants reach the third stage (learnersbelieve in positive values in their behavior change or try something new) during theparent class, the participants create an action plan to help them to reach the fourth andfifth stages.1 aspects of knowledge (cognitive)the positive parenting learning outcomes through the parent class in pkbm melatijayagiri had a significant increase. the participant's (cognitive) knowledge increaseson child growth, effective communication and positive discipline.2 affective aspects (attitude)learners have a significantly different attitude before attending parent class inpkbm melati jayagiri. learners begin receiving positive parenting is important innurturing their children. there is a positive attitude change from the residents oflearning is to invite other family members at home to have the same attitude in thecare of their children such as husband, grandparent, and in-laws.3 psychomotor aspects (skills)in the application of positive parenting skills in early childhood needed habituation.learning outcomes of parent class students in pkbm melati jayagiri began to showimproved skills. in the past the people learned when banning their children in a rudeway like snarling, now it's with effective communication with tenderness. startclever choosing the right words in parenting children. giving an example ahead oftime. parenting strategies in improving parenting in children, especially in improvingchildren's social development is to make the best time possible with the child is tocommunicate actively every time with children. parents also set an example withoutmuch counseling, and give children the opportunity to play with peers. in addition,parents are actively involved in institutional programs to know the development ofchildren. (haryanti, 2014). jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 176 from the results of interviews to the residents learn about the abilities obtained afterfollowing family education through parent classes in pkbm melati jayagiri can bedescribed as follows:1 wb1 a 31-year-old housewife with a final education d3 has one 6-year-old girl. wb1reveals many changes that previously read the theory, after following the parentclass with a given simulation example then wb1 becomes know how to practice athome and become more know and practice kea rah better. in practice, sometimesthere is a particular lack of emotion and wb1 begin to dare to apologize to his son.2 wb2 a 36-year-old homemaker with 2 children, 13 years old boy and 6 year oldwoman. wb2 educated by elementary school, stated that so much to be gained,which the teacher conveyed was caught meaning because it was not too fast. wb2also conveyed his participation in the parent class to the husband and realized thateducating the child does not need to be rude. wb2 has also invited her husband toparticipate in the parent class. but because the time is not right then her husbandcannot come. the husband supports wb2 in the family education activities. wb2reveals "the most difficult to hold me to anger, if we again have angry problems butremember the word perenting ga can be angry to the child so can put the brakes".3 wb3 a 36-year-old homemaker with high school education with 2 boys 14 years oldand 6 years old. wb3 expressed surprise at the socialization (early meeting) offamily education activities through the class of parents. wb3 first heard about theeducation of parents to children realize that he is much different from that delivered.at that moment wb3 want to know educate the right child. wb3 says "if you had tosend a child ... oh it turns out in parenting should be like this, then his son also so, ifin parenting tuh ga may". wb3 acknowledges that material is easy to accept inpractice at home is difficult. there is also a husband's grandfather. grandfather withhis experience often said rudely impolite and this was followed by his son. wb3 likesto remind a grandfather not to speak harshly in front of a child. wb3 also conveyed"to the child often snapped kalua now ga so. there is a brake ."and the three residents learn to hope soon opened a counseling program in pkbm melaijayagiri. so that if their children do not attend school in paud melati jayagiri still canimprove their parenting ability through counseling.from the above opinion, it can be concluded that the education activities of the familythrough the parent class in pkbm melati jayagiri achieve the learning objectives inimproving the positive parenting skills of the cognitive, affective and psychomotoraspects of the learning community. conclusionbased on the results of research and discussion on the management of parent classroomlearning to improve positive parenting in pkbm melati jayagiri village district lembangwest bandung regency, can be drawn the following conclusions: 1 parent classroom management learning processa. lesson planning managers and educators conduct needs analysis needs (needs assessment)first before implementing learning. learning needs are sometimes done byeducators at the time of learning. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 177 once identified learning needs of the learners, managers together witheducators to formulate learning objectives to be achieved in the form of workprograms and schedule activities. design / learning design prepared first by the manager and some speakersthrough a discussion of cohesive. based on the input from the learningcommunity in the form of learning needs, the syllabus is further formulatedand described in the lesson plan (rpp) in the process of preparing thislearning plan involves elements of managers, resource persons and learningresidents. before the implementation of learning learning, managers and resourcepersons prepare teaching tools related to learning elements, includingsyllabus, lesson plans, teaching materials, media, facilities and infrastructure. b. implementation of family education education through parent classes toimprove the competence of positive parenting the material given by the resource persons in the learning process inaccordance with the criteria of learning, interest and needs. the mainmaterial given about positive parenting, as for supporting material that isstory telling skills. the steps of learning implementation conducted by managers and resourcepersons on family education program through the parent class in pkbmmelati jayagiri begins with the identification of learning needs, theformulation of learning objectives, learning process, process analysis, finalevaluation of learning and follow-up learning. approach used by participatory approach-andragogy where the involvementof citizen learn as source of learning, especially in learning about experienceexperiences. the learning techniques used are discussions, lectures,practices, questions, assignments and demonstrations. learning facilities used in the learning process is relatively good conditionsuch as conducive room, comfortable study chair, clean carpets, stationeryand whiteboard. the learning media used in learning family education in theform of power point slides, videos, newspapers, story books, posters. follow-up learning is done through post assignment and post-learning. a learning environment in family education programs through parent classesthat provide motivation, encouragement and learning experiences forlearners.c. assessment of learning evaluation or assessment of the learning community is done throughobservation of attitudes, behaviors, liveliness, attendance, and knowledge ofcitizens learning through oral questions, as well as self-evaluation formatfilled with every citizen learning after learning so that it can be knownsuccess. evaluation of learning through questionnaires filled by studying citizensgenerally express satisfaction with the process of learning, facilities,infrastructure, resource, media used and time is quite effective. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 178 2 the results of family education learning through the parent class to improve thecompetence of positive parenting, in accordance with the purpose of learning. thechange of the learning community begins with the learning community who isunaware of positive parenting, becomes aware of being shown with a highattendance level then begins to try to apply positive parenting.locals learn to make positive parenting a good habit in their family andenvironment. learners began to spread and spread positive perceptions regardingparenting to both family members at home and neighborhood education unit paudmelati jayagiri.learning outcomes are seen from several aspects: (a) the participants' cognitiveknowledge increases about positive parenting and this is inversely proportional tothe initial knowledge of the learning community before attending family educationthrough the parent class, (b) affective, believing the value of positive parenting sothat confidence arises to apply and invite the environment to participate in applyingpositive parenting (c) psychomotor, with awareness and high motivation to practicepositive parenting and hope to become good habituation bibliography _________. (2011). facilitator's handbook for parenting education. bangkok, thailand:unesco bangkok.arif, d. z. (1994). andragogi. bandung: angkasa.haryanti, s. (2014). pemahaman kompetensi parenting terhadap perkembangan sosialanak (studi kasus pada kelompok bermain di pakem, sleman). jurnal pendidikan dan pemberdayaan masyarakat volume 1-nomor 1, 32-49.joko tri suharsono, a. f. (2009). hubungan pola asuh orang tua terhadap kemampuansosialisasi pada anak prasekolah di tk pertiwi purwokerto utara. jurnal keperawatan soedirman volume 4, no.3, 112-118.nooraeni, r. (2017). implementasi program parenting dalam menumbuhkan perilakupengasuhan positif orang tuan di paud tulip tarogong kaler garut. jurnal pendidikan luar sekolah volume 13 nomor 2, 31-41.sanjaya, w. (2008). perencanaan dan desain sistem pembelajaran. jakarta: kencanaprenada media grup.sudjana, d. (2000). pendidikan luar sekolah, wawasan, sejarah perkembangan, falsafah, teori pendukung, asas. bandung: pt. remaja rosdakarya.sunhaji. (2014). konsep manajemen kelas dan implikasinya dalam pembelajaran. jurnal kependidikan, 30-46.walgito. (2004). bimbingan dan konseling di sekolah, edisi 1. yogyakarta: andi offset. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 132 use of demonstration methods in achievements learning outcomes in sewing fashion training(case study at the elka grandiart institute of training and coursein cianjur regency) siti kulsumikip siliwangielkahakim6@gmail.com abstractin the national education system law number 20 of 2003 article 26 paragraph5 states that "courses and training are held for the community which requiresprovision of knowledge, skills, life skills and attitudes to develop themselves,develop a profession, work, independent business, and/ or continue educationto a higher level. but there are still many people who do not understand themeaning of independence. then to improve community living, this study takesthe title "the use of demonstration methods in achieving learning outcomes insewing dress training (case study at the elka grandiart institute of training andcourses in cianjur regency). with the qualitative decripstif method and twentypopulations and ten research subjects. to answer the problem formulation, theresearch question was determined. there are four research questions, namely,the initial conditions regarding the knowledge, understanding and skills ofstudents in the sewing dress training in elka grandiart's course and traininginstitute. how is the planning, process and learning outcomes achieved afterusing demonstration methods in sewing dress training in elka grandiart'straining and course institutions. from the data obtained through interviews,observation, documentation obtained results that the initial conditions ofstudents have a low ability in terms of knowledge, understanding and sewingskills. after having prepared various plans and carried out the training processwith demonstration methods, the results showed that the research subjects hadan increase in knowledge, understanding and sewing skills. so that it can beconcluded that the demonstration method can improve the knowledge,understanding and skills of students in terms of sewing at the elka grandiartinstitute of courses and training in cianjur regency. the results achieved bystudents are an effort of the institution in empowering the community toachieve kemadirian and hope for a better life. keywords: demontration, learning, training, sewing a. introductionin the national education system law number 20 of 2003 article 26 paragraph 5 statesthat "courses and training are held for the community which requires provision ofknowledge, skills, life skills and attitudes to develop themselves, develop a profession,work, independent business, and / or continue education to a higher level. courses andtraining are held with the aim of providing knowledge, skills, life skills, and attitudes to jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 133 develop themselves, develop a profession, work, independent business, and / orcontinue their education to a higher level, to the people who need "in this case, community members need a non-formal education institution, betterknown as the lean institution and training, according to hamalik's training institution.2001 (in ida, n. 2017: 11-19) is a process that includes a series of actions (efforts) thatare carried out intentionally in the form of giving assistance to the workforce carriedout by professional training personnel in a time unit that aims to improve the workability of participants in certain fields of work in order to increase effectiveness andproductivity in an organizationin realizing the effectiveness, it turns out that the business carried out by women oftenfaces obstacles due to the problem of lack of skills. in sauptika kancana (2016: 444-458) stated that business productivity owned by women in the informal sector is amajor problem that is often faced. lack of skills and knowledge in the business fieldwhich resulted in this happening. as stated by chen (2012) that entrepreneurs in theinformal sector need productive assets, technical and business skills, and infrastructureservices to be more able to compete in the market. with the existing problems, thisresearch seeks to find supportive solutions. so the research aims to improve skills in thefield of sewing, which is usually followed by women.research chooses demonstration methods that are considered appropriate in thelearning process at the course institutions that relate to sewing dress training. this isdone because in the learning there are more practices to achieve skills. therefore,research wants to prove whether using the demonstration method will get betterlearning results in the sewing dress.the demonstration method was chosen because it was said by butler. 1972. (insuwandi.2010: 15-28) that demonstration means the presentation of somethingconcrete and factual. demonstrations with a brief explanation can be presentedmaterial that is realistic and practical. the realistic and practicality of the material canprovide motivation for learning motivationthus, through this study will also be known how much the achievement of learningoutcomes from the use of the demontration method is quickly absorbed and understoodby students in the elka grandiart institute of training and course. therefore theformulation of the problem is how to use demonstration methods in achieving learningoutcomes in sewing dress training (case studies at the elka grandiart institute oftraining and course in cianjur regency).to answer the problem formulated above, several questions were asked as referencesin the study were 1). how is the initial condition of knowledge, understanding, skills ofstudents towards the sewing dress training in 2) course. sewing dress training in elkagrandiart's course and training institute? 3). what is the learning process by usingdemonstration methods on sewing dress training in elka grandiart institute of trainingand course? and 4). how the results achieved after using the demonstration method? jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 134 b. theory foundationone of the main factors in order to improve the quality of education is to improve thequality of teaching and learning activities in which there are teachers and students whohave different abilities, skills, life philosophy, characteristics and so on. the existence ofthese differences makes learning as an educational process requires a variety of models,methods, strategies and teaching aids so that students can master the material well anddeeply. (arifuddin, a. 2017: 165-178)training is a process that creates conditions and stimuli to generate responses toothers, develop knowledge and skills and attitudes and to achieve specific goals (fosterin sutarto's book (2012). this understanding can be concluded that training focuses ondeveloping knowledge and the skills of students who have skills about skills will be ableto be independent in their lives (septiyana dwi hastuti. 2017: 72-79).vocational training centers or training institutions and courses are one form of non-formal education unit organized for the community that requires provision ofknowledge, skills, life skills, and attitudes to develop themselves, develop a profession,work, independent business, and / or continue education to a higher level. law number20 of 2003 concerning the national education system mandates that the non-formaleducation (pnf) function is as a substitute, supplement, and / or complementary toformal education, in order to support lifelong education to develop the potential ofstudents with an emphasis on mastering knowledge and skills functional andprofessional attitude and personality development. (ida, n. 2017: 11-19)the demonstration method is a method that presents a lesson by demonstrating ordemonstrating to students a specific process, situation or object being studied either inimitation form shown by the teacher or other learning resources that are experts in thetopic. another opinion states that the demonstration method is a method used to showa process or workings of an object related to learning. (nurhayati. 2014: 1-7). c. methodologythe research method used is a qualitative method by means of participant observationwhich is observing all the related devices in the study, field observation is anobservation made on the object to be studied, observation is done to understand thesubject's real behavior, so that it can provide an objective picture . direct observation isalso used to collect data about facilities and infrastructure, environmental conditionsthat support or inhibit research.all data is collected in the form of drawings, the writing is done as a complement toobservation, interview and questionnaire techniques. the point is the documentationstudy to give an overview of all the activities carried out in the study.population is an area of generalization which consists of objects or subjects that havecertain characteristics and qualities applied by researchers to be studied and thendrawn conclusions, in this case it can be said that the population name does not onlyinvolve people but concerns the character and nature of the subject or object to be jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 135 studied. in this case the researcher takes the population that will be taken from the elkagrandiart institute of training and course are 4 people from female students and 4male students and 2 instructors who will be interviewed as well as the source to bestudied. d. research result 1. initial conditions of knowledge, understanding, skills of students towards the sewing dress training in elka grandiart institute of course and training.the objective conditions in the subjects to be studied more or less have the ability,knowledge, understanding and skills of sewing dress that are still low. also generally donot know and understand about learning material or the ability to follow the practice.from the observations made, 20 participants who took part in the training did not havesewing skills at first. so that it can be described that the twenty training participants, inthe initial conditions still have low ability in terms of knowledge, understanding andskills in sewing dress. 2. the condition of learning planning objectives by using the demonstration method on sewing dress learning in elka grandiart's course and training institution?the objective conditions of the instructor when planning the learning of fashion can beseen when observing and interviewing that there are several things that must be doneby the instructor before learning. that is, the researcher made an interview guideinstrument including planning as a guide to do activities.the instructor then prepares the tools and materials that will be used in practice andapplied in accordance with the theory to be studied. other preparations are to conditionthe classroom so that the demonstration method that will be used in the classroomworks optimally and can be understood by students. this is done requires a comfortableatmosphere and the tools and materials used can be comparable to a number ofstudents who will follow the learning process. the instructor also prepares evaluationmaterials.the second observation result, the instructor prepares rpp as preparation beforelearning and prepares and provides tools and materials to be explained beforeconducting the demonstration method that will be explained, as well as preparing thegrid or preparing material for test questions and compiling questions and makingscores on learning outcomes which will be applied in the assessment of the finalevaluation of learning. 3. conditions regarding how the learning process uses demonstration methods on the learning of sewing clothes at the elka grandiart institute of training and course.from the observations obtained results about the ability of the instructor in the learningprocess turned out to have the ability to be asked on the results of observations as wellas some of the questions submitted by the researcher as attached in the interview guide, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 136 among the results obtained, the overall instructor was able to answer several questionswell and clearly.in the presentation, the instructor's material mastered the theory of dressmaking byexplaining using the demonstration method, because students were perceived to bemore successful in achieving learning outcomes by being demonstrated compared tooral delivery. and it turns out that it is practiced more quickly understood.the findings that in the demonstration step are the opening of learning, preparing thetools and materials to be demonstrated properly prepared, the second delivering whatmaterial will be explained in, then conditioning the learning atmosphere, remindingstudents to listen carefully to the material to be delivered, explaining one by one of thetools to be explained in accordance with the material contained in the rpp. 4. results achieved after using the demonstration method.after taking part in the fashion learning during the training, the learning method thatuses more demontration methods is that students master the material faster. thishappens because level ii material should be delivered in six months but can be passedwith approximately two months and two weeks. this is proven by using thedemonstration method, the results achieved in learning can be passed easily, quicklyand effectively.at the answer at the end of the learning students answer correctly and lead according tothe material that is obtained from the instructor during the learning process. nearly theseven answers were answered correctly and from the evaluation results all of the thingstested in the performance were done well.after participating in this learning, students get a lot of changes besides being diligentand diligent and thorough in working on their work practices. subjects are verymastering the theory and practice as well as the previous knowledge such as mastery ofbrooch accessories and making flowers from the rest of the fabric combined with thedesign of the clothes he made. this is able to produce a different design from otherstudents.based on the results of interviews in determining the results achieved in learning, oneof the students said that the theories and ways of learning delivered usingdemonstration methods were easier to understand and understand because studentswere directly involved in watching and practicing even though they had not masteredtheoretically. but by practicing participants more quickly understand. this is evident bythe short learning time that is able to control learning in level ii, namely knowing howto measure, knowing the theory of patterns, making basic patterns, attaching patterns tomaterials and cutting patterns, and connecting and tapping and finishing qualitycontrol.the results based on interviews with students basically all the students studied gave thesame answer, namely explaining the function of tools and materials that can be used inlearning dress and can use it and can run the machine both sewing machines and obras. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 137 all master well, practice how to make patterns and be able to cut material and finish itaccording to the instructor's directio d. discussion 1. initial conditions of knowledge, understanding, skills of students towards the sewing dress training in elka grandiart institute of course and training.from the data collected, it was found that the subjects of the study were observed withlow knowledge. sewing knowledge and skills. therefore to improve quality, they needan education. as according to arifuddin, a. (2017: 165-178) states that that one of themain factors in order to improve the quality of education is to improve the quality ofteaching and learning activities in which there are teachers and students who havedifferent abilities, skills, philosophy of life, characteristics and so on. the existence ofthese differences makes learning as an educational process requires a variety of models,methods, strategies and teaching aids so that students can master the material well anddeeply.from the above research what is meant as a teacher is a trainer or instructor. sewinglessons require processes that require models, methods, strategies and teaching aids. soall that was done in this study. the method used focuses on demonstration methods inthe hope of achieving maximum and effective learning outcomes.furthermore, it is said that education is a conscious effort carried out by families,communities and the government through teaching and training guidance activities thattake place in school and out of school and lifelong education to prepare students to playroles in various environments appropriately in the future. who will comemudyahardjo.2012 (in nurhayati. 2014: 1-7). in this study, sewing learning is carriedout for people outside of school, which is carried out through training and training thatis useful for a broader life because it is lifelong education as a provision for their futurelives. 2. objectives of learning planning objectives by using the demonstration method on sewing dress learning in the elka grandiart institute of training and course.from the data obtained that the planning carried out in demonstration activities ispreparing tools and materials, teaching programs (rpp), the presence of students,evaluation materials and preparing research instruments. all of these steps are carriedout so that demonstration activities carried out in the learning of sewing dress can beachieved according to the expected goals.so that all learning planning in this study is directed to increase the ability of students interms of knowledge, skills and attitudes through learning of sewing dress. all of this isdone so that students as part of the community will have an independent soul that canultimately go through a better life.plans set as above according to those stated in law no. 20 of 2003 article 26 paragraph3 (munib, 2012: 147). training held at non-formal schools aims to increase the ability ofstudents in practice. training is a process that creates conditions and stimuli to jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 138 generate responses to others, develop knowledge and skills (skills) and attitudes and toachieve specific goals (foster in the book sutarto, 2012: 02). this understanding can beconcluded that training focuses on developing the knowledge and skills of students.students who have the skills about skills will be able to be independent in their lives.(septiyana dwi hastuti. 2017: 72-79).thus, it is very clear that planning activities are directed towards achievingindependence because according to according to parket.2006 (in septiyana dwi hastuti.2017: 72-79).independence is the ability to manage all our possessions. independence relates to thetask and skills of how to do something, how to achieve something or how to managesomething. independence also includes the ability to think and do things with your ownmind. 3. the condition of how the learning process uses demonstration methods in elka grandiart's fashion and technology learning.the demonstration method chosen in this study is so that learning can run according tothe objectives during the demonstration. these activities demonstrate or demonstrateto students the process carried out by means of making assignments that can meltprocesses that are in accordance with what has been improved.so demontration is a method used to see or be chosen by students. this is in accordancewith sumantri. 2001 (nurhayati. 2014: 1-7) that the institutionalization method is amethod that presents the lesson by demonstrating or demonstrating to students theprocess, process or object being studied either in imitation form shown by the teacheror learning other experts in the topic another opinion states that the method issued isthe method used for the process or method of work relating to learning.the demonstration method is carried out so that students in this training can do thesewing process which will produce products that can equip themselves to liveindependently. the demontration method is one method chosen because it is one of theeffective methods in learning sewing skills. so that students will be able to learn tomaster learning skills. although sewing is sometimes found, it also shows that educationis needed more effectively and efficiently. because in triave nuzila zahri1. 2017: 18-23)that "net learning skills are a single unit, some are a series of various groups of activitiesthat are interconnected and supportive". the result of sedanayasa's research (2003)which shows that learning is not solely due to low learning abilities, but because it doesnot have lessons about effective learning. 4. the results achieved after using the demontration method.from the data obtained and the results of observation, students can achieve goodresults in accordance with the procedures set out in participating in sewing learningwith the demonstration method. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 139 in answering all questions relating to the cognitive abilities of students generally havegood results. this knowledge ability will strengthen understanding and stronglysupport the skills in the sewing process. because in miswandi tendrita (2017: 763-767)it explains that cognitive learning outcomes are a description of what students havelearned during the learning process. cognitive learning outcomes relate to the valueobtained during the student's learning process (majid, 2010). learning outcomes arevery important for a student to describe knowledge and skills and see changes instudent behavior acquired after learning (adams, 2004). while watson (2002) statesthat learning outcomes are very important to describe individual changes and as aresult of their learning experience. furthermore it is said that the acquisition of learningoutcomes is intended to find out the students' understanding of the material that hasbeen studied. (triave nuzila zahril, 2017: 18-23)the results that have been achieved by students in achieving the goals of sewinglearning with demonstration methods will lead the public to become productive humanbeings who have matching skills with the aim of sewing skills as contained in (ihwanridwan, 2015: 145-155) that the purpose of sewing training is training participants areable to be productive at a young, innovative, competent age in order to be able toincrease family income in the sense that there is material or nonmaterial investment inhim. nicky and david (2008: 15) assert that the level of human productivity can be seenfrom the work output of the company and the skills possessed.the success of this research program will have an impact on the independence ofstudents who will eventually be implemented in the world of work that can meet theliving needs of society in general. this is confirmed in (ihwan ridwan, 2015: 145-155)that the success of the training program can be seen from the participants' learningmotivation. this was confirmed by tristanti and suryono, (2014: 1) that the success ofthe skill program was shown by changes in citizen behavior. the level of programimplementation is a series of participants' understanding during the training, provisionof knowledge, attitude formation, and upgrading skills can be obtained from thelearning process if the learning that is followed goes well then the implementation tothe workplace will run well too. 5. sewing dress training is a form of community empowermentsewing dress training in this study is able to build the character of the community. thiscan be seen from the low initial conditions and after the study experienced an increasein the ability of knowledge, understanding and skills of the community in the field ofsewing clothing. because the skills they have will benefit real life. people have theopportunity to develop their capabilities in innovative business. this will certainlyincrease the quality of life that is independent. this is in accordance with freire'sopinion. 1974 (in kartika, p.2015: 50-57) states that awareness is the main fundamentalin building the true character of society. where they can access and utilize variouslearning opportunities that exist, so that they can improve their quality of life in real life.not just accepting what is and closing yourself to various facts that they should criticizeor what they should correct. improving the quality of life rests on the ability of thecommunity itself to improve and develop its various potentials, so that they can build astructured system in order to improve the quality of life. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 140 e. conclusionthe conclusion of this study is the initial conditions of students before conductingresearch having knowledge, understanding and low sewing skills. with a variety ofpreparations made and after students take part in sewing sewing learning withdemonstration methods, they progress in learning. thus this study resulted in studentsexperiencing an increase in knowledge, understanding, and skills in sewing dress usingthe demonstration method conducted at the elka grandiart institute of training andcourse. f. bibliographyarifudin, a. (2017). pengaruh metode demontrasi dengan alat peraga jembatan garisbilangan terhadap hasil belajar matematika materi bilangan bulat. jurnal pendidikan guru mi. volu 4, 165-178.ida, n. (2017). pengelolaan pemberdayaan kursus menjahit pada balai latihan kerja(blk) kecamatan bacukiki kota parepare. jurnal empowerment, 11-19.ihwan ridwan. yoyon suryono. ( 2015). evaluasi program pelatihan vokasi di sanggarkegiatan belajar ujung pandang kota makassar. jurnal pendidikan dan pemberdayaan masyarakat, 145155.kartika, p. (2015). optimalisasi peran masyarakat dalam pemberdayaan masyarakatmelalui pendidikan luar sekolah. empowerment volume 3, 54.miswandi tendrita.susriyati mahanal. siti zubaidah. (2017). pembelajaran reading-concept-map think pair share (remap tps) dapat meningkatkan hasil belajarkognitif. jurnal pendidikan vol.2 no.6, 763-767.mulyono, d. (2018). the strategy of managers in moving business learning groupprogram in pkbm srikandi cimahi city. journal of educational experts (jee), 1(1), 37-44.nurhayati. syarifah fadillah. mutmainah. ( 2014). penerapan metode demontrasiberbatu media animasi software phet terhadap hasil belajar siswa dalammateri listrik dinamis kelas x madrasah aliyah negeri 1 pontianak. jurnal pendidikan fisika dan aplikasi. vol 4 no. 2, 1-7.sauptika kancana. puji lestari. fera nurficahyanti. (2016). model komunikasipemasaran untuk pemberdayaan perempuan pada sektor informal diyogyakarta. jurnal komunikasi aspikom vol 2 no.6, 444-458.septiana dwi hastuti. ilyas. (2017). strategi pembelajaranpelatihan menjahit sebagaiupaya meningkatkan kemandirian anak tunagrahita. journal of nonformal education vol.3 no. 1, 72-79.suwandi. (2010). pengaruh penggunaan metode demontrasi dan bakat mekanikterhadap pencapaian kompetensi mengelas siswa. jurnal teknologi dan kejuruan vol.33 no.1, 15-28. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 141 triave nuzila zahri.a.muri yusuf. neviyarni. (2017). hubungan gaya belajar danketerampilan belajar dengan hasil belajar mahasiswa. konselor. vol.6 no1, 18-23.widiastuti, n., & kartika, p. (2018). penerapan model kelompok usaha kreatifislami (kukis) dalam pemberdayaan perempuan berbasis pondokpesantren. empowerment, 6(2), 20-29. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 202 pengelolaan program pesantren dalam rangka menumbuhkan karakter budi pekerti anak berkonflik dengan hukum (abh) di lpka klas ii bandung misra sumarniikip siliwangimisrasumarni08@gmail.com abstractchild protection issues are so real and worrying in society such as the rise ofpromiscuity, rampant violence, bullying, pornography, stealing, rape, evenmurder committed by children to friends or family has become a socialproblem this cannot be solved completely. children involved in social issuesshould be given guidance at the institute for special education of children(lpka). this study aims to determine the management of pesantren programsto foster the character of manners for children in conflict with law (abh)from the planning, implementation and evaluation phase. the method used inthis study using qualitative methods with descriptive approach case studies.management of guidance programs conducted by lpka has been excellent inits implementation but still lacking in its administration. this can be seen fromthe absence of curriculum, rpp, and even the format of evaluation of thisprogram. thus the management of this coaching program must becontinuously developed. keywords: program management, character, children in conflict with law pendahuluananak adalah bagian yang tidak terpisahkan dari keberlangsungan hidup manusia dankeberlangsungan sebuah bangsa dan negara. anak merupakan generasi yang memilikiperan strategis dalam mewujudkan cita-cita bangsa. peran strategis ini disadari olehmasyarakat international dengan konvensi hak anak (convention on the right of the children) yang intinya menekankan posisi anak sebagai insan yang perlu mendapatkanperlindungan atas hak-hak yang dimilikinya. konsekuensi dari ketentuan pasal 28bundang-undang dasar negara republik indonesia tahun 1945 perlu ditindaklanjutidengan membuat kebijakan pemerintah yang bertujuan melindungi anak. anak perlumendapat perlindungan dari dampak negatif perkembangan pembangunan yang cepat,arus globalisasi di bidang komunikasi dan informasi, kemajuan ilmu pengetahuan danteknologi, serta perubahan gaya dan cara hidup sebagian orang tua yang telahmembawa perubahan sosial yang mendasar dalam kehidupan masyarakat yang sangatberpengaruh terhadap nilai dan perilaku anak. penyimpangan tingkah laku atauperbuatan melanggar hukum yang dilakukan oleh anak antara lain disebabkan olehfaktor diluar diri anak tersebut. berdasarkan pasal 1 ayat (2) uu no. 11 tahun 2012tentang sistem peradilan pidana anak, yang dimaksud dengan anak yang berhadapandengan hukum (children in conflict with the law) ialah “anak yang berkonflik dengan jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 203 23 19 65 47 0 10 20 30 40 50 60 70 pendidikan gambar 1. data anak didik berdasarkan pendidikan tidak sekolah sd smp smu hukum, anak yang menjadi korban tindak pidana, dan anak yang menjadi saksi tindakpidana.”anak yang berhadapan dengan hukum bisa dikatakan merupakan anak-anak yang saatini mengalami krisis moral. krisis itu antara lain terlibatnya anak-anak dalam pergaulanbebas,kekerasan, kejahatan terhadap teman (bullying), pornografi, mencuri, perkosaan,bahkan pembunuhan yang dilakukan oleh anak kepada teman atau keluarganya sudahmenjadi masalah sosial yang hingga saat ini belum bisa diatasi secara tuntas. akibatyang ditimbulkan cukup serius dan tidak dapat lagi dianggap sebagai suatu persoalansederhana karena tindakan ini telah menjurus kepada tindakan kriminal. kondisi krisisdan dekadensi moral ini menandakan bahwa seluruh pengetahuan agama dan moralyang didapatkannya dibangku sekolah tidak berdampak pada perubahan perilaku anak.data anak berkonflik dengan hukum dari lembaga pembinaan khusus anak per tanggal26 juni 2018 berjumlah 154 anak berdasarkan pendidikan. berdasarkan data diatas dapat dilihat dari jumlah anak didik 154 yang berada di lpkaklas ii bandung dapat disebutkan bahwa anak yang berkonflik dengan hukum denganpendidikan tingkat smp merupakan jumlah terbanyak yang menghuni lapas anakdengan percentase 42,2 % dan disusul dengan pendidikan sma yaitu 30,5 %. hal inimenunjukkan bahwa penyimpangan perilaku yang dilakukan oleh anak-anak ada padarentang usia 13-18 tahun yang mana merupakan proses peralihan dari masa anak-anakke masa remaja sebagai proses menuju kedewasaan anak yang akan mengalamiperkembangan baik itu fisik, kognitif, sosio emosional dan perkembangan moral(gunarsa, 1997) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 204 91510 48 2 62 6 2 0 50 100 kasus gambar 2 data anak didik berdasarkan jenis kasus pencurian pembunuhan perampokan kejahatan terhadap ketertiban asusila perlindungan anak narkoba penganiayaan berdasarkan data diatas kasus perlindungan anak merupakan kasus tertinggi yakni33,7%. hal ini membuktikan bahwa kondisi karakter anak-anak bangsa saat ini sedangmemprihatinkan dan hal ini telah mendorong pemerintah untuk mengambil inisiatifagar memprioritaskan pembangunan karakter bangsa. mengenai hal ini secarakonstitusional sesungguhnya sudah tercermin dari misi pembangunan nasional yangmemposisikan pendidikan karakter sebagai misi pertama dari delapan misi gunamewujudkan visi pembangunan nasional.karakter sangat erat kaitannya dengan kepribadian individu sehingga dalampendidikan karakter diperlukan juga aspek perasaan (emosi) yang oleh lickona (1992)dalam (mulyasa, 2016) disebut “desiring good” atau keinginan untuk melakukankebajikan yang menekankan tiga komponen yang baik yakni moral knowing, moral feeling dan moral action. sehingga dari pengertian tersebut jelaslah bahwa karakterberarti keinginan seseorang untuk melakukan kebaikan dalam kehidupan sehari-sehariyang menanamkan nilai-nilai kebajikan itu secara utuh dan menyeluruh karena“karakter erat kaitannya dengan sikap dan tingkah laku yang bersifat personality.seseorang disebut berkarakter apabila tingkah lakunya sesuai kaidah moral” (mustika,2013) metodepenelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif studikasus. pendekatan kualitatif ini dianggap sesuai dengan penelitian ini dengan alasan: 1)lebih mudah berhadapan dengan kenyataan, 2) menyajikan secara langsung hakikathubungan antara peneliti dengan responden, lebih peka dan lebih dapat menyesuaikandiri dengan banyak pengalaman pengaruh bersama terhadap pola-pola nilai yangdihadapi (moleong, 2014). teknik pengumpulan data yang digunakan yaitu observasi,wawancara, dan studi dokumentasi. sedangkan teknik analisis data denganmendeskripsikan data, reduksi data, display data dan menarik kesimpulan. sumber datadalam penelitian ini sebanyak 5 orang informan yang terdiri dari satu orang pengelola,satu orang ustadz (tutor), dan 3 orang anak didik. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 205 hasil dan pembahasanlembaga pembinaan khusus anak (lpka) klas ii bandung yang terletak di jl.pacuankuda no. 3a, arcamanik bandung merupakan lembaga yang ditunjuk untukmemberikan dan pembinaan terhadp anak-anak yang berkonflik dengan hukum. setiapanak-anak yang masuk ke lpka anak mengikuti program pembinaan dan pendidikanyang pengelolaannya dilakukan oleh pihak lpka dan lembaga mitra. pada dasarnyapengelolaan mempunyai tiga unsur pokok yaitu: (1) adanya tujuan yang ingin dicapai,(2) tujuan dapat dicapai dengan menggunakan kegiatan orang lain, dan (3) kegiatan-kegiatan orang lain itu harus dibimbing dan diawasi. dengan demikian pengelolaandapat dipastikan adanya maksud untuk mencapai tujuan tertentu dari kelompok atauorganisasi yang bersangkutan. sedangkan untuk mencapainya suatu perencanaan yangbaik, pelaksanaan yang konsisten dan pengendalian yang kontinyu, dengan maksudagar tujuan yang diinginkan dapat tercapai dengan efisien dan efektif. efisien dapatdikatakan suatu kondisi atau keadaan, dimana penyelesaian suatu pekerjaandilaksanakan dengan benar dan dengan penuh kemampuan yang dimiliki. sedangkanefektivitas adalah suatu kondisi atau keadaan dimana dalam memilih tujuan yanghendak dicapai menggunakan sarana ataupun peralatan yang tepat, disertai dengankemampuan yang dimiliki, sehingga tujuan yang diinginkan dapat dicapai dengan hasilyang memuaskan (koswara, 2014)fungsi pengelolaan merupakan perwujudan kegiatan yang berurutan dan berhubungansehingga satu kegiatan menjadi syarat bagi kegiatan lainnya. kegiatankegiatan ituharus dan dapat dilakukan oleh seseorang dan atau kelompok yang tergantung dalamsuatu organisasi. george r terry (1970) dalam (sudjana, 2010) mengemukakan adaempat fungsi manajemen yang sering disingkat poac yaitu planning, organizing, actuating, dan controlling. dalam penelitian ini peneliti hanya akan membahasmengenai perencanaan, pelaksanaan dan evaluasi pada program pembinaan karakterberbasis pesantren dalam rangka menumbuhkan budi pekerti anak yang berkonflikdengan hukum di lpka klas ii bandung. a. perencanaan program pembinaan karakter anak berkonflik dengan hukumpengelolaan merupakan kegiatan yang dilakukan dalam upaya menerapkan fungsi-fungsi perencanaan, pelaksanaan,dan evaluasi dengan menggunakan sumber daya yangada untuk mencapai tujuan tertentu yang ditetapkan. perencanaan merupakanpenetapan pekerjaan yang harus dilakukan oleh kelompok untuk mencapai tujuan yangtelah digariskan. (sudjana, 2010) mendefinisikan “perencanaan adalah proses yangsistematis dalam pengambilan keputusan tentang tindakan yang akan dilakukan padawaktu yang akan datang”. dikatakan sistematis karena perencanaan dilaksanakandengan prinsip-prinsip tertentu yang mana prinsip tersebut mencakup prosespengambilan keputusan, penggunaan pengetahuan dan teknik secara ilmiah, sertatindakan yang terorganisasi. waterson (1965) dalam (sudjana, 2010) mengemukakanbahwa perencanaan merupakan usaha sadar, terorganisasi dan terus menerusdilakukan untuk memilih alternatif yaang terbaik dari sejumlah alternatif tindakan gunamencapai tujuan. suherman (1988) dalam (sudjana, 2010) mengemukakan bahwa“perencanaan adalah suatu penentuan urutan tindakan, perkiraan biaya serta jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 206 penggunaan waktu untuk suatu kegiatan yang didasarkan atas data denganmemperhatikan prioritas yang wajar dengan efisien untuk tercapainya tujuan”.dari beberapa pengertian diatas maka dapat ditarik kesimpulan bahwa perencanaanmerupakan usaha sadar dan sistematis yang dilakukan secara terus menerus untukmencapai tujuan dalam suatu kegiatan. oleh karena itu, perencanaan yang dilakukanoleh pengelola lpka terhadap program pembinaan karakter bagi anak didikberdasarkan hasil wawancara peneliti terhadap pengelola dikatakan bahwa sebelummelakukan program pembinaan melalui kegiatan pesantren pada awal perencanaanpihak pengelola melakukan identifikasi kebutuhan terlebih dahulu terhadap anak didik.identifikasi kebutuhan ini dilakukan saat anak didik ditempatkan di lpka. adapunlangkah-langkah yang dilakukan dalam identifikasi kebutuhan belajar anak didik yangdilakukan lpka yakni :1. melakukan identifikasi kompetensi/ kemampuan dan potensi melalui penelitiandokumentasi.2. melakukan wawancara dan pengamatan serta asesment terhadap minat dan bakatanak didik.3. menganalisis data hasil wawancara dan pengamatan / asessment.4. melakukan pengecekan kelengkapan berkas/data hasil identifikasi serta persyaratanadministrasi dan teknis lainnya. sebagai bahan dalam rapat penentuan hasil seleksi.5. melaksanakan rapat seleksi untuk mengklasifikasikan anak didik yang selanjutnyamenentukan jenis program pembinaan yang akan diikuti oleh seorang anak didik .setelah anak didik di identifikasi kebutuhan belajarnya oleh petugas yang berada dilpka maka tahap selanjutnya anak didik diberikan motivasi yang merupakan tahapanlanjutan dalam rangka pengkondisian sikap mental anak didik agar lebih siap mengikutipembinaan, adapun tahapannya yaitu : a. melaksanakan wawancara dan observasi pengisian data calon pada form registrasi. b. memberikan motivasi dan pemahaman kepada anak didik berkenaan dengan artipenting dan manfaatnya kegiatan pembinaan yang akan dilaksanakan.anak didik yang telah di identifikasi kebutuhan belajarnya maka akan mengikuti setiapkegiatan pendidikan dan pembinaan sesuai dengan minatnya. ada beberapa jenispendidikan dan pembinaan yang ada di lpka mulai dari pendidikan kesetaraan paket a,paket b dan paket c yang mana kegiatan pendidikan kesetaraan ini terlaksana atasbantuan dari dinas pendidikan pemprov jawa barat, sebagai implementasi dari adanyaperaturan gubernur jawa barat tentang pedoman pendidikan layanan khusus (plk)untuk anak berhadapan dengan hukum di lpka . adapun sekolah layanan khusus smalanglang buana, smk pu dan smk pertanian di lpka bandung saat ini mempunyai anakdidik 85 (delapan puluh lima) anak, yang terbagi beberapa kelas,yakni kelas 10, kelas11 dan kelas 12. sedangkan untuk kegiatan pembinaan yang diperoleh anak didik yaitupembinaan mental rohani, pembinaan intelektual dan wawasan kebangsaan,pembinaan olahraga dan kesenian, pembinaan kemasyarakatan/sosial, dan pembinaankemandirian. untuk program pembinaan mental rohani melalui kegiatan pesantrenyang diberi nama pesantren miftakhul jannah sesuai dengan nama mesjid yangberada di dalam lpka dan kegiatan pesantren ini wajib di ikuti oleh semua anak didik.pada proses pelaksanaannya mengenai kurikulum dan rpp itu diserahkan kepadalembaga mitra yang memang menjadi penanggungjawab kegiatan pesantren. rpp dalamkegiatan pesantren baru secara verbal dan belum di administrasikan dengan baik. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 207 b. pelaksanaan program pembinaan karakter anak berkonflik dengan hukumpelaksanaan program pembinaan karakter berbasis pesantren bagi abh ini merupakankegiatan yang harus di ikuti oleh semua anak didik. pelaksanaan kegiatan pembinaan inidilaksanakan empat kali dalam seminggu dari pukul 09.00-12.30 wib setelah anakdidik melaksanakan sholat dzuhur berjamaah. pada prosesnya anak didik akandikumpulkan di mesjid miftakhul jannah untuk mengikuti kegiatan pesantren.walaupun kegiatan pesantren ini wajib di ikuti oleh semua anak didik akan tetapi padapelaksanaannya karena waktunya yang bersamaan dengan kegiatan pendidikan danpembinaan lain maka hanya untuk anak didik yang pada saat itu memiliki waktu kosongsaja dalam artian anak didik yang memang pada kegiatan pendidikan dan pembinaantutornya tidak hadir. sehingga anak didik yang memiliki waktu luang diarahkan untukmengikuti kegiatan pesantren. adapun jadwal kegiatannya yaitu : tabel 1jadwal kegiatan pesantren no hari materi1 selasa fiqih (ustad nono)tahsin (ustad soni)2 rabu tadabur qur’an (ustadkoko)tauhid (ustad heru)3 kamis motivasi (ustad catur)tadabur qur’an (ustadiman)4 jumat hafalan (ustad boby)pelaksanaan kegiatan pesantren ini bertujuan untuk menumbuhkan nilai-nilai karakterbudi pekerti anak didik di lpka. dalam membentuk karakter anak didik yang kurangbaik menjadi baik memang perlu dukungan dari semua yakni pengelola, pembina,masyarakat, orangtua bahkan anak didik, karena pendidikan karakter bergerak darikesadaran (awareness), pemahaman (understanding), kepedulian (concern), dankomitmen (commitment), menuju tindakan (doing or acting) (mulyasa, 2016). olehkarena itu, keberhasilan program pembinaan karakter bergantung pada ada tidaknyakesadaran, pemahaman, kepedulian, dan komitmen dari semua penyelenggara programpembinaan karakter untuk melaksanakan nilainilai kebenaran dan keteladanansehingga menjadi manusia seutuhnya (mulyana, 2015). sehingga bisa dikatakan bahwasalah satu penyebab ketidakmampuan seseorang berperilaku baik meskipun telahmemiliki pemahaman tentang kebaikan itu disebabkan karena tidak terlatih untukmelakukannya. kegiatan pembinaan karakter ini tidak sebatas memberikan ilmu akantetapi ada proses peneladanan dari orang-orang yang berada dilingkungan anak didik.anak didik binaan dari lpka sebelumnya merupakan seorang siswa yang memangmendapatkan pendidikan budi pekerti melalui pendidikan agama. pendidikan yangmereka peroleh ternyata belum memberi dampak secara afektif dan psikomotoriksehingga mereka melakukan perilaku menyimpang dan terpaksa menjadi anak didikbinaan lpka. ada berbagai faktor yang menyebabkan hasil pendidikan agama yangdiperoleh anak didik tidak menggembirakan yaitu :pertama, pendidian agama terlalu jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 208 kognitif, pendekatan yang dilakukan terlalu berorientasi pengisisn otak, memberi tahumana yang baik dan mana yang buruk, yang spatutnya dilakukan dan yang tidaksepatutnya, dan seterusnya. aspek afektif dan psikomotornya tidak tersinggung,kalaupun terseinggung sangat kecil sekali, kedua, problema yang bersumber dari anakitu sendiri, yang datang dari latar belakang keluarga yang beraneka ragam yangsebagaian ada yang sudah tertata dengan baik akhlaknya di rumah dan ada yang belum. ketiga, terkesan bahwa tanggungjawab pendidikan agama tersebut berada di pundakguru agama saja. keempat, keterbatasan waktu yang tersedia dengan bobot materipendidikan agama yang dicanangkan (su’dadah, 2014).pembinaan anak didik berorientasi sebagai upaya menumbuh kembangkan pembinaanjiwa, agar menjadi anggota masyarakat yang baik dan berguna dikemudian hari(sambas, syawali, & suhardiman, 2016). proses pembinaan karakter budi pekeri bagianak didik ini menggunakan berbagai metode seperti ceramah, tanya jawab, diskusikelompok, curah pendapat yang memang pada dasarnya metode dalam kegiatanpembinaan diserahkan sesuai dengan materi yang akan disampaikan oleh ustadz. mediayang digunakan dalam kegiatan pesantren ini seperti al-quran, modul-modul, alat tulisdan poster-poster wudhu atau sholat yang digunakan sebagai alat bantu untukmemberikan materi. adapun pendekatan yang digunakan yaitu pendekatan partisipatif-andragogy yaitu pelibatan anak didik sebagai sumber belajar dalam prosespembelajarannya dengan mengangkat pengalaman-pengalaman yang dialami oleh anakdidik. sarana dan prasarana belajar yang digunakan dalam proses pembinaankondisinya relatif baik seperti mesjid sebagai tempat dalam pelaksanaan pembinaan,alat tulis, papan tulis, modul-modul, al-quran dan iqro, infokus, serta buku-bukukeagamaan lainnya yang berkaitan dengan materi. c. evaluasi program pembinaan karakter anak berkonflik dengan hukumsetiap program yang telah dilaksanakan tentunya harus ada evaluasi atau penilaianterhadap program yang akan atau telah dilaksanakan. hal ini dilakukan agarmempermudah pengelola dan pelaksana kegiatan untuk mendeteksi hal-hal yang akanmenjadi pendukung dan penghambat dalam pelaksanaan kegiatan. evaluasi programpada penelitian ini menggunakan model evaluasi terfokus pada pengambilan keputusanyang mana evaluasi ini diarahkan untuk menghimpun, mengolah dan menyajikan datasebagai masukan untuk pengambilan keputusan. “model evaluasi ini dilakukan untukmengidentifikasi empat unsur program yaitu konteks, masukan, proses dan hasil(sudjana, 2008) program pembinaan karakter merupakan proses pembiasaan yangdilakukan oleh seseorang, karena karakter dalam diri seseorang akan terbentuk melaluikegiatan pembiasaan yang diterima dari rangsangan lingkungan. karakter merupakanakhlak atau tabiat seseorang yang melekat kuat dalam dirinya yang akan tertanam terusmenerus sampai sepanjang hayat, dapat dibayangkan apabila karakter tersebut tidakdibentuk khususnya dari individu itu sejak kecil maka kemungkinan besar karakterburuk yang melekat pada dirinya akan mengakar kuat sepanjang hidupnya, oleh karenaitu, “karakter dapat dibentuk melalui pembiasaan (habit) sejak anak usia dini” (nuraida,2016).evaluasi program pembinaan karakter pada penelitian ini di fokuskan pada segi : jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 209 1. konteksprogram pembinaan anak didik melalui kegiatan pesantren di lpka merupakankegiatan wajib yang harus di ikuti oleh semua anak didik. anak didik yang mengikutikegiatan pesantren diharapkan dapat memberikan perubahan perilaku yang baik.anak didi yang berada di lpka memang anak-anak spesial yang terpaksa harusberada didalam lapas anak karena memang perbuatan yang telah mereka lakukansudah tidak bisa ditoleransi atau di maafkan. selama mengikuti kegiatan pembinaandan pendidikan di lpka anak didik memang berprilaku sangat baik hal inidikarenakan ada motivasi dari dalam diri peserta didik untuk berubah danmendapatkan remisi dari pengelola. pengelola memberikan reward terhadap anakdidik yang menaati peraturan. untuk kegiatan pesantren ini sarana dan prasaranasudah disediakan oleh pengelola seperti infokus, layar, spidol, papan tulis sebagaipenunjang dalam kegiatan pesantren. meskipun anggaran yang dimiliki oleh lembagaminim akan tetapi pihak lembaga selalu memberikan yang terbaik denganmemperhatikan kepentingan terbaik bagi anak seperti hal nya memberikanttutor/ustadz yang memiliki kompetensi sesuai dengan yang dibutuhkan anak didik. 2. masukanpembinaan anak didik di lpka bertujuan untuk membentuk anak didik yangmemiliki karakter budi pekerti baik. penanaman nilai-nilai budi pekerti ini didukungoleh lembaga mitra lpka dengan terlibat dalam program pendidikan dan pembinaanyang akan diberikan kepada anak didik penanaman budi pekerti yang harus dimilikianak didik ini dituangkan dalam piagam arcamanik yang dituangkan dalam 10 pointyaitu :a. anak adalah amanah tuhan yang maha esa, generasi penerus bangsa wajibmendapatkan kesempatan yang seluas-luasnya untuk dapat tumbuh danberkembang secara optimal;b. penahanan dan penjatuhan pidana penjara bagi anak merupakan upaya terakhirdan dilakukan paling singkat dengan memperhatikan kepentingan terbaik bagianak;c. tujuan sistem pembinaan dan pembimbingan anak adalah keadilan restoratifberbasis budi pekerti;d. pemberian pidana penjara bukan merupakan bentuk balas dendam dari negara;e. selama menjalankan pembinaan dan pembimbingan tidak boleh diasingkan darikeluarga dan masyarakat;f. dalam proses pembinaan dan pembimbingan anak berhak mendapatkanperlindungan dari kekerasan dan segala bentuk diskriminasi lainnya sesuaidengan harkat dan martabat kemanusiaan;g. pendidikan merupakan intisari pembinaan dan pembimbingan bagi anak dalamrangka meningkatkan kecerdasan intelektual, emosional, dan spiritual,pengembangan potensi diri serta pelatihan keterampilan dalam upayapengembangan minat dan bakat;h. pembinaan dan pembimbingan anak wajib diarahkan untuk sesegera mungkindikembalikan kepada keluarga dan masyarakat dalam bentuk program asimilasidan integrasi;i. negara menjamin perlindungan dan pemenuhan hak-hak anak melaluipenyediaan sumber daya dan sarana prasarana yang ramah anak; jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 210 j. pembinaan dan pembimbingan terhadap anak dilaksanakan secara sinergiantara pengasuh, pembimbing kemasyarakatan, keluarga, dan masyarakat. 3. prosespada pelaksanaan kegiatan pesantren yang dilaksanakan empat hari dalam seminggudengan tiap harinya akan ada dua ustadz yang memberikan materi yang mana materiyang diberikan akan berbeda pada setiap harinya. anak didik dan ustadz selamakegiatan pesantren tejadi komunikasi yang baik dan interaktif, kedekatan ini bisadilihat dari keakraban yang ditunjukkan oleh anak didik terhadap para ustadz, anakdidik sudah tidak malu untuk sharing mengenai hal apapun yang membuat anakdidik bingung. media dan metode yang diberikan para ustadz saat memberikanmateri pun lebih banyak praktek sehingga membuat anak didik lebih tertarik untukmengikuti pesantren.belum ada kegiatan rencana tindak lanjut pasca mengikuti pembinaan melaluikegiatan pesantren ini. menurut pengelola dan tutor hal ini dikarenakan waktukeberadaan anak didik yang bervariasi serta keterbatasan dari pengelola untukmengawasi anak didik pasca keluar dari lpka. lingkungan belajar pada programpembinaan karakter melalui kegiatan pesantren ini hanya dilakukan didalam mesjiddan belum bisa di laksanakan diluar lingkungan lpka karena memperhatikan darisegi keamanan anak didik. 4. hasilanak didik yang menjadi informan pada penelitian ini sebelum masuk ke lpkamerupakan anak didik yang broken home dan tidak mendapatkan perhatian darikeluarganya sehingga mereka mencari perhatian dari teman dan lingkungansekitarnya dengan terlibat atau menjadi anggota gang. berdasarkan hasil wawancaradan pengamatan peneliti terhadap kegiatan pesantren anak didik di lpka bahwaanak didik mengalami perubahan karakter yang cukup baik, anak didik selalumelakukan sholat berjamah, membaca al-quran, sopan terhadap yang lebih tuaseperti memberi salam, jujur, disiplin, hormat kepada teman dan lebih menghargaiperbedaan yang awalnya mereka jarang melakukan nilai-nilai baik tersebut..perubahan perilaku yang ditunjukkan karena ada pembiasaan yang dilakukan olehpihak pengelola dan pembina terhadap anak didik dalam kesehariannya selamaberada di lpka. karakter budi pekeri yang diharapkan dapat dimiliki oleh anak didiksebagai bekal saat mereka harus kembali ke lingkungan masyarakat dan keluarga.pembinaan anak berorientasi kepada upaya menumbuh kembangkan pembinaanjiwa, agar menjadi anggota masyarakat yang baik dan berguna dikemudian hari(sambas, syawali, & suhardiman, 2016). jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 211 kesimpulankesimpulan penelitian disusun berdasarkan pertanyaan penelitian, hasil analisis datadan pembahasannya. secara keseluruhan, hasil penelitian dapat disimpulkan sebagaiberikut : 1. perencanaan program pembinaan karakter anak berkonflik dengan hukumpengelola dan tutor melakukan identifikasi kebutuhan belajar (need analysist) terlebihdahulu sebelum melaksanakan pembinaan keagamaan melalui kegiatan pesantren.pengelola merumuskan tujuan program yang ingin dicapai dalam bentuk program kerjadan jadwal kegiatan pembinaan keagamaan. adapun tutor merumuskan tujuan programpembinaan keagamaan melalui kegiatan pesantren baru secara verbal saja dan belumsecara tertulis, karena tujuan dari program sudah dirumuskan terlebih dahulu olehpihak pengelola.pengelola menyusun desain/ rancangan program terlebih dahulu yangditerjemahkan dari kurikulum yang diperoleh dari kemenag sedangkan untukpembuatan rencana pelaksana pembelajaran (rpp) diserahkan oleh pengelola kepadatim pengajar (ustadz). namun tutor/ ustadz tidak menggunakan kurikulum yang adadikarenakan memang kesulitan dalam mengkoordinasikan dengan tim pengajar lainnya.sehingga tutor membuat rencana pelaksana pembelajaran (rpp) secara verbal saja dandiserahkan kepada ustadz masing-masing sesuai materi yang akan disampaikanterhadap anak didik.sebelum pelaksanaan pembinaan dimulai, pengelola dan ustadztelah mempersiapkan prangkat yang berkaitan dengan pelaksanaan pesantren sepertimedia, modul, sarana dan prasarana. 2. pelaksanaan program pembinaan karakter anak berkonflik dengan hukummateri yang diberikan oleh ustad/tutor dalam proses kegiatan pesantren relevan(sesuai) dengan kriteria anak didik yang berdasar kepada kebutuhan anak didikwalaupun belum sesuai dengan minatnya. materi utama yang diberikan yaitu materikeagamaan berkaitan dan budi pekerti serta baca al-quran dengan tartil.langkah-langkah kegiatan pesantren yang dilakukan oleh pengelola dan tutor pada programpembinaan diawali dengan pre test kemampuan membaca al-quran anak didik,pengelompokkan anak didik yang masuk kelas a,b atau c, proses pembinaan melaluikegiatan pesantren, dan evaluasi yang dilakukan oleh pengelola dan tutor yangdilaksanakan setahun dua kali. pendekatan yang digunakan dalam proses kegiatanpesantren dalam rangka menumbuhkan budi pekerti anak didik adalah pendekatanpartisipatif-andragogy yaitu pelibatan anak didik sebagai sumber belajar dalam prosespembelajarannya dengan mengangkat pengalaman-pengalaman yang dialaminya.adapun metode yang digunakan dalam kegiatan pesantren yaitu diskusi, ceramah,praktek, tanya jawab dan demonstrasi. sarana dan prasarana belajar yang digunakandalam proses pembinaan kondisinya relatif baik seperti mesjid sebagai tempat dalampelaksanaan pembinaan, alat tulis, papan tulis, modul-modul, al-quran dan iqro, infokus,serta buku-buku keagamaan lainnya yang berkaitan dengan materi. 3. evaluasi program pembinaan karakter anak berkonflik dengan hukumevaluasi atau penilaian terhadap anak didik dilakukan melalui pengamatan sikap danprilaku,kemampuan membaca al-quran dan iqro, hafalan surat-surat pendek, hafalan jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 212 bacaan sholat, dan kegiatan lomba-lomba yang diadakan oleh ustadz seperti adzan,pidato dan mtq. belum ada kegiatan rencana tindak lanjut pasca mengikuti pembinaanmelalui kegiatan pesantren ini. menurut pengelola dan tutor hal ini dikarenakan waktukeberadaan anak didik yang bervariasi serta keterbatasan dari pengelola untukmengawasi anak didik pasca keluar dari lpka. lingkungan belajar pada programpembinaan karakter melalui kegiatan pesantren ini hanya dilakukan didalam mesjiddan belum bisa dilaksanakan diluar lingkungan lpka karena memperhatikan dari segikeamanan anak didik. daftar pustaka gunarsa, s. (1997). dasar dan teori perkembangan anak. bandung: pt.bpk gunungmulia. koswara, r. (2014). manajemen pelatihan life skill dalam upaya pemberdayaan santridi pondok pesantren. jurnal empowerment volume 4,, 37-50.moleong, l. j. (2014). metodologi penelitian kualitatif-edisi revisi. bandung: remajarosdakarya.mulyana, e. (2015). pendidikan karakter dalam rangka pembangunan bangsa. jurnal empowerment volume 3, 41-49.mulyono, d. (2017). menegaskan karakter pendidikan nonformal. empowerment, 1(1).mulyasa, e. (2016). manajemen pendidkan karakter. jakarta: bumi aksara.mustika, i. (2013). mentradisikan kesantunan berbahasa:upaya membentuk generasibangsa yang berkarakter. jurnal ilmiah program studi pendidikan sastra dan bahasa indonesia, 1-11.nuraida, n. (2016). pengembangan nilai-nilai karakter melalui pendidikan pencak silatuntuk anak usia dini (studi kasus di paguron pencak silat galura panglipurbandung). jurnal prograam studi pendidikan guru paud vol.2, 59-77.sambas, n., syawali, h., & suhardiman, 3. d. (2016). pendidikan berbasis budi pekertiterhadap anak yang berkonflik dengan hukum di lembaga pembinaan khususanak (lpka) kls ii bandung. prosiding seminar nasional (pp. 565-576). bandung:penelitian dan pkm sosial, ekonomi dan humaniora.su’dadah. (2014). pendidikan budi pekerti ( integrasi nilai moral agama denganpendidikan budi pekerti ). jurnal kependidikan, vol. ii no. 1, 132-141.sudjana, d. (2008). evaluasi program pendidikan luar sekolah. bandung: pt remajarosdakarya.sudjana, d. (2010). manajemen program pendidikan. bandung: falah. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 213 jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 25 community education in community development 1jajat s. ardiwinata, 2dinno mulyono 1universitas pendidikan indonesia, 2ikip siliwangi 2dinno@ikipsiliwangi.ac.id abstract community education in the concept of science has long developed in the midst of people's lives. however, a variety of different names become obstacles in building a system related to the approach to community education in teaching the community itself. so that on a number of occasions, basic concepts, evaluations, methods, approaches and conclusions are raised that are related to the education of the community itself. keywords: community education, community development a. introduction in the national education system law, it is stated, "national education functions to develop capabilities and form dignified national character and civilization in order to educate the life of the nation, aiming for the development of the potential of students to become believers and fear of god, noble , healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen, (national education system law number 20/2003). this indicates that education and development are a series that cannot be separated from one another. therefore, a more comprehensive and sustainable approach is needed in the world of education, not only by using an approach that is limited to providing certificates or diplomas, but it does not provide accessibility for education services for the indonesian people as a whole. the existence of education is inseparable from the educational objectives of unesco namely learning to know, learning to do, learning to be and learning to live together. with these four pillars explained that in the process education goes according to human needs in their lives. not in the framework of completing education that leads to diplomas which in fact often cause the emergence of problems in the form of discrepancies between diplomas and fields of work that are in accordance with human talent and needs themselves. according to data from the central bureau of statistics in 2017 (mustikoaji, 2017), the high unemployment rate at undergraduate education level (606,639 people) compared to education under primary school (546,897 people) critically shows that there is a difference that is not too far between undergraduate education and their who did not even complete elementary school education. so in this, mailto:dinno@ikipsiliwangi.ac.id jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 26 unesco's view to be able to build education with the learning objectives of to be and to live together is a necessity in the midst of various challenges in today's society. education cannot only build a path of education, but all education pathways, because the dichotomy only makes education run each other without being able to answer the challenges of life in a global context, so that local potential is forgotten and left behind globally. the role of society in education is important, not just waiting for a helping hand from the government. society gives a big role in building and developing education. this is because there is intensive social interaction in the community (soekanto, 2004). therefore, both in the world of indonesian education gave birth to a concept of community education aimed at building the power of social awareness that teaches each other. the concept of consciousness itself, is built within the framework of the praxis power of social and intellectual life that supports each other. community-based education is expected to provide added value in the formation of the character of the community itself. not in the context of the pathway per educational path that seems to narrow the space for education in the community. because the community is the estuary of all educational processes, where education provides an opportunity for every human being to be able to move into himself by presenting the greatest benefit for the surrounding social life. education equality is included in every education path in indonesia, all of which are inseparable parts. the naming of a path that seems to be a separate field of study will only break the coordination of the community development system itself and disperse social capital which should synergize with each other and work together to become unity. therefore, it takes a unity of programs that complement each other with the same definite steps, because the estuary of education itself is community development, so it would be appropriate if we were more prioritized to be able to fill a community education program that is able to provide continuity in the strengthening of education. in indonesia. because education itself does not stand between educational paths, but in the midst of communities that complement each other. building an active citizen is a necessity from the world of education (tett, 2010). the education problem that has been symptomatic so far is the issue of relevance, quality and even distribution of education. the relevance of education is constrained because the output produced is not in accordance with the demands of the community, other than that, the quality of education also still invites various questions, especially related to various products produced from the world of education itself that have not demonstrated its ability to answer the problems and problems that exist in the community and, finally, education equality which leads to the availability of educational services for the entire community. therefore, if later the development of education is released from its main estuary, namely the community, it will certainly have an impact on the ability of the graduates themselves. this in freire's language (1984) is a form of jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 27 alienation of education that gives birth to new problems, not alternative solutions to problems in the midst of people who are trying to answer the various challenges that exist. the education problem that has been symptomatic so far is the issue of relevance, quality and even distribution of education. the relevance of education is constrained because the output produced is not in accordance with the demands of the community, other than that, the quality of education also still invites various questions, especially related to various products produced from the world of education itself that have not demonstrated its ability to answer the problems and problems that exist in the community and, finally, education equality which leads to the availability of educational services for the entire community. therefore, if later the development of education is released from its main estuary, namely the community, it will certainly have an impact on the ability of the graduates themselves. this in freire's language (1984) is a form of alienation of education that gives birth to new problems, not alternative solutions to problems in the midst of people who are trying to answer the various challenges that exist. b. theory foundation 1. philosophical foundation for community education philosophically, public education still puts forward a philosophical approach as taught by ki hadjar dewantara, as the father of education in indonesia as one of the main foundations of public education. this is because ki hadjar dewantara's philosophy with educational nationalism teaches that how education is built on three main pillars. the pillar is ing ngarso sung tulodo, madyo mangun karso and tut wuri handayani. the first pillar that mentions ing ngarso sung tulodo is the meaning that every educational process requires a character, a model in the praxis of education itself. on various occasions, the main problem of education in indonesia is the poor character that can be used as the main model in the development of people's lives. education does not only talk about the power of theory in building development infrastructure, but how to provide references to reformers, who are productive and actively campaign for community development with the strength of social capital and ecological potential. the second pillar is ing madyo to build kararso, amid giving strength. in this context education requires practitioners who master and are able to map various solutions to development problems in the community, not to add to existing problems. educators, managers, instructors are the implementing parts who become power builders in the community in collaboration with the community itself. so that development can be developed sustainably and in accordance with the needs of the community. the third pillar, tut wuri handayani, the one behind gives encouragement. in particular, studies on education development not only require initiators, but require support from leaders and stakeholders in the community's education itself, so that various programs can run jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 28 according to the targets set. encouragement is not only material but also moral, the support of various parties in the development of education in indonesia is a necessity and necessity in providing the right portion in the context of the full development of indonesian human beings. ki hadjar dewantara's philosophy is generally in line with the thoughts of constructivists. all people need to support and strengthen each other in the framework of future education development, so that they can have a positive impact on improving the lives of indonesian people in the future. all people are actively involved, even though in the principle of mutual respect for the potential of each other. the realitybased education praxis in the field is also expected to provide valuable experience in order to prepare the output of educational programs to participate in the development of the surrounding community. 2. life-long education theory life long learning is a statement and conviction that in the process of the journey of human life cannot be separated from the process of learning and learning. humans will continue to learn, from the womb until later towards the time to go to the grave. humans begin the learning process after the senses of hearing function in the womb, then learn to master basic competencies related to biological abilities that must be mastered, such as walking, talking and interacting with parents. humans then learn to be able to interact and place themselves in a wider environment in the community, then study the summary of experiences of human life in the form of theory that is on the school bench. everything requires a learning process and people continue to need education. if the question then arises whether what results from the human learning process to master good running techniques, then the answer is competence, not diploma. because there is never one child under five who is certified in his ability to walk after 12 months of birth. this then needs to be re-examined, that the current diploma seems to be a new god and even many young people depend their lives only for a piece of paper called a diploma, then forget their task to learn to understand that real life can only be learned when he comes down and is involved in social life around it, this is what later became known as diploma disease. lifelong's human journey contains developments and changes that include three components, namely the stages of individual development (infancy, childhood, schooling, adolescence, and adulthood), general social roles within life, which varies in each environment, and aspects of personality development (physical, mental, social, and emotional) (mudyahardjo, 2001). awareness about the social role that each member of the community holds has the character of each who must complement each other, so that there are no conditions that are truly the same. but because of this difference, everything can complement each other. jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 29 in the unesco text on institute for education (1979), it was explained that education throughout life was developed on the principles of education as follows: a. education only ends when humans have left this mortal world. b. life-long education is a strong motivation for family members to plan and conduct learning activities in an organized and systematic way. c. learning activities are aimed at acquiring, renewing, and / or increasing knowledge, attitudes and skills that are owned and who want or do not want, must be owned by family members in connection with continuous change throughout life. d. education has a series of goals in meeting learning needs and in developing the self-satisfaction of every person who conducts learning activities. e. the acquisition of education is a requirement for the development of human life, both to motivate themselves and to improve their ability, so that people always do learning activities to meet their needs (saepudin, 2009). 3. critical pedagogy as a fund for community education freire once mentioned that "education ... is the practice of freedom of means where men and women deal critically and creatively with reality and find ways to be involved in the transformation process in their own world" (freire, 1984). in this understanding, it is obtained the description that education is not a rigid process, understood only according to educational paths that are not in accordance with the concept of lifelong education. it should be understood that the report of coombs and ahmed (1974) mentions three educational paths as a form of lifelong education implementation process to build a community. it is not then that education in indonesia is cut into pieces that are completely formless due to being too focused on one path of education and forgetting that the basic function of education is the practice of liberation so that people move and develop into fully human beings. criticism delivered by freire (1984), and illich (2000), is not without reason. they criticize schooling education because they really understand that education cannot be built using rigid buildings, rigid approaches, closed theories and frozen educational paths. criticism of schooling education is in order to build a strength and awareness that the main context of education is human life itself, and not in the concept of how to provide life through schools, paths or artificial institutions. with the existence of various institutions the aim is to facilitate rather than justify that failure is the end of a life. even though humans since prehistory have never needed a diploma to live, they need awareness that they are part of the universe and try to work together and cooperate with various parties in order to build themselves and the community and even the surrounding environment. 4. theory of learning, knowledge and community development conceptually, empowerment or empowerment comes from the word 'power' (power or empowerment). therefore, the main idea of empowerment comes into contact with the concept of power. power is often associated with our ability to make others do what we jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 30 want, regardless of their desires and interests. traditional social science emphasizes that power is something that does not change or cannot be changed. real power is not limited to the above understanding. power is not vacuumed and isolated. power is always present in the context of social relations between humans. power is created in social relations. therefore, power and power relations can change. however, the power in this context is to give the community the opportunity to build independence so that it can sustain its own life, independently. in everyday life, the empowerment program is to strengthen the role of the community in the development carried out. this empowerment appears in the ability to make choices and actively participate in the development programs implemented. empowerment itself, according to e. suharto (2010: 57-58) refers to the ability of people, especially vulnerable and weak groups so that they have the power or ability to (a) fulfill their basic needs so that they have freedom, in a sense not only free to express opinions, but free from hunger, free from ignorance, free from pain, (b) reaching productive resources that enable them to increase their income and obtain the goods and services they need; and (c) participate in the development process and decisions that affect them. thus, empowerment emphasizes more on the ability of the community to be able to determine the direction of life they have with their potential and strength. thus, empowerment is a process and purpose. as a process, empowerment is a series of activities to strengthen the power or empowerment of weak groups in society, including individuals who experience poverty problems. as a goal, empowerment shows the state or outcome of a social change; that is, people who are empowered, have power or have the knowledge and ability to fulfill their needs, both physical, economic and social, such as having self-confidence, being able to convey aspirations, have a livelihood, participate in social activities, and be independent in carrying out their life duties. the definition of empowerment as a goal is often used as an indicator of the success of empowerment as a process. c. discussion 1. basic concepts of community education the basic concept of community education is to provide an opportunity for the community to gain access to education carried out in various units and levels of education. this is because community education is a series of learning processes carried out based on the needs of the community in order to prepare and develop the ability of the community to be able to move forward and be able to participate in the entire development series, both for themselves and the surrounding community. ceve (1990: 2) suggests that public education is "..a process designed to enrich lives of individuals and groups by engaging with people living within a geographical area, or sharing a common interest, to developing voluntarily a range of learning, action and jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 31 reflection opportunities, determined by their personal, social, economic and political needs. with this understanding, public education prioritizes processes designed to enrich the lives of individuals and groups by expanding the range of life of the community itself, both in terms of geography, common interests, to build self-reliance in the learning process, opportunities for action and reflection determined by pesonal needs. social, economic and political. public education requires a clear identity, because it is an old concept with a new approach and nuance, so that strengtheningstrengthening of concepts, clear constructs will give a clear character, especially in the implementation of community education programs, informal and non-formal education in the future ( d. mulyono, 2014; 63-68). 2. community education objectives the goals of public education in general are: a. building a learning process that is done to enrich the quality of personal and social life. b. building partnerships to expand cooperation in the community, based on their potential. c. providing opportunities for the community to be able to build action and reflection on the development of existing social potential. d. develop self-reliance in development undertaken to improve the quality of life. 3. community education methods the method used in public education programs in general is a series of learning methods that are formed and implemented in informal, formal and informal education programs. so that in the process of the approach (especially in the education approach) it can be done with several approaches at once, such as training, seminars, workshops or classics even in accordance with the learning needs that are carried out. however, in general, public education programs require studies that are adjusted to the dialogical approach between initiators and community members and participants of the education program itself (scottish government guidance for community learning and development, 2004). 4. community education approach techniques approach techniques used in public education can be seen in the following diagram: jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 32 figure 1. approach techniques in community education (source: franz, 2002) in general, figure 1 can be explained as follows; first, service or service function is carried out by educators who bring learning participants into study groups to help them in solving problems that can be completed in a short time. the evaluation carried out in this approach is quite simple, namely the approach to client satisfaction involved in the service process. the second approach is, facilitation that puts educators as group facilitator servants in a series of learning placements that provide learning material or information. the evaluation carried out was to provide a series of pre-tests and post-tests. the third approach is, content transmission is an approach that seeks to build and share information including newspaper articles, online papers, presentation materials and other sources. the evaluation process in this approach is to provide a test of the ability to understand the information and knowledge gained by the learning community. the fourth approach is transformative education, where the learning approach places learning resources in a long-term education process that focuses on changing learning abilities and behaviors that lead to social, environmental and economic change. the process of this approach requires a longer time, and places a central issue that is more important in people's lives, not on small-scale issues and short tempos. in this learning process learning citizens must obtain new competencies, share with other learning citizens, and adjust the competencies they have with what is needed. the evaluation process carried out needs to be developed thoroughly for learners, families, communities and organizations as a result of the learning process. 5. scope of community education the scope of public education extends from early childhood education, family education, social communication, mentoring, building collaboration between communities to the jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 33 process of involvement in determining public policies related to education itself. with a very large scope, it is possible for practitioners and implementers of community education programs to be able to develop various learning approaches that can be used as new methods, approaches or evaluation techniques in public education. in reality, public education also does not close itself, towards strengthening the economy developed in the framework of community empowerment, therefore, it becomes important for managers in public education programs to understand the economic implications of each program implemented (d. mulyono, 2018 : 41-50). 6. challenges for future community education the biggest challenge in public education in the future is change in the community itself. this is because in the process of development there are still many obstacles in building and completing community development targets in the midst of various social relations. researches related to marginalization in the community are one of the most important parts of the community education process. this is because cultural and socio-economic approaches will become important domains in the development of personal life, family and community life itself. in short, community education still leaves a huge gap in the field of sustainable and comprehensive public education research in various fields that are interrelated in the life of society, now and in the future. d. conclusion public education has various advantages that mutually reinforce one another, especially in the processes related to education, economic life, social, political and even health and law. this allows community education practitioners to open up further so that they can answer the challenges of developing community education in the future in indonesia. basic concepts that are still open, provide opportunities for researchers to build new concepts in public education science. this is because in general the general strength in the basic concepts of public education still requires adjustment and strengthening, especially as a foundation in the implementation of programs in the field and the process of determining education policy itself. e. bibliography (ceve), c. e. (1990). the education of adults in scotland. edinburgh: hmso. development, s. g. (2004, july 2). working and learning together to build stronger communities. retrieved february 2, 2018, from scottish government: https://education.gov.scot/scottish-educationsystem/cld/about+community+learning+and+development jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 34 franz, n. (2002). transformative learning in intraorganizational partnerships, unpublished doctoral dissertation. new york: cornell university, ithaca. freire, p. (1984). pendidikan kaum tertindas. jakarta: lp3es. illich, i. (2000). bebaskan masyarakat dari belenggu sekolah. yogyakarta: yayasan pustaka obor. mudyahardjo, r. (2001). pengantar pendidikan. jakarta: rajawali press. mustikoaji, h. (2017, oktober 24). ekonomi. retrieved maret 12, 2018, from kompasiana: https://www.kompasiana.com/hendymustikoaji/59ee29cdc839c051b9465dc5/ banyak-sarjana-menganggur-apa-dan-siapa-yang-salah saepudin, a. (2009). implementasi pendidikan sepanjang hayat pada institusi keluarga. jurnal pendidikan luar sekolah, vol 4 (2), 859-869. soekanto, s. (2004). sosiologi, suatu pengantar. jakarta: rajagrafindo persada. suharto, e. (2010). membangun masyarakat, memberdayakan rakyat. bandung: refika aditama. tett, l. (2010). community education, learning and. ediburgh, uk: dunedin academic press ltd. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 328 the effort of the educators on building positive character on early childhood student through islam education at raudatul athfal idaman 1dwi hayantini sunarti, 2tita rosita 1,2 ikip siliwangi1tinisunarti6812@gmail.com. abstractchildrens is a mandate from allah swt that entrusted to all parents whichwill eventually be asked for responsibility. every childrens born pure andclean, both parents is making them into jewish, christian, magi (hr bukharimuslim). so that childrens is a very weak person that will always rely toevery human being around them. physically one children is a base that can bebuild into so many shapes. therefore all the childrens need a seriousattentions, since every childs will absorbed everythings they see or hearbecause they have no power to refuse it. so it has become the responsibilityof the parents or the people around them to give the attention about religiousissues include, faith, worship, and morals. because religion is a guideline toevery humans life whether in this world and hereafter, so that its very affectevery aspect in humans life whether its body or its soul. every childrens thathas potention from the day they born is possible to grow and can be fosteredwith religious values from an early age. if not properly fostered the period ofphysical and psychological development will be missed. this will be veryharmful to every childrens, because if the development of their religioussouls is good, they will keep it in their heart and will got an amazing values intheir future. al qur’an saids that educations is one of the effort that will leadevery human being to the way of allah swt with a thoughtfull ways, goodadvice will come with a good point of view too. educations is a thing to oneeffort or process which held with consiousness, planned well andresponsible, so that this required an educations method that fit perfectly tothe target or an educations purpose that want to be achieve. the essence ofreligious educations is the foundations of religious morality to the childrens,while teaching is to give a knowledge to the protégé. religious educationsbasically is to train (continue) rligious purity that every childs have sincetheir birth, so that wont fade into atheism or even turn into other religionexcept islam. so that need to be our concern to habituate every child to dotheir responsibility to implement religious law and to stay away from itsprohibition. keyword : educator, positif character preliminaryessentially educations has a very important role in the development of the nations andstates, this is in the accordance with national educational objectives listed in law no.20of 2003: jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 329 “national education to its function is to develop every abilities and form thecharacter and civilizations of dignity in order to educate the life of thenations, aims to develop every potential learners to become a person whohave faith and be cautious to god, be noble, healthy, creative, independent ,and become a good democrative citizens that have responsibilities”.as we know, the influence of various television shows and free internet networkseverywhere become one of the things that causing the destructions of morality andindividual character.according to megawati (2003), every children will grow into a characteristic person ifthey grow in a characteristic environment, so that the destiny of every children whichborn with purity can be develop optimally. considering the children environment is notonly the family environment which ic micro, so that every parts either family, school,neighborhood contribute to the development of every children. in other words, creatingthe next generations of a good characteristic citizens is our responsibilities. this paperis discussing the way of every educators on creating and building positive characterthrough islam religious educations.to realizing the purpose of the education this needed the cooperation from every parts,include the government, educators, educational personnel, student, and even thesociety. it is very important to affect the ongoing process of education is the level ofdiscipline of educators and the learners. according to suparlan (2008: 71) an educationhas three main components of teachers, students and curriculum. those threecomponents can not be separated and all those components are around the schoolenvironment so that teaching and learning activities can be run as desired.the process of the education is not always can be be held by parents, so the help fromother people or institutions is necessary to handle the educations issues, such as school,moslem school, religious school and other kind of educations to teach every educationsand to develop every potentiont thar every person has it.ra idaman is one of the paud (early childhood education program) which is in theregion at kecamatan citamiang. ra idaman is llocated at jl. pramuka. gg paramsya no.2. kelurahan cikondang kecamatan citamiang. sukabumi, learning and teachingactivities mostly use islamic learning methods. with learning the education of islam inchildrens its expected to form a children with akhlakul karimah. ra idaman have avision that related to a children character building which is in realization early learningchildren that sholeh, smart, healthy, and creative with the basicof imtac and imtek. theoretical study paud (early childhood education program)according to uuspn no. 20 of 2003 aricle 1 paragraph 14 paud (early childhoodeducation program), early childhood educations is a counseling effort aimed at childrenfrom birth age to six years of age through the provision of educational stimulation toassist physical and spiritual growth and development in order for the child to be readyin entering a further education. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 330 according to uuspn no 20 of 2003 article 28 paragraph 3 said that early childhoodeducation program can be held through 1) formal education path in the form ofkindergarten (tk) or raudhatul atdfal (ra), is using a program for children aged 4-6years, 2) non formal education path in the form child care park (tpa), is using theprogram for children aged 0-6 years and play groups (kb)is using the program for children aged 2-6 years, 3) informal education path (family).at an early aged the child experiences a golden age which is the time when the childrenbegin to be sensitive to receive various stimulations. the sensitivity period in everychildren is very different, along with the rate of growth and development of the childindividually. every aspects of early childhood development consist with aspect ofcognitive developmen, aspects of physical development, aspects of languagedevelopment, and aspects of socioemotional development.yuliani nurani sujono (2009: 10) based on psychological and educational sciencereview, early childhood is a basic time period or a foundation for growth and thedevelopment of the children itself. what the children receive in their early life, such asfood, drink, and stimulations from their environment contributes tremendously to theirgrowht and their development in those days and has a major impact on subsequentgrowth and development.yuliani nurani sujono (2009:42-43) the purpose of early childhood education is : a. in order to make children believe in the existence of god and the able to worship andlove each other. b. in order to make child maintain their body skill include rough motoric movementand soft motoric, and capable to receive any sensoric stimulations c. children are able to use a language for passive language understanding and cancommunicate effectively so that it can be useful for thinking and learning. d. children are able to think logically, critically, giving reasons, solve problems andfound casualities. e. children are able to discover nature environment, social environment, society actand they can respect social and cultural diversity and be able to develop positive selfconcept and self control. f. children have sesitivity to rhythm, tone, sounds, and appriciate creative work.the general priciples of early childhoog education are : a. oriented on children necessity, which is learning activities in children should alwaysbe oriented to the childrens necessity, early childhood is needed the effort ofeducation to achieve the optimalisation of every physical and psychological(intelektuality, language, motoric, and socioemotional). b. learning through playing, which playing is a learning tool for early childhood,through playing childrens are invited to explore, finding, utilizing, and takingconclusion on every object around them. c. using the condusive environment, which is the environmet that need to be created insuch a way so its interesting and fun with considering about the safety and comfortthat can support learning activities through playing. d. using integrared learning, that is learning early childhood must use the conceptintegrated learning through theme, the theme need to be interesting and can raise up jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 331 children interest and its contextual. this thing is mean to the children are able torecognize various concept easily and clearly so that learning becomes much moreeasier and meaningful for children. e. developing skills, which is developing skills can be done through various habituationprocesses, it is intended to make children help themselves, independent andresponsible and have self-discipline. f. using various educative media and learning resources, which is media and learningresources can comes from the natural environment around or the materials that areprepared by the educators. g. using various educative media and learning resources, that is learning for early childhood should be done gradually, starting from a simple concept and close to thechildren, so that concept can be controlled properly the teacher should be present arepetitive activities. educator competencein uuspn no. 20 of 2003 article 42 paragraph 1 says that educators must haveminimum qualifications and certification in accordance with the level of authority ofteach, healthy physically and spiritually, and has the ability to realize the goals ofnational educations. from the above descriptions conclude that to be an educator thefirst stage is need to require minimum qualification (teacher or general educationbackground and have teaching deed), after the educators complete the qualifications,then the educators must have the competence to teach.in uuspn no 14/2005 about teachers and lecturers, professional educators with themain task of educating, teaching, guiding, directing, training, assessing, and evaluatinglearner in early childhood educations, formal educations path, primary and secondaryeducation.trianto (2006: 62), competence means abilities, skills, and skills possessed by a personwith regard to his job or profession.to achieve good result on a series of educational and learning activities, a teacher isrequired to have a certain qualification called as a competences.in uuspn no. 14 of 2005 chapter iv chapter 10, an educator or a teacher must havefour competencies, namely professional competence, pedagogic competence,personality competence, and social competence. 1. professional competenceprofessional competence is a set of capabilities mastery of subject matter widely anddeeply in carrying out teaching tasks. according to gumelar dahyat (2002: 127) refersto the opinions of sian institute for teacher education, to become a professionalteacher is required :a. understands and enjoy the world of education and supported by professionalcompetence.b. adjust a good teaching principles and have a high commitment to education. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 332 c. have a good working motivation so that can improve the teachers teachingperformance and learning process.d. being patient and act as a role model for their student, both in saying and behaving.e. has many roles so that to create effective learning condition and conducive schoolatmosphere.f. following every communication technology development and information foreducation.g. has an obvious educational programs and directed according to the curriculum.h. has a noble character and has a polite personality and has a responsibilities. 2. pedagogic competencepedagogic competence is an abilities to maintaining the learning process of the students(learning maintenance). this competence can be seen from the ability of planninglearning program, ability to do interaction or maintain learning process, and ability todo assessment. the teachers ability in the students learning maintenance involve :a. understanding of insight or educational foundationeducators must have a scientific education background so that they have academic andintellectual skill. reffering to subject based management system (subject), teachershould have a suitability between scientific background with the leading subjects.beside that, the teachers must have knowledge and experience to held the learningprocess inside the class. auntentically both of those things can be proved with theacademic certificate and teaching skill certificate (deed of teaching) from thegovernment accredited institutionsb. understanding to studentthe educator must have an understanding aspect to child psychological development,so that they can decide what kind of approach that need to do to their students. theteacher can lead the kids through their hard times on their age. beside that, theeducator must have a good knowledge and understatement to the child personalbackground, so that they can identify every problems that the child is having anddetermine the solutions and the right aproaches.c. curriculum/silabus developmentthe educator must have abilities to developing national education curriculum that beencustomized with the spesific condition of school environment.d. learning designthe educator must have learning design system that using required resource. all thelearning activities from the beginning until finish should be planned strategically,including the problem anticipation that possibly arise from the planned scenario.e. implementation of educational and dialogical learningthe edust need to create a creative, active, and fun learning situation for children. givinga huge spaces for them to explore their potention and their abilities so that can betrained and develop.f. utilizations of learning technology jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 333 on learning accomplishment, teachers need to use t echnology as a media. organizinglearning material and administrating with the information technology. makes thechildren interact to using technology.g. the evaluation of learning resultthe educators must have abilities to evaluate the learning result than can be doneinclude planning, children response, chlidrens learning result, methods and aproaches.for having the evaluation the educators must plan the right assessment, do the rightscale, and making conclusion and the accurate solutions.h. student development to actulisation every potention that they havethe educator must have abilitiies to lead the childrens, creating places for children toknowing their potention and train them to actualization the potention their having. oneof the attempt that can be done is to develop that abilities is with having a class actresearch. class act research, based on planning and solution over the issues that thechildren are having while learning. so that the learning result will increasing theteachers planned program can be achieve. 3. personality competencesthe educator have an assignmenr to teach, need a personality competences that will bevery infected to their student development success. a good personality from a teacherwill give a good example to the student as well as the society, so that the teacher willshown as a good eminent figure whether their saying, attitude even their action.teacher personality is an important factor for the student learning success.according to risang melati (2012, 22), personality competences that managed well bythe educator is a great personal abilities, noble attitude, wise, authoritative and be rolemodels for their students. remebering that early childhood development learn fromwhat they see, hear, and they experienced or in other words is learning by doing, anearly chilhood teachers are should be have a strong character and good morality. theeducator must adjust their attitudes and behaviors that are in accordance with thenorm. whether conscious or not, childrens will do everything we do, lets say oneveryday activities, educator always throwing garbage to its place, so did the childrenswill do it too. 4. social competencesaccording to risang melati (2012: 23), social competences is an educator ability tocommunicate and interact effectively dan that good efficientcy with the student norwith the society. an educator need to be associate well mannered with every other partslike its saying above, the purpose is to maintain a good relationship and solid, thoserelationship will be very useful for every part of it. discussion positive character building on early childhood through the learning of islam religionaccording to uuspn no 20 of 2003 paragraph 28, early childhood educations (paud) isone of the coaching effort intended for children from birth to six year which is jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 334 conducted through the stimulation of education to helping the growth and thedevelopment of physical and spiritual so that the children will have readiness to enterfurther education.childrens is like the oase in the middle of the desert that dry and barren. they will bringvery much happines when we thirst, provide shades when it gets hot and givinghappines when the sorrow comes. through their children all the parents rely theirhopes and dreams. with their children parents will sail through the life. and thechildren prayer will giving coolness and happiness in afterlife. all of that will be aninevitability somehow if one children having a good education, so that it will be veryhelpful for their parents, environment, society, and the nation.children education is a very important thing that need to be given by all the parents totheir son and daughter. children is a future miniature of a nation. it is therefore notsurpirising that every parents are competing to provide the best education fo theirchildrens. a high quality school or educational institutions becomes a reference indetermining the educational goals of their children. not less important is the moraleducation, character, or moral that must be given to every child. because eventhough achild has a good academic skills even genius, but if not accompanied by a good moralityhandling and a good certain of morality surely it wont have any balance. it could be atotal fatality whenever they grown up.in middle of era where information that very much easy to get, sure we need to fortifyour child with a right moral education. the parental example need to be put forward,because on early ages, children imitating act is very dominant. parental advisory inmorality character and attitude building has a huge impact. the exemplary of bothparents in speaking, and behavior attitude can be an obvious example for their sons anddaughters. more attention from all parents to their child movement and activities isnecessary, moreover these days lots of television shows that are too much if theres nocontrols from parents can be a bad influences to the children development. startingfrom the cartoon shows, soap opera, variety shows, mistycal shows which is oftenloaded with contra productive issues through the childrens education, evetually its hasa huge potention to ruin our childs attitude. not to mention the association and lifestyle, the existence of porn video is a serious issues nowadays, if we really pay attentionto it, its really terrible.and remember when luqman said to his son when he taught him a lesson, “my sondon’t ever try to associate allah, because if you try to do it to allah it is a very hugeruthlessness” (qs luqman :13).from these verse we can taking conclusion that, first parent is responsibility to givetheir child a good education, second while we teach the basic priority scales and thefoundation on building a sholeh character on our children. when we try to educating weshould use kind of affection approaches, this thing we need to considered and luqmanhail to his childrens, “yaa bunayya” (oh mychildrens). these kind of calls implies anexpression full of affection, kind of soft touches in educating children. beautiful andsoothing at the same time. “bunayya” word contains intimate feeling, softness and jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 335 itimacy, but still in an assertiveness and discipline way and not to mention taught withharsh feeling.we are leaving and building a cruel and rough-hearted child if we try to educatechildrens with harsh way. violence will leaves marks in children, and it will makes theirkindness dissappeared with harsh and brutal education. childrens personalities becamemuch tougher, their mind and soul will stays without any kinndness. softness, kindnesson teahing children is on of al quran concept, no matter what kind of education theyhaving every kind of education need contain softness and kindness. so are in theeducation priority is to educate the moral education first, of course with a tender andloving way. so that the children will feel the affection, softness, and feel safe wheneverthey get close to their parent.according to islam religion education there is three important thins that need to begiven to early childhood:a. faith educationislam is putting morality is the basic things, such as the pilar of faith the pilar of islamwhich at the same time as a key that distinguishes between muslims an non muslims.b. education of worshipin islam the order of worship has been arranged as good as possible by not violatinghuman nature citror, and the aplication should be as early as possible. this been doneso someday they will grow into a very pious person, that is obedient to carry out all thecommandments of allah and all the messengers and obey the rules to tay away fro theprohibitions.c. morality educationto reach the true islam perfection, moral is the main foundation that need torealization. to realization this thing is listed in al quran and hadits of the prophet.once rassulullah says “every each of you is a leader and one day it will be asking allresponsibility” (this hadits is narrated by al imam bukhari and al imam muslim).for that we cant say no, a teacher or a parent need to knows every each thing that thetaught to the children must be accordance with the guidance of the mankind,rassulullah muhammad saw. conclusioncharacter as an innate trait that affect behavior, manners, character andterminologically character is a psychological issues, moraility or character itscharacterizes to a person or group of peoples, which need to be nurtured and developedas early as possible.it is not easy to form a good character of the children, so that the educators role need tounderstands things that can inhibit the development childrens character and shouldhave a way to build childrens positive character that contains islam education learning, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 336 this ting can realized one of them with the intervention of educators who has anycompetences in their field.it is hoped that one of the goals of education can be ralized so that indonesia in thefuture will be fulfilled by children with positive character who can buid indonesia into anation that is appreciated and equal with developed country in the world. bibliographyakhyadi, a. s., & mulyono, d. (2018). program parenting dalam meningkatkankualitas pendidikan keluarga. abdimas siliwangi, 1(1), 1-8.amri, sofan (2011) implementation of character education in learning. jakarta: ptpestasi pustakaryaarikunto, s (2006) research procedures a practice approach. revised edition vi.thirteenth print. jakarta: pt asdi mahasatya.hurlock, e.b (1980) developmental psychology:an approach along the range of life. fifth edition. jakarta: pt erlangga.jasmine, risang (2012) succes tips to become a preferred paud teacher. yogyakarta:pt araska pinang merah residence.marliah, m., & kartika, p. (2018). kontribusi komunitas hayu maca dalammeningkatkan pendidikan karakter anak usia dini di kotacimahi. comm-edu (community education journal), 1(3).megawati, ratna (2003) character education to build civil society. ippk indonesianheritage foundation.nurhayati, sri (2012) fundamentals of making and developing educational gameequipment. cimahi: course module.nurani, yuliani (2009) basic concepts of early chilhood education. jakarta: pt index.sadulloh, uyoh, and collagues (2009) education media: understanding, developmentand utilization. jakarta: pt raja grafindo persada.suyanto, s (2005) the basics of early chilhood education. yogyakarta: hikayatpublishing.yasmin, mh and sanan, sj (2010) early chilhood education guidance. first print.jakarta: gaung persada press.http://belajar.psikologi.com/aspek-aspek-perkembangan-anak-usia-dini (20 desember2012)http://ebekunt.wordpress.com/konsep-konsep-dasar-pendidikan-anak-usia-dini (30juni 2010) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 343 competence improvement of polri educators through spreading training (case study at the cisarua state police school, west java regional police) mamay sumarna ikip siliwangi bahmamay@gmail.com abstract the development of science and technology today demands changes and a better and more mature working mechanism in anticipating every challenge in the community. this also applies to the indonesian national police. therefore, competencies and abilities must always be developed and improved. therefore, the cisarua national police school (spn), west java regional police is trying to develop various competencies needed to address the challenges and needs of the community. not only for students but also for educators at the cisarua national police, west java regional police, through a refresher training program. the theoretical basis used for this theory is the theory of education outside of school, theory of education and training. the method used in this research is descriptive qualitative with the instrument of interview guidance, documentation study and observation. the results of this study found that the refresher training planning was carried out by identifying the needs and availability of available resources, the implementation of refresher training using a humanist approach, demontrative methods and practice where police educators at the cisarua national police in west java regional police are expected to be able to follow the program to be able to provide direction and understanding the competence and capability of the indonesian national police in the community, while the evaluation in this activity was carried out to be able to provide feedback in the implementation of future activities. the obstacles encountered were not directly seen to have a significant impact, however, there were several obstacles, namely learning methods that needed to be strengthened, instruments and learning media that needed to be developed in order to answer the needs of the trainees. the general conclusion of this study is the refresher training in the cisarua nes, west java regional police, has provided an opportunity to develop, improve and maintain the competence of the teaching staff at the cisarua national police in west java regional police. keywords: refresher training, community education preliminary the need for mastery of science and technology in the present is increasingly felt along with the increasingly widespread and increasingly rational human relations in the global order of society. this phenomenon can at least be approached from the tendency of three important elements, namely; (1) individuals increasingly need insight and mailto:bahmamay@gmail.com jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 344 mastery of new or additional skills for the creation of workplace demands. (2) business organizations and social organizations deem it necessary and urgent to have human resources capable of developing reliable operating strategies in an increasingly competitive business climate and (3) organizations are very interested in promoting social welfare through developing human potential in the micro sphere organization. education today has become an inseparable part of the life of every society, nation and state. education contributes significantly to the welfare and progress of the nation. this after undp (united nation for development program) began to develop human development index standards that were developed and reported annually. this is the main basis for the development of education as a means of building the life of the nation. indonesia in 2015 was ranked 113th out of 188 countries. far below singapore, which gets 5th and malaysia ranked 59th. this shows that indonesia's development needs to be improved and added back in order to support the achievement of indonesia's vision of indonesia's future independence, especially in improving people's welfare. in some concepts, education is not only related to basic education, but is related to various institutions that are directly related to the character of life and supporting the stability of indonesian life. the indonesian national police, as one of the tools of the state in supporting the creation of security and political stability in the country, is at the forefront of building a better indonesian nation in the future. therefore, the national police education institutions also strive to continue to create various educational innovations that aim to improve the quality of the indonesian police's services as a protector and protector of the professional community. such conditions certainly have an impact not only on efforts to improve police services to the community, but also because of the emergence of challenges for the national police to act as bodyguards because the police are government officials who are in contact with the community 24 hours a day. the success of the indonesian people in their efforts to improve democratic principles, guarantee freedom, and protect human rights will be largely determined by the practice of carrying out the tasks of the national police in the field (siregar, 2017). so that with this challenge the task of the national police needs members who are always ready to face the challenges of society in the future. one of the programs implemented in the education program at the national police is refresher training carried out for polri instructors at the cisarua national police school (polda) of west java. education and training are two parts that are an integral part even though in principle they have very close similarities. sondang p. siagian (1983: 180) gives an understanding of both terms, education is the whole process, technique and method of teaching in order to divert something knowledge from someone to another person with a predetermined standard. while training is also the process of teaching and learning by using certain techniques and methods. thus, education and training have similar similarities, both of which have outcomes in the form of increased knowledge for participants. refresher training is one of the routine activities carried out by the cisarua state police school of west java regional police in order to prepare instructors to deal with a new education process involving several new participants, so that instructors can always develop and move according to their main tasks and functions in order to support jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 345 development the potential of the national police program training students held at the cisarua state police school, west java regional police. theoretical study a. education and training in general, the purpose of an education and training program that is carried out is directed to increase the effectiveness and efficiency of the company and to bridge the gap between the existing knowledge, skills and attitudes of employees and expected both now and in the future tailored to individual needs and corporate needs . according to handoko (1995: 103) there are 2 (two) main objectives of the training program, namely: "first, training and development are carried out to close the" gap "between the skills or ability of employees with job requests. second, these programs are expected to improve the efficiency and effectiveness of employee work in achieving the work targets that have been set. " the purpose of education and training is a benchmark of the success or failure of the education process carried out by the company. the purpose of education and training can be used as a basis and guidance for the preparation of educational programs, in the implementation and in supervision and evaluation of success. this shows that the purpose of education and training is to be able to meet the interests of organizations and individuals. b. the concept of education outside school phillips h. coombs (1973: 98), revealed that education outside of school is any organized educational activity that is held outside the formal system, either alone or as part of a broad activity, which is intended to provide services to certain students in order achieve learning goals. one of the theoretical basis for the existence of pls is the theory presented by philips h. coombs (1973: 10), none of the educational institutions: formal, informal or non-formal who are able to independently fulfill all essential minimum learning needs. on the basis of the above theory it can be argued that the existence of education is not only important for a small number of people but absolutely necessary for the weak community (who are unable to enter their children into school education institutions) in an effort to equalize learning opportunities, improve the quality of learning outcomes and achieve goals learning that is to educate the life of the nation. the description above is enough to be used as an illustration that pls is an educational institution that is oriented to how to place human position, dignity and dignity as beings who have the will, hope, ideals and mind. public awareness of education not only in urban areas, but also in rural areas. this awareness arises mainly due to economic development, advances in science and technology and political development. awareness also grows in someone who feels depressed due to ignorance, backwardness or defeat of the world social competition that requires a certain skill and expertise. on the basis of this awareness and need so that there are forms of educational activities that are both schooling and out of school. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 346 c. pelatihan penyegaran di lingkungan polri refresher training is intended as one of the training activities carried out to maintain the quality of the instructor's competence in the state police school (spn), including the cisarua spn in west java regional police. article 35 paragraph 3 letter (a) in the national police regulation no. 14 of 2015 concerning the national police education system, states that gadik is a professional person in charge of planning, implementing the learning process and assessing learning outcomes at stukpa, pusdik, sebasa, sepolwan and spn. thus, the role of educators in the cisarua spn, the west java regional police has a clear and clear specificity in order to build the character and competence of existing non-commissioned candidates. in article 36 of the chief of police regulation number 14 of 2015, it is stated that the requirements of educators within the national police are a) having academic qualifications, having educator competence, having educator certification and being physically and mentally healthy. furthermore, in this article it is explained that educator competence includes pedagogic competence, professional competence, personality competence and social competence. research method this research is a descriptive study with a qualitative approach. sampling or data sources in this study were conducted in a purposive manner and for the sample size determined by snowball, collection techniques with triangulation (combined), data analysis was qualitative. the object of this study were 5 instructors, 3 students of education at the cisarua state police school, west java regional police and 1 leader who was directly involved in education and training programs conducted at the cisarua national police school, west java regional police. discussion 1. planning refresher training for educators at the cisarua national police school (spn), west java regional police. human resources are the main elements of the organization compared to other elements such as capital, technology, and money because humans themselves control others. talking about human resources cannot be separated from other management activities or processes such as planning strategies, management development and organizational development. the connection between management aspects is so tight that it is difficult for us to avoid talking separately from each other. therefore, cisarua spn west java regional police seeks to develop the capacity of human resources, by preparing educators within the cisarua spn, west java regional police. human resource management is not only focused on the activities of selection, placement, remuneration, training, transfer, promotion and various other actions, the focus of which is on the interests of the work organization. the main task of resource management often only strives for personnel to work effectively. in the broad sense, the development of human resources mainly includes education and training, improvement of human health, refreshing in organizations, and scientific meetings such as seminars, symposiums need to be improved. even in its implementation, cisarua national police, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 347 west java regional police developed training related to improving the capacity of teaching staff, with demonstration programs carried out on an ongoing basis. concrete characteristics of training programs in improving the quality of personnel performance are always evolving, because the needs of work organizations and society are always changing. the potential strengths that can cause change are interrelated. hr training and development is a necessity for the organization, because the placement of employees directly in the work does not guarantee they will succeed. new employees often often feel uncertain about their roles and responsibilities. job demand and employee capacity must be balanced through training and training programs. both are very needed. once employees have been trained and have mastered their work, they need further development to prepare their responsibilities in the future. there is a trend that continues to occur, namely the increasingly diverse challenges of the indonesian national police's work with organizations that are flatter, and increasing global competition, training and development efforts can cause employees to develop their duties and responsibilities. so that the ability of individuals as well as their ability to work in groups must develop in harmony and harmony, to provide optimal services for the development of the professionalism of the national police in the future. 2. implementation of refresher training for educators at the cisarua national police school (spn), west java regional police. the demands of future community needs are characterized by the dominance of communication technology, most of the work lies in the service and information sector. information is power and power in the post-modern era. the world is struggling in a transition to a service economy. communication technology eliminates time and space limits. information exchange among the world's population is fast in large numbers. humans must react quickly, even though the alternatives available are very diverse. because of the extent of change that occurs in all aspects of our lives affected by family, work, education, recreation, and even diverse lives. this is also one of the main considerations in the process of conducting refresher training for cisarua national police national police force teaching staff in the west java regional police force (spn), west java regional police. humans are said to be psychologically healthy if they can provide the right reaction to their environment, if they can adjust well, having the ability to adapt gives the impression that they are able to understand and control the environment. so people who are mature or pay attention to the quality of high performance not only have the ability and knowledge to do the task, but also have a sense of confidence in themselves and feel good from what they do. able to make all changes because one of the characteristics of life is change. those who do not follow the changing times will only be conservative human beings and hinder progress. personnel who have high quality performance will be more sensitive (sensitive) to values that are spiritual or spiritual, personality growth does not deviate from the norm. maturity and competency for every polri educator or polri instructor involved in the training process for refreshering polri educators on the cisarua national police station, west java regional police, is one of the main focuses in building the quality of police services in the future, by doing the maximum possible teaching rules and stages, will produce good student results. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 348 refresher training for police officers can help to be more competent to do their work as educators in the police environment, and will increase their own productivity and agency productivity, especially the cisarua spn west java regional police. this has become the main foundation in preparing the competence of polri educators, therefore education educators of bintara polri must have adequate integrity in preparing the education process at cisarua national police, west java regional police. 3. results of refresher training on educators at the cisarua national police school (spn), west java regional police. refresher training in order to improve the capacity of the national police teaching staff at the cisarua national police, west java regional police force has succeeded in increasing the capacity of the national police teaching staff in preparation to become educators in the education and formation of national police commissioners who will be held for 7 months starting from 7 august 2018 to dated march 4, 2019. the results obtained by the participants in the training of the cisarua national police national police in west java regional police from following the refresher training of national police officers are as follows: a. knowing the position of polri teaching staff as professional personnel who aim to realize the educational goals of the national police so that they must strive to become professional educators. b. understanding the task as an educator must carry out planning before learning, carry out learning and evaluate learning outcomes, and must understand the administration of learning such as syllabi, learning design and others. c. understanding the function of educators must strive to improve the dignity and role of educators as agents of learning, carrying out knowledge, technology and skills. d. knowing the role of educators as learning resources, facilitators, managers, demonstrators, mentors, motivators and evaluators, and understanding when teaching the national police education participants must play a source of learning or mastering the material, as a facilitator by providing services and facilitating the learning process, as manager namely creating a comfortable learning atmosphere, as demonstrator that is demonstrating learning so that students are more knowledgeable, as mentors that is guiding students to achieve the expected competencies, as a motivator that is fostering learning intentions and as an evaluator that is collecting learning success data. e. knowing the capabilities that must be owned by educators is to have pedagogic competence, personal competence, social competence and professional competence. and understanding the abilities that must be possessed are the skills of managing classes and teaching techniques, having personalities as role models, being able to communicate epically, and mastering the material being taught. f. knowing that a gadik in police education must master the vision, mission, educational goals, understand students, be able to develop curricula, develop teaching materials, do learning design, be able to manage classes, carry out a comfortable learning process, utilize existing technology, carry out evaluation results learn, develop students to actualize their potential, be able to communicate effectively and politely, improve reflective actions to improve quality and understand guidance and counseling. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 349 g. understanding that educators must have a personality that is noble, mature, demonstrates high responsibility and work ethic, exemplary and exemplary, and understanding a gadik must have a noble, authoritative personality, good moral attitude, honest behavior, confidence and develop themselves independently and professionally, and act according to norms and present themselves as honest, noble, and exemplary individuals for students. 4. obstacles experienced in conducting refresher training on teaching staff at the cisarua national police school (spn), west java regional police. refresher training is part of lifelong learning. the purpose and existence of refresher training differs from one institution to another. but in the end the objectives of the institution related to the training are closely related to how effectiveness in achieving goals. if everyone has the same order to achieve the goal, ultimately the achievement of this goal is highly dependent on the existence of managers who specifically have a specific task in planning, organizing and evaluating each agency's activities in an effort to achieve goals. therefore, in the process of refresher training for polri instructors at the cisarua national police, the west java regional police headquarters is an important part in building the performance of police institutions in the future. obstacles found in the implementation of the training program for refresherment of national police officers at the cisarua national police force in jabar police are composed of internal barriers and external barriers, and the obstacles include the following: a. internally, there is a limitation on the ability of trainee refresher educators in the use of digital technology that will interfere with the learning process. on the other hand, there is also a tendency for trainees to adapt to slow, which is related to the background of relatively new experiences (percentage of around 15%). b. externally is the existence of policies concerning structural position status that concurrently serve as instructors or educators in the training of refresher educators who are seen as disrupting the smooth implementation of refresher training. conclusion based on the results of the study, the following conclusions were found: a. planning a refresher training program for educators at the cisarua national police school (spn), west java regional police the results of a research plan for refresher training on educators at the cisarua national police in west java regional police showed that the refresher training organizers had basically carried out the planning process systematically by carrying out the stages of planning activities that resulted in training programs. these steps are taken in accordance with the principles of planning management in line with the refresher training guide items set out in the national police regulation no. 19 of 2010 concerning training of the national police of the republic of indonesia, with the results of the planning in the form of an exercise program program which is a reference or direction in the implementation of refresher training on teaching staff at the cisarua national police in west java regional police. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 350 b. refresher training was held for educators at the cisarua national police school (spn), west java regional police the research data provides clues that the implementation of the training program for refresher educators at the cisarua national police in west java regional police is seen as an out-of-school learning program / penmas which has provided additional input to the knowledge, understanding and skills of trainees. the refresher training is carried out in a scheduled manner which is carried out in a disciplined manner, followed by scheduled trainees and trainers / instructors. the research process uses an andragogy approach by using participation learning theory in accordance with the concept conceptualized adult education (know loase) which begins with the learning climate approach stage, learning organization, participatory learning interaction and training evaluation system based on the andragogy concept, and in refresher training. there was found active participation from participants, especially in the use of discussion and case resolution methods. c. the results of refresher training on teaching staff at the cisarua national police school (spn), west java regional police the results of the training of refresher educators at the cisarua national police in west java regional police showed that there was a general tendency of trainees to have significant changes from the initial conditions (pree test) to new conditions (post test). this was evident from the learning outcomes "by process and by product" which means that participants show an increase in ability as an educator / instructor even though the conditions are still varied but generally the results are good, this is the result of the analysis of the pree test and post test. d. obstacles experienced in the refresher training implementation for educators at the cisarua state police school, west java regional police while there was a tendency to success but in the refresher training of educators at the cisarua spn, the west java regional police also found internal and external barriers, such as : 1) internally, there is a limitation on the ability of trainee refresher educators in the use of digital technology that will interfere with the learning process. on the other hand, there is also a tendency for trainees to adapt to slow, which is related to the background of relatively new experiences (percentage of around 15%). 2) externally is the existence of policies concerning structural position status that concurrently serve as instructors or educators in the training of refresher educators who are seen as disrupting the smooth implementation of refresher training. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 351 bibliography ardiwinata, j. s., & mulyono, d. (2018). community education in the development of the community. empowerment, 7(1), 25-35. coombs. (1973), attacking rural poverty: how nonformal education can help,. ibrd, john hopkins university press, baltimore. handoko, t. hani.(1995). manajemen personalia dan sumber daya manusia. yogyakarta: bpfe. mulyono, d. (2017). menegaskan karakter pendidikan nonformal. empowerment, 1(1). siagian, s. p. (2009). kiat meningkatkan produktivitas kerja. jakarta: rineka cipta. siregar, s. a. (2017). polisi sipil dalam reformasi polri: upaya dan dilema antara penegakkan ham dan fungsi kepolisian. jurnal penelitian politik, volume 14 no. 2, 145-160. sudjana, d (2000). manajemen program pendidikan untuk pendidikan luar sekolah dan pengembangan sumberdaya manusia. bandung : falah produktions sudjana,d (2004), pendidikan luar sekolah. bandung : falah produktion. thoha, miftah. 1997. dimensi-dimensi prima ilmu administrasi negara. jakarta: pt. grafindo pustaka persada,akses : ejournal ilmu pemerintahan, 2016, 4 (4): 1603. 1614 issn 0000-0000, ejournal.ip.fisip-unmul.ac.id, novi widiastuti, m. p. (2018). peran lembaga kursus dan pelatihan menjahit dalam memperkuat manajemen pemberdayaan masyarakat di desa padalarang. comm-edu (community education journal), 1(2), 30-35. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 105 studi efektivitas pembelajaran paud berbasis tematik sebuah studi kasus di paud seatap margaluyu kecamatan cipatat kabupaten bandung barat 1 kosim sirodjuddin, 2 neni surtini 1,2 stkip siliwangi bandung abstrak sesuai dengan amanat uu no. 20 tahun 2003 tentang sisdiknas pasal 26 ayat 3 dinyatakan bahwa pendidikan non-formal meliputi pendidikan kecakapan hidup, pendidikan anak usia dini, pendidikan kepemudaan, pendidikan pemberdayaan perempuan, pendidikan keaksaraan, pendidikan keterampilan dan pelatihan kerja, pendidikan kesetaraan, serta pendidikan lain yang ditujukan untuk mengembangkan kemampuan peserta didik. sebagai salah satu lembaga paud yang dibangun di lingkungan sdn margaluyu kecamatan cipatat kabupaten bandung barat, paud seatap margaluyu merupakan bagian yang tidak terpisahkan dari nuansa pendidikan di sekolah tersebut terkait dengan persiapan peserta didik menuju pendidikan dasar. pengembangan pola pembelajaran berbasis tematik yang dibahas dalam kajian ini adalah sebagai salah satu upaya dalam mengembangkan pembelajaran paud seatap margaluyu yang selama ini cenderung menggunakan pola pembelajaran konvensional, di mana peserta didik lebih berperan sebagai objek pembelajaran ketimbang subjek pembelajaran. pembelajaran tematik pada dasarnya adalah model pembelajaran terpadu yang menggunakan tema untuk mengaitkan beberapa mata pelajaran sehingga dapat memberikan pengalaman bermakna kepada siswa. (depdiknas, 2006: 5). sementara trianto memaknai pembelajaran tematik sebagai pembelajaran yang dirancang berdasarkan tema-tema tertentu. dalam pembahasannya tema itu ditinjau dari berbagai mata pelajaran. pembelajaran tematik menyediakan keluasan dan kedalaman implementasi kurikulum, menawarkan kesempatan yang sangat banyak pada siswa/ peserta didik untuk memunculkan dinamika dalam pendidikan. unit yang tematik adalah epitome dari seluruh bahasa pembelajaran yang memfasilitasi siswa untuk secara produktif menjawab pertanyaan yang dimunculkan sendiri dan memuaskan rasa jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 106 ingin tahu dengan penghayatan secara alamiah tentang dunia di sekitar mereka. (2009: 78). untuk itulah dapat kami simpulkan bahwa studi kasus tentang penggunaan pola pembelajaran tematik di paud seatap margaluyu kecamatan cipatat kabupaten bandung barat sangat efektif dalam meningkatkan kemampuan peserta didik terutama secara psikomotorik. kata kunci: pendidikan non-formal, paud, pembelajaran tematik. a. pendahuluan dalam undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional disebutkan bahwa tujuan yang hendak dicapai dalam pendidikan nasional adalah sumber daya manusia indonesia yang memiliki kekuatan spiritual, keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat dan negara. mata pelajaran yang disajikan dalam setiap proses pembelajaran haruslah menyentuh ruang hati dan memberikan pengaruh yang positif kepada setiap peserta didik yang akan menggunakan kecakapan dan keahliannya dalam kehidupan yang lebih nyata dan penuh dengan tantangan. kemajuan ilmu dan teknologi, terutama teknologi informasi menyebabkan arus komunikasi menjadi cepat dan tanpa batas (unlimited). hal ini berdampak langusng pada norma kehidupan dan ekonomi setiap manusia di saat ini. termasuk para siswa yang sangat membutuhkan pendidikan yang memberikan kecakapan hidup yang sebenarnya sudah diperoleh siswa sejak dini melalui pendidikan formal di sekolah, non-formal di lembaga-lembaga tertentu maupun yang bersifat informal di lingkungan keluarga dan masyarakat sosialnya. untuk itulah guru/pendidik harus mampu menghargai setiap usaha dan hasil kerja siswa baik berupa kemampuan afektif, kognitif maupun psikomotoriknya. sebagai pendidik, guru merupakan salah satu faktor penting yang menentukan keberhasilan siswa dalam setiap upaya pendidikan. setiap adanya inovasi pendidikan khususnya dalam kurikulum dan peningkatan sumber daya manusia yang dihasilkan dari upaya pendidikan selalu bermuara kepada guru. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 107 sehingga guru/pendidik perlu menggunakan beragam metode dan media pengajaran dalam proses kegiatan belajar-mengajarnya. selain itu pula guru harus mampu berimprovisasi dengan metode dan media pembelajaran yang tepat dalam setiap mata pelajaran yang diajarkannya. secara garis besar, pendidikan di negara indonesia di klasifikasikan menjadi 3 kelompok, yakni: pendidikan formal (sd/sederajat, smp/sederajat, sma/sederajat dan perguruan tinggi), pendidikan nonformal (tk/sejenis, kursus/lembaga keterampilan terapan) dan pendidikan informal (keluarga dan lingkungan rumah tangga). mengajar bukan semata persoalan menceritakan. belajar bukanlah konsekuensi otomatis dari perenungan informasi ke dalam benak siswa. belajar memerlukan keterlibatan mental dan kerja siswa sendiri. penjelasan dan pemeragaan semata tidak akan meningkatkan hasil belajar. salah satu upaya untuk meningkatkan hasil belajar siswa secara optimal adalah pembelajaran berbasis tematik. untuk itulah, dengan melihat kondisi kekinian yang terjadi di lingkungan sekitar penulis tentang pendidikan, maka penulis mencoba untuk melakukan penelitian yang memfokuskan kepada permasalahan pendidikan anak usia dini (paud) yang saat ini jujur saja masih terdapat kesalah pahaman tentang keberadaan lembaga pendidikan non-formal ini. sehingga penulis menganggap bahwa penelitian yang dilakukannya ini sebagai sebuah kajian ilmiah yang dapat dimanfaatkan oleh siapapun yang peduli terhadap dunia pendidikan terutama pendidikan anak usia dini. dengan segenap keyakinan, penulis memberi judul tulisannya ini: ”studi efektivias pembelajaran paud berbasis tematik” (sebuah studi kasus di paud seatap margaluyu kecamatan cipatat kabupaten bandung barat) b. kajian teori dan metode yang dimaksud dengan studi efektivitas adalah sebuah kajian tentang layak dan tidaknya sesuatu terhadap rencana dan keinginan yang dicetuskan sebelumnya, baik secara konseptual maupun faktual. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 108 sementara itu pengertian pembelajaran menurut pasal 1 undangundang no. 20 tahun 2000 tentang pendidikan nasional menyebutkan bahwa pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar.jadi pembelajaran adalah proses yang disengaja yang menyebabkan siswa belajar pada suatu lingkungan belajar untuk melakukan kegiatan pada situasi tertentu. sedangkan menurut dadang sukirman dan nana juhana (2006:1) belajar adalah suatu proses kegiatan yang ditata dan diatur sedemikian rupa dengan didasarkan pada berbagai aspek baik menyangkut konsep hakikat pembelajaran, maupun ketentuan-ketentuan yuridis formal yang mengatur pelaksanaan pendidikan pada umumnya dan pembelajaran secara lebih khusus. sementara yang dimaksud pembelajaran secara umum, merupakan proses komunikatif-interaktif antara sumber belajar, guru, dan siswa yaitu saling bertukar informasi. istilah keterampilan dalam pembelajaran keterampilan diambil dari kata terampil (skillful) yang mengandung arti kecakapan melaksanakan dan menyelesaikan tugas dengan cekat, cepat dan tepat. pendidikan anak usia dini (paud) merupakan salah satu bentuk penyelenggaraan pendidikan yang menitik-beratkan pada peletakan dasar ke arah partumbuhan dan perkembangan fisik (koordinasi motorik halus dan kasar), kecerdasan (daya pikir, daya cipta, kecerdasan emosi, kecerdasan spiritual, sosio-emosional (sikap dan perilaku serta agama), bahasa dan komunikasi sesuai dengan keunikan yang dilalui oleh anak usia dini. sementara itu dalam pasal 28 ayat 1 uu nomor 20 tahun 2003 tentang sistem pendidikan nasional disebutkan bahwa pendidikan anak usia dini diselenggarakan bagi anak sejak lahir sampai dengan usia enam tahun dan bukan merupakan prasyarat untuk mengikuti pendidikan dasar. di mana secara jelas, sujiono (2009:6) menegaskan bahwa anak usia dini adalah sosok individu dengan rentang usia 0 – 8 tahun yang sedang menjalani suatu proses perkembangan dengan pesat dan fundamental bagi kehidupan selanjutnya. dia pun melanjutkan bahwa pendidikan anak usia dini pada dasarnya meliputi seluruh upaya dan tindakan yang dilakukan oleh pendidik dan jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 109 orangtua dalam proses perawatan, pengasuhan dan pendidikan pada anak dengan menciptakan aura dan lingkungan di mana anak dapat mengeksplorasi pengalaman yang memberikan kesempatan kepadanya untuk mengetahui dan memahami pengalaman belajar yang diperolehnya dari lingkungan melalui cara mengamati, meniru, dan bereksperimen yang berlangsung secara berulang-ulang dan melibatkan seluruh potensi dan kecerdasan anak. (sujiono, 2009:7). sedangkan soewarman (2007) menyebutkan bahwa pendidikan anak usia dini bukan pengajaran yang menjadi tekanan, melainkan pendidikan moral dan nilai-nilai agama, social-emosional dan kemandirian melalui kegiatan belajar pembiasaan, serta pembentukan dan pengembangan kemampuan dasar, seperti berbahasa, kognitif, psikomotorik dan estetika yang dikemas dalam program bermain sambil belajar. sebagai dasar dari semua definisi paudyang dikembangkan tersebut di atas adalah undang-undang nomor 20 tahun 2003 bab 1 pasal 1 butir 14 yang menyatakan bahwa pendidikan anak usia dini adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia 6 tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. dengan demikian jelaslah bahwa paud adalah sebuah upaya sosialisasi anak usia 0 sampai dengan 6 tahun yang dilakukan oleh orangtuanya dan masyarakat sekitarnya, dengan cara melakukan pembiasaan terhadap nilai kebaikan dan budaya yang sesuai dengan norma yang berlaku di masyarakat di mana anak tersebut tumbuh dan agama yang ditanamkan oleh orangtuanya. sehingga muncullah kesiapan anak dalam menghadapi proses pembelajaran dalam jenjang pendidikan yang sesungguhnya. secara umum, landasan paud adalah sebagai berikut: 1. landasan yuridis a. undang-undang dasar 1945 pasal 31 yang menjamin tentang hak rakyatindonesia atas diperolehnya pendidikan yang layak dan memadai serta kewajiban pemerintah yang menjamin ketersediaan pendidikan yang layak dan memadai tersebut; jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 110 b. amandemen undang-undang dasar 1945 pasal 28 b ayat 2 yang menyatakan bahwa setiap anak berhak atas kelangsungan hidup, tumbuh dan berkembang serta berhak atas perlindungan dari kekerasan dan diskriminasi. c. undang-undang nomor 23 tahun 2002 tentang perlindungan anak, khususnya pasal 9 ayat 1 yang menyebutkan bahwa setiap anak berhak memperoleh pendidikan dan pengajaran dalam rangka pengembangan pribadinya dan tingkat kecerdasannya sesuai dengan minat dan bakatnya; d. undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional pasal 28, yang menyatakan bahwa: pendidikan anak usia dini diselenggarakan sebelum jenjang pendidikan dasar, yang dapat dilalui dengan jalur formal, nonformal dan/atau informal. e. konvensi hak anak dalam world for children 2001 2. landasan filosofis dan religi: a. pendidikan merupakan suatu upaya untuk memanusiakan manusia (nguwongake uwong); b. pembentukan manusia pancasilais menjadi orientasi tujuan pendidikan dalam mewujudkan manusia indonesia seutuhnya; c. pendidikan anak usia dini pada dasarnya harus berdasarkan pada nilai-nilai filosofis dan religi yang dipegang oleh lingkungan yang berada di sekitar anak dan agama yang dianutnya; d. pendidikan anak usia dini juga harus disesuaikan dengan nilainilai yang dianut oleh lingkungan sekitar yang meliputi faktor budaya, keindahan, kesenian dan kebiasaan-kebiasaan sosial yang dapatdipertanggungjawabkan. 3. landasan keilmuan: a. sebagaimana pendapat wittrock yang menyebutkan bahwa perkembangan anak berkaitan dengan perkembangan struktur otak yang sangat penting untuk pengembangan kapasitas berpikir manusia; b. sementara pendapat jean piagetmenyebutkan bahwa anak belajar melalui interaksi dengan lingkungannya dan guru berperan sebagai fasilitator; c. sedangkan lev vigostsky meyakini pengalaman interaksi social sangat penting bagi perkembangan prosesberpikir anak, dan d. pendapat howard gardner yang menyatakan tentang kecerdasan jamak dalam perkembanganmanusia. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 111 adapun fungsi pendidikan anak usia dini (paud) adalah sebagai berikut: 1. fungsi adaptasi, yakni mengenalkan anak pada lingkungan pembelajaran dasar meski dengan cara bermain (learning by playing); 2. fungsi sosialisasi, yakni memberikan anak wawasan kemasyarakatan terutama dalam menanamkan kebersamaan (social agent); 3. fungsi pengembangan, yakni mengembangkan kecerdasan dan potensi dasar anak baik secara afektif, kognitif maupun psikomotorik, dan 4. fungsi bermain, yakni memanfaatkan waktu bermain secara efektif sehingga mendapatkan optimalisasi hasil terutama secara edukatif. sedangkan karakteristik pendidikan anak usia dini (paud) adalah: 1. berorientasi pada kebutuhan anak; 2. berpusat pada anak; 3. dilaksanakan dalam suasana bermain; 4. dilaksanakan secara bertahap dan berulang-ulang; 5. merangsang semua inderanya; 6. mengembangkan semua aspek kecerdasan; 7. merangsang munculnya kreativitas dan inovasi; 8. memanfaatkan lingkungan sebagai sumber dan media pembelajaran, dan 9. menggunakan pembelajaran tematik. sementara prinsip pembelajaran di pendidikan anak usia dini (paud) adalah sebagai berikut: 1. holistik dan terpadu 2. berbasis keilmuan 3. berorientasi pada perkembangan anak 4. berorientasi masyarakat pembelajaran tematik pembelajaran tematik merupakan strategi pembelajaran yang diterapkan bagi anak kelas awal sekolah dasar. sesuai dengan tahapan perkembangan anak, karakteristik cara anak belajar, konsep belajar dan pembelajaran bermakna, maka kegiatan pembelajaran bagi anak kelas awal sd sebaiknya dilakukan dengan pembelajaran tematik. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 112 pembelajaan tematik adalah pembelajaran tepadu yang menggunakan tema untuk mengaitkan beberapa mata pelajaran sehingga dapat memberikan pengalaman bermakna kepada siswa. tema adalah pokok pikiran atau gagasanpokok yang menjadi pokok pembicaraan (poerwadarminta, 1983). dengan tema diharapkan akan memberikan banyak keuntungan, di antaranya: 1. siswa mudah memusatkan perhatian pada suatu tema tertentu, 2. siswa mampu mempelajari pengetahuan dan mengembangkan berbagai kompetensi dasar antar matapelajaran dalam tema yang sama; 3. pemahaman terhadap materi pelajaran lebih mendalam dan berkesan; 4. kompetensi dasar dapat dikembangkan lebih baik dengan mengkaitkan matapelajaran lain dengan pengalaman pribadi siswa; 5. siswa mampu lebih merasakan manfaat dan makna belajar karena materi disajikan dalam konteks tema yang jelas; 6. siswa lebih bergairah belajar karena dapat berkomunikasi dalam situasi nyata, untuk mengembangkan suatu kemampuan dalam satu mata pelajaran sekaligus mempelajari matapelajaran lain; 7. guru dapat menghemat waktu karena mata pelajaran yang disajikan secara tematik dapat dipersiapkaan sekaligus dan diberikan dalam dua atau tiga pertemuan, waktu selebihnya dapat digunakan untuk kegiatan remedial, pemantapan, atau pengayaan. pembelajaran tematik lebih menekankan pada penerapan konsep belajar sambil melakukan sesuatu (learning by doing). oleh karena itu, guru perlu mengemas atau merancang pengalaman belajar yang akan mempengaruhi kebermaknaan belajar siswa. pengalaman belajar yang menunjukkan kaitan unsur-unsur konseptual menjadikan proses pembelajaran lebih efektif. kaitan konseptual antar mata pelajaran yang dipelajari akan membentuk skema, sehingga siswa akan memperoleh keutuhan dan kebulatan pengetahuan. selain itu, dengan penerapan pembelajaran tematik di sekolah dasar akan sangat membantu siswa, karena sesuai dengantahap perkembangannya siswa yang masih melihat segala sesuatu sebagai satu keutuhan (holistik). metode pembelajaran tematik adalah metode pembelajaran yang memadukan satu pokok bahasan ditinjau dari berbagai disiplin ilmu yang memiliki keterkaitan satu sama lain dan dikemas dalam bentuk tema-tema. dengan pembelajaran terpadu tersebut, guru berperan memadukan dan menyatukanpemahaman/wawasan siswa terhadap jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 113 sejumlah materi tanpa terkotak-kotak dengan label bidang studi tertentu. dengan meminimalkan pengotakan antar bidang studi, berarti pengetahuan-sikap-keterampilan yang diperoleh dari berbagai bidang studi tidak perlu dikemas dalam paket-paket yang saling terpisah. menurut sukayati (2004:4), landasan filosofis dari implementasipembelajaran tematik sangat dipengaruhi oleh tiga aliran filsafat yaitu: (1) progresivisme, (2) konstruktivisme, dan (3) humanisme. aliran progresivisme memandang prosespembelajaran perlu ditekankan pada pembentukan kreatifitas, pemberian sejumlah kegiatan, suasana yang alamiah (natural), dan memperhatikan pengalaman peserta didik. aliran konstruktivisme melihat pengalaman langsung peserta didik (direct experiences) sebagai kunci dalam pembelajaran. suatu pemikiran tentang pembelajaran tematik sudah dilakukan sejak konsep kurikulum 2004 mulai digulirkankan. hal ini mengacu pada hakekat perkembangan anak terutama yang sedang berada di posisi kelas awal, kalau diistilahkan kelas rendah yaitu kelas 1, 2, dan kelas 3. ciri utama dari perkembangan anak sekolah dasar/madrasah ibtidaiyah adalah pemikiran mereka masih bersifat holistik, perkembangan anak bersifat terpadu. aspek perkembangan yang satu masih terkait erat antara yang satu dengan yang lainnya dan mempengaruhi aspek perkembangan yang lain. perkembangan fisik tidak dapat dipisahkan dengan perkembangan mental, sosial dan emosional, demikian juga sebaliknya. perkembangan anak akan terpadu dengan pengalaman, kehidupan dan lingkungan kesehariannya, mulai dari lingkungan yang terdekat ke lingkungan yang semakin jauh, yaitu keluarga, sekolah, dan masyarakat. pembelajaran dengan menggunakan tema berfungsi untuk memberikan kemudahan bagi siswa dalam memahami dan mendalami konsep materi yang tergabung dalam tema serta menambah semangat karena materi yang dipelajari merupakan materi yang nyata dan bermakna serta dikenal oleh anak. pembelajaran terpadu memiliki ciri-ciri antara lain sebagai berikut: 1. berpusat pada anak; 2. memberikan pengalaman langsung pada anak; 3. pemisahan antara bidang studi/mata pelajaran dalam tidak begitu jelas; jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 114 4. menyajikan konsep dari berbagai bidangstudi/mata pelajaran dalam suatu proses pembelajaran; 5. bersifat luwes; 6. hasil pembelajaran dapat berkembang sesuai dengan minat dan kebutuhan anak. cara ini hanyalah salah satu dari sekian banyak teknik pembelajaran. masih banyak teknik lain yang dapat dipergunakan dalam membelajarkan materi yang memadukan materi dari berbagaimata pelajaran yang disatukan dalam sebuah tema gambar 1. pentingnya paud c. metode penelitian metode yang dikembangkan dalam penelitian ini adalah penelitian studi kasus (case study). dari kesimpulan pembahasan terhadap paradigma dan jenis-jenis penelitian studi kasus, dapat diketahui bahwa pada dasarnya penelitian studi kasus dapat dikelompokkan menjadi dua. yang pertama adalah adalah penelitian studi kasus yang menggunakan paradigma postpositivistik. jenis penelitian studi kasus ini lebih menekankan pada kasus sebagai obyek yang holistik sebagai fokus penelitian, seperti yang sering dijelaskan oleh stake (2005) dan creswell (2007). paud meningkatkan indeks pembangunan manusia menyiapkan anak untuk sekolah mengurangi angka mengulang memperbaiki derajat kesehatan dan gizi anak balita mengurangi angka putus sekolah mengurangi angka buta huruf muda meningkatkan mutu pendidikan mempercepat pencapaian wajib belajar jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 115 sedangkan yang lain adalah penelitian studi kasus yang menggunakan paradigma penelitian positivistik. penelitian studi kasus ini secara umum ditandai dengan penggunaan kajian literatur atau teori pada penelitiannya. jenis penelitian ini khususnyaadalah penelitian studi kasus terpancang (embedded) yang terikat pada penggunaan unit analisis, seperti yang ditunjukkan dan dijelaskan oleh yin (2003a, 2009). sebagaimana telah disebutkan sebelumnya, bahwa dalam penelitian ini menggunakan penelitian populasi, karena jumlah sampel dan populasinya kurang dari 100, sebagaimana diungkapkan oleh suharsimi arikunto (2006:134). sehingga jumlah objek penelitian yang dilakukan oleh penulis berjumlah15 orang (9 orang perempuan dan 6 orang lakilaki). adapun tempat pelaksanaannya adalah di paud seatap margaluyu kecamatan cipatat kabupaten bandung barat. dengan perencanaan penelitian yang skematis dan sistematis serta dengan instrument dan alat ukur yang jelas, maka diharapkan hipotesis penelitian yang telah ditentukan dapat tercapai. dalam hal ini hipotesis penelitian adalah adanya efektivitas pembelajarandi paud seatap margaluyu kecamatan cipatat kabupaten bandung barat, sebagaimana berikut ini: 1. pembelajaran paud yang berbasis tematik adalah pembelajaran yang efektif dan praktis; 2. pembelajaran berbasis tematik di paud seatap margaluyu kecamatan cipatat lebih banyak melibatkan siswa sebagai subjek aktif proses pembelajaran; dalam kaitan penelitian yang dilakukannya, penulis merumuskan prosedur penelitian sebagai berikut: 1. kasus yang diteliti adalah efektivitas proses pembelajaran berbasis tematik di paud seatap margaluyu kecamatan cipatat kabupaten bandung barat yang melibatkan 15 orang peserta didik; 2. data yang diolah berasal dari observasi lapangan yang dilakukan penulis di dalam proses pembelajaran di paud tersebut, kemudian wawancara terhadap orangtua/wali siswa dan melakukan kajian teoritis tentang pembelajaran berbasis tematik dari berbagai sumber referensi; 3. setelah data yang dibutuhkan terkumpul, maka selanjutnya dilakukan analisis data dengan melakukan ‘pencocokkan’ terhadap berbagai aspek yang diteliti dan sumber data yang ada; jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 116 4. untuk lebih menguatkan proses penelitian yang dilakukannya, terutama dalam mendapatkan kesempurnaan hasil analisisdata yang dilakukan selama penelitian, peneliti melakukan perbaikan (refinement) dan penguatan (reinforcement) dengan melakukan pemeriksaan ulang (re-checking) hasil analisis data; 5. sebagai tindakan akhir dari penelitian yang dilakukannya, penulis menyusun pelaporan hasil penelitiannya berupa skripsi tentang studi kasus efektivitas pembelajaran berbasis tematik di paud seatap margaluyu kecamatan cipatat kabupaten bandung barat. d. hasil dan pembahasan berdasarkan definisi konsensus knowles dalam mappa (1994: 12) pembelajaran merupakan suatu proses di dalam mana perilaku diubah, dibenarkan atau dikendalikan. sementara itu abdulhak (2000: 25) menjelaskan bahwa proses pembelajaran adalah interaksi edukatif antara peserta didik dengan komponen-komponenpembelajaran lainnya. pembelajaran di kelompok bermain jelas sangat berbeda dengan di sekolah, dimana pembelajaran dilakukan dalam suasana bermain yang menyenangkan. indikator yang digunakan untuk menilai efektivitas pembelajaran berbasis tematik di paud seatap margaluyu kecamatan cipatat kabupaten bandung barat adalah dengan mengamati aktivitas proses belajar-mengajar selama di dalam dan di luar kelas, khususnya ketika sedang melakukan pengamatan terhadap setiap materi pembelajaran dengan guru dan teman-teman sekelasnya. anak-anak usia dini dapat saja diberikan materi pelajaran, diajari membaca, menulis, dan berhitung. bahkan bukan hanya itu saja, mereka bisa saja diajari tentang sejarah, geografi, dan lain-lainnya. jerome bruner menyatakan, setiap materi dapat diajarkan kepada setiap kelompok umur dengan cara-cara yang sesuai dengan perkembangannya. kuncinya adalah pada permainan atau bermain (supriadi, 2002: 40). permainan atau bermain adalah kata kunci pada pendidikan anak usia dini. ia sebagai media sekaligus sebagai substansi pendidikan itu sendiri. dunia anak adalah dunia bermain, dan belajar dilakukan dengan atau sambil bermain yang melibatkan semua indera anak. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 117 supriadi (2002: 40) menjelaskan bahwa bruner dan donalson dari telaahnya menemukan bahwa sebagian pembelajaran terpenting dalam kehidupan diperoleh dari masa kanak-kanak yang paling awal, dan pembelajaran itu sebagian besar diperoleh dari bermain. bermain bagi anak adalah kegiatan yang serius tetapi menyenangkan. menurut conny r. semiawan (jalal, 2002: 16) melalui bermain, semua aspek perkembangan anak dapat ditingkatkan. dengan bermain secara bebas anak dapat berekspresi dan bereksplorasi untuk memperkuat halhal yang sudah diketahui dan menemukan hal-hal baru. melalui permainan, anak-anak juga dapat mengembangkan semua potensinya secara optimal, baik potensi fisik maupun mental intelektual dan spiritual. oleh karena itu, bermain bagi anak usia dini merupakan jembatan bagi berkembangnya semua aspek. hasil penelitian menunjukkan bahwa: a) partisipasi orang tua dalam aktivitas pembelajaran anak usia dini yang meliputi partisipasi orang tua dalam aktivitas pembelajaran berbasis minat anak di rumah memiliki skor total 537 dengan persentase 74,58% maka dapat dikategorikan baik, b)partisipasi orang tua dalam aktivitas pembelajaran tematik anak di rumah memiliki skor total 497 dengan persentase 82,83% maka dapat dikategorikan sangat baik, c) partisipasi orang tua dalam aktivitas pengisi waktu luang anak di rumah memiliki skor total 606 dengan persentase 84,17% maka dapat dikategorikan sangat baik, d) partisipasi orangtua dalam aktivitas pembelajaran berbasis minat anakdi sekolah memiliki skor total 390 dengan persentase 65%maka dapat dikategorikan baik, e) partisipasi orangtua dalam aktivitas pembelajaran tematik anak di sekolah memiliki skor total 228 dengan persentase 63,33% maka dapat dikategorikan baik, dan f) partisipasi orangtua dalam aktivitas pengisi waktu luang anak di sekolah memiliki skor total 360 dengan persentase 60% maka dapat dikategorikan baik.jadi secara keseluruhan partisipasi orang tua dalam aktivitas pembelajaran anak usia dini memiliki skor total sebesar 2618 dengan persentase 72,22% maka dapat dikategorikan baik. dalam menerapkan dan melaksanakan pembelajaran tematik, ada beberapa prinsip dasar yang perlu diperhatikan yaitu 1) bersifat terintegrasi dengan lingkungan, 2) bentuk belajar dirancang agar siswa menemukan tema, dan 3) efisiensi. agar diperoleh gambaran yang lebih jelas berikut ini akan diurakan ketiga prinsip tersebut, berikut ini. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 118 1. bersifat kontekstual atau terintegrasi dengan lingkungan. pembelajaran yang dilakukan perlu dikemas dalam suatu format keterkaitan, maksudnya pembahasan suatu topik dikaitkan dengan kondisi yang dihadapi siswa atau ketika siswa menemukan masalah dan memecahkan masalah yang nyata dihadapi siswa dalam kehidupan sehari-hari dikaitkan dengan topik yang dibahas. 2. bentuk belajar harus dirancang agar siswa bekerja secara sungguhsungguh untuk menemukan tema pembelajaran yang riil sekaligus mengaplikasikannya. dalam melakukan pembelajaran tematik siswa didorong untuk mampu menemukan tema-tema yang benar-benar sesuai dengan kondisi siswa, bahkan dialami siswa. 3. efisiensi pembelajaran tematik memiliki nilai efisiensi antara lain dalam segi waktu, beban materi, metode, penggunaan sumber belajar yang otentik sehingga dapat mencapai ketuntasan kompetensi secara tepat. pembelajaran tematik dilakukan dengan beberapa tahapan-tahapan seperti penyusunan perencanaan, penerapan, dan evaluasi/refleksi. tahap-tahap ini secara singkat dapat diuraikan sebagai berikut: 1. perencanaan mengingat perencanaan sangat menentukan keberhasilan suatu pembelajaran tematik, maka perencanaan yang dibuat dalam rangkapelaksanaan pembelajaran tematik harus sebaik mungkin 2. penerapan pembelajaran tematik pada tahap ini intinya guru melaksanakan rencana pembelajaran yang telah disusun sebelumnya. pembelajaran tematik ini akan dapat diterapkan dan dilaksanakan dengan baik perlu didukung laboratorium yang memadai. laboratorium yang memadai tentunya berisi berbagai sumber belajar yang dibutuhkan bagi pembelajaran di sekolah. 3. evaluasi pembelajaran tematik evaluasi pembelajaran tematik difokuskan pada evaluasi proses dan hasil. evaluasi proses diarahkan pada tingkat keterlibatan, minat dan semangat siswa dalam proses pembelajaran, sedangkan evaluasi hasil lebih diarahkan pada tingkat pemahaman dan penyikapan siswa terhadap substansi materi dan manfaatnya bagi kehidupan siswa sehari-hari. jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 119 e. kesimpulan berdasarkan uraian di atas dapat ditegaskan bahwa pembelajaran tematik dimaksudkan agar memiliki peran yang sangat penting dalam meningkatkan perhatian, aktivitas belajar, dan pemahaman siswa terhadap materi yang dipelajarinya, karena pembelajarannya lebih berpusat pada siswa, memberikan pengalaman langsung kepada siswa, pemisahan mata pelajaran tidak begitu jelas, menyajikan konsep dari berbagai mata pelajaran dalam suatu proses pembelajaran., bersifat fleksibel, hasil pembelajaran dapat berkembang sesuai dengan minat, dan kebutuhan siswa. pembelajaran tematik agar berhasil dengan baik perlu dilakukan dengan menempuh tahapanperencanaan, penerapan dan evaluasi. pelaksanaan pembelajaran tematik memiliki beberapa keuntungan dan juga kelemahan yang diperolehnya. keuntungan yang dimaksud yaitu: 1. menyenangkan karena bertolak dari minat dan kebutuhan siswa 2. pengalaman dan kegiatan belajar relevan dengan tingkat perkembangan dan kebutuhan siswa. 3. hasil belajar akan bertahan lebih lama karena lebih berkesan dan bermakna. 4. menumbuhkan keterampilan sosial, seperti bekerja sama, toleransi, komunikasi, dan tanggap terhadap gagasan orang lain. pembelajaran tematik di samping memiliki beberapa keuntungan sebagaimana dipaparkan di atas, juga terdapat beberapa kekurangan yangdiperolehnya. kekurangan yang ditimbulkannya yaitu: 1. guru dituntut memiliki keterampilan yang tinggi 2. tidak setiap guru mampu mengintegrasikan kurikulum dengan konsep-konsep yang ada dalam mata pelajaran secara tepat. daftar pustaka arifin, tajul, tehnik penulisan proposal penelitian dan skripsi, lembaga penerbit fak.syari’ah iain sunan gunung djati, bandung, 1999 arikunto, suharsimi. (2002). prosedur penelitian: suatu pendekatan praktek. jakarta: pt. asdi mahasatya basrowi, sudikin, suranto. (2008). manajemen penelitian tindakan kelas. jakarta.insan cendikia jurnal empowerment volume 1, nomor 2 september 2012, issn no. 2252-4738 120 hasan, h. engking s (2011), konsep dasar dan analisis kebijakan pls, hand out, stkip siliwangi, bandung hasan, h. engking s, dkk (2008), penuntun penyusunan proposal penelitian dan penulisan skripsi, stkip siliwangi, bandung hermawan, ruswandi dkk, metode penelitian pendidikan sekolah dasar, upi press, bandung, 2007 kartini, k. (1996). psikologi umum. bandung. mandar maju kemmis, s. & mctaggart, r (1988), the action research planner, victoria: the deakin univesity mundilarto dan rustam, penelitian tindakan kelas, direktorat pembinaan ptkk pt dirjen dikti depdiknas, jakarta, 2004 prodi pgsd upi (2012), pedoman penulisan skripsi penelitian tindakan kelas, upi, bandung suderadjat, h. hari, implementasi kbk: pembaharuan pendidikan dalam undang-undang sisdiknas 2003, cv.cipta cekas grafika, bandung, 2004 soedarsono, fx (1997), pedoman pelaksanaan ptk: rencana, desain dan implementasi, dirjen dikti bp3gsd, yogyakarta sumarno (1997), pedoman pelaksanaan ptk: pemantauan dan evaluasi, dirjen dikti bp3gsd, yogyakarta surya, m. (1995). psikologi pendidikan. bandung. jurusan ppb upi suyanto (1997), pedoman pelaksanaan ptk: pengenalan ptk, dirjen dikti bp3gsd, yogyakarta tedjasukmana (2010), etika profesi pendidikan luar sekolah (pls), hand out, stkip siliwangi, bandung trianto (2009), model pembelajaran berbasis tematik, jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 7 the effectiveness of parenting management to improve parents empowerment (case study of children's play group in bani shaleh bandung) nandang rukanda ikip siliwangi nandangsae@gmail.com abstract this study aims to describe the process of implementing parenting programs for learners’ parents in bani shaleh playing group and application of learning outcomes. the research method used is descriptive qualitative, with the main data collection technique is done through observation and interview, while documentation study is used to strengthen research depth. subjects were conducted to one of baya shaleh play group heads, 2 educators, and 5 respondents who were parents of students. the results showed that the process of organizing parenting was successfully implemented by the respondents who showed the ability to establish children when they play. parents did not intervene in their children’s activities but tend to act as observers and facilitators of their activities. recommendations are formulated for each child play group to develop parenting activities on a regular basis, while parents should actively participate in this program and all parties need to provide full support not only in the form of attention but also in the form of financial support. keywords: parenting program, society empowerment, children independence. introduction education according to law no. 20 year 2003 on sisdiknas (ps 1: 1) is a conscious and planned effort to create an atmosphere of learning in the learning process so that learners actively develop their potential to have religious spiritual strength, self-control, personality, noble moral intelligence, and the necessary skills himself, society, nation and religion. education does not end at the end of school education, but it is a lifelong process, occurring during the entire life span of the individual. long life education includes formal, non-formal and informal education. indeed the goal of lifelong education is to form learning to be and the learning society is interpreted as follows: a. life-long education is to form a person to be himself (learning to be). he learns to think, learns to be productive citizens, learns to behave and behaves as a good citizen even includes many deeper things, such as the process of self-discovery and achieving awareness of self-abilities and weaknesses, ultimately aimed at empowerment, independence and improved quality of life. b. the goal of lifelong education is to form the learning community. in the community there are educational institutions and non-educational institutions, which potentially and tangibly provide education services to the people who need them. institutions (non-education) in the community function as educational providers and not just as users of educational outcomes. jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 8 non-formal education is an education / learning process that occurs outside the education and school system (formal). in it there is regular and directed communication, wherein a person obtains information, knowledge, parenting or guidance in accordance with age and necessities of life with the aim of developing skill levels, attitudes and values, with an arrangement of time structure, place, sources and parents of learners who are diverse, flexible, but still directed. informal education held in the family sphere plays a major role in preparing the lifelong learning process that spans the life span of a person. in addition to learning, habituation and role model are also obtained, as a formal education partner means that non-formal education can serve as substitution, complement, and supplements and can bridge into the world of work. non-formal education held in the community at the institution that helps learners in the community so always learn about the values, attitudes, knowledge and functional skills needed to actualize themselves and to develop the community and the nation with always oriented to the future of life progress. non-formal education has a relationship with lifelong education that has the same goal that is to survive and sustain life, and to improve the quality of life. in the process of organizing early childhood education, there is actually a component that indirectly becomes the support of its interests namely a group of parents of students, who have entitled to gain knowledge development in an effort to maintain the existence of life. this is where the role of non-school education through parenting methods is needed to complement the shortcomings of their participation in formal education. parenting is an educational effort undertaken by the community by utilizing the resources available in the family and the environment in the form of independent learning activities. in general the purpose of parenting program, is to invite parents to jointly provide the best for their children. while specifically the purpose of parenting program development are: 1. improve knowledge and skills of parents in carrying out care, nurturing, and education of children within the family itself with the foundation of the basics of good character. 2. bringing interests and desires between the family and the school to synchronize both so that character education developed in early childhood institutions can be followed up in the family environment. 3. linking between school programs and home programs. the main programs of non-formal education developed in indonesia, both governmentrun, and the community are the early childhood education program (paud), in which there are units of play groups (kober). in such institutions gathered parents who intend to provide coaching and guidance to their children through the mediation of educators play groups, so that children can grow and develop optimally. paud institutions have institutional and learning programs that are not all in harmony with the habits that occur in the family environment. with the parenting program is actually intended to alignment of mutually reinforcing children coaching between coaching through the family environment and early childhood education. jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 9 parenting programs given to parents will affect parenting of children. parenting patterns are patterns of behavior that parents apply to children and are relatively consistent over time. parenting is the best way parents can take in educating their children as a manifestation of a sense of responsibility to their children (mansur, 2005: 350). in the field level in general, parents who put their children in paud institution shows have not used their children to be independent. parents still tend not to release their children in learning. researchers will review the parenting program on kober bani shaleh upt pk pnfi viii bandung to see the application of knowledge obtained from the program against his son. literature review long life education for learners’ parents according to knapler and kropley that: "... lifelong education has been defined as a set of organizational, administrative, methodological, and procedural measures ..." and "lifelong learning describes the habit of continuously learning throughout life, a mode of behavior". in the meantime, sutaryat said that lifelong education refers to a series of extrinsic factors, oriented supplying (supply), by identifying the needs and the means. the purpose of lifelong education is in order to improve the quality of life, namely that individuals in society can learn and should continue to learn and continually seek to erode ignorance and fatalism. the 1945 constitution mandates efforts to educate the life of the nation through the implementation of the national education system regulated by the law. one of the objectives of education is expected to improve the quality of indonesian human beings in realizing an advanced, just and prosperous society based on pancasila and the 1945 constitution which enables its citizens to develop themselves as fully indonesians. with the enactment of the law of the republic of indonesia number 2 of 1989 on the national education system states that out of school education is an integrated part that supports the implementation of the function of education by developing skills and improving the quality of life and dignity in realizing national goals or community development, and non-formal education. non-formal education itself is a form of education whose purpose is to provide education services to all citizens and is entitled to education throughout life in accordance with the development of the demands of the times. in law no. 20 in 2003, the national education system consists of three lines: formal, non-formal, and informal education. non-formal education units in the national education system, including, study groups, courses, parenting, ta'lim assemblies, community learning centers, and similar educational units. into similar educational units it includes; play group, nursery, training house, learning activity studio, study center, hermitage, upgrading, counseling center, training center, scout, education service center through other mass media. jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 10 according to sudjana, h. d (2004: 1), non-formal education is any conscious, deliberate, organized and planned effort that aims to assist learners in developing themselves so that human beings who love to learn, able to improve the standard of living, and participate in social activities. organizers in the paud program can come from government agencies and the public. the organizer must prepare facilities and infrastructure and other equipment to support the success of the paud program. the surrounding community strongly supports the sustainability of the ecd program. this community support as an effort to participate in the success of paud program implementation. the family is very influential on the sustainability of early childhood education. the pattern of education in the family acts as the primary and first education in the growth and development of children. at the level of the field, still the low understanding of the importance of early childhood for the development of children so that the empowerment of parents of students becomes something very important. the role of the community in the implementation of the program early childhood is: 1. community as a motivator, the community as a motivator of the implementation of early childhood, especially in the local environment. 2. the community as a facilitator, i.e. the community participates in facilitating the implementation of early childhood in order not to rely on government assistance (to be self-help community). 3. community as a companion, the community as a partner in the implementation of early childhood so that the program can run on community support. anticipating global cultural change globalization has influenced all aspects of life both toward attitudes, behaviors, even the way we speak. the development of science and technology is very influential on the development of children who must be balanced by the ability of their parents. some of the factors influenced among modern society through the culture of globalization are as follows: a. lack of public awareness of the values of eastern culture, and choosing to opt for a more modern, up-to-date, and practical foreign culture. b. cultural learning in schools is poorly taught. many primary and secondary educational institutions have considered that learning about local culture is no longer relevant. the outdating indigenous culture of indonesia as a state identity is felt when the culture of indonesia is contaminated with western culture, so this country lost direction in balancing the progress of the times. the old man who was a person who is highly respected by children, nowadays parents have become just friends for children. culture care for the environment is increasingly fading. the fading of the habit has an impact on the moral of the nation's children, as well as on the environment. so much of the polluted nature makes the beauty of the environment has diminished. jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 11 maintaining indonesian culture is an obligation for all the people of indonesia. never let globalization shift the existence of indonesian culture so that melunturkan values and norms of the indonesian nation. parenting interests on learners’ parents parenting program is very important for parents because this program is a school for parents to be smart parents in nurturing, and educate their babies. by following the program parents can learn how to cope with children wisely and appropriately. education is not only for children but education is also important for parents. education for parents is a parenting program where parents will be educated and educated to be ideal parents. in this parenting program parents will learn and mentor, speakers or fellow participants by listening to speakers and mentors who review a problem or sharing or exchange ideas between participants or can consult with mentors or speakers in meetings being held or outside meetings. in the context of early childhood education (paud), parenting education is based on the importance of family connectivity with educational institutions and includes the role of the family in the interest of the child. the purpose of parenting itself, according to susilo rahardjo, is to raise parents' awareness of children's education, improve parent's knowledge and skills in carrying out the treatment, and to meet the interests and wishes of the family and school. andragogy method the andragogy method is a method of learning aimed at adults. this term is often encountered in both the non-formal education process (out-of-school education) and in the formal education learning process. the function of educators in andragogy is only as a facilitator, not patronizing, so that the relationship between educators and learners (students, parents of learners) is more multi-communication. (knowles, 1970). therefore, andragogy is a form of learning that is able to produce learning goals (graduates) who can direct themselves and able to become educators for themselves. with these advantages, andragogy becomes the foundation in the non-formal education process. this happens because the non-formal education of the learning formula is directed to the target conditions that emphasize the improvement of life, the provision of skills and the ability to solve the problems experienced especially in life and target life in the midst of society. andragogy comes from the greek "andra and agogos". andra means adult and agogos means leading or guiding, so that andragogy can be interpreted as a science of how to guide adults in the learning process as knowles thought in srinivasan (1977) states that: andragogy as the art and science to help adult a learner. hatton (1997: 38-40) introduces the concept of damn in the interests of adult learning as shown in the diagram below: jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 12 diagram the whole damn circle (hatton, 1997) a. desire to learn adults in learning tend to investigate and search for what drives their curiosity and intellect. the application of the principle of andragogy in the learning process becomes important, because the goals (learners, parents, students, students) will never be independent in determining what they want to learn, how to learn it and with what strategies are used to learn something and sometimes not learn nicely. miller and dollard affirm that: "learning takes place when something, something not to forget something. this, learning in this view requires the interplay of four essential aspects: the perception (the noticing aspect), responding (the doing aspect) and reward or reinforcement (the receiving aspect). if any motivation were set to zero, for example, would be disputed "(miller and dollard, 1973: 134). b. ability to learn in a learning process, learning objectives need to be encouraged to understand the meaningfulness of the learning tasks, so that the target is on the ability and increase mastery of the steps of learning activities significantly. delor (1996) and soedijarto (1997) recommend four pillars of the process of education and learning, namely: learning to know, learning to do, learning to be and learning to live together. c. means to learn this concept provides support that adults are ready to learn something because of the level of development that they have to face in their role as workers, parents or leaders of the organization. this has implications for learning materials in a particular parenting. in this case the learning materials adapted to the needs in accordance with its social role to form the goals of education forming learning to know, learning to do, learning to be, and learning to live together for the perpetrators. d. need to learn the need to study in adults is a tendency to have a learning orientation centered on problem-solving problems (problem centered orientatin). this is because learning for adults seems to be a need to deal with the problems faced in everyday life, especially in relation to the functions and social role of adults. research methods the research used qualitative method that essentially aimed to describe and analyze various findings on the topic under study. qualitative research is holistic and emphasizes the process, so the relationship between the variables in the object studied life long learning need desire ability means jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 13 is more interactive is the interplay; it is not known which independent and dependent variables. this research was conducted in early childhood education play group baya shaleh instituion, bandung. the data source in this research is one of baya shaleh play group heads, 2 educators, and 5 parents of students. the main techniques used by the authors in collecting research data is interview (interview), observation (observation), study documentation. researchers conducted data analysis during the study conducted. activities undertaken by researchers, except with the process of compilation, data classification, and ultimately understanding of the meaning contained therein. data analysis at the time of research is done by recording field data, conducting member check to research subject, doing triangulation, and make improvement of analysis. after from the field, from the data collected then done: 1. data reduction, ie summarizing field reports, recording data, calcifying and finding trends that arise according to the focus of research; 2. shows the data so that the data relationship one with the other data becomes clear and mutually form a unified whole, comparing as well as analyzing in more depth to obtain its meaning; 3. drawing conclusions. research result and discussion research result 1. general description of research subject kober bani shaleh upt pk pnfi viii bandung is one of the management of early childhood education program which is based on the formation of children in a religious nationalist, especially to form students who have akhlakul karimah (very noble attitude). this requires parents to be empowered in exemplary for their children. the vision of kober bani shaleh is the center of natural and religious learning builds the intellectual foundation of the nation towards a healthy generation, smart and morals, while its mission is: 1. building a generation of quality nations 2. shaping learners in maturity on cognition, affection and psychomotor to enter school education. 3. establish learners on religious adherence correctly. 4. shaping learners on a polite personality the parenting arrangement for parents of students is held every thursday at the third week, at 09.00 11.00 wib along with learning hours of students. the learning model used is based on andragogy theory approach. parenting materials provided with regard to the ability of parents in the care and nurture of children, which involves: jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 14 1. understanding the role as educating 2. understanding techniques to communicate with children. 3. understanding the importance of independence in children 4. parenting as a parent. 2. planning aspect parenting program plan actually pay attention to the condition of the parent's needs in providing guidance to children with themes tailored to the needs of upto date. based on the results of the study, it is known that the planning of parenting is direct direction from the head of bani shaleh. specifically the activities undertaken in carrying out the function of planning the program of guidance to parents with the target of activities is the parents of children learners. the general purpose of this parenting is to provide the knowledge, skills and attitudes of professionalism of parents in fostering children. the parents of the students are expected to be able to educate children properly, able to synergize the pattern of upbringing with the institutionalized and performed. the results of interviews conducted with the head kober bani shaleh can be seen that the results to be achieved in the parenting program is to form parents who are personable and skilled in fostering their children in the family environment that can be synchronized with the guidance that is done through the institutions of the group play bani shaleh. the parents of the students are targeted to understand how to educate children, able to communicate well, able to make children independent and able to realize the good suritauladan. 3. aspects of implementation the implementation of parenting is held every month on thursday of week three, at 09.00 11.00 wib. the approach used in organizing parenting is andragogy and participation. while the method is adapted to the material raised. meanwhile, the learning techniques used are: lectures, frequently asked questions, discussions and demonstrations. the implementation of the parenting program took place in the learning space of the learners kober bani shaleh with the provision of lcd facilities. implementation of the parenting program with the theme of child self-reliance delivered through lectures, questions and answers and videos of children's independence. the process of implementing the parenting program includes opening activities, giving materials by resource persons, question and answer and closing. based on the theory of andragogy especially in the identification of parenting needs, formulating parenting goals, parenting programming and evaluation, it can be assumed that parents are aware of the important goals to be achieved. the learning process in parenting includes objectives, materials, methods, techniques, media, learning and evaluation activities as well as learning resources and parents of learners. implementation of a learning activity, including parenting is a process of transforming knowledge, attitudes and skills from learning resources to parents of learners. it is jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 15 evident that the implementation of parenting is done effectively and efficiently because it is in accordance with the scheduled time. at the time of this parenting program, parents of learners are welcome to provide questions or the outpouring of the heart so that interactive dioalog occurs. parenting parenting learners are expected to practice accurately the results of the parenting learning process. furthermore, the parents of the protégé are assisted to join the group member of one parenting group of parents activists of early childhood education students. discussion the learning process of adults positions the participants as people who have their own knowledge and experience, and become informants. facilitators play a role in facilitating and mendinamisasi process of learning. the methods applied in the delivery of materials include, brain storming, lectures, and interactive discussions. malcolm knowless in developing the concept of andragogy, developed four principal assumptions as follows: a. self concept the assumption is that adult self-concept is self-sufficient. independence is shown by adults with self-determining ability (self-determination), self-directed. adults also have deep psychological needs in order to generally become self-sustaining, albeit in certain situations. this has implications for the implementation of the exercise, especially with regard to climate and learning atmosphere and diagnosis of needs and parenting planning process. b. role of experience adults, on their way, have experienced and accumulated life experiences. therefore, in parenting technology or adult learning there is a decrease in the use of transmitting techniques such as those employed in conventional parenting and to further develop experiential techniques. this has implications for the selection and use of methods and techniques of importance for more experimental learning, such as group discussions, opinion ventures, laboratory work, field schools, practical work, and the like. c. readiness to learn the assumption that adults are ready to learn something because of the level of development; in that they have to face in their role as workers, parents or organizational leaders. this has implications for learning materials in a particular parenting. in this case of course learning materials need to be tailored to the needs in accordance with its social role. d. learning orientation the assumption is that adults have a tendency to have a learning orientation centered on solving problems encountered (problem centered orientation). this is because learning for adults seems to be a need to deal with the problems faced in everyday life, especially in relation to the function and social role of adults. jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 16 in kober bani shaleh, guidance is made to the parents of the students to gain knowledge about the meaning of education, communication techniques with children, independence and ethics behave as parents. parents guardian children are directed to be able to provide education to their children so that they can be independent for the sake of the realization of a good future. not only limited directed to the increase of knowledge, but intended that parents can provide coaching children in harmony with education at home. in accordance with the disclosed by mukhtar latif et al (2013: 260) that parent education is education provided in order to know and apply the right education in educating young children, especially when children are in the family environment with their parents at home. it is intended that the activities at home do not conflict with the activities at school (paud). planning in the parenting program is done by all managers and educators, both in determining the schedule of activities, program materials, and infrastructure to support the implementation of parenting programs to run optimally. implementation of parenting program runs in accordance with the planning that has been made. implementation of parenting program with the theme of training children's independence in kober bani shaleh includes opening activities, speeches, giving materials by resource persons, question and answer and interactive dialogue, role playing and closing. the evaluation of the parenting program was carried out by a deliberation method among the administrators of kober bani shaleh to know the shortcomings and advantages of the programs that have been implemented so as to determine the next step. implementation of learning outcomes parenting program is done by way of assistance to parents in the care of their children. one form indicates that the parenting participants have applied their learning outcomes when accompanying their children to play, the parents do not intervene in their activities but rather tend to act as observers and facilitators of their activities. this is in accordance with akram misbah uthman (2005: 109) that we must give understanding to our children that various behaviors based on awareness, responsible nature and in accordance with the surrounding social conditions are the key to his acceptance by friends her friend. under these circumstances the role of parents remains an important factor in developing a social system and personality system for children, including in early childhood (akhyadi dan mulyono, 2018). conclusions and recommendations conclusion 1. the process of implementing parenting program for the child's parent learners held every month on thursday the third week, with the same time on the activity activity of children sports 09.00 11.00 wib from at the time place in the learning space kober bani shaleh learners. the process of implementing a parenting program begins with a plan initiated by the head of kober. implementation of the parenting program begins with opening, core events, frequently asked questions and jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 17 interactive dialogue, ending with cover. evaluation of the parenting program is done by discussing the implementation process covering all activities from beginning to end of activity. 2. the application of parents parenting results to their children is monitored by kober bani shaleh educators to measure how far the effectiveness of the success of the parenting program is applied in the personality of the parents of the students. the proof of the success of this program is demonstrated by the ability of parents to establish children who are shown when accompanying their children to play, the parents do not intervene in their activities but rather tend to act as observers and facilitators of their activities suggestion 1. the parenting program shows the activities that are important for every play group, so it needs to be developed in every institution of early childhood education unit. 2. the implementation of the parenting program should be carried out routinely, scheduled and disciplined implementation so that the results will be effective and measurable. 3. parents should understand the importance of the parenting program and follow it actively. 4. parenting programs are proven to have beneficial impacts on the community, especially those related to the improvement of parenting skills in educating the child. therefore, it needs the opinion and the support from all parties. references abdulhak, i., (1995), media pendidikan suatu pengantar, pusat pelayanan dan pengembangan media pendidikan ikip bandung. akhyadi, a. s. dan mulyono, d. 2018. program parenting dalam meningkatkan kualitas pendidikan keluarga. jurnal abdimas siliwangi, volume 1 (1), hal. 1-8. akram misbah utsman (2005). 25 kiat membentuk anak hebat. jakarta: gema insani press. luluk asmawati dkk (2008). pengelolaan kegiatan pengembangan anak usia dini. jakarta : universitas terbuka. mukhtar latif dkk (2013).orientasi baru pendidikan anak usia dini. pt fajar interpratama mandiri. hasan, es., (2008), reoptimalisasi manajemen pendidikan luar sekolah dalam konstalasi teoritis dan praktis, jurusan pendidikan luar sekolah, fakultas ilmu pendidikan, upi, bandung hikmat, h., (2006), strategi pemberdayaan masyarakat, (edisi revisi), penerbit humaniora, bandung. kindervatter, s., (1979), non formal education as an empowering process, amherst: centre for international and education nasution s., (1996), metode penelitian naturalistik kualitatif, tarsito, bandung safuri, m., (2005), evaluasi program. pembelajaran dan pemberdayaan masyarakat. yayasan pengkajian pendidikan non formal indonesia y-pin indonesia. jurnal empowerment volume 7 nomor 1, februari 2018 e-issn : 2580-7692 p-issn : 2252-4738 18 sudjana, hd., (2004) manajemen program pendidikan, untuk pendidikan nonformal dan pengembangan sumber daya manusia, falah production, bandung. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 1 implementation of adults learning in majelis taklim nurul kujang cimahi anita rakhman nonformal education study programikip siliwangi abstractfor adults, learning is interpreting a situation that is connected with their lifeexperiences. majelis taklim is a means of gathering islamic religiouscommunities that conduct learning. the purpose of this study was to describeadult learning in the majelis taklim and to explain adult learning based onandragogical assumptions in majelis taklim nurul kujang cimahi. thisresearch used descriptive research through qualitative methods, where theresearcher provides an overview of the activities held in the majelis taklimnurul kujang cimahi whose participants were the wives of soldiers in thebrigade infanteri 15 cimahi. this study used a qualitative approach, becausethe phenomenon in the field is comprehensive, complex, and meaningful. theresults of this study are: 1) the recitation activity in the majelis taklim is heldonce a week using the lecture method. 2) adult learning at the majelis taklimnurul kujang cimahi based on andragogical assumptions: activities at themajelis taklim nurul kujang encourage participants to become independentindividuals, the recitation participants at the majelis taklim have a mindset asadults who have consequences in learning and experience, the soldier's wifehas readiness to learn, the recitation activity at nurul kujang mosque is one ofthe persit organization's efforts to its members in order to be able to applywhat they can in these activities to their daily lives. keywords: adult learning, majelis taklim. introductionas a means needed by the community to provide useful religious knowledge is one ofthe factors in the existence of the majelis taklim as a non-formal islamic educationinstitution in the national education system. understanding of the majelis taklimaccording to the ministry of religion is an islamic educational institution whose studytime is periodic, regular, but not every day as in school, but worshipers are present ontheir own awareness, not compelling obligations because they are considered to be aspiritual need (jadidah, 2016: 28). the majelis taklim has a very important role insociety. through the majelis taklim, people gain awareness in religious life. in thecontext of national development, recitation activities at the majelis taklim certainlyhave an important role in improving the quality of human resources. the importance of jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 2 the existence of this majelis taklim is still felt by the community until now, even the levelof the community's interest in the attendance of the recitation in the majelis taklimtends to increase. therefore, it can be understood that the present attendance of recitalsin majelis taklim is increasingly being heard due to its activities, which are increasingrapidly. the recitation activities in the majelis taklim, especially in west java, are stillrunning in the old ways and characteristics, namely making mosques, prayer rooms andmadrasas the main activities and still needed by many people. an adult as a learner understands why she needs to learn, with the many experiencesthat have passed through her life making her have responsibility for her own decisionsand life, starting the learning process with a number of experiences she already has.this relates to what was expressed by wiarto (2015: 107) that adults are individualswho have completed their growth and are ready to accept positions in society alongwith other adults. learning is the right and obligation for all ages, because learningoccurs throughout a person's life or is referred to as lifelong learning. learning andadult learning have specific characteristics. the concept of learning for adults is oftentermed andragogy. according to arif (2012: 2) that andragogy is formulated as ascience and art in helping adults learning. adragogy relates to the process of finding anddiscovering the knowledge needed to carry on life. therefore, what is the objective ofthis research is to study and describe the activities in the majelis taklim in an effort toteach adults as an alternative in transmitting knowledge. formulation of the problem the formulation of the problem in this study was "how is the implementation of adultlearning in the majelis taklim nurul kujang cimahi?" research purposes the objectives in this study are:a. to describe adult learning in majelis taklim nurul kujang cimahi.b. to explain adult learning based on andragogy assumptions in majelis taklimnurul kujang cimahi. theoretical review some theories become one of the supporters in the implementation of this research asthe main framework of research, including: adult educationlearning for adults means interpreting a situation that is related to previousexperiences and daily life, especially those related to themselves. paulo freire called it a jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 3 process of action reflection action or also known as the dialectical process (moses,2010: 25). as human beings who always interact real every day we learn. adults learnfrom experience. experience is the best teacher. since 1920 adult education has beenformulated and systematically organized. adult education is formulated as a processthat fosters a desire to ask questions and learn continuously throughout life. learningfor adults is related to how to direct yourself to ask questions and find answers(pannen, 1997). adult education is different from children's education. children'seducation takes place in the form of identification and imitation, while adult educationtakes place in the form of self-direction to solve problems (suprijanto, 2012: 11). as for some definitions of adult education, as follows:1. unesco (townsend coles, 1977), adult education is an organized whole educationalprocess, whatever the content, levels, both formal and method, which is continuingand which replaces the original education in schools, colleges and universities aswell as vocational training, which make people who are considered adults by thecommunity develop their abilities, enrich their knowledge, improve their technicalor professional qualifications, and lead to changes in attitudes and behavior in theperspective of dual personal development as a whole and participation in balancedand free social, economic and cultural development.2. adult education or andragogy is defined as art and science to help adults do learningactivities (musa, 2010: 27).3. andragogy is formulated as a science and art in helping adults learn (arif, 2012: 2). assumptions of andragogy according to arif (2012: 2), andragogy basically uses the following assumptions:1. self conceptthe concept of self in children is that he is dependent on others. a child is actually apersonality that is dependent on others, almost all of his life is governed by an adult. onthe other hand, adults will refuse if they are treated like children, such as being givenlectures on what to do and what should not be. adults need treatment that is respectful,especially in decision making. adults are able to arrange themselves. 2. experienceevery adult has a different experience as a result of the background of his youth's life.the longer he lives, the more he accumulates the experience he has and the moredifferent his experiences with others. 3. readiness for learningthe results of recent studies show that adults have a period of readiness to learn. thisperiod as a result of its social role. according havighurst, the appearance of adults in jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 4 carrying out its social role changes with the change of three phases of adulthood, so thatit causes also a change in readiness to learn. 4. orientation to learningin the study, between adults and children differ in the perspective of time. this resultsin a difference in how to view learning. adults tend to have a perspective in applyingwhat they learn. they are involved in learning activities, mostly because of the responseto what is felt in their lives now. characteristics of adult learning adults may be charged to individuals who have maximum body strength and are readyto reproduce and can be expected to have cognitive, affective and psychomotorreadiness, and can be expected to play their roles together with other individuals insociety (mappiare, 1983: 17). adults are always associated with maturity, there are 7characteristics of maturity according to anderson. first, task-oriented, not on yourselfor ego. second, clear goals and efficient habits. third, control personal feelings. fourth,objectivity. fifth, accept criticism and suggestions. sixth, accountability for personalefforts. seventh, a realistic adjustment to new situations. then, what are thecharacteristics of adult learning? suprijanto (2012: 44) reveals that adult learning isdifferent from the way children learn. therefore, the learning process must payattention to the characteristics of adult learning, namely: (1) enabling the emergence ofexchanges of opinions, demands, and values; (2) allows reciprocal communication tooccur; (3) the expected learning atmosphere is a fun and challenging atmosphere; (4)prioritizing the role of students; (5) adults will learn if their opinions are respected; (6)adult learning is unique; (7) there needs to be mutual trust between mentors andstudents; (8) adults generally have different opinions; (9) adults have diverseintelligence; (10) possibility of various ways of learning; (11) adults learn to want toknow the advantages and disadvantages; (12) adult learning orientation is focused onreal life; and (13) motivation comes from itself. this is almost the same as lunandi'sopinion which describes the state of adult learning based on a psychological point ofview, namely: (1) learning is an experience desired by adults themselves; (2) adultslearn if they are useful; (3) learning for adults is sometimes a painful process; (4)learning for adults is the result of experiencing something; (5) the learning process foradults is typical; (6) the richest source of learning material for adults is in the personhimself; (7) learning is an emotional and intellectual process at once; and (8) learningis the result of collaboration between humans. from some of the opinions described above, it can be concluded that the principles ofadult learning are as follows:1. learning motivation comes from itself.2. adults learn if they are beneficial to themselves jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 5 3. adults will learn if their opinions are respected.4. there needs to be mutual trust between mentors and students.5. expect a fun and challenging learning atmosphere.6. adults learn to know the advantages and disadvantages.7. adult learning orientation is centered on real life.8. the source of learning material for adults is in the person himself.9. focusing on the role of adults as learners.10. learning is an emotional and intellectual process at the same time.11. learning for adults is the result of experiencing something.12. learning is the result of cooperation between humans.13. mutual communication and exchange of opinions may occur.14. learning for adults is unique.15. adults generally have different opinions, intelligence, and ways of learning.16. learning for adults is sometimes a painful process.17. learning is an evolutionary process. majelis taklim majelis taklim is a language derived from arabic, consisting of two syllables namelymajlis means "place" and ta'lim which means "teach". in language, the majelis taklimhas the meaning "place of teaching and learning". in terms, majelis taklim is a non-formal education institution guided by clerics/religious teachers, has a congregation toexplore islamic teachings and other useful activities with a predetermined place(jadidah, 2016). the majelis taklim covers various activities of the muslim communityrelated to the issue of education and teaching of the islamic religion, without beinglimited by the sex and social status of the pilgrims. not limited to the place and time ofimplementation. thus, various islamic religious education and teaching activitiescarried out by a muslim community, both participants of men, women, children,adolescents and adults and the elderly, still remain within the scope of theunderstanding of the taklim assembly. the indonesian ministry of religion formulatedthe meaning of the majelis taklim as an institution that organizes non-formal educationin the field of islamic religion for adults (adult education), usually periodically, once aweek, held in assemblies or at meeting halls. research methods according to sugiyono (2013: 2) research methods are a scientific way to get data withspecific purposes and uses. this study used descriptive research through qualitativemethods, namely the researcher gives an overview of the events studied in the majelistaklim, namely the recitation activities held in majelis taklim nurul kujang cimahi, theparticipants of which are the soldiers' wife union from kompi markas, kompiperhubungan, ton-taikam, simabrig in infantry brigade 15 cimahi. the sample in this jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 6 study researchers chose three recitation participants as resource persons. the approachused is a description of some of the data collected. qualitative research is used toexamine the behavior and actions of an organization in an effort to collect data as muchinformation about what is going on and apply that became the focus of attention ofresearchers. researchers produce descriptive data in the form of written words fromthe behavior of people observed and obtained in the field. qualitative methods are usedto get in-depth data, a data that contains meaning. the meaning is the actual data, thedata that is definitely a value behind the visible data. according to sugiyono (2013: 224)data collection techniques are the most strategic step in research, because the mainpurpose of the research is to obtain data. data collection techniques were carried out byresearchers through observation, interview, and documentation techniques. discussion a. implementation of study activities at majelis taklim nurul kujang cimahi the researcher carried out three observations that were developed according to thesituation and conditions of the recitation participants who were the object of this study.as for the form of recitation activities carried out every week, the whole series ofrecitation activities uses a similar approach to learning, but with different approaches.in each observation activity, researchers collect data from the beginning of therecitation activity until the end of the recitation activity. the researcher collected dataalso based on the behavior of the recitation participants. the recitation activity at thetaklim nurul kujang cimahi assembly was held once a week, every thursday afternoon. this study activity is conducted for one and a half hours in the afternoon, which isaround 4:00 p.m. to 5:30 p.m. this recitation activity is an activity that must be followedby all the wives of the soldiers who are in the cimahi 15th infantry brigade. attendanceis held at each activity which is monitored by each company administrator. thisrecitation activity is specifically for the wives of soldiers who are muslims. therecitation program can be described as follows: 1. preparationbefore carrying out activities in the mosque, the board of directors arranged thepreparation of the event by appointing the executing officer. consists of 3 implementingactivities, namely one person for the presenter and two for the sholawat singer. thecleric as the speaker who was part of the mosque prosperity council officer. prayer isthe beginning of the first religious activity. singing prayers using loudspeakers as a signof invitation for boarders to immediately prepare themselves to gather at the mosque toconduct recitals. chanting prayer is held for 20-30 minutes, after which the core of therecitation activity will begin jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 7 2. implementationafter the residents of the dormitory (soldier's wife) gathered in the majelis taklim, thenthe attendance of the company officers was followed by a series of recitation activities.the recitation activity was led by the presenter who started with the reading of the holyverse of the qur'an and then the opening of the cleric who had been appointed to fill therecitation activity. after that carry out the reading of the al quran verses together. thenthe cleric held a lecture that had a different theme at each meeting. 3. closingafter the lecture, the cleric led the prayer then the event was closed by the officer. afterthe recitation activity, then all the members greet each other. during the recitation, the participants followed the event carefully, they listened andlistened enthusiastically. they are able to express opinions and they are able toexchange opinions. the series of events like this are valid and continue in everyrecitation activity at the majelis taklim nurul kujang cimahi. b. adult learning in majelis taklim nurul kujang cimahi adult learning at the majelis taklim nurul kujang is based on andragogy assumptions(arif, 2012: 2) as follows: 1. self conceptadult is an independent person. the recitation participants at nurul kujang mosqueparticipated in activities that forced themselves into learning situations that made themindependent persons, who conditioned themselves with respect which made them fullyinvolved in an in-depth activity. due to the encouragemen/necessity to do something,then adults are naturally motivated to do it and it can be said that the wives of thesoldiers in the majelis taklim have their own will to learn. based on interviews conducted, there is some reason why they participated in thestudy, one that they are interested in following the activities in taklim because they canlearn religious knowledge in accordance with what they expect and participants recitalsfollowed the teaching activities in taklim because want to get science useful foreveryday life. in addition, a cleric acting as a resource that guides the congregation sothat the study participants felt rewarded. 2. experienceadults have different experiences according to the background of their lives in theiryouth. the more age, the more life experiences he has and the different experiences hehas with others. for adults that experience is itself. by attending recitation activities atthe majelis taklim, the recitation participants have identified who they are, they have jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 8 created their identity as individuals who need religious and personal knowledge whofear god the one. this proves that the recitation participants in the majelis taklim havea mindset as adults who have consequences in learning. they talked in a group and alsoexchanged experiences based on the background of their lives. 3. readiness for learningbeing a soldier's wife is not just a status. following all activities set by the persitorganization is a must that must be followed for each soldier's wife. every soldier's wifemust have readiness to learn. they are motivated to participate in activities in theorganization. because in all activities in the organization persit tends to give personalchanges to the whole wife of the soldier in order to become a person who has readinessin learning. the organization organizes recitation activities in order to provide usefullearning that can be implemented in the lives of its members daily 4. orientation to learningthe recitation activity at nurul kujang mosque is one of the efforts by the organizationto its members so that they can apply what they can in the study activities in their dailylives. because what members get in recitation activities tend to be oriented towardsadult problems. based on observations and interviews that have been carried out, it can be concluded asfollows:1. the recitation activity at the majelis taklim nurul kujang cimahi is held once aweek, every thursday afternoon.2. the learning process in the majelis taklim nurul kujang uses the lecture method.using formal and informal language.3. adult learning at the majelis taklim nurul kujang cimahi is based on andragogicalassumptions, namely: a) self concept, the recitation participants becomeindependent individuals. b) experience, the recitation participants haveconsequences in learning and experience. c) readiness for learning, the wife of thesoldier has readiness to learn. d) learning orientation, recitation activities at nurulkujang mosque encourage members to apply it to their daily lives.4. the motive for attending the recitation is based on the following interview results:a) participants of the recitation take part in recitation activities at the majelistaklim because they want to gain knowledge that is useful for their daily lives.b) the recitation participants feel motivated to attend the recitation.c) following all activities set by the persit organization is a must that must befollowed for each soldier's wife in the learning process in the majelis taklim nurul kujang cimahi it can be concludedthat adults can learn. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 9 conclusion the recitation activity at the majelis taklim nurul kujang cimahi was held once a week,every thursday afternoon using the lecture method. this recitation activity is anactivity that must be followed by all the wives of the soldiers who are in infantrybrigade 15 cimahi. implementation of activities at the majelis taklim nurul kujangcimahi includes preparation, implementation and closing. as for adult learning at themajleis taklim nurul kujang cimahi based on andragogical assumptions, namely: 1. self conceptthe recitation participants at the majelis taklim nurul kujang attended activities thatforced themselves into learning situations that made them independent individuals. 2. experiencethe recitation participants at the majelis taklim have a mindset as adults who haveconsequences in learning and experience. 3. readiness for learningthe soldier's wife has readiness to learn. because in all activities in the organizationpersit tends to give personal changes to the whole wife of the soldier in order to becomea person who has readiness in learning. 4. orientation to learningthe recitation activity at nurul kujang mosque is one of the efforts by the organizationto its members so that they can apply what they can in the study activities in their dailylives. bibliography book :arif, zainudin. 2012. andragogi. bandung. cv angkasa.mappiare, andi. 1983. psikologi orang dewasa. surabaya. usaha nasionalmusa, safuri. 2005. seni dan teknik fasilitasi pendidikan orang dewasa. bandung: y-pin indonesiasugiyono. 2013. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta.suprijanto. 2012. pendidikan orang dewasa dari teori hingga aplikasi. jakarta. ptbumi aksara.wiarto, giri. 2015. psikologi perkembangan manusia. yogyakarta. psikosain. journal :jadidah, amatul. (2016). paradigma pendidikan alternatif: majelis taklim sebagaiwadah pendidikan masyarakat. jurnal pusaka, 7 : 27-42, issn 2339-2215. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 10 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 266 women empowerment through physical life education tata boga in family economic effort rita uthartiantyantytha007@gmail.comfunctional power of pp-paud and dikmas west java abstractthis research is motivated by the limited access of women in supporting thefamily economy. therefore the issues raised in this research is how to empowerwomen through life skills education (pkh) culinary program in pkbm jayagiriwest bandung regency. the purpose of this study is to describe the initialcondition of the learning community (women) before joining pkh tata bogaprograms, planning, implementation and results of the activities achieved, aswell as supporting factors and inhibiting the implementation of activities. thetheory that supports this research is about the concept of womenempowerment, pkh, and family economy. while the research method used isqualitative descriptive approach. research data obtained by observation,interview, and documentation. the results of the research are as follows: (1)the initial condition of the students to learn before joining the women'sempowerment program through the pkh tata boga program is generally lowfamily life with the limited entrepreneurship skill, (2) the planning of womenempowerment through pkh tata boga program through the process ofidentification, mapping of potentials and resources as well as with theinvolvement of the learning community, (3) the process of implementingwomen's empowerment through the pkh tata boga program is carried out byvarious approaches and empowerment techniques with 80 percent proportionof practice and 20 percent theory, (4) women through the pkh program ofculinary learners who are attained by citizens learn to have a change of attitudein utilizing the potential and leisure time to improve the family economythrough the effort in the field of culinary, (5) supporting factors of activitiessuch as studying citizens are not charged for learning, learning motivation,family, and society. while the inhibiting factors include limitations in marketingproducts, capital and partnerships. keywords : empowerment of women, life skills education (pkh),improvement of family economy a. introductionempowerment is the ability to manage or manage a value that exist in self-humanresources both in groups and individually that aims to be able to stand on their ownaccord. while the empowerment of women in the microscope is the steps taken toobtain additional value that is useful for human self. the development of civilization inindonesia is currently growing in the sphere of culture and practical ideology, leaving jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 267 behind the negative impacts of various aspects of life and community structure and hascreated gender inequality. (aminkuncoro & kadar, 2016)the condition and position of women in indonesia is still far behind compared to men invarious aspects of life, including in the social, political, economic, educational andcultural fields. the above phenomenon shows that women are still marginalized so thatthe issue of women's empowerment has a wide range of fields. (retno endah supeni &maheni ika sari, 2011: 101). thus, there is no other option in increasing women'sparticipation in development through the improvement of women's life skills.efforts to improve life skills education is an important part of women's empowermentprogram. women's empowerment simultaneously is expected to increase the capabilityand quality of life, family and society, because with the empowerment of women canincrease the productivity of women which ultimately leads to increase income of familyand society. increased productivity of women can be seen from the indicators, amongothers, a more positive attitude changes and advanced, the increased ability of life skills,as well as good work in the form of goods and services for the needs of self and society. b. theory study 1. the concept of women's empowermentempowerment of women is to explore the potential and at the same time giveopportunity to woman to be actively involved in its function to strengthen familyeconomy (harijani, 2001). the effort to develop indonesian human resources as anintegral part of women empowerment focuses on two things: improving the quality ofskills and strengthening the ideological mentality of human beings, besides those twothings, it is still necessary for the culture to be excellent (loekman sutrisno, 1997).the educational approach of women's empowerment in improving the family economyis the foundation of values built and integrated in designing, implementing andevaluating women's education programs. this is one of the strategic efforts in theempowerment of women. the approach includes: (1) the humanitarian approach,namely the recognition of the existence and potential of women to develop; (2)collaborative approach is a partnership built in developing the family economy withvarious related parties such as: community leaders, community institutions,educational institutions, financial institutions, marketing institutions; (3) participatoryapproach is the involvement of women especially housewives (irt) as learning citizensin planning, organizing, implementing, developing, assessing and developing womeneducation programs in improving the family economy; (4) sustainable is the continuityof education of women empowerment in improving family economy; (5) culturalapproach is the values of the nation's cultural wealth, local customs and traditions. 2. life skills education conceptwomen's life skills education is an education for the dignity of women so that theyhave the knowledge, skills and attitudes that are beneficial in creating a better life sothat women can play an active role in the process of family, community and nationdevelopment. who (1997, rinawahyu, 2011) defines life skills as a skill or ability toadapt and behave positively, enabling one to be able to face more demands and jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 268 challenges in life more effectively. life skills include five types: (1) self-knowing skills,(2) thinking skills, (3) social skills, (4) academic skills, and (5) vocational skills.principles of organizing women's pkh may be categorized as follows: (a) functional,meaning that the skills given must be related to their lives; (b) comprehensive, inaddition to providing life skills for women, should be directed to providing anunderstanding of women's standing equal to men; (c) integrated with the improvementof literacy, writing and numeracy, meaning that life skills should encourage women tohave a habit of literacy and (d) prospective to be developed in the present and future. 3. family economic conceptswomen's roles and duties in the family are broadly divided into the role of women asmothers, mothers as wives, and community members. on this occasion, the discussion ismore emphasized on the task of women in fostering mental health for themselves, theirfamilies and society. in order to perform its role or duties well, it is important tounderstand the goals and objectives of the role.in addition, women must master the ways or techniques to play a role or perform theirduties, tailored to each situation it faces. as a mother, daughters educators must knowthe right portion in providing for their children's needs, tailored to the stage of theirdevelopment. attitude and behavior should be an example for their children. as a wife,women must cultivate a harmonious, clean, enchanting and able to encourage husbandsto be positive. as members of society, women are expected to participate in thecommunity. the success of doing the above role, certainly not an easy thing, which isimportant is the willingness and effort to always learn. in an effort to increase economicgrowth and economic independence of the community was indeed able to takeadvantage of all the potential that exists. this is where the aspect of family economicempowerment becomes an alternative to advance the welfare of society. sometimesrelying solely on the income of the head of the family in this case a father is not verysufficient to meet the needs of the family. this is where the role of a woman as ahousewife in demand to be able to help ease the workload of the head of the family bycontributing to sustain the family economy. the role of women is often a debate. manypeople think women should get a bigger role in people's lives. on the other hand, thereare those who see women as having only a role in domestic domains or domestic life.naturally, women as human beings can not escape from their interrelationship withother human beings. as we know that basically relates to other individuals merpakan ahuman effort that meets its social needs. from this interpersonal relationship, humanbeings can know more about themselves, get a lot of judgment and give judgment.associating with other individuals, opens opportunities for women to be able to expressthemselves and develop their abilities.revenue is the amount of income received by community members for a certain periodof time as a consideration of the factors of production they contribute to participating inthe formation of a national product. according to wahyu adji "income or income ismoney received by a person and company 21 in the form of salary, wages, rent, interestand profits including various benefits, such as health and pension" (wahyu adji, 2004:3). bambang swasta sunuharjo in the book of poverty and basic needs cited rianamustika agustin (2010: 23) detailing the income in 3 categories: (a) income in the form jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 269 of money that is all income in the form of money that is regular and received usually as areward or counter achievement , (b) incomes in the form of goods are all regular andcommon incomes, but are always in the form of remuneration and received in the formof goods and services, and (c) non-revenue income is any transferred redistributiveacceptance and usually makes changes in household finances.according t.gilarso (2002: 63) "family income is a reward of work or service or rewardearned because of donations given in production activities". concretely, the familyincome comes from: the business itself: for example trading, farming, opening abusiness as an entrepreneur, working with others: for example as a civil servant oremployee, and the result of election: for example leased land and others.in general, human income consists of nominal income in the form of money and realincome in the form of goods. if income is more emphasized on household income,income is the sum of the formal, informal and subsistence income. formal income is anyincome either in the form of money or goods received usually as a reward. informalincome is incomes earned through additional employment outside of basic work. c. research methodsthe research method used is descriptive method with qualitative approach. thisresearch seeks to describe the empowerment of women through pkh tata boga in aneffort to improve the family economy in pkbm jayagiri, west bandung regency. datacollection techniques used were interviews, observation and documentation review.while the validation of the findings is done by triangulation and member check.sources of data in this study as much as six people informants consisting of one personcommunity leaders, one manager, one instructor and three people learn. d. results and discussion1. the initial condition of the studying community in pkbm jayagiri in general thefamily's economic life depends on the husband. residents of learning have noentrepreneurial skills and limited access to economic resources. in addition to takingcare of the families the learners have enough free time that has not been optimized toincrease the family's economic income. on the other hand, the geographic location ofpkbm jayagiri is strategic because it is located in jayagiri village, lembang district isa very potential tourist destination area to market culinary and handicraft products.so it is necessary to empower women through pkh program in pkbm jayagiri.in line with that delivered by erfiani s. wardani & suparno (2016: 200) that women,especially a housewife who the level of work in a day if calculated with the allocationof working time is those who work more hours than men because in a day of devotedtime not just work for the office or just entrepreneurship alone, this housewifewilling to play a double role in supporting the family economy, helping the husbandin providing for the family.2. women's empowerment planning through pkh catering program in the effort ofimproving family economy begins with data collection seen from jayagiri villagecommunity needs through direct or indirect interview, then identifying facilities andinfrastructure as supporting equipment, identifying policies to support the success ofthe process activities, identifying the atmosphere of the social climate and the jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 270 psychological climate that can support success in every activity, leading to thedetermination of priorities underlying the value of practicality, usefulness anddevelopment opportunities toward productive economic activity.this is in accordance with the opinion of sudjana (2004: 134) reveals the preparationof out-of-school education programs by planners and program organizers can usethree steps of activities, namely: (1) make efforts to identify educational needs and /or learning needs perceived and expressed by potential participants educate, (2)identify sources, both human and non-human sources and the existing constraints ofpotential learners, institutions and communities, (3) formulate an out-of-schooleducation program that includes the components: environmental inputs, inputs,inputs raw, process, output. in programs pertaining to business or entrepreneurship,the components that need to be added are other inputs and impacts.according to this observer, pkbm jayagiri management has been concerned with thetheoretical study in the field field in an effort to conduct life skills education oftataboga. because pkbm jayagir manager has had long experience in managingpkbm, and has obtained long guidance from pamong belajar pp paud and dikmaswest java. the information obtained by pkbm jayagiri was previously one of thelabsite of pp paud and jayagiri, and pkbm jayagiri has also been in the area of pppaud and dikmas. so pkbm jayagiri deserves to have a good reputation in fosteringand membelajarkan surrounding communities.learning objectives become the main reference in every process of learningactivities. objectives consist of general goals and specific goals. specific goals are amore detailed description of the general objectives and then described again in thelearning materials. in accordance with the results of observations of the author at theplace of study of learning materials in pkbm jayagiri arranged in teaching materialscompiled by the team of instructors. learning activities by residents learn very fun.the methods often used by the question and answer instructor, discussion,demostration and practice directly.3. implementation of women empowerment through pkh program of culinary in effortof improving family economy by involvement of studying citizen. in the process ofdetermining the material all the learners are involved in the hope that the material ofempowerment can be understood. in addition, the determination of empowermentprograms can be undertaken together with the learners in accordance with thecollective agreement (participatory). the purpose of this relevance and participationis to build a conducive empowerment, so that in determining the methods andtechniques of empowerment can be easily done or applied to the learning people,especially in the corridor of learning and entrepreneurship.female empowerment methods and techniques through pkk tataboga are directedto practical values that can upload participative citizens learn to learn and strive.appropriate delivered by vina salviana & dyah erni widyastuti (2011: 127) effortsto improve the quality of human resources through the process as a whole(comprehensive), not only strengthen the academic base, but also religious teachingsand professional or skill coaching.according to sudjana (2004: 35-36) states the process of educational interactionbetween the input of the means, especially the educators, the raw enter the learning jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 271 community. this process consists of empowerment activities, guidance, counselingand / or training and evaluation to prepare learners as part of the community that isready to face the environment and the current development of the times. hali agreeswith kindervatter (1979: 62) which explains that empowering is "people gaining anundersatanding of and control over social" can mean that the ability of a person tounderstand and control social, economic and / or political power improve position insociety.based on the mentioned in accordance with the condition of women empowermentorganized by pkbm jayagiri, there is a suitability in the determination ofempowerment method with participative approach used such as group discussion,brainstorming, questioning, demostration, simulation, work group and more practiceactivity or building experience learning (learning by doing).4. the results of women's empowerment through pkh program of culinary in the effortof improving family's economy in pkbm jayagiri the change of attitude that seemsfrom the willingness, participation of citizen learn and discipline of citizen learn tofollow woman empowerment program from beginning to end.the aspects evaluated in the women's empowerment program through pkktataboga include aspects of: a) knowledge; b) skills and c) attitudes. this is evidentfrom their ability to apply into the field of entrepreneurial tataboga a variety ofdishes and pastries for sale.in the implementation of women empowerment through pk tataboga has 80%percentage practice and 20% theory, which describes that skill or skill is morefocused, because through learning to do (learning to do) empowerment materialeasier and faster accepted by studying citizen. the results of the evaluation obtainedobtained a description of the seriousness of citizens to learn to continue to learn andwork to develop self-potential in the skills of tataboga.5. some of the factors supporting the implementation of women empowerment include:studying citizens are free of charge to follow pkh tataboga skills program,instructors come from people who are experienced in tataboga, the assistance,motivation to learn to participate in the program, and support from family andcommunity. the factors that hamper the sustainability of women's empowermentprogram through pkk pemboga include: the limited ability to market the productcatering, limited capital, and communication skills of citizens who are still lowlearning to establish a partnership. e. concludethe conclusions of the study were: (1) initial conditions citizens learning prior tojoining women's empowerment activities through pkh tata program at pkbm jayagirilacked entrepreneurial skills, family economic life was weak, and had limited access toeconomic resources; (2) planning steps are initiated by identifying community learningneeds, infrastructure, supporting policies, social climate and psychological climate.subsequent determination of priority underlying the value of practicality, benefit anddevelopment opportunities toward productive economic activities that can improve thefamily economy; (3) methods and techniques in the implementation of women'sempowerment through pk tatabga directed to the value of practicality that can upload jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 272 the participative citizens learn to learn and try; (4) the result of women empowermentprogram through pkh tata catering is seen from the studying community in generalabsorbing all the material that has been given by women empowerment organizer. thisis evident from their ability to apply into the field of culinary entrepreneurs a variety ofdishes and cakes for sale have an impact on increasing the family's income; and (5)several factors supporting the implementation of women empowerment are: theparticipants are free of charge, the instructors are experienced in the field of culinary,high motivation, and the support of family and related agencies. the factors thathamper the sustainability of women empowerment programs include: not the extent ofreach to market the product, lack of capital, not entirely citizens learn to master thescience of marketing, and not proficient in networking partnerships, both in capital,product and product. f. referencesabdurraafi’ maududi dermawan, (2016). jurnal pemberdayaan perempuan melalui kegiatan ekonomi kreatif. bandung : raheema: jurnal studi gender dan anakaminkuncoro & kadar, (2016). pengaruh pemberdayaan perempuan dan peningkatan sumberdaya ekonomi keluarga, surakarta: buana gender vol. 1, nomor 1,januari – juni 2016harijani d.r. (2001). etos kerja perempuan desa realisasi kemandirian danproduktivitas ekonomi. yogyakarta; medprint offsetkindervatter, s (1979). nonformal education as an empowering process.massachusetts: center for international education university ofmassachussettsloekman sutrisno. (1997). pembangunan manusia itdonesia sebagai pendukung masyarakat itdustrial pancasila, dalam sumberdaya manusia untuk masa depanindonesia. bandung; mizanretno endah supeni & maheni ika sari, (2011). jurnal upaya pemberdayaan ekonomi perempuan melalui pengembangan manajemen usaha kecil (studi deskriptif kegiatan usaha kecil ibu-ibu desa wirolegi kabupaten jember dampingan pusat studi wanita um jember), jember : universitas muhammadiyah jembersudjana, d. (1992). pengantar manajemen pendidikan luar sekolah. bandung:nusantara presssudjana, d. (2004). pendidikan non formal ( wawasan, sejarah perkembangan, filsafat, teori pendukung dan asas). bandung: falah productionsunuharjo, bambang swasta, (2002). kemiskinan dan kebutuhan pokok. jakarta; rajapersindo persadagilarso,t. (2002). pengantar ilmu ekonomika. bandung; ganecavina salviana & dyah erni widyastuti. (2011). jurnal pemberdayaan perempuan partisipatif integratif melalui model life skills. malang : humanity volume 6,nomor 2, maret 2011: 127 – 135 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 273 wahyu adji. (2004). ekonomi smk untuk kelas xi . bandung; ganexa exacta (https://rinawahyu42.wordpress.com/2011/06/12/pendidikan-kecakapan-hidup/) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 108 application of playing method mobis to grow-build a fine motoric skill and creativity of preschool age (5-6 years) through mobile activities in islamic kindergarten an-nisa bandung 1efi muftiati, 2euis eti rohaeti, 3nandang rukanda1,2,3 ikip siliwangi abstractimplementation of play methods in early childhood has always been a major effortin foster-growinga fine motor skills and creativity. in an-nisa bandungkindergarten, the method of playing through mobis (motor skills block interlockingsystem) activities is applied to 20 b-age group students aged 5-6 years to know thesuccess rate of developing motor skills and creativity after 8 times of monitoring inthe class. the results of the experimental experiments show a smooth growth rateof fine motor skills average of 70% or included in the category "growing as thehope" and the average creativityof 85 % which belongs to the category "growingvery good". evaluation of the effectiveness of mobis method implementation showsmore correction or refinement result about parameters of the number ofapplications within the specified time period that best suits the psychologicalsituation of the students. the other improvements are statistically mainly aboutthe number of students who should be more and come from various backgroundsof family culture, as well as supporting facilities in class activities and the numberof teachers and teacher assistants who monitor. keyword : playing methods, motoric and creativity, mobile activities introductionearly childhood education (paud) based on ri law no. 20 of 2003 on the nationaleducation system, defined as a conscious and planned effort to create an atmosphere oflearning and learning process to children aged 0 to 6 years actively and creatively inorder to have the emotional and spiritual intelligence, and intellectual intelligenceneeded for himself, country (book of ri law no. 20 of 2003, yamin, et al, 2010; wiyani,na, 2016). in the early childhood learning process there are three main stages: infantstage (0-12 months), "under five years" / toddler (1-3 years) and preschool (3-6 years)stages; which is where the preschool stage is the most sensitive period of informationintake from its environment or education. this sensitivity will greatly affect the processand the results of growth in the fine motor aspects and the creativity of preschoolers.whereas in the stages of infants and toddlers, it is more dominated by physical growthwhich is increasingly elongated and enlarged, and only relatively few experiencepsychic development.as the authors compile from the opinions of experts on the notion of 'fine motor' that isthe organizing movement that involves only certain parts of the body using smallmuscles by carefully coordinating with the eyes, hands and fingers (hurlock, eb, 1978,santrock, wj, 1995; sumantri, ms, 2005; sujiono, et al, 2009 & noorlaila, i., 2010); hence jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 109 the application of appropriate stimulus methods to children in the preschool stage canbe said to be obligations that must be implemented by educational institutions orkindergartens in the modern society. furthermore, the implementation of fine motordevelopment itself at preschool age (4-6 years) aims to achieve the following abilities(sumantri, m.s., 2005):a. the child is able to develop fine motor skills related to the motion skills of both hands.b. able to move the limbs associated with fine motor skills related to fingers, such as:readiness to write, draw, and manipulate objects.c. able to coordinate hand and eye speed,d. able to control emotions in smooth motor creativity.while yudha m. saputra & rudyanto (2005) mentioned there are some goals of finemotor development of children are as follows:a. able to function small muscles such as finger movements.b. able to coordinate hand and eye speed.c. be able to control emotions.from the two opinions above can be concluded that the purpose of fine motordevelopment of children in this study is the child is able to develop the skills of handmovement, especially the fingers, children able to coordinate the speed of the eyes andhands, and able to control the emotions. the purpose of fine motor development in thisstudy is the child is able to move the smooth muscles of the finger and hand eyecoordination to perform activities such as stringing some components of educationalplay tools mobis (motor skills block interlocking system) into a meaningful symbolicform. the right selection of stimulus methods must be based first on the results ofevaluating experiences from the application of playing methods that have been appliedbefore.as for the notion of 'early childhood creativity', the author refers more to the opinionsof experts that can be summarized as follows: creativity is the ability to createsomething new from the interaction between the individual and his environment whichis a combination of various experiences throughout his life including education gainedsemiawan, cr, 2009; munandar, u., 2009 & ngalimun, et al., 2013). from this sense wecan derive some general indicators as creative children, that is: have a strongimagination, have initiative, have wide interest, free in thinking (not rigid andinhibited), are inquisitive, always want to get experience new experiences, self-confidence, eager, risk-taking (not afraid to make mistakes), and dare to expressopinions with confidence (no doubt in expressing opinions despite criticism and dare todefend opinions that became his belief).as stated above, the implementation of "play method" in early childhood is animplementation obligation in kindergarten schools as the optimal way for growth ofmotor and creativity aspects. so with the many types of games and play tools thatproducers have developed, kindergarten schools have been able to choose the mostappropriate, according to the needs of the students in the circle and the culture of aparticular community. for that let us review in advance the basic notions of play itself jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 110 which the author summarized from various definitions compiled by educationalpsychologists, namely: 'play' is an activity carried out by children repeatedly with theintention of having fun, which also functions as a medium to improve cognitivedevelopment of children (tejasaputra, 2005; hariwijaya, 2009; piaget, 2010; vigotsky,2010). it is also said that early childhood in playing is also interested in particular in thesymbolic and imaginary aspects of a game (vigotsky, 2010). from the notion of 'playing'above, it can be extracted the dominant factors of the child's behavior just beforeplaying, when play and moments after playing. before playing, spontaneously-sporadicenthusiasts who then play games, when playing are often repeated activities so thatthey memorize the ways to play and also become more skillful in motoric behavior, andwhen after playing the child will increase his understanding (cognitive) game symbolsand also increased the power of imaginary thinking or creativity. therefore, specificallyfor fine motoric aspects and early childhood creativity, this playing activity can be usedas a medium for the application of playing tools or methods that provide more stimulusfor fine motor development and creativity of preschoolers. background problems and hypothesesthe progress of the current era that has reached the millennial century withinformation technology hegemony that penetrates all corners of the hemisphere, withno exception occurring in the archipelago of the republic of indonesia, which involvesall people from the early age groups to retired parents. this level of progress hascertainly increased the demands of society's capacity that should be in line with theprogress of civilization. therefore, various 'preparations', especially in the field of earlychildhood education, especially at the preschool stage, should be carried out as targetedand effective as possible in the implementation of their learning. in this preschool stagewhere fine motorbike and creativity are two of the most important aspects that must bedeveloped, if it is associated with the demands of the progress of civilization, theformulation of important things can be the reason for having to choose a method that ismore effective and on target, namely:1. preschool stages (3 6 years) are age levels where early childhood experiencemaximum sensitivity to information and other environmental influences that will affectthe process and results of child growth and development,2. therefore, the activities of fine motor learning and creativity as an early stage of earlychildhood development are very important factors to be implemented in kindergarteneducation institutions.3. the need to make an effort to select playing media that provides more stimuluscarefully so that it can produce the development of fine motor skills and children'screativity that is most optimal in facing the challenges of further life in modern times.to answer the above three things which are the background of the problems in moderntimes, it is necessary to build a theoretical hypothesis that is expected to beimplemented and produce solutions to these problems. the hypothesis is to test themore advanced play methods such as mobis play (motor skills block interlockingsystem); which is definitively an educational tool to train subtle motorics and children'screativity and help children to be smarter, confident, independent, strong in socializing,have a high level of curiosity, creative, innovative and ready to go higher. the success of jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 111 this hypothesis is expected to be a testimonial or model for the application of moreeffective play methods in the future. location, time and objectivesthis research is conducted by the author by taking the location in an-nisa kindergartenwhich is located at jalan jenderal sudirman no. 819 bandung (figure 1), with theimplementation of observation data retrieval as many as 8 meetings in the class fromjanuary to march 2018. aims to get an overview and further understanding of the levelof success of the application of the playing method using mobis play equipment inpreschoolers aged 5 6 years. figure 1. research location at an-nisa kindergarten, jl. jend. sudirman 819 bandung(on the left), and the atmosphere of the playground (on the right). method arrangement of student data samplingthis research uses qualitative-descriptive research method, which then is done byinterpretation of curve of observation result. it is said 'qualitative' because in itsanalysis is based only on the rise and fall of the curve of the observed parametersplotted in the diagram, without calculating the mathematical formula. in each analysis isalways accompanied by considerations of the results of the description of the students'subjects. the subject of this research is the method of playing by using a mobis playingtool, which is a kind of beam play equipment that will be arranged "interlocking" into acreative and symbolic meaning of larger and / or higher meaning (figures 2 & 3). jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 112 figure 2. mobis play tools (motor skills block interlocking system) figure 3. mobis guidebook that describes the symbolic reconstructions of helicopter,camera, fan, telephone, boat, robot, elephant and duck; with various forms of mobisbeams needed to assemble them. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 113 this research method is designed to observe progress on the main variable of finemotor, creativity and understanding of mobis playground, where each variable ismonitored on various derivative indicators (table 1). table 1. list of indicators of each variable to be observed progress no variable indicator1 fine motoricskill(optimizing theuse of hand andfinger muscles) 1. taking components and installing components asdirected.2.able to disconnect and restore components correctlyaccording to directions.3. able to make forms according to direction4. able to make shape gradually until finished.2 creativity 1. able to beride create their own shape2. able to use at least 5 mobis components3. be able to name names of self-made form4.able to create your own form with various variations3 mobis 1. does the child know mobis ?2. can the child mention the name and part of the mobiscomponent ?3. does the child have an interest in mobis ?4. does the child last a long time playing the mobis ? the observation in an-nisa kindergarten class was held for 8 meetings in january tomarch 2018 or once a week. observation results are expressed in numbers 1 to 4 whichrepresent the following four success categories:1 = bb (undeveloped), 2 = mb (start to grow), 3 = bsh (growing as expected) & 4 =bsb (developing very good). selection of mobis methodsmobis play equipment is chosen by the author as the subject of research due to itsexistence which is not at all dangerous for children and with very light weight andcolors that appeal to the child. from the author's observation, this playground hasadvantages and disadvantages as follows; the advantages:1.mobis made of material safe for children2. the color is interesting so the kids are more happy3. the quality of the material is standard / not easily damaged4. media playing tools that are good for developing fine motor skills (training the fingersmuscles jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 114 5. improving children's creativity (creating constructive form and pouring children'simagination in real form)6. emotional social train the child in terms of patience, responsibility, foster self-confidence, concentration of hands) disadvantages:1. the price is expensive2. not sold freely on the market3. still limited to big cities.the steps of the implementation of mobis playing methods in the class are as follows:• opening:a. regardsb. greetings / questions about the activities of students before coming to schoolc. reviewed material befored. submitting today's material through guesses, stories, songs or moral messages thatthe teacher wants to convey on that day.e. promise mobis (train responsibility and discipline when making shapes• fill in the core materials / activities:a. distribution of mobility toolsb. warm-up (finger exercises or body exercises)c. forming according to theme with 30 minutesd. ice breaking (an activity / movement to restore the child's concentration)• activities:a. play togetherb. children's presentation (children mention / explain about the form made)c. imagine with the created shaped. the teacher went around doing the assessment• closing:a. spruce up mobis playgroundb. impression messagec. review a little material next week.the total duration of time required for all these steps is one hour. the observationactivities are carried out using the same standard format every day for each monitoringof fine motor progress (see example in table 2) and creativity (see example in table 3)for all student participants. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 115 table 2. examples of fine motor observation formats used during the first 4 classmeetings. sheet of mobis fine motoric smooth observation class b fatimah islamic an-nisa kindergarten bandung first meeting no name of puple optimize the use of finger and hand muscles (able to take and install components as directed bb mb bsh bsb 1 2 3 41 akmal naufal f 2 fadli 3 fathiya 4 bagas 5 hasya 6 azka 7 ghailan 8 alarick 9 sabiq 10 mutia 11 naura 12 naurah 13 putri 14 raja 15 vale 16 wangsa 17 jian 18 alika 19 nizam 20 nindy  jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 116 table 3. examples of creativity observation formats used during the 4 second meetingsin the class sheet of mobis creativity observation class b fatimah islamic an-nisa kindergarten bandung fifth meeting no name of puple able to make their ownshapes bb mb bsh bsb 1 2 3 41 akmal naufal f 2 fadli 3 fathiya 4 bagas 5 hasya 6 azka 7 ghailan 8 alarick 9 sabiq 10 mutia 11 naura 12 naurah 13 putri 14 raja 15 vale 16 wangsa 17 jian 18 alika 19 nizam 20 nindy  other activities that are also considered an important factor in considering the finalevaluation results mobis play method is the retrieval of interviews with both parentsand teachers involved in mobis activities. interviews with students are scheduled totake place after the mobis playing method is finished or after the eighth day, while theinterviews with the teacher can be carried out on the days of mobis play or other days jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 117 that are close together, of course with different hours. the materials or indicators thatbecome the standard of interview, as shown in the example of tables 4 and 5, asfollows; table 4. example of standard indicators / aspects studied in interviews with parents ofparticipants participating in the mobis play method. parenting interview respondent name / the parent of : lia rislianingsih/akmal gender : perempuan age : 37 tahun occupation : housewife no aspects to be observed yes rarely no1. does the child eat alone at home ? 2. do children bathe themselves ? 3. is the child able to button his own clothes ? 4. do children tie their own shoelaces with a littlehelp from others ? 5. can the child comb her own hair ? 6. do children at home like to make various forms ofplasticine ? 7. whether the child at home has a game tool"mobis" ? 8 does the child often play mobis at home ? 9 does the child enjoy playing mobis ? 10 do parents know the schedule of mobis activitiesat school ? 11 is the child enthusiastic if there is a schedule ofmobis activities in school ?  jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 118 table 5. format of interview guide for teachersinterview guide for teachersname of respondent : ........................gender :…………………….age :…………………….occupation : ........................ a. planning.1. do you hold consultations with other teachers in preparing rpph ?2. is the learning that will be given to students is in accordance with the reference forpaud learning ?3. does the theme in the rpph be effective for learners ?4. do you always prepare the lesson that matches the theme ?b. implementation1. how long have you been teaching mobis ?2. how are the lessons you have done using the media ?3. what methods can be of interest to the child in the process of learning activities ?4. is the media used in the lesson according to the theme ?c. results1. how do you give an assessment in mobis learning activities ?2. how do you measure the success of students in learning ?3. is there an increase in fine motor skills and creativity of learners after using mobisin learning ?4. what are the parents' opinions as long as the child participates in learningactivities using mobis media ?d. constraints1. is it when you deliver a learning material using mobis having trouble ?2. what is the obstacle in using mobis media ?3. is there an obstacle from parents of learners of mobis activities ? observation resultsimplementation of the core activities of assembling the blocks of mobis at every meetingmonitored smoothly with the creation of a calm atmosphere, serious, focused and fun.having first given some guidance on how and the purpose will form what mobis blocks, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 119 then the students look enthusiastic to start it. implementation of mobis design by givenabout 30 minutes only (figure 4). figure 4. the atmosphere created calm, serious, focused and fun for studentsparticipating in the mobis playing method. the child's ability to develop fine motor and creativity in learning using mobis'seducative game tools is good enough. this can be seen from the evaluation conductedby the teacher at each completed activity during the eight meetings. in addition, theability of children in developing fine motor and creativity can be seen from theassessment and analysis process of activities and work of children every meeting thereis an increase in ability.fine motor evaluation is done by looking at the robustness and conformity with thedirection of the teacher of the object that each child has, while the evaluation ofcreativity is seen from the idea or idea of forming itself without the direction of theteacher, how he can create various forms according to his imagination and can explainwhat which he made. for more details here is a recapitulation of the results of finemotor skills observation and children's creativity in the learning process using themobis educational game tool for eight meetings (table 6), which then the author of thereconstruction becomes the "sequence of day versus value of attainment / weighting"curve (figure 5 ). table 6. recapitulation of observation results of mobis activities no name fine motoric skills creativity meetings 1 2 3 4 5 6 7 81 akmal naufal f 3 4 4 3 4 4 4 4 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 120 no name fine motoric skills creativity meetings 1 2 3 4 5 6 7 82 fadli 2 3 2 3 4 4 3 43 fathiya 4 4 4 3 4 4 4 44 bagas 3 3 2 3 4 4 4 45 hasya 3 3 2 3 4 4 4 46 azka 3 3 4 3 4 4 4 47 ghailan 4 0 4 3 4 3 4 38 alarick 3 2 2 3 4 4 4 49 sabiq 2 2 2 3 4 4 4 410 mutia 3 4 3 3 4 4 4 411 naura 3 2 2 3 4 3 4 312 naurah 2 2 3 2 3 3 3 413 putri 3 3 3 3 4 4 4 414 raja 2 3 3 3 4 3 3 415 vale 2 2 3 3 3 3 3 316 wangsa 3 4 4 4 4 4 4 417 jian 3 2 3 4 4 4 4 418 naila 3 2 3 3 3 3 3 419 nizam 2 2 3 3 4 4 4 420 nindy 3 3 3 3 4 4 4 4 average 2.8 2.6 5 2.9 5 3.0 5 3.8 5 3. 7 3.7 5 3.85 achievement values of observation results : 1 = bb ( notyet developed ), 2 = mb ( start developing), 3 = bsh (develops as expected), 4 = bsb ( very well develops). jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 121 figure 5. the average observation curve from the achievement / weighting score untilthe eighth week of meeting. in table 6 it is observed that in general the weighted value is at a value in> 2.5 (mb) orabout 3 (bsh). except the value of ghailan students (yellow box) at the second weekmeeting is 0 because it is absent, although the average student is 3 (bsh) to 4 (bsb).similarly, as shown in figure 5, the average observation curve from the achievement /weighting score until the eighth week of meeting is dominated by the achievementvalue> 3, from the third to the last meeting. the average curve also shows an increasingtrend-line for both fine motor skills and creativity. the prediction of this curve is that ifthe number of encounters more than 8 times combined with some modifications of themobis method is very likely to produce better creativity, as well as to improve itscognitive abilities.qualitatively from the distribution of scores in table 6, students' developmental abilitiescan be grouped into 3 rankings of achievement values of the highest: wangsa that areonly at the first encounter of 3 and so on are 4 (blue rows), then vale is ranked thelowest with a value of 2 to 3 (red row rows), and the largest group of other studentswith moderate or average grades.figure 6 shows that the wangsa has relatively monotonous but almost perfect curvecharacteristic. the student named wangsa by the age of 6 this year looks veryprominent compared to the others. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 122 figure 6. progressive achievement curve of house looks almost perfectfrom his age he already belongs to a mature early age and ready to start school inelementary school. from the information obtained from the interview with his parents,it was observed that the wangsa were categorized as mature or starting to mature andwere very ready to start elementary school. when linked to the three most influentialenvironmental factors, namely family, school and community (wiyani, 2016), what canbe concluded from this case is that with a family background that plays a conducive rolein the growth and development of early childhood as well as social around which has apositive effect on the environment and the role of kindergarten education institutionswill produce fine motor indicators and almost perfect creativity. while the role of themobis playing method activity itself is as a media playing method that can provide anoverview of the progress of fine motoric indicators and creativity,on the other hand, it appears that there are students named vale who are opposite thewangsa less than 6 years of age and only reach a score of 3 from the third to the lastmeeting (figure 7). this achievement is lower than the average curve and with a curveprofile that does not increase and is different from the trend line average curve. fromthe source of the interview data turned out vale categorized as a rather spoiled child.improvement only occurs in fine motorized achievements, while for creativity it ismonotonous at value 3 or developing according to expectations (bsh). predictablepredictions from vale are to increase the number of meetings so that there will likely bean increase in creativity. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 123 figure 7. the curve of achievement progress from vale that was observed to be lessincreased the largest remaining student group (18 students) with a moderate or closest profile oraverage curve configuration is represented by an example of the performance curvefrom naura (figure 8). naura curve configuration can be considered as a representationof the general achievements of fatimah class b students. figure 8. the progressive achievement curve of naura as representative of theaverage configuration profile of the overall achievement curve curve fluctuations only occur in fine motor profiles, while creativity is monotonous withthe highest achievement value (4 = bsb). in the naura case, it was observed thatlearning with the mobis playing method needed more meetings than learning toincrease creativity, while the achievement of creativity had developed very well. theresults of interviews with his parents indicate the influence of dominant family and jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 124 community environment rather than the school environment. the observed condition iscommon in most fatima class b students with preschool age. fine motoric skills progressin table 7, the observation results of playing activities with the mobis method atmeetings 1-4, fine motor development is more varied and the biggest increase reachesthe bsh category. mb's performance dropped sharply from third to fourth, while thesteepest increase also occurred in bsh from third to fourth. this means table 7. recapitulation of achievement of fine and creativity motor skills from mobisactivities, seen from the number of students. day fine motoric skills creativity bb mb bsh bsb bb mb bsh bsb 1 6 12 2 2 8 7 4 3 6 9 5 4 1 17 2 5 3 17 6 7 13 7 5 15 8 3 17 that training or learning with mobis method is excellent for improving fine motor skillsto achieve bsh. while achieving bsb may require a better basic mentality that issupported by the positive influence of family, community and school backgrounds so asto achieve a more mature basic mentality such as those in the house case. development of creativitytable 7 shows the generally excellent level of creativity outcomes (bsb), even from theseventh to the last meeting showing improvement. in table 6 the almost perfect averageachievement rate is 3.8. the distribution of these values is qualitatively patterned verydifferently from those in the distribution of values for fine motor performance. hereachievements occur more in the category of bsb, while the smooth morik developed inthe category of bsh. from this difference can the authors conclude that thedevelopment of thinking power of creativity better after practice or after having basicachievements in the initial meetings. this shows that initial recognition also results inthe development of creative thinking. conclusion1. generally through mobis activities can improve motoric skills smooth and creativityof children group b in kindergarten islam an-nisa bandung2. mobis method proved effective enough to stimulate the ability motorik smooth dabcreativity in the development of early childhood. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 125 3. implementation of mobis methods in an-nisa islamic kindergarten is in accordancewith educational programs that have been proclaimed both by local planning programsand national education programs.4. in the development of mobis method can still be developed further, especially for thenumber of students more with a longer time.5. further collaboration between kindergarten institutes and companies thatspecifically organize mobis in the future can be applied more precisely targeted indifferent cultures of society. bibliographyakhyadi, a. s., & mulyono, d. (2018). program parenting dalam meningkatkankualitas pendidikan keluarga. abdimas siliwangi, 1(1), 1-8.hariwijaya, m., 2009; paud melejitkan potensi anak dengan pendidikan sejak dini.mahadika publicity, yogyakarta.hiladayani, rini, dkk, 2009; psikologi perkembangan anak. universitas terbuka,jakarta. indraswari, lolita, 2015; peningkatan perkembangan motorik halusanakusia dini melalui kegiatan mozaik di taman kanak-kanak pembinaagam.jurnal pesona paud vol. 1. no.1.hurlock, elizabeth b., 1978; perkembangan anak. penerbit erlangga, jakarta.indraswari, lolita, 2015; peningkatan perkembangan motorik halus anak usia dinimelalui kegiatan mozaik di taman kanak-kanak pembina agam. jurnal pesonapaud vol. 1. no.1.kementerian pendidikan nasional, 2010; peraturan menteri pendidikan nasionalrepublik indonesia nomor 58 tahun 2009 tentang standar pendidikan anak usiadini (paud). direktorat pembinaan tk dan sd.kitab undang-undang ri nomor 20 tahun 2003, tentang sistem pendidikan nasional;jakarta.koenarso, dyah ageng pramesty, 2017; penerapan melipat, menggunting, menempel(3m) dalam upaya meningkatkan keterampilan motorik halus anak. jurnal ptk&pendidikan, vol. 3 no. 1. januari-juni 2017, p1-8.munandar, utami, 2009; pengembangan kreatifitas anak berbakat. rineka cipta,jakarta.mutia, diana, 2010; psikologi bermain anak usia dini. kencana prenada media grup,jakarta.ngalimun, haris fadillah, alpha ariani, 2013; perkembangan dan pengembangankreatifitas. aswaja pressindo, yogyakarta.noorlaila, iva, 2010; panduan lengkap mengajar paud. pinus, yogyakarta.piaget, jean, 2010; psikologi anak. pustaka pelajar, yogyakarta.santrock, w. john, 1995; life span development. pt. erlangga, jakarta. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 126 saputra, y.m. & rudyanto, 2005; pembelajaran kooperatif untuk meningkatkanketerampilan anaktk. direktorat p2tk2pt, ditjen pendidikan tinggi,departemen pendidikan nasional, jakarta.semiawan, conny r., 2009; memupuk bakat dan kreatifitas siswa sekolah menengah.coramedia, jakarta.sujiono, bambang and sumantri, m.s. and aisyah, siti and tatminingsih, 2009; metodepengembang fisik. universitas terbuka, jakarta.sukmaningrum, i. a., 2015; mengembangkan ketrampilan fisik motorik halus anakmelalui kegiatan menjahit untuk usia 5-6 tahun semester i tk karangrejo 03kecamatan wungu kabupaten madiun tahun ajaran 2015/2016. prosidingseminar nasional pendidikan, universitas sebelas maret surakarta dan ispiwilayah jawa tengah.sumantri, 2005; model pengembangan keterampilan motorik anak usia dini.departemen pendidikan nasional, direktorat jenderal pendidikan tinggi,direktorat pembinaan pendidikan tenaga kependidikan dan ketenagaanperguruan tinggi, jakarta.tedjasaputra, meyke s., 2005; bermain, mainan dan permainan. p.t. grasindu, jakarta.wiriaatmaja, rochiati, 2005; metode penelitian tindakan kelas. pt. remaja rosdakara,jakarta.wiyani, n.a., 2016; konsep dasar paud. penerbit gava media, yogyakarta.yamin,m. dan jamilah,s.s., 2010; panduan pendidikan anak usia dini. gaung persadapers, jakarta. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 73 application of project methods to increase interpersonal intelligence of early age children (case study in kartika xix-43 brigif cimahi kindergarten) deepprilla suhandaikip siliwangi bandungdeepprilla29@gmail.com abstractgolden age is the golden age of child development which at the age of 0-6years improves child interpersonal intelligence has been achieved at thistime one of them through the implementation of the project method. thegoal to be achieved through this research is to know and describe: 1). earlychildhood interpersonal intelligence before applied project method inkartika kindergarten xix-43 brigif cimahi 2). application of early childhoodinterpersonal intelligence through project method in kartika xix-43kindergarten brigif cimahi 3). early childhood interpersonal intelligenceafter applied project method in kartika xix-43 kindergarten brigif cimahi.this study uses qualitative research deskritif source of this data arestudents in kindergarten kartika xix-43 brigif cimahi tengah, school year2017/2018, while the sample of the study amounted to 6 students into thecase. the results showed that: 1) the initial condition to improve theinterpersonal intelligence of the child by the teacher is still relativelymonotonous and conventional in that it is associated with the limited workon the learning that is related to interpersonal intelligence 2). process oflearning the project method taken through the stages of learning the simpleis not complicated and can be followed by the child. 3). the achievement oflearning through project methods in certain forms has contributed to suchimprovements in interpersonal intelligence in general, especially whenstarting to cooperate with friends and division of tasks with other friendsmeningkast significantly. based on the results of the discussion that hasbeen described learning activities with the implementation of projectmethods is very positive impact on improving children's interpersonalintelligence in kartika kindergarten xix-43 central cimahi year2017/2018. the result of obsevation of improvement of childreninterpersonal intelligence before and after implementing the projectmethod showed optimal and significant development. keywords: project method, interpersonal intelligent preliminaryearly childhood education (paud) is an education provided for early childhood (0-6)done through various stimuli to help the growth and development both physically andspiritually in order to possess the right to enter the next level of education. through theearly childhood, it is expected that children can develop all their potential that includes jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 74 moral development and religious, physical, social, emotional, linguistic, artistic value,mastering a number of knowledge and skills according to development, and havingmotivation and learning attitude to be creative.multiple intelligence is the ability to solve problems or create something of value in aculture (according to gardner 2014: 16). plural intelligence is a theory that describesand explains the various intelligences that are possible for a child to have. but in thiscase, there is only one or two dominant intelligences that every child has. one of them isinterpersonal intelligence. to help children develop interpersonal intelligence is therole of educators needed to stimulate children to build human resources that are able tooptimize the intelligence of each child who is different from each other. one of thedevelopmental dimensions of early childhood education is the development ofcooperation or better known as interpersonal intelligence.the project method is the research of an expanded and deep-seated topic by workingtogether or team work whose ideas are worthy of the attention, time, and energy ofchildren. the project method aims to improve the imagination, cooperation, socializing,and able to lead the team.in an effort to develop interpersonal intelligence, learning by project method given inschool is basically directed to cultivate the sensitivity and creativity so as to make theapresiatif, critical, and creative attitude to the students as a whole. learning by projectmethod other than unique, meaningful, and useful to the needs of early childhooddevelopment.pengenalan pembelajaran dengan metode proyek pada the introduction of learning byproject method to children by schools since early childhood will more quickly stimulatethe growth of children in aligning thinking power appropriate to the level of earlychildhood development so as to have a creative impact on the development ofpsychiatric children. activity that seems more dominant in children that is in the form ofactivity and creativity considering the children of early age known as energetic soul,active, nimble, and high creativity. (tanner, 2011: 307)based on the description, the researchers see how important the learning-based methodof the project, in addition to developing children's interpersonal intelligence and trainchildren to innovate. to that end, the researcher wanted to study how the application ofproject-based learning method was able to develop early child interpersonalintelligence of 5-6 years in kartika xix-43 central cimahi brigade kartika. theory and methods studyout of school education is based on four principles of needs, life-long educationprinciples, principles relevant to community development, and the principle of futureinsight. in this regard attention is more directed to lifelong educational principlesrelevant to the topic being discussed.pls is any systematic educational activity organized intentionally and continuouslyoutside the school education to help learners to actualize themselves according to theirlearning needs. pls is an out-of-school, organized and systematic short-term and jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 75 continuous education to provide facilities to learners in order to achieve learningobjectives in harmony with national education objectives.uuspn 20/2003 on nonformal is a formal education path that can be implemented in astructured and tiered. according to philip h. coombs in the book engking s hasan pls isany organized and systematic activities outside the established school system, carriedout independently or an important part of a wider activity, which is purposely donecertain learners in achieving learning objectives.meet the needs of community learning that can not be met in the school education path.characteristics of the pls, mastery of knowledge, attitudes, skills demonstrated byperformance not certificates. contains uncomplicated contents and structures, usuallyinvolving voluntary participation, often not using an incoming selection system, hasgreat potential for multiple influences. pls functions are: 1. complement, 2.supplements, 3. substitution, 4. bridging the extent of formal education enteringemployment, 5. as a vehicle for survival and improve life. non-formal education unitnon formal education majlis taklim, course institutions, study groups, pkmb, family unittypes. forms of the pls program: early childhood education (paud), literacy education,equivalency education, life skills education, women's empowerment education, courses.early childhood education according to e. mulyasa (2012: 43) is the basic and majorfoundation in the personal development of children; both related to character, physicalability, cognitive, language, art, emotional social, spiritual, self-discipline, self-concept,and independence. therefore, in providing educational services, it is necessary tounderstand the characteristics of development as well as the way children learn andplay. for these purposes, parents and teachers in addition need to have knowledge andunderstanding of educational psychology also in demand to understand the psychologyof child development and learning psychology.paud itself is a coaching effort that is shown to children from birth up to the age of sixthat is done through the provision of educational stimulus to help growth and physicaland spiritual development so that children enter readiness in entering furthereducation. and in article 1 point 12 of the law of the national education system no. 20year nonformal is 2003. education education path outside formal education that can becarried out in a structured and tiered.the period of early childhood lasts from the age of two years to six years (morecommonly known as early age), while the final childhood period lasts from six yearsuntil the time comes for sexual maturity. what is meant by early childhood orkindergarten according to biechler and snowman (1993), are those aged 3-6 years, andusually they follow kindergarten program or kindergarten.early childhood is one of the most important periods, as this period is a critical stage ofdevelopment. it was at this time that a person's personality began to be formed. theexperiences of this period tend to persist and affect the attitude of the child throughouthis life. at this time the child likes to do various activities such as taking care of theenvironment, imitating, kissing and touching .. a rich environment and lots ofstimulation can improve the learning ability of children. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 76 intelligence is a difficult term to define and gives rise to different understandings amongscientists. in the popular sense, intelligence is often defined as the mental ability tolearn and apply knowledge in manipulating the environment, as well as the ability tothink abstractly (bainbridge, 2016: 9). other definitions of intelligence includeadaptability to new environments or current changes, the ability to evaluate and judge ,the ability to think productively, the ability to learn quickly and learn from experienceand even the ability to learn quickly from experience and even the ability to understandrelationships.interpersonal intelligence is the ability to understand the thoughts, attitudes, andbehaviors of others (garder & checkley, 1997: 12) in multi-intelligence based learning,this intelligence is an intelligence with indicators that are fun for others. the corecomponent of interpersonal intelligence is the ability to digest and respond to the exactnature of different feelings, motivational intentions, feelings, and wishes of others inaddition to the ability to cooperate, the other component is the sensitivity of the abilityto capture the very subtle differences that have the purpose, motivation, mood, feeling,and ideas of others. high sensitivity to facial expressions, sounds and gestures. childrenwith good interpersonal skills can understand the state of the soul, desires, and feelingsthat others experience when interacting with the environment, thereby establishingrapport with others will be easy so as to create a comfortable living atmosphere withoutany significant constraint even though life in different religions, tribes, races andlanguages. children with appropriate interpersonal intelligence to become educatorssuch as teachers or lecturers, consultants, organizers, diplomats, researchers and socialscientists, activists, religious leaders, negosintor, and others.according to cord et al. (khamdi, 2007) project-based learning is an innovative learningmodel or approach, which emphasizes contextual learning through complex activities.project-based learning is the use of projects as a learning model. projects put studentsinto an active role that is as a breaker problems, decision makers, researchers, anddocument makers.the project based learning approach is supported by a theory of constructivismlearning which states that the basic structure of an activity consists of the objectives tobe achieved as subjects within the context of a society in which the work is done bymeans of the tools of work regulations, the division of tasks in application in theclassroom in active activity in the form of doing (doing) rather than passive activityreceiving knowledge transfer from the teacher. the philosophy of constructivism studyemphasizes that learning is not just memorizing but reconstructing or building newknowledge and skills through the facts or propositions they experience in their lives.according to murphy constructivism is a broadly supported learning theory that standson the idea that students build their own knowledge in in the context of his ownknowledge. mulyasa in his competency-based curriculum says the constructivismapproach is a learning approach based on that by reflecting on our experiences we willbe able to build an understanding of the world in which we live.this research uses a qualitative method that aims to create a description, description orpainting systematically, factually and accurately about the facts, properties andrelationships between the phenomenon investigated and the research approach using jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 77 the procedure of continuous observation implementation to find the maximum results,this research is carried out once a week until the level of child achievement is achieved.according to (sugiyono, 2012: 7) writes, "the term qualitative research is intended as atype of research whose findings are not obtained through statistical procedures or othercounts."total population of 14 students and sample of 6 students, technique of data collection:observation, interview, documentation study, literature study. the steps of datacollection: planning, data collection, data collection and processing, inference andpresentation of data. results and discussionthe data obtained from this study is to develop interpersonal intelligence in earlychildhood through the project method in kartika xix-43 cimahi kindergarten whoobtained the results from observation. the observational data was conducted to findout the improvement of children interpersonal intelligence through the project method,while the provision of learning through field try was done to know the initial ability inthe child before given the learning of the child project method. table graphic 1. the objective condition of researcher's subjectseen in the graph table on the objective conditions on the subject to be studied averagestill at the bottom level or not yet developed on aspects of interpersonal intelligencethrough the project method, it is necessary to exercise, stimulus or stimulus in order toincrease the development of intelligence, especially interpersonal intelligence throughthe application of project methods which will then be applied at the next meeting.viewed from the graphic description, children should have a routine of at least twice aweek in stimulating the development of interpersonal intelligence through the projectmethod, which is where the interpersonal intelligence is needed in the communitybecause it requires interaction, tolerance, empathy, cooperation, responsibility anddiscipline and self-leadership in attitude, the use of this project method is one way tostimulate and explore the potential of such children, especially in interpersonalintelligence. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 78 table graphic 2. research day 9from the results of research on the subject of the researcher it can be concluded thatthe six subjects of this research succeeded in developing interpersonal intelligencethrough the project method because it looks after doing 13 times the application ofactive children in agility and kecerian and confidence, the child was enthusiastic andvery happy to receive learning through the project of children , because thedevelopment of interpersonal intelligence is packaged well and interesting so thatchildren enjoy doing learning activities through the project method. table graphic 3. research day 13from the graph above at the thirteenth meeting to increase interpersonal intelligence itcan be seen that there are some improvements of each significanthence improving children's interpersonal intelligence through project methods canexperience significant improvements such as when teachers provide lessons usingproject methods to children. children look more active and confident.based on all observation data above, it can be concluded that improving interpersonalintelligence through project method in kartika xix-43 cimahi kindergarten is better andmore children understand and can do activity well. the data shows that all children whodo all the learning activities for that very well the role of the teacher providesimprovement in the application of enhancing interpersonal intelligence is moreinteresting very well in conveying it through the project method. however, the processof family-based learning is a very important part to develop the character of earlychildhood (a.s. akhyadi & d. mulyono, 2018: 1-8) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 79 conclusionthe results of research on the application of project methods to improve early childhoodinterpersonal intelligence basically can be concluded that the main problem is whethertrue project-based learning method can contribute to early childhood interpersonalintelligence, it can be seen as contributing to the interpersonal intelligence of children inthis kindergarten kartika xix-43, as evidence to the above question is described asfollows:1. the objective condition of group b interpersonal intelligence in kartika kindergartenxix-43, in fact has not shown strong interpersonal intelligence, especially in theinteraction aspect with friends have not been able to all, in cooperation with tem thechild is still there who do not want even often solitary, responsible answer to his dutiesand work sometimes children always mention "already cape bu guru", not yetappreciate his friend's opinion, still embarrassed to express or express his opinion infront of his friends, some subjects researchers can not feel empathy, and not yet able tobecome peminpin in his group because it is still shy or not confident.2. the process of applying the group b project method in kartika kindergarten xix-43in its implementation is carried out by 6 research subjects in 13 meetings with 5different project method learning, there are gradual improvements such as interactingwith friends, in collaboration with teaman, responsible for his duties and work,respecting his friend's opinions, can express his opinions, feel empathy, and be able tobecome his group leader, so that it can improve the quality of interpersonal intelligenceof learning especially through the project method.3. based on the results of research that has been implemented, implementation throughproject method can improve and develop early child interpersonal intelligenceespecially group b in kartika kindergarten xix-43. this is evidenced by the results ofresearch on the application of project methods that can improve aspects ofdevelopment such as interacting with friends, cooperating with friends, responsible forthe task and work, respect the opinions of friends, can express opinions, feel empathy,and able to become peminpin group increased significantly. bibliographyakhyadi, a. 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(2016). pembelajaran berbasis kecerdasan jamak (multipleintelligences). jakarta: prenamedia group. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 63 pengaruh koordinasi, pengawasan dan iklim kerja terhadap kinerja pegawai di kantor dinas sosial provinsi jawa barat wedi fitriana stkip siliwangi bandung abstrak peneletian ini menggunakan metode penelitian deskriptif dan tehnik analisi jalur (path analysis), sedangkan dalam pengumpulan data penelitian melalui penyebaran koesiner dan didukung oleh kepustakaan. mengenai sample penelitian diambil secara acak sederhana (simple random sampling) dengan menggunakan metode slovin. dinas sosial provinsi jawa barat merupakan salah satu lembaga pemerintah yang memiliki peran dan fungsi yang cukup penting serta cukup berat tugasnya dalam melayani keperluan masyarakat. pelayanan yang baik kepada masyarakat bergantung kepada kinerja pegawai. hasil penelitian menunjukkan bahwa kinerja pegawai yang dipengaruhi oleh koordinasi, pengawasan dan iklim kerja tidak dapat dipisahkan satu persatu namun harus selalu terpadu dalam pelaksanaannya sehingga memiliki pengaruh yang signifikan kata kunci : koordinasi, pengawasan, iklim kerja, pegawai a. latar belakang masalah tantangan yang di hadapi institusi di bidang pemerintahan atau swasta pada abad 21 terfokus pada pelayanan kebutuhan masyarakat sebagai customer, tidak hanya pada kepuasan (customer satisfaction), tetapi berorientasi pada nilai (customer value). sehubungan dengan hal tersebut di atas guna meningkatkan kinerja para aparatur pemerintah di setiap instansi diperlukan manajemen/pengelolaan sumber daya yang baik, sehingga mampu meningkatkan pelayanan kepada masyarakat. sebagai pelayanan publik harus dapat mengaplikasikan apa yang menjadi komitmennya sebagai apartur yang memiliki loyalitas, dedikasi, integritas, kejujuran, keterampilan dan kemampuan serta wawasan yang luas. kesemuanya itu tidak lain untuk mewujudkan pengabdian sebagai pelayan publik dalam akuntabilitasnya untuk memuaskan masyarakat sebagai pelanggan. sementara itu, terdapat anggapan dari jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 64 masyarakat tentang aparatur pemerintah yang kurang simpatik, kualitas pelayanan publiknya kurang memuaskan, tidak profesional, lamban bahkan memperlambat/birokratis. aparatur pemerintah sebagai pelayan publik seharusnya mengutamakan kepentingan masyarakat/publik, namun pada kenyataannya sulit untuk mewujudkan atau menciptakan aparatur pemerintah yang transparan, akuntebel, apalagi untuk memberikan pelayanan publik yang efektif dan efisien atau good government. pemerintah pada hakekatnya adalah pelayanan kepada masyarakat, aparatur tidaklah diadakan untuk melayani dirinya sendiri, tapi untuk melayani masyarakat serta menciptakan kondisi yang memungkinkan setiap anggota masyarakat mengembangkan kemampuan dan kreativitasnya demi mencapai tujuan bersama. karenanya birokrasi publik berkewajiban dan bertanggungjawab untuk memberikan pelayanan publik yang baik dan profesional. sementara isu yang berkembang di masyarakat yang mengaitkan bahwa rendahnya mutu pelayanan aparatur tersebut ada benarnya apabila dilihat dari segi pendekatan struktural fungsional. walaupun tugas aparatur semakin berat, sedang imbalan yang diterima relatif kecil, maka kurang tepat kalau hal tersebut dijadikan sebagai alasan. sebagai terapi sekaligus untuk menepis kesan masyarakat yang kurang menyenangkan, pemerintah kini sudah mulai mengadakan perubahan-perubahan yang mendorong pada sikap dan prilaku pegawai ke arah hasil kerja yang lebih baik. perhatian pemerintah tersebut ditopang dengan upaya koordinasi dan pengawasan yang efektif dan optimal, baik secara vertikal, horizontal maupun fungsional yang diarahkan pada efektivitas kerja sehingga pada gilirannya dapat tercapai tujuan organisasi secara efektif dan efisien. salah satu yang sangat mendasar bagi tenaga kerja atau pegawai adalah kemampuan intelektual dan operasional untuk merealisasikan potensi kerja yang dimilikinya sesuai dengan kebutuhan organisasi. salah satu lembaga pemerintah yang memiliki peran dan fungsi yang cukup penting serta cukup berat tugasnya dalam melayani keperluan masyarakat adalah dinas sosial provinsi jawa barat. dinas sosial provinsi jawa barat sebagai salah satu dinas yang sebagaimana telah ditentukan dalam peraturan daerah nomor 40 tahun 2001 tentang tugas pokok, fungsi dan rincian tugas unit dinas sosial propinsi jawa barat, maka tugas pokok dinas, merumuskan kebijakan operasional bidang kesejahteraan sosial dan melaksanakan sebagian kewenangan dekonsentrasi yang dilimpahkan kepada gubernur serta tugas pembantuan yang memiliki tujuan untuk meningkatkan peranserta jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 65 masyarakat dan kesetiakawanan sosial dalam usaha kesejahteraan sosial, meningkatkan kemampuan pegawai ke arah profesionalisme, meningkatkan upaya-upaya dalam pelayanan sosial, mewujudkan sistem pemberian bantuan, perlindungan dan jaminan sosial, mewujudkan ketentuan/peraturan dalam upaya perlindungan sosial, mengembangkan peranan dan fungsi lembaga jaminan sosial, mengembangkan nilainilai kepahlawanan, keperintisan dan kejuangan. kondisi objektif di dinas sosial provinsi jawa barat yang menjadi fenomena permasalahan yang kiranya menurut penulis perlu dikaji dan diteliti yakni berkisar antara adanya koordinasi antara unit/bagian yang belum terlaksana dengan efektif dan efisien, dikarenakan masih adanya egosentris dari setiap unit/bagian, dimana masih mementingkan pekerjaannya masing-masing tanpa memperhatikan tujuan secara kolektifitas dari organisasi/instansi. sedangkan dari segi pengawasan terhadap pegawai masih belum terlaksana dengan baik sesuai aturan/ketentuan yang ada dan telah ditetapkan, hal ini dapat dilihat dari salah satu fenomena dalam kedisiplinan pegawai yaitu antara pegawai yang disiplin dengan yang tidak, tidak ada sangsi yang jelas dan tepat baik itu melalui tegoran lisan maupun tulisan atau sangsi-sangsi lainnya, begitu juga penghargaan terhadap pegawai yang berpsrestasi sehingga akan menimbulkan dapak pada iklim kerja pegawai. mengenai iklim kerja yang dirasakan cenderung masih belum kondusif, dengan salah satu bukti bahawa dari setiap unit/bagian masih ada masalah pekerjaan yang tidak sesuai dengan job deskipsinya masing-masing dengan kata lain tumpang tindih pekerjaan, dimana pekerjaan masih tersentralisasi yaitu pekerjaan hanya ditangani oleh pegawai yang menjadi kepercayaan atasan/pimpinan saja. berkenaan dengan hal tersebut diatas, dampak yang timbul terhadap kinerja pegawai sangat berpengaruh sekali, sehingga kinerja pegawaipun dalam melaksanakan pekerjaannya cenderung masih kurang optimal, apa lagi dengan mengacu pada proses pelayana prima terhadap masyarakat (sasaran pelayanan) di dinas sosial provinsi jawa barat. ada beberapa indikator yang menunjukkan lemahnya faktor koordinasi, pengawasan dan iklim kerja terhadap kinerja pegawai berdasarkan kenyataan di lapangan sebagai berikut ini: 1. koordinasi antar unit belum bahkan relatif kurang mendukung sistem pelayanan yang memuaskan. hal ini terlihat pada waktu menangani pelayanan, para petugas teknis masih melakukan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 66 kegiatan-kegiatan di tempat tinggalnya, sehingga proses koordinasi sulit dilakukan. 2. pengaduan masyarakat yang sangat banyak relatif kurang mendapat perhatian, sehingga tidak terlihat perubahan pelayanan menjadi lebih baik, malah pengaduan ketidakpuasan semakin meningkat jumlahnya. 3. adanya sistem kepegawaian yang kurang tepat, misalnya jabatan tertentu yang bersifat teknis dijabat oleh tenaga/pegawai dari pemda dengan kualifikasi administrasi/diluar profesi. ternyata koordinasi, pengawasan dan iklim kerja di kantor dinas sosial provinsi jawa barat masih dirasakan kurang sehingga belum mendukung terhadap sistem yang dikembangkan seperti kemampuan dalam mengoptimalkan sumber daya manusia atau memberikan kepuasan kepada masyarakat. ternyata koordinasi, pengawasan dan iklim kerja di kantor dinas sosial provinsi jawa barat masih dirasakan kurang sehingga belum mendukung terhadap sistem yang dikembangkan seperti kemampuan dalam mengoptimalkan sumber daya manusia atau memberikan kepuasan kepada masyarakat. permasalahan yang muncul di lapangan juga berdasarkan hasil temuan di kantor dinas sosial provinsi jawa barat, bahwa terdapat indikasi permasalahan yaitu: koordinasi, pengawasan dan iklim kerja yang diterapkan selama ini masih belum optimal dalam pelaksanaannya, karena output kinerjanya masih banyak yang belum efektif. hal itu kiranya yang akan dikaji dan diteliti secara mendalam, mengingat kebijakan hal tesebut di atas memegang peranan penting dalam keberhasilan pencapaian tujuan dinas sosial secara kolektifitas/keseluruhan. identifikasi masalah 1. belum optimalnya pelaksanaan koordinasi baik koordinasi vertikal, koordinasi horizontal, koordinasi fungsional dan koordinasi diagonal di dalam organisasi tersebut; 2. belum optimalnya pengawasan terhadap pegawai terutama pada system pengawasan, penetapan standar, tindakan perbaikan serta supervisi; 3. belum optimalnya efektivitas kerja pegawai/iklim kerja pegawai. 4. belum optimalnya kinerja pegawai dalam memberikan pelayanan kepada masyarakat. 5. kurangnya koordinasi sehingga mempengaruhi kinerja pegawai. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 67 6. kurangnya pengawasan terhadap kinerja pegawai 7. kurangnya efektivitas kerja/iklim kerja sehingga mempengaruhi kinerja pegawai. 8. kurangnya koordinasi, pengawasan dan iklim kerja terhadap pegawai sehingga mempengaruhi kinerja pegawai dalam memperikan pelayanannya. rumusan masalah 1. bagaimana koordinasi pegawai untuk melakukan pekerjaannya. 2. bagaimana pengawasan pegawai dalam melaksanakan pekerjaannya 3. bagaimana iklim kerja pegawai sehingga memudahkan pegawai melakukan pekjerjaannya. 4. bagaimana kinerja pegawai melaksanakan pekerjaannya dalam memberikan pelayanan 5. berapa besar pengaruh koordinasi terhadap kinerja pegawai. 6. berapa besar pengaruh pengawasan pegawai terhadap kinerja pegawai. 7. berapa besar pengaruh iklim kerja terhadap kinerja pegawai. 8. berapa besar pengaruh koordinasi, pengawasan pegawai dan iklim kerja terhadap kinerja pegawai. tujuan penelitian. 1. untuk mengetahui koordinasi pegawai dalam melaksanakan pekerjaannya.. 2. untuk mengetahui pengawasan pegawai dalam melaksanakan pekerjaannya.. 3. untuk mengetahui iklim kerja pegawai sehingga memudahkan dalam melakukan pekerjaannya.. 4. untuk mengetahui kinerja pegawai dalam melaksanakan pekrjaannya dalam memberikan pelayanan . 5. untuk mengetahui berapa besar pengaruh koordinasi terhadap kinerja pegawai. 6. untuk mengetahui berapa besar pengaruh pengawasan pegawai terhadap kinerja pegawai 7. untuk mengetahui berapa besar pengaruh iklim kerja terhadap kinerja pegawai. 8. untuk mengetahui berapa besar pengaruh koordinasi, pengawasan pegawai dan iklim kerja terhadap kinerja pegawai. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 68 b. kajian teori tidak dapat dipungkiri lagi bahwa kemajuan ilmu pengetahuan dan teknologi saat ini membawa perubahan yang sangat cepat diberbagai bidang kegiatan organisasi yang berorientasi proft maupun non profit seperti lembaga pemerintahan dan organisasi sosial lainnya. mengingat pentingnya peran sumber daya manusia dalam kegiatan organisasi maka sumber daya manusia perlu dikelola secara profesional agar terwujud keseimbangan antara kebutuhan pegawai dengan tuntutan dan kemampuan organisasi. keseimbangan tersebut merupakan kunci utama peusahaan agar organisasi dapat berkembang secara produktif. menurut veithzal (2004:1) bahwa :”manajemen sumber daya manusia (msdm) merupakan salah satu bidang dari manajemen umum yang meliputi segi-segi perencanaan, pengorganisasian, pelaksanaan dan pengendalian”.proses ini terdapat dalam fungsi/bidang produksi, pemasaran, keuangan maupun kepegawaian. karena sumber daya manusia (sdm) dianggap semakin penting perannya dalam pencapaian tujuan perusahaan, maka berbagai pengalaman dari hasil penelitian dalam bidang sdm dikumpulkan secara sistematis dalam apa yang disebut manajemen sumber daya manusia. istilah “manajemen” mempunyai arti sebagai kumpulan pengetahuan tentang bagaimana seharusnya memanage (mengelola) sumber daya manusia. kegiatan organisasi tidak terlepas dari koordinasi antar bagian secara vertikal maupun horisontal dimana koordinasi merupakan proses untuk mengembangkan dan memelihara hubungan baik itu kegiatan fisik maupun kegiatan rohaniah. koordinasi adalah penting dalam organisasi yang kompleks karena disitu terdapat banyak kegiatan yang berlainan dilakukan oleh banyak orang dalam banyak bagian. menurut fathoni (2006:20) koordinasi atau pengkoordinasian adalah: ”melakukan penyelarasan waktu dan penyatuan bermacam-macam tugas supaya semua mengarah kepada tujuan yang diingini”. kegiatan pengawasan dapat dilakukan saat kegiatan telah selesai. pengawasan dilakukan dengan maksud menyiapkan segala sesuatu untuk menjamin tidak terjadinya penyimpangan. fathoni (2006:30) mengatakan bahwa ”pengawasan berarti suatu proses untuk menetapkan aparat atau unit bertindak atas nama pimpinan organisasi dan bertugas mengumpulkan segala data dan informasi yang diperlukan oleh pimpinan organisasi untuk menilai kemajuan dan kemunduran dalam pelaksanaan pekerjaan”. iklim kerja merupakan lingkungan suatu manusia dimana para pegawai melakukan pekerjaannya, pengertian ini dapat mengacu kepada lingkungan departemen, perusahaan yang penting, atau suatu jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 69 organisasi secara keseluruhan. iklim kerja akan mempengaruhi perilaku mereka didalam organisasi sering digambarkan sebagai budaya organisasi sehingga berimplikasi pada kinerja pegawai. menurut pendapat stoner dikutip sukmana (2007: 33) iklim kerja merupakan : ”lingkungan fisik dan non fisik dimana para pekerja berada dan menggantungkan nasibnya, melakukan pekerjaannya, dan melakukan fungsi sosial mereka”. iklim kerja dapat dianggap sebagai personality dari suatu organisasi. iklim kerja merupakan lingkungan internal suatu organisasi yang dipersepsi dan dirasakan oleh para anggota atau para pekerjanya sebagai sesuatu yagn khas yang membedakannya dengan organisasi lain. kinerja pegawai bagi karyawan merupakan bagian penting dari seluruh proses kekaryaan karyawan yang bersangkutan dan kepentingan organisasi. menurut mangkunegara (2005 : 67) bahwa: “kinerja karyawan (prestasi kerja) adalah hasil kerja secara kualitas dan kuantitas yang dicapai oleh seseorang pegawai dalam melaksanakan tugasnya sesuai dengan tanggung jawab yang diberikan kepadanya”. jadi kinerja adalah prestasi kerja atau hasil kerja (output) baik kualitas maupun kuantitas yang dicapai pegawai persatuan periode waktu dalam melakukan tugas kerjanya sesuai dengan tanggung jawab yang diberikan kepadanya. c. metode penelitian penelitian ini dilakukan di dinas sosial provinsi jawa barat dengan mengambil obyek pegawai yaitu tentang koordinasi, pengawasan, iklim kerja serta kinerja pegawai. populasi dalam penelitian ini adalah seluruh pegawai sosial provinsi jawa barat. penelitian yang dilakukan meneliti. variable bebas dan terikat yang terdiri dari 4 variabel, yaitu : 1.variabel koordinasi (x1) sebagai variabel bebas (independen). 2.variabel pengawasan (x2) sebagai variabel bebas (independen). 3.variabel iklim kerja (x3) sebagai variabel bebas( independen). 4.variabel kinerja pegawai (y) sebagai variabel terikat (dependen). prosedur pengumpulan data yang digunakan adalah : studi lapangan (field research), penelitian pustaka (library research), interview dengan wawancara langsung, kuesioner, uji kualitas data dilakukan dengan cara : uji validitas menggunakan teknik korelasi, rumus koefisien korelasi yang dapat dipakai adalah dr. sugiyono (2004:182) jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 70 rumus : r xy =    ))(( 22 yx xy uji reliabilitas digunakan teknik korelasi belah dua dari sperman borwn (split half) dengan persamaan sebagai berikut: i r = b b r r 1 2 analisis jalur (path analysis). analisis jalur digunakan untuk menunjukkan hubungan yang memperlihatkan seberapa besar pengaruh sebuah variabel tertentu baik pengaruh langsung maupun tidak langsung terhadap beberapa variabel lainnya. jadi dalam hal ini persoalannya adalah sebab akibat. istilah yang akan digunakan dalam analisis jalur ini adalah variable eksogen yang merupakan variable penyebab (x). variable endogen yang merupakan variabel akibat (y) dan variable implicit (€) yang merupakan faktor-faktor lain dari variable eksogen. koefisien determinasi. berdasarkan perhitungan korelasi yang terlihat pada hasil analisi jalur, maka diperoleh koefisien determinasi yaitu suatu bilangan yang dinyatakan dalam persen yang menunjukan berapa besar proporsi koordinasi (x1), pengawasan (x2), iklim kerja (x3) dan kinerja pegawai (y) yang dirumuskan sebagai berikut : kd = r x 100% pengujian hipotesis, hipotesis ke satu (bersama-sama) digunakan uji f dengan rumus : )( )1( 2 2 k k yx yx rk rkn f    jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 71 hipotesis kedua (parsial) digunakan uji t dengan rumus : )1(;  kndf se p t pk k k kriteria uji, ho ditolak jika nilai t hitung ≥ t tabel , dengan demikian hi diterima. hipotesis y atas z dan berikutnya digunakan uji t dengan rumus, 2 1 2 r nr t    kriteria uji, ho ditolak jika nilai t hitung ≥ t tabel , dengan demikian hi diterima. d. pembahasan dinas sosial provinsi jawa barat yang dikukuhkan dengan peraturan daerah nomor 5 tahun 2002 tentang perubahan atas peraturan daerah nomor 15 tahun 2000 tentang dinas daerah. di dalam melakukan penelitian ini, penulis mengunakan instrumen berupa kuesioner terdiri dari variabel koordinasi, pengawasan pegawai, iklim kerja , dan kinerja pegawai pernyataan. berdasarkan pengolahan data dan uji validitas serta reliabilitas maka hasil yang di dapat sebagai berikut :(1).hasil tanggapan responden dapat dikatakan bahwa gambaran atau tingkat koordinasi termasuk kategori baik. mengenai koordinasi pegawai memang sangat penting dalam melaksanakan tugas agar efektif dan efisien guna tercapainya suatu tujuan yang telah ditetapkan, koordinasi tersebut dilakuakan pada pekerjaan sehari-hari baik antar pimpinan/atasan langsung serta selalu melakukan hubungan dengan sesama rekan sekerja,baik antar bagian maupun dalam bagianitu sendiri. berkordinasi dengan bagian lain yakni tentang kaitan pekerjaan dan sesuai dengan proporsinya, hal ini guna tercapainya target penangana dan pemberdayaan penyandang masalah sosisla (pmks) dan potensi sumber kesejahteraan sosial (psks) yang ditangani jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 72 oleh dinas sosial provinsi jawa barat sesuai denganvisi dan misi yang ada. (2).hasil tanggapan responden tentang pengawasan dapat dikatakan bahwa gambaran atau tingkat pengawasan termasuk kategori baik. pengawasan pegawai di dinas sosial provinsi jawa barat yang dilaksanakan oleh pimpinan / atasan langsung, baik dari segi aturan atau ketentuan yang berlaku serta tatatertib yang ada juga mengenai absensi kehadiran pegawai diberlakukan secara seksama baik bagi pimpinan, maupun bawahan (staf). sehingga prilaku dan sikap pegawai juga di perhatikan secara seksama serta adanya suatu evaluasi tentang hasil pengawasan pimpinan terhadap bawahan begitu pula sebaliknya, bagi pegawai yang berprestasi diadakan reward/penghargaan sebaliknya bagi yang tidak mentaati peraturan / ketentuan yang ada dikenakan sangsi, baik penurunan penilaian dp3 maupun sangsi administrasi lainnya. (3). hasil tanggapan responden tentang iklim kerja maka dapat dikatakan bahwa gambaran atau tingkat iklim kerja termasuk kategori baik. iklim kerja pegawai di dinas sosial provinsi jawa barat, dilihat dari mekanisme kerja baik itu peraturan/ tatatertib, prosedur kerja, kebijakan organisasi dll, dapat dipatuhi serta dilaksanakan dengan baik, baik itu oleh pimpinan / atasan langsung maupun bawahan (staf) sehingga antara pimpinan, bawahan bahkan rekan sejawat/sekerja memiliki privasi dalam melaksanakan pekerjaan tanpa terganggu oleh siapapun, karena semua bekerja sesuai job deskipsinya dan tanggungjawab jauga wewnangnya masing-masing, sehingga ada rasa saling memiliki organisasi yang harus dijalnkan dengan baik sesuai ketentuan dan tujuan organisasi. (4).hasil tanggapan responden tentang kinerja pegawai dapat dikatakan bahwa gambaran atau tingkat kinerja pegawai termasuk kategori baik. kinerja pegawai di dinas sosial provinsi jawa barat sebenarnya sudah berjalan dengan baik, benar dan sinergis dengan peraturan dan ketentuan yang ada, juga berdasarkan dari hasil angket yang peneliti sebarkan kepada responden dapat dikatagorikan bahwa kinerja pegawai itu sedah baik, dimana kinerja pegawai baik pimpinan/atasan, bawahan maupun rekan sekerja sudah melaksanakan pekerjaan sesuai aturan dan ketentuan yang ada di organisasi. (5).koordinasi berpengaruh signifikan terhadap kinerja pegawai dinas sosial provinsi jawa barat,hal ini terbukti bahwa dalam melaksanakan pekerjaan sehari – hari para pegawai dapat melaksanakannya selesai sesuai target waktu dan saling membantu baik antar bagian maupun dalam bagian itu sendiri, serta penuh rasa tanggungjawab yang tinggi terhadap pekerjaannya sesuai proporsinya masing-masing, dengan demikian sutu pekerjaan tidak akan terlaksana dengan baik tanpa koordinasi yang baik pula, maka koordinasi sangat jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 73 berpengaruh terhadap kinerja pegawai. (6). mengenai pengawasan berpengaruh signifikan terhadap kinerja pegawai di dinas sosial provinsi jawa barat, pada intinya bahwa pengawasan pegawai dari pimpinan/atasan sangat penting dan diperlukan bagi peningkatan kinerja pegawai. untuk dapat mengevaluasi juga sejauh mana pekerjaan bawahan/pegawai dalam pencapaian targer pekerjaan maupun prestasi kinerja pegawai. akan tetapi memang dalam segi pengawasan terhadap pegawai, sebelumnya kurang epektif dalam artian tidak dilakukan waskat secara kontinue, dengan adanya waskat yang dilakukan secara kontinue, motivasi pegawai sangat tinggi apa lagi dengan adanya penghargaan dan reward bagi yang berprestasi dalam kinerjanya, akan dipromosikan untuk menduduki jabatan atau jabatan yang lebih tinggi sesuai proporsi dan profesinya. (7). iklim kerja berpengaruh sangat signifikan terhadap kinerja pegawai di dinas sosial provinsi jawa barat, hal ini dapat dirasakan oleh para pegawai dengan adanya iklim kerja yang baik dan kondusip jadi menambah semangat bekerja juga menambah motivasi yang tinggi bagi para pegawai dalam melaksanakan pekerjaannya, ini terjadi karena antara sesama bagian yang satu dengan bagian yang lain sekarang tidak ada egosentris sudah satu prinsip dan satu tujuan yakni melaksanakan pelayanan bagi masyarakat denga proses prmberdayaan penyandang masalah kesejahteraan sosial dan potensi sumber kesejahteraan sosial yang penanganannya harus dilaksanakan secara tujuan kolektifitas/bersama-sama sesuai job deskripsi serta proporsinya agar tercapaisuatu tujuan juga guna tercapainya misi-misi dan visi dari dinas sosial provinsi jawa barat. (8). hasil penelitan yang berkaitan dengan pengaruh koordinasi, pengawasan dan iklim kerja terhadap kinerja pegawai di dinas sosial provinsi jawa barat dapat dikatakan bahwa variabel-variabel yang mempengaruhi kinerja pegawai tersebut tidak dapat dipisahkan satu persatu namun harus selalu terpadu dalam pelaksanaannya sehingga memiliki pengaruh yang signifikan.dalam hal ini menciptakan pegawai yang baik dan berkualitas antara ke 3 (tiga) variabel diatas, sangat berpengaruh yang signifikan, karena antara variabel yang satu dengan yang lainnya merupakan suatu sitem yang terpadu dalam meningkatkan kinerja pegawai yang berkualitas sesuai dengan tujuan instansi. dari ke tiga variabel tersebut ( koordinasi, pengawasan dan iklim kerja ) sangat berpengaruh yang signifikan terhadap kinerja pegawai, meningkatkan kinerja pegawai berkualitas melalui peningkatan sdm yang profesional, guna tercapainya target sasaran dalam memberikan pelayanan prima terhadap masyarakat dan tercapainya target pemberdayaan pada jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 74 penyandang masalah kesejahteraan sosial dan potensi sumber kesejahteraan sosial di wilayah provinsi jawa barat. e. kesimpulan dan saran kesimpulan tingkat koordinasi yang meliputi hubungan langsung, kesempatan awal, kontinuitas, dinamisme, tujuan yang jelas, organisasi sederhana, wewenang dan tanggung jawab, komunikasi, kepemimpinan dan supervisi sesuai dengan hasil pengolahan data, termasuk kategori baik. tingkat pengawasan yang meliputi menetapkan standar, mengukur prestasi kerja, membandingkan hasil, membetulkan penyimpangan, sesuai dengan hasil pengolahan data termasuk kategori baik, hal ini terbukti mengalami peningkatan dengan diadakan pengawasan dengan sitem waskat, sehingga kinerja pegawai meningkat serta termotivasi dengan adanya penghargaan kepada pegawai yang berprestasi juga adanya kejelasan dan ketegasan dalam penetapan disiplin pegawai sesuai peraturan/ketentuan yang berlaku. tingkat iklim kerja yang meliputi conformity, responsibility, standards, rewards, clarity, team spirit , sesuai dengan hasil pengolahan data termasuk kategori baik, dalam hal ini di dinas sosial provisi jawa barat iklim kerjanya sudah kondusif karena dari setiap unit/bagian mulai dari atasan/pimpinan, bawahan sampai dengan staf pelaksana sudah satu presepsi dan satu tujuan yang kolektifitas dari suatu organisasi/instansi yakni memberikan pelayanan prima terhadap masyarakat (sasaran pelayanan). tingkat kinerja pegawai yang meliputi mengukur kualitas kerja, mengukur tanggung jawab terhadap pekerjaan, mengukur kerjasama dengan rekan kerja, menilai orientasi terhadap pelanggaran, mengukur inisiatif karyawan, sesuai dengan hasil pengolahan data termasuk kategori baik, hal ini dibuktikan dengan adanya motivasi dan peningkatan kinerja pegawai yang dikarenakan adanya suatu penghargaan terhadap pegawai yang berprestasi dengan dipromosikan untuk menduduki suatu jabatan juga adanya reward lain, baik berbentuk piagam maupun jenis kebutuhan peralatan kantor atau yang lainnya. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 75 pengaruh koordinasi terhadap kinerja pegawai secara parsial, sesuai dengan uji hipotesa terdapat pengaruh yang rendah signifikannya, hal ini dikarenakan tingkat koordinasi baik antara unit/bagian maupun seksi bahkan sesama pegawai sudah berjalan secara semut, tidak ada lagi istilah egosentris. pengaruh pengawasan terhadap kinerja pegawai secara parsial, sesuai dengan uji hipotesa terdapat pengaruh yang rendah signifikannya, dalam pengawasan ini sudah terlaksana sesuai peraturan/ketentuan yang ada dengan menggunakan sistem pengawasan secara melekat (waskat), jadi atasan/pimpinan langsung yang menilai kinerja bawahannya tersebut dalam menentukan prestasi kerjanya, jadi otomatis terpantau dan termonitoring setiap hari. pengaruh iklim kerja terhadap kinerja pegawai secara parsial, sesuai dengan uji hipotesa terdapat pengaruh yang rendah signifikannya, karena iklim kerja sudah kondusif sehingga motivasi dan prestasi kerja pegawaipun meningkat. pengaruh koordinasi, pengawasan dan iklim kerja terhadap kinerja pegawai secara simultan, sesuai dengan uji hipotesa terdapat pengaruh yang signifikannya. hal ini pelaksanaan dari variabel-variabel tersebut sudah dilaksanakan di dinas sosial provinsi jawa barat secara efektip dan efisien sesuai peraturan dan ketentuan yang berlaku. saran dalam masalah pelaksanaan koordinasi pada suatu pekerjaan di dinas sosial provinsi jawa barat, perlu ada komunikasi secara terbuka antara pimpinan / atasan dengan bawahan, hal ini jangan sampai masih terjadi adanya saling menutupi informasi dan mementingkan egosentris dari setiap unit / bagian (sebagian program kegiatan tidak terbuka atau ditutupi). untuk itu sering diadakan rapat / pertemuan antar pimpinan dan bawahan berupa penjelasan prgram kegiatan, penjelasan tugas pelaksanaan serta evaluasi yang telah dilaksanakan secara rutin.. pelaksanaan pengawasan terhadap pegawai, jangan hanya dari segi disiplin pegawai saja dengan maksud hanya penekanan terhadap apel pagi, kehadiran dan pulang kerja tepat waktu, akan tetapi perlu pengawasan pada segi disiplin keuangan yakni perlu menekan hingga sekecil mungkin bahkan menghilangkan kebocoran serta pemborosan jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 76 keuangan negara juga segala bentuk pungutan liar. tidak lepas juga perlu pengawasan pegawai dari segi kelancaran dan percepatan pelayana kepada masyarakat/sasaran pelayanan guna terwujudnya program pelayanan perima kepada masyarakat dengan berpedoman bahwa disiplin itu adalah taat, tunduk dan patuh terhadap pimpinan/atasan sesuai dengan ketentuan dan peraturan yang berlaku yang terdapat di dalam tupoksi. mengenai iklim kerja agar tetap kondusif, pimpinan/atasan harus berani terbuka dan domokratis menerima pendapat, kritikan ataupun saran/masukan dari bawahan yang tujuannya untuk mengembangkan dan memajukan organisasi / instansi. dalam hal ini jangan bersifat otoriter, kalau pelaksanaan pekerjaan ingin tercapai sesuai target dan tujuan dari organisasi / instansi. dalam meningkatkan kinerja pegawai, pimpinan perlu menerapkan metoda berbasis kinerja guna meningkatkan pegawai dapat bekerja dengan cermat tanpa membuat kesalahan dengan cara mengawasi secara berkesinambungan terhadap job description bawahan/ staff dalam pelaksanaan kegiatan sehari-hari dalam bentuk mengoreksi hasil pekerjaan/laporan, menjelaskan program kegiatan yang harus dilaksanakan secara jelas. guna meningkatkan kontribusi koordinasi terhadap kinerja pegawai, diharapkan atasan bisa mensinergikan pekerjaan seluruh bagian secara baik agar tujuan pekerjaan secara kelembagaan bisa tercapai dengan bentuk diadakannya rapat koordinasi seluruh bagian secara rutin. guna meningkatkan kontribusi pengawasan terhadap kinerja pegawai, sebaiknya pengawasan terhadap absensi pegawai dilaksanakan dengan konsisten serta ada kejelasan pemberian penghargaan dan sanksi terhadap pegawai yang berprestasi baik dengan pegawai yang tidak disiplin dalam melaksanakan tugasnya. guna meningkatkan kontribusi iklim kerja terhadap kinerja pegawai, perlu ditingkat hubungan kerja atau individu sesama pegawai atau dengan pimpinan yang harmonis lebih dijalin dengan cara adanya kegiatan di luar pekerjaan rutin berupa olahraga bersama, kesenian atau karyawisata serta penyampaian pelimpahan tugas dari atasan kepada bawahan dapat dilakukan dengan cara lebih persuasif. jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 77 guna meningkatkan kontribusi koordinasi, pengawasan dan iklim kerja terhadap kinerja pegawai, pelaksanakan ketiga variabel tersebut harus merupakan suatu sistem yang terpadu dimana antara variabel yang satu dengan yang lainnya tidak dapat dipisahkan dalam mencapai suatu tujuan kualitas kinerja pegawai yang optimal. daftar pustaka abdurrahmat fathoni,2006, organisasi dan manajemen sumber daya manusia, rineka cipta. jakarta. asep tatang, pengawasan melekat, pusdiklat depsos ri. cucu sukmana,2007, “pengaruh pelatihan dan motivasi kerja serta iklim kerja terhadap kinerja pegawai pada pusat bahasa departemen pendidikan nasional”,tesis, stie pasundan. djaslim saladin, 2004, manajemen strategi & kebijakan perusahaan, linda karya, bandung. istijanto, 2005, riset sumber daya manusia, gramedia, jakarta. mangkunegara, a.a anwar, drs.,m.si, p.si, 2005, manajemen sumber daya manusia perusahaan, pt remaja rosdakarya, bandung. moekijat,1994, koordinasi, mandar maju, bandung. richard m steers,2000,efektifitas organisasi, lppm erlangga, bandung rivai, veithzal prof.dr, 2004, manajemen sumber daya manusia untuk perusahaan, pt radja grafindo persada, jakarta. robert l.,mathis &john, jackson, 2001, manajemen sumber daya manusia, pt salemba empat patria, jakarta. robins, stephen p, 1996, prilaku organisasi konsep kontroersi aplikasi, jilid 1, alih bahasa handiyana pujatmaka, pt prenhalindo, jakarta siagian, sondang p,2000, manajemen sumber daya manusia, bumi aksara, jakarta jurnal empowerment volume 2, nomor 1 februari 2013, issn no. 2252-4738 78 sugiyono, 2004, metode administrasi, cv alfabeta. sulistiyani, ambar teguh, 2003, manajemen sumber daya manusia konsep teori dan pengembangan dalam konteks organisasi publik, graha ilmu, yogyakarta. sumarsono,sonny,2004, metode riset sumber daya manusia,graha ilmu, yogyakarta. t.hani handoko, 2001, manajemen personalia & sumber daya manusia, bpfe-yogyakarta. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 129 autonomy in the early childhood elly chandra dewisekolah mutiara nusantaraellychandradewi032@gmail.com abstractthis research based on the big pictures of how much children shown theautonomy during school time as well during class time. the population of thechildren in this school are 30 students. through observation as wellquestionnaire shown that most of the students are in the middle level ofautonomy. through the observation as well in the data questionnaire shownthat most of the children have their own nanny that helps them to do manythings that actually able to be done by themselves. this nanny’s roles tookgreater impact to the children. keywords: autonomy, early childhood introductionchildren autonomy especially during the early years is important parts of theirdevelopment. during their early years, children are expected to build their indepenceapart from their need to be help by parents and adults around them. most of the timethey still need more attention as well attachment from their parents or people aroundthem to give them safety and comfort. however when they join preschool in mutiaranusantara, they are expected to be able to build certain autonomy to be able to join eachactivities in the classroom and able to socialized with other students.definition of autonomy for early childhoon is more about how they are able to take careor serve themselves for example, get up again when they fall down, take their own toyswithout asking for help from adults, take and drink by themselves, approaching theirparents or their classmates. (latifah, 2016). parents role as well took the importancepart for their level of autonomy. (effendi, mursilah, & mujiono, 2018)children growth and development of early childhood is always simultant and holistic.the implementation of child’s learning is integrated in a certain manner. the methodsand strategies during teaching for early childhood also really important, because eithersuccess or fail is depend on how the educators apply their strategy. (gunarso, 2006 :56). autonomy is take an important role start from beginning of their early childhood tobuild them into a person that have self esteem, confidence and able to cope theirproblems. (mardiana & ai, 2014) methodthe methods and analysis data basedn on quantitative research. this study is using aquantitative approach with inferential statistical analysis. the sampling are 330 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 130 students as a population. with 2 methods which is questionnaire through the teacher aswell with observation of each students. the questionnaire is closed, means that eachteacher need to put on a check list on each answer that related to the students conditionthat they see everyday. after all the data is completed, then continue to the dataanalysis. results and discussion resultsbased on the questionnaire and the data analysis through observation, the datacollected are : table 1. students autonomy autonomy kgbhigh 8middle 15low 7total 30 from the data we are able to see that most of the students in the school have middlelevel of autonomy. discussionbased on the data given from table 1. is known that most of the students are havemiddle level of autonomy. if we concern of what happened during the observation isclear that most of the student have their own helper that keeps involves in their life.starts early in the morning until they were sleep at night. even the parents did notencourage the students to be able to do things by themselves. as example, their nannywill bring their back and put their snack on the snack box, serve them and carried theirwater bottle even some of the student not even holding their own water bottle. foranother cases, most of the nanny will the students eventhough actually the students areable to hold a spoon and fork. through the observation is clear that the role of thenanny takes most of the importance task so each student did not get an opportunity tobe able to build their autonomy. there are two factor that build the autonomy in theearly childhood which is internal and external factors. (heni i, 2011) conclusionbased on the data and the observation the student in the mutiara nusantara school is inthe middle level of autonomy. through the observation given, each students are havetheir own nanny that always helping them even for little things that actually able to bedone by themselves. this habit impact to their self esteem which is they are not willingto try to do things by themselves, instead they keeps asking help from adult or theirteachers. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 131 referencesakhyadi, a. s., & mulyono, d. (2018). program parenting dalam meningkatkankualitas pendidikan keluarga. abdimas siliwangi, 1(1), 1-8.effendi, e., mursilah, m., & mujiono, m. (2018). korelasi tingkat perhatian orang tuadan kemandirian belajar dengan prestasi belajar siswa. titian ilmu: jurnal ilmiah multi sciences, 10(1), 17–23. https://doi.org/10.30599/jti.v10i1.131latifah, e. w. (2016). pengaruh pengasuhan ibu dan nenek terhadap perkembangankemandirian dan kognitif anak usia prasekolah. departemen ilmu keluarga dan konsumen, fakultas ekologi manusia, institusi pertanian bogor, 9(1), 21–32.mardiana, a., & ai, n. p. m. (2014). kemandirian anak di sekolah kelompok a paudpertiwi 1 kemandirian anak di sekolah kelompok a paud pertiwi 1.heni i, n. (2011). studi komparasi tingkat kemandirian anak pola asuh orang tua didesa. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 100 the influence of technical assistance (bimtek) on the increasing number of bumdes in south minahasa, indonesia noldy richard supit1, grace nathania clara sabandar2, nandang rukanda3 1 ministry of villages, underdeveloped regions and transmigration, indonesia2 indonesia technology-enhanced language learning (itell) assocciation, indonesia3 nonformal education department, ikip siliwangi, cimahi, indonesia 1 noldylagrande@gmail.com, 2 ghechan83@gmail.com, 3 email-author-3@ymail.com abstractthe villages currently have various economic problems such as low landtenure and relatively small business scale, some even tend to subsistence;limited access to finance and tend to be patterned 'ijon'; lack of market accessand low bargaining power; less knowledgeable about good production mode;available facilities and infrastructure that have not supported productioninput, production process, and post production. the presence of bumdes inthis case becomes the answer to these problems, which are expected to bethe motor of the village economy. however, until the end of 2017, the numberof bumdes in indonesia is still limited to 18,446 units. this means that out of74,958 villages in indonesia, there are only 25% of villages that ownbumdes. this article is aimed to give a description on how technicalassistance (bimtek) program on bumdes delivered by ministry of villages,underdeveloped regions and transmigration was able to influence thenumber of established bumdes in the region of north minahasa, indonesia.the two-day bimtek was done on 25th and 26th of september 2017 followedby field observation on the 2nd until 4th of april 2018. this resulted onadditional of 41 bumdes in the region of south minahasa, which was roughly53 % growth in six months period. keywords : technical assistance (bimtek), badan usaha milik desa(bumdes) introductionin an effort to improve the welfare of the community, the indonesian governmentthrough the ministry of villages, underdeveloped regions and transmigration formedbumdes program, a financial institution whose main objective is to provide fundings togroups of people in a community who need to run a business, besides the bumdes isalso aimed to set up businesses to improve the economy of the community (samadi,rahman, & afrizal, 2015). badan usaha milik desa (bumdes) is considered as amultipurpose economic institution, because in addition to being a business entity,bumdes is also present to meet the economic needs of the rural community while alsoassisting the administration of rural government (direktorat pued kementerian desa,pdtt, 2016). the growth of bumdes in the last three years since the launch of the lawof villages number 6 year 2014 has increased but still far from the expectations and jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 101 targets set. until the end of 2017, the number of bumdes in indonesia is still 18,446units. this means that out of 74,954 villages in indonesia, there are 75% of villages thatdo not own bumdes.bumdes in practice after its establishment should be managed professionally andindependently which means that it requires people who have the competence tomanage it. recruitment of employees or managers must be adjusted to the standards setforth in the rules and articles of association (ad/ art) of bumdes. as an institution thatis required to gain profit for the village, for certain there are some mechanisms thatmust be obeyed by the manager of bumdes in cooperation with other parties.especially in the region of south minahasa, north sulawesi province, the number ofbumdes that are formed is relatively small. by the end of 2017 from a total of 167villages, the bumdes that have been established only reached 47 units. (direktoratpued kementerian desa, pdtt, 2017) some issues such as limited understanding,misperception, capital and investors, business market share are still low, the level oflow operational business management, human resource and technology competenciesnot yet adequate, and moral hazard potential bumdes by the head of the village andcertain groups become obstacles in the establishment and operation of bumdes.besides that, the role of the government is still larger, although not able to viewphysically, but in the form of socialization that lacks optimal knowledge for thecommunity is also an inhibiting factor.efforts to increase the number of bumdes should have been done and cannot beseparated from the discourse of the model of socialization from top to bottom (topdown planning). in accordance with the demands of a new paradigm that focus onhuman-centered development, the forms of socialization and training through thetechnical assistance program (bimtek) are naturally enlarged and become the coreprocess of community empowerment in the establishment of bumdes.based on the background of the stated idea, this research was intended to take a morespecific dimension that is analyzing about the influence of bimtek delivered by theministry of villages, underdeveloped regions and transmigration in an effort toincrease the number of bumdes in the district of north minahasa within a certainperiod of time. the bimtek program is based on the consideration that its design andimplementation can provide a clear picture of how the bumdes establishment andmanagement process in each village. the program was held in manado city on the 25thand 26th of september 2017, attended by 83 participants from registered villages of thedistrict of south minahasa. six months following the implementation of the bimtekprogram, the ministry of villages, underdeveloped regions and transmigration,evaluated the outcome of the program by calculating the recent number of the bumdeswhich has been established in the area. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 102 theorethical review the concept of community empowermentcommunity empowerment is a development process in which communities take theinitiative to begin the process of social activities to improve their own situation andcondition. community empowerment can only occur if the community itselfparticipates.according to mardikanto (mubarak, 2010), there are six goals of communityempowerment, namely:a. institutional improvement, "better institution". with the improvement of activities /actions carried out, it is expected to improve institutions, including the developmentof business intimacy networks.b. business improvement, "better business". improving education "enthusiasm forlearning", improving accessibility, activities and institutional improvement, isexpected to improve the business carried out.c. improved income, "better income". with the occurrence of business improvementsmade, it is hoped that it will be able to improve the income earned, including familyand community income.d. environmental improvement, "better environment". improved income is expectedto improve the "physical and social environment" because environmental damage isoften caused by poverty or limited income.e. improvement of life, "better living". income levels and improved environmentalconditions are expected to improve the living conditions of every family and society.f. community improvement, "better community". a better life that is supported by abetter "physical and social" environment, is expected to materialize into a bettercommunity life. the concept of technical assistance (bimtek)technical assistance (bimtek) is a process of providing targeted support to anorganization with a development need or problem. bimtek is a broad term that areable to surround different forms of support. (soler, cocozza, & henry, 2013) one thingthat distinguishes bimtek from other forms of intervention is the intention to build theability to achieve a certain goal, related to innovation or general capacity. fruchter,cahill, and wahl (1998) show that the term bimtek or technical assistance, "containsthe assumption of intentionality, both in making planned efforts to bring about change,and in the nature, structure, and purpose of assistance," (p. 13). in the purpose of thisresearch, bimtek can be defined as assistance from the authorities given to individuals,organizations, and civil servants to increase knowledge, skills or attitudes in supportingcertain final goals.there are at least two ways a bimtek program can be delivered, indirect or direct.indirect bimtek means that the provider trusts some media or tools that thebeneficiary organization can use as a manual or guide. meanwhile direct bimtekprovides more helpful services such as coaching and consultation, not only face-to-facebut also through online such as via telephone, email, fax or chats. (strengthening nonprofits, 2018) jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 103 the main principles of a bimtek program will surely shape the engagements of theprogram and the beneficiary party. while each engagement will vary in duration, topic,form, and structure, it should be shaped by the following principles (strengthening nonprofits, 2018):1. collaborative. work together with the organization's staff to identify underlyingneeds and long-term goals of capacity building engagement.2. systematic. use a systematic approach when providing a bimtek. establishing
asystematic approach ensures that all beneficiary organizations get equal treatmentand increases the likelihood of high-quality bimtek provision and, in turn,measurable outcomes from that bimtek provision.the four phases in a systematic approach to bimtek are:a. requestb. analyzec. implementd. evaluate3. targeted. determine which areas of organization have the urgent importance, andwhere technical assistance will have the greatest impact. target your efforts onthose areas.4. adaptive. as the technical assistance provider, you must remain adaptive throughoutthe engagement. be flexible according to the needs of the beneficiary organization.5. customized. respond to the unique needs of each beneficiary organization bydesigning and delivering tailored technical assistance engagements.6. asset-based. organizations, like people, can more easily build on strengths thandevelop brand new competencies. every organization has its own unique pool ofresources and relationships from which it can draw. technical assistance shouldhelp the organization identify, engage, and leverage the assets that exist.7. accountable. create a mutual agreement, such as a memorandum of understanding,and draft a work plan that outlines specific actions and responsibilities.8. results-driven. identify measures that indicate improvements in managementpractices or organizational performance, and track those that have bimtek real,measurable results.technically the implementation of bimtek does not seem too intimidating, but when itrefers to the principles of bimtek implementation, this type of program holds a veryimportant role especially in achieving beneficial target for a certain community. the concept of bumdes (badan usaha milik desa)according to minister of home affairs regulation no. 39 of 2010, bumdes are villagebusinesses formed / established by the village government where capital ownershipand management are carried out by the village government and the community. thepurpose of the establishment of bumdes is the government's efforts to improve thefinancial capacity of village governments in administering the government andincreasing people's income through various economic activities of rural communities.the existence of these bumdes is also strengthened by uu no. 6 of 2014 which isdiscussed in bab x pasal 87-90, among others, stating that the establishment of bumdeswas agreed through village meetings and managed with a spirit of kinship and mutualcooperation. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 104 so it can be said that bumdes has two main functions, namely as social institutions andvillage commercial institutions. bumdes as a social institution has a contribution as aprovider of social services, while the function as a commercial institution means thatbumdes aim to gain profits through offering local resources (goods and services) to themarket (prasetyo r. , 2016).the type of business managed by bumdes has been regulated in ministerial regulationscovering services, distribution of nine basic commodities, trade in agricultural products,and or small industries and households and can be developed according to potentialneeds. from the various efforts made by the bumdes, it is expected that later it can beused for business development, village development, empowerment of ruralcommunities, and providing assistance to the poor through grants, social assistance, andrevolving fund activities stipulated in the village revenue and expenditure budget. methodsuharsimi arikunto (2002) said that instruments are tools or facilities used in researchtime using a method. the use of these instruments are to make it easier to gain theresults, in the sense of being more accurate, complete and systematic so that it is moremanageable.to make it possible to achieve the aim addressed in this article, a set of questionnairewas provided and given to the participants after the two-day bimtek by the ministry ofvillages, underdeveloped regions and transmigration. questionnaire is a technique ofindirect data collection (researchers do not directly ask questions with respondents).the instrument or data collection tool is also called a questionnaire containing anumber of questions that must be answered or responded to by respondents (sutopo h., 2006). the questionnaire was intended to get the information of the total of bumdespresent during the bimtek program and to evaluate whether the participants got theintended essence of the program given.other than the questionnaire, in order to review the result of the bimtek program,there is a recent data of the total number of bumdes in the region of south minahasabased on field observation done by the ministry of villages, underdeveloped regionsand transmigration. observation itself is one of data collection tools that is carried outthrough recording or site visit (sutopo h. , 2006). this method is used to obtain morecomplete and detailed data or information. information obtained through theseobservations is then implemented in writing. in some cases, this observation methodcan also use non-human sources such as documents and records. result and discussion resultthe data result of this research will be divided into two parts, the first one is based onthe questionnaire given following the bimtek program which was held on 25th and 26th jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 105 of september 2017 and the latter is based on the observation data by the ministry ofvillages, underdeveloped regions and transmigration on 2nd until the 4th of april 2018. questionnaire on bumdes bimtek program delivered by the ministry of villages, underdeveloped regions and transmigrationthis questionnaire is intended to determine several important points:1. the number of participants present during the bimtek program2. the number of bumdes present in the participants’ villages3. the goods (natural or non natural products) that each district owns4. whether the bimtek was helpful and informative for the participants to understandabout bumdesthe result is as follow: the number of participants present during the bimtek program: 83 people consists ofthe heads of the districts of south minahasa region and their staffs. table 1. the number of bumdes present in the participants’ villages(data acquired on the 26th of september 2017 through questionnaire) no. districts of south minahasa region total of villages total of bumdes 1 tumpaan 10 4 2 tompaso baru 10 2 3 tenga 18 2 4 tatapaan 11 5 5 tareran 13 4 6 suluun tareran 9 2 7 sinonsayang 13 2 8 ranoyapo 12 4 9 motoling barat 8 1 10 motoling timur 8 0 11 motoling 7 1 12 modoinding 10 1 13 maesaan 12 0 14 kumelembuai 8 4 15 amurang timur 8 1 16 amurang barat 8 2 17 amurang 2 2167 37 the goods (natural or non natural products) that each village ownsthis information is needed so that either the people of the districts and the ministry ofvillages, underdeveloped regions and transmigration have a better idea of what needsto be developed further through available bumdes or to be built. it can be seen through jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 106 the data below that the districs understand their potentions and eager to develop themmore. table 2. the description of goods in the participants’ villages(data acquired on the 26th of september 2017 through questionnaire) no. districts of south minahasa region goods 1 tumpaan fisheries 2 tompaso baru farming: coconut, corn, cloves, rice, brownsugar 3 tenga farming: coconut, corn, cloves 4 tatapaan farming: coconut, corn, rice, fisheries 5 tareran farming: coconut, corn, cloves 6 suluun tareran farming: coconut, corn, cloves, cap tikus,brown sugar, tourism 7 sinonsayang farming: coconut, corn, rice, fisheries,tourism 8 ranoyapo farming: coconut, corn, rice 9 motoling barat cap tikus, brown sugar, corn 10 motoling timur cap tikus, brown sugar, corn 11 motoling cap tikus, brown sugar, corn 12 modoinding farming: various vegetables, corn 13 maesaan farming: cloves, rice, coconut, corn 14 kumelembuai cap tikus, brown sugar, coconut, cloves,corn, tourism 15 amorang timur farming: coconut, corn, fisheries, tourism 16 amorang barat farming: coconut, corn, fisheries, tourism 17 amorang farming: coconut, corn, fisheries, tourism whether the bimtek was helpful and informative for the participants to understand about bumdes fig. 1. result of the satisfaction level of the bimtek on bumdes25th & 26th of september 2017 jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 107 based on the results of the questionnaire, it can be implied that the 83 participants wereshowing enthusiasm and participating actively during the bimtek. and based on thesatisfaction level shown on the figure 1, 28% of the participants were very satisfiedwhile 67% of the participants also found the bimtek informative. overall, the bimtekreached their intended target, which was to deliver a helpful and informativeknowledge on bumdes, it fulfilled all the necessary primary principals that a bimtekshould have. observation data on the number of bumdes in the district of south minahasa (after six months following the bimtek)the purpose of the observation done by the ministry of villages, underdevelopedregions and transmigration is to gain data to identify the total number of bumdesfollowing the bimtek. the observation was done by visiting each villages in the districtof north minahasa from the 2nd to 4th of april 2018. the result is as follow: table 3. the number of bumdes present in the participants’ villages(data acquired on the 2nd 3rd, and 4th of april 2018 through observation / field research) no. districts of south minahasa region total of villages total of bumdes 1 tumpaan 10 4 2 tompaso baru 10 5 3 tenga 18 4 4 tatapaan 11 9 5 tareran 13 10 6 suluun tareran 9 5 7 sinonsayang 13 5 8 ranoyapo 12 6 9 motoling barat 8 4 10 motoling timur 8 0 11 motoling 7 4 12 modoinding 10 7 13 maesaan 12 4 14 kumelembuai 8 4 15 amurang timur 8 2 16 amurang barat 8 3 17 amurang 2 2167 78 jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 108 fig. 2 the growth of the number of bumdes after six monthsthe result of the field observation shows that there are growth on the numbers ofbumdes in several villages in the region of south minahasa after six months followingthe bimtek. from the previous data that were received during the bimtek the totalnumber of bumdes in the region of south minahasa was only 37, whileas by april 2018,the number grew until 78 established bumdes in the area. this data shows that thereare around 53% growth in the number of bumdes after just six months following thebimtek. discussionthis chapter discusses results of the survey on the bimtek provided by the ministry ofvillages, underdeveloped regions and transmigration in more detail. the chapterincorporates results from the survey and the theory on bimtek.referring to the points of stated theory of main principles of a bimtek in the beginning,here are the discussions on the broad outline of the bimtek provided by the ministryof villages, underdeveloped regions and transmigration of indonesia: collaborative.the ministry of villages, underdeveloped regions and transmigration collaboratedwith the local government office and also the local authorities concerning the content ofthe bimtek. the bimtek were especially designed for several functionaries to not onlydeliver the knowledge but also share experiences related the field. collaborationbetween parties has been defined as activities carried out by parties intended toimprove the quality of the public by making these parties work together rather thanseparately or individually (bardach, 1998). selin and chevez (1995) describecollaboration as a joint decision-making approach to solving problems where power isshared and stakeholders take collective responsibility for their actions and subsequentresults of these actions. this supports the idea that the local authorities and the centralgovernment getting together to create a bimtek to create a more powerful impact toimprove the empowerment of the community. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 109 systematic.the ministry of villages, underdeveloped regions and transmigration as the bimtekprovider made sure that they followed the proper systematic approach provided by thegovernment.a. request – regardless of how the request originates, there are some key informationthat can be provided and documented from the request (strengthening non profits,2018): basic information, such as the place and date of bimtek. narrative description of the undergoing problem and requested assistance. preliminary analysis of underlying issues and needs contributing to the presenting problem. actions necessary to overcome community issues. the request of the bimtek itselfcame from the local authorities of the region of south minahasa and was properlycommunicated to the ministry of villages, underdeveloped regions andtransmigration.b. analyze – since the request came from the local government, then together with theministry of villages, underdeveloped regions and transmigration, they were able toanalize which should be the target and the material suited for the bimtek. this wasdone not only from assessment interview but also document review and site visit.this is an ideal way of analizing since the bimtek provider does not only implyingfrom the document but also can see the necessity directly.c. implement – it was done onsite at manado city on 25th and 26th of september 2017,which means the bimtek can be categorized as a direct bimtek. the representative(instructor) of ministry of villages, underdeveloped regions and transmigrationcame to deliver the material and directly answer questions as well as help withtrivial matters.d. evaluate – there are many benefits to evaluation. evaluation pre-bimtek or in thebeginning of the bimtek can guide the provider to create or carry a high-qualitytraining sessions (compassion capital fund national resource center). while anevaluation during the implementation can help the provider to a more engaging andtargeted session. lastly, evaluation after the implementation helps the provider toimprove services. the evaluation on the bimtek by the ministry of villages,underdeveloped regions and transmigration for the region of south minahasawere done in two parts which are: short-term and also intermediate-term. theshort-term evaluation is in form of questionnaire given directly following thebimtek program, whileas the intermediate-term evaluation was collected throughsite visit and observation data by the ministry of villages, underdeveloped regionsand transmigration on 2nd until the 4th of april 2018. targeted.most companies or organizations prever the development of targeted skills for severalreasons, the first is because it has a faster result (echols, 2018). the main driver is notsourced internally but comes from outside the organization that has an impact on thecompany or organization. designing a holistic learning program targeted training canbe achieved successfully if you can build together learning strategies, learning goals, anduse of technology to make training for many people and learning unified (site staff,2006). the result of this effort is happy, knowledgeable, educated, productiveprofessionals who, as part of the whole, can make a meaningful contribution to thesuccess of an institution or organization. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 110 together with the local government of the region of south minahasa, the ministry ofvillages, underdeveloped regions and transmigration agreed on the topic of thebimtek which was “building the region of south minahasa through bumdes”. bumdesis aimed to help in the welfare of the local people around indonesia. this topic wasselected remembering the necessity of the local people who still needs guidance andinstructions on how to develop through bumdes.the bumdes program itself is mandated by uu no. 6 of 2014 concerning villages, asstated (pasal 87) that: (1) villages can establish village-owned enterprises called bumdesa; (2) bum desa is managed with a spirit of kinship and mutual cooperation; and (3)bum desa can run business in the economic sector and / or public services inaccordance with the provisions of the legislation. furthermore, related to themanagement of bumdes, regulated in the regulation of the minister of villages,underdeveloped regions and transmigration of indonesia number 4 of 2015concerning establishment, management and management, and dissolution of village-owned enterprises. adaptive.adaptive training, also referred to as accelerated learning or personalized learning, is ageneral term for approaches that change the activity or content presented duringtraining activities based on participant needs (durlach, 2011). this training approachuses individual differences variables (eg, knowledge) to personalize trainingexperiences through very realistic reflections of work, culture, and work needs (bauer,2012).personalization of material and activities is made by analyzing data describing thecurrent background or field conditions of participants and information about trainingneeds based on skills or abilities, talents, personalities, learning styles or preferences,and performance (bauer, 2012). cumulatively, trainees receive customized instructionsand feedback (billings, 2012). customized.for this discussion, the definition of a customized learning experience offered by the bill& melinda gates foundation (groff, 2017) rather fit, which states: “personalized learning seeks to accelerate participants’ learning by tailoring the instructional environment—what, when, how and where the participants learn—to address the individual needs, skills and interests of each participant. participants can take ownership of their own learning, while also developing deep, personal connections with each other, their trainers and other adults.”as mentioned before, this bimtek was a request of the government of the region ofsouth minahasa to the the ministry of villages, underdeveloped regions andtransmigration of indonesia. thus, the ministry of villages, underdeveloped regionsand transmigration as the bimtek provider not only prepared the suitablerepresentative to convey the bimtek (the trainers are strictly selected from those whoreally understand the people and situation in the region of south minahasa) but alsothe material of the bimtek that was customized according to the discussion betweenboth sides. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 111 asset-based.asset-based practices are not always described using the term 'assets' but can use otherterms such as 'community development', 'community involvement' etc (mclean, 2018).all of these have key features in assessing capacity, skills, knowledge and positiveconnections in a society. asset-based training activities are consisted of how thecommunity run their business and what they are trying to achieve, how they providetheir services and how they engage with their clients or participants, and therelationships they build.a number of benefits of assets-based approach training have been proposed forindividuals and communities. for those who are involved in it, the potential benefitsinclude: more control over their lives and where they live; the ability to influencedecisions which affect them and their communities; the opportunity to be engaged howand as they want to be and to be seen as part of the solution, not the problem. thisprocess may then lead to increased wellbeing through strengthening control,knowledge, self-esteem and social contacts, giving skills for life and work. asset basedactivities ensure that engagement with individuals is meaningful and empoweringrather than tokenistic and consultative.this bimtek helped the local government of the region of south minahasa to identifythe current asset and also the possible asset that can be able to developed. bumdes asthe theme of the bimtek is the solution of the local government to be able to expandthe opportunity to develop these assets. this point also will be discussed futher in thesection. accountable.memorandum of understanding or mou consists of goals, role, responsibilities, andperiod of the bimtek were signed between the local government of the region of southminahasa and the ministry of villages, underdeveloped regions and transmigration ofindonesia prior of the bimtek itself. it is essential to describe the detail of bimtekthrough an mou or work plan (strengthening non profits, 2018). this will ensure thatevery department operates within the same schedule, plan and priorities and thatbimtek providers have outlined. the mou and / or work plan will function as aroadmap used by bimtek providers and recipient organizations during the bimtekagreement period. results-driven.the key to the successful implementation of quality and productivity improvements isto focus on producing measurable results. schaffer and thomson (1992) reported that aqualified bimtek easily slip when it is too focused on the activities (activity-centered),and they describe the shortcomings and basic solutions to these efforts. very often thebimtek provider focuses on the activities rather than outcomes, and eventuallybecomes confused between the processes and results.the following are four key benefits of a results-based approach that are usuallyoverlooked by activity-centered programs (schaffer & thomson, 1992): jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 112 1. quality improvement tools are only introduced when needed. managementintroduces innovation when it helps accelerate progress towards achievingmeasurable goals. compare this with an activity-centered program, where allemployees can be ritually released for training because it is the "right" thing to do.2. trial and error reveals what works. because management introduces innovation oneby one and associates it with short-term goals, it can be found what works and whatdoesn't. learn from this experience and use what works.3. strengthening that often energizes the repair process. there is no motivator that isstronger than repeated success. projects that produce results show employees andmanagers their ability to succeed. it also builds confidence and management skills toachieve continuous improvement.4. management is built on previous success. by using each project as a testing site,management gradually creates a foundation of experience to build performanceimprovements throughout the organization.the result expected from this bimtek was that the local government of the region ofsouth minahasa are able to grasp the knowledge of advancing or levering the asset ofeach region in south minahasa through bumdes. conclusionin conclusion, the results and discussions show that the participants had positiveenthusiasm toward the bimtek program delivered by the ministry of villages,underdeveloped regions and transmigration for the region of south minahasa. theyclaimed that the bimtek on bumdes was helpful and informative for them to be able toestablish new bumdes for their villages. this was shown by the data acquired from thequestionnaires. thus, it is save to say that the program reached the predeterminedtargets which are to gain some data on the villages and delivered an adequate assistancefor the participants. the field observation after six months of the bimtek also shows asignificant growth percentage of the number of bumdes in the area. again, this factshows that bimtek gave a great influence, help and assistance for the participants to beable to establish the villages’ bumdes.besides all the positive responds and results on the bimtek program delivered for theregion of south minahasa on the year of 2017, there are still many problematic issuesthat can be brought up for further research such as: will the bumdes last after thebimtek?; what problems do the bumdes face when they establish the bumdes andwhile they implement their programs? therefore, it is strongly suggested that theseproblems could be discussed on future studies. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 113 bibliography arikunto, s. (2002). metodologi penelitian. jakarta: pt. rineka cipta.bardach, e. (1998). getting agencies to work together : the practice and theory of managerial craftsmanship. washington d.c., u.s.a: brookings institution press.bauer, k. n. (2012). using adaptive difficulty to optimize videogame-based trainingperformance. military psychology, xxiv.billings, d. r. (2012). efficacy of adaptive feed-back strategies in simulation-basedtraining. military strategies, xxiv(2).compassion capital fund national resource center. (n.d.). delivering training andtechnical assistance.direktorat pued kementerian desa, pdtt. (2017). laporan jumlah bumdes (badan usaha milik desa) tahun 2017. jakarta: kementerian desa, pdtt.direktorat pued kementerian desa, pdtt. (2016). frequently asked questions (faq) tentang bum desa. jakarta: kementerian desa, pdtt.durlach, p. &. (2011). designing adaptive instructional environments. orlando, usa: u.s.army research institute.echols, m. (2018, july 26). chief learning officer. retrieved from targeted training andformal education: fitting the pieces together:https://www.clomedia.com/2018/07/26/targeted-training-and-formal-education-fitting-the-pieces-together/fruchter, n., cahill, m., & wahl, e. (1998). building to capacity: a review of technical assistance strategies. new york city, new york, us: institute for education andsocial policy, new york university.groff, j. s. (2017). personalized learning: the state of the field & future directions. (c.f. redesign, ed.)mclean, j. (2018). putting asset-based approaches into practice. briefing paper concepts series.mubarak, z. (2010). evaluasi pemberdayaan masyarakat ditinjau dari proses pengembangan kapasitas pada program pnpm mandiri perkotaan di desa sastrodirjan kabupaten pekalongan. semarang: undip. jurnal empowerment volume 8 nomor 2, september 2019 e-issn : 2580-7692 p-issn : 2252-4738 114 prasetyo, r. a. (2016, maret). peranan bumdes dalam pembangunan danpemberdayaan masyarakat di desa pejambon kecamatansumberrejo kabupaten bojonegoro. jurnal dialektika.samadi, rahman, a., & afrizal. (2015). peranan badan usaha milik desa(bumdes) dalam peningkatan ekonomi masyarakat ( studi padabumdes desa pekan tebih kecamatan kepenuhan hulu kabupatenrokan hulu ). e-journal mahasiswa prodi manajemen.schaffer, r., & thomson, h. (1992). successful change programs begin with results. harvard business review.selin, s. &. chevez, d. (1995). developing a collaborative model for environmentalplanning and management. environmental management, xix(2).site staff. (2006, september 1). understanding the workforce: designing targeted training, part 1. retrieved from chief learning officer:https://www.clomedia.com/2006/09/01/understanding-the-workforce-designing-targeted-training-part-1/soler, m., cocozza, j. j., & henry, a. (2013, december). providing and receiving technicalassistance: lessons from models for change. chicago, illinoi, us.strengthening non profits. (2018). definition and core principles of technical assistance.retrieved from delivering technical assistance: strengtheningnonprofits.orgsutopo, h. (2006). metode penelitian kualitatif: dasar teori dan terapannya dalam penelitian. surakarta: universitas sebelas maret. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 313 education and leveled training management of basic levels in network to improve the competence of paud teachers (case study at pp paud and dikmas west java) taufik rahmanikip siliwangirachmanopick@gmail.com abstractthe center education development for early childhood and educationsociety (pp paud and dikmas) west java has programmed education andleveled training basic level in network. the activity to improve thecompetence of three levels of paud educators (caregivers, mentoringteachers and paud teachers) in a continuously and tiered. supporting theoryof this study is the management concept, training, network learning dancompetency paud teachers. the research methodology in this study isdescriptive qualitative approach post facto. the data obtained throughanalysis of documents and interviews the promoter, supervisors, a mentor,administrator and alumni of education and training. the subject is fivepeople consisting of the promoter, supervisors, a mentor, administrator andalumni of education and training. based on the analysis of data anddiscussion of research results obtained the following data: (1) planningleveled training on basic level in the network which is done with thepreparation of design, preparation of learning tools, the design of thenetwork in the network content management network and learningmanagement network; (2) implementation of the leveled training on baselevel in the network using three main strategies, that is ; learning face-to-faceonline, tutorials online learning and independent learning; (3) evaluation ofleveled training on basic level in the network is divided into two parts, theevaluation results include (a) cognitive, (b) affective (c) psychomotor, andprogram evaluation. recommendations the organizers to increase servercapacity, improve the content management network and learningmanagement network, develop advanced leveled training in networks toimprove the competence of paud teachers and develop other education andtraining online. as for the supervisors and mentors to be given moreintensive enrichment of the mastery of content training, mastery of learningoperation using it in the network, and completing of sop assignments as asupervisors and mentor. keyword : management, training on network, paud teachers introductionearlychildhood is the most important age to child development,called the golden age.early childhood is a period that needs to be treated as early as possible, this periodwhere the child's brain experiences the fastest development in the history of life. thisperiod starts from the fetus in the womb until the age of 6 years. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 314 early childhood occurs from the age of 3-6 years. at this time according to osborn,white, and bloom (in apriana, 2009, page ?)"child cognitive development has beenreached 50% when the child has 4 years old, 80% when the child has 8 years old dan100% when the child has 18 years old. the study further strengthened the opinions ofprevious experts, regarding the existence of a sensitive age or golden age in earlychildhood. one of the important efforts to boost the quality of paud is to improve thequality of educators and education personnel.to support the improvement of service quality that is relevant to the demands of thesociety in an effort to improve quality and service to paud educators, the centereducation development for early childhood and education society (pp paud anddikmas) west java has programmed various training courses for paud educators. thepaud educator training activity aims to improve the competence of three levels ofpaud educators (caregivers, mentoring teachers and paud teachers) in a continuousand tiered. the training includes basic training, advanced training and masterlytraining. basic training is intended to prepare educators as caregivers with minimalcompetencies, advanced training is intended to prepare competent educators asmentoring teachers and masterly training is intended to prepare competent teachers aspaud teachers.the basic training program with modes in the network is organized with the aim ofproviding education and training services that can be accessed from the residence of thetraining participants (paud educators) without having to spend funds onaccommodation and transportation to the training center. in addition, participants didnot have to leave teaching assignments because learning was adjusted according to theavailability of training participants' free time. learning in the network is more efficientin terms of the budget with output having the same quality as regular learning whenwell designed by optimizing the support of institutions, educators, and trainingparticipants. (linn, 1996; burton, 2003; markova, glazkova, & zaborova, 2017).according to robbins, stephen p, (2001: 282) training meant formal training that wasplanned in advanced and had a structured format. this shows that the training meanthere is formal training that is carefully planned and has a structured training format.referring to the conditions that have been stated above relating to management ofeducation and training at the basic level in the network, the management of theeducation and training program is an important activity to be considered in supportingthe success and development of the education and training program.atas dasar latar belakang masalah tersebut di atas , penulis tertarik untuk melakukanpenelitian atau kajian secara ilmiah tentang manajemen pendidikan dan pelatihan(diklat) berjenjang tingkat dasar dalam jaringan (daring) untuk meningkatkankompetensi guru paud.on the background of the above problems, the authors are interested in research orscientific studies on management of education and leveled training on basic level ofnetworking (online) to improve the competency of paud teachers. methodthis study uses descriptive method with a qualitative approach. the data collectiontechniques used in this study are through interview techniques, literature studies, anddocumentation studies jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 315 results and discussion a. educational planning and leveled training base level in networks to improve the competency of paud teachersplanning is an important factor in the education and training program. before the basiclevel of training program in the network is carried out, needs are identified first. thepurpose of the identification is to show the development of the competency needs ofeducators paud related to the challenges facing the world today. in addition,identification was also carried out to shoe the difference in ptk abilities, earlycompetencies of paud educators before receiving training.waterson (1965) in djudju sudjana (2000; 61) argues that "in essence planning is aconscious, organized, and continuous effort to choose the best alternative from a someof alternative actions to achieve the goal".after identifying, then the design of the level training on basic level in the network isprepared based on the results of the analysis of identification in the field. this designproduces a quality program that suits the needs of participants. the statement is inaccordance with soebagio atmodiwirio (2002: 56) the design of the education andtraining program is the process of planning the sequence of activities of the diklatcomponent which is a unified whole of the program.the purpose of level training on basic level in the network itself is to prepareprospective young teachers to have the minimum competencies needed to carry outtheir duties as paud educators.the learning method used in the level training on basic level in the network is alecture with questions and answers, discussions, demonstrations, tutorials, fieldworkand training approaches. the adragogy approach (learning approach for adults) is theapproach that best suits the teaching and learning processto support the success of leveled training in basic level program in the network, themanager / instructor must refer to the basic level of curriculum and syllabus in thenetwork. the curriculum has been prepared by the directorate of teachers andeducation personnel and then developed and adapted to modal patterns in the network.content of leveled training on basic level in the network includes 1 paud policymaterial and 9 young companion competency materials. presentation of leveledtraining on basic level in the network is done through online face-to-facesynchronous learning interactions at the same time as using video converence,asynchronous online tutorials learning interactions at the same time through learningactivities that have been provided electronically, and independently on an outsidenetwork.the media and teaching materials used consist of modules, display materials,assignment sheets, instrument formats and evaluation sheets. the media and teachingmaterials are uploaded in a network that can be downloaded by participants.in accordance with the opinion of soebagio atmodiwirio (2002: 216-219) the role of theeducation and training media is to improve, support or direct the participants' attentionabout the skills or knowledge of the lessons being presented. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 316 components involved in the technical implementation of basic level tiered training inthe network are; resource person, supervisor, mentor and admin. to support theimplementation of leveled training on basic level in the network, an implementationguide book, registration guide and manual book are compiled.prospective basic level graduates in this network are paud teachers who do not havea competency certificate as a young teacher. the recruitment of students was carriedout in collaboration with the district / city education offices and partner organizationsat the provincial and regional levels (himpaudi, igtki and igra).the facilities used include communication devices consisting of laptop / pc, tablet,handphone with certain applications. and for infrastructure using cms (contentmanagement network) and lms (learning management network) devices. cms issoftware that is used to add or manipulate (change) the contents of a website. itsfunction is for the management of the content of leveled training on basic level innetwork which is formatted in electronic form and then planted on the specified server.lms is a software application for '' online '' activities, electronic learning programs (e-learning programs), and training content. the function of the lms for managing theimplementation of leveled training on basic level in the network starting fromregistration to post test. b. implementation of leveled training on basic level in networks to improve competency of paud teachersimplementation is carried out with a total load of 258 jp, 48 hours online face-to-facestudy and online tutorials and 210 hours of independent activities. the learning placeused by participants is not binding on the location where the participant is located. canbe done anywhere according to the needs of the important participants there is anetwork connection connected to the internet. according to anisah (1995: 44)implementation is an activity to realize a plan to be a real action in order to achieve thegoals that have been set effectively and efficientlylearning strategies in the implementation of leveled training on basic level in thenetwork are carried out as follows; registration, verification of participants by admin,pretest, download and upload modules, face to face online, online tutorials, post-testsand independent activities. in accordance with the opinion of soebagio atmodiwirio(2002: 184) suggests that learning strategies are a specific type of approach to conveyinformation and activities that support the completion of specific goals.the result of leveled training on basic level in network are determined based on thecompleteness of the participants in following the stages and criteria that have beendetermined including; pretest, attendance, activeness submit or answer questions indiscussion, assignment values 9 material, posttest, report scores and independentactivities. c. evaluation of leveled training on basic level in networks to improve the competency of paud teachersevaluations conducted in leveled training on basic level in the network are dividedinto 2 parts, that is evaluation of results, program evaluation. as stated by oemarhamalik (2000: 120) divides evaluation into three parts, that is evaluation of results, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 317 program evaluation and impact evaluation. results evaluation includes an assessmentof aspects of knowledge, aspects of attitudes and skills. 1. evaluation of results 1) cognitive aspectsthe leveled training on basic leveln the network program provides newknowledge for participants, participants can understand and apply the basicconcepts of paud in teaching. have knowledge of operations in education, nurture,care and protection of early childhood after attending leveled training on basiclevel in this network. the participants also have knowledge of how to recognizechildren with special needs? 2) psychomotor aspectsable to carry out some tasks in education, nurture, care and protection of earlychildhood in accordance with work procedures. understand and apply care skills,nutrition and early childhood health. understand and apply the methods of earlychildhood learning through playing in paud learning 3) affective aspectshaving the ability to cooperate and communicate with family / parents andcolleagues. understand and apply the concepts of ethics and character in paudteaching. having the ability in planning and evaluating paud teaching. 2. program evaluationthe purpose of leveled training on basic level in the network has been wellachieved one of the indicators has been to capture 6,968 paud teachers, teach 4,957people, complete 2,185 people and 600 paud teachers who have completed thelearning program that has followed the competency test conducted by thecompetency certification institute (lsk) and 456 of them were declared competent.the expected results from the leveled training on basic level program are theincrease in the minimum competency of the teacher, as a young companion teacherthrough network teaching.the advantages of this leveled training on basic level program include the numberof targets that are more and can be reached nationally, can be accessed by variousmedia connected to the internet, time and place of learning are more flexible, thecost of organizing is more effective and efficient.constraints faced in the implementation of online diklatsar is that the internetconnection is not smooth, computer or laptop devices or handphones are not inaccordance with the specifications needed and the ability to use the device(computer / laptop / handphone) and access the network is not good enough,environmental support (school management, institution, and community).the quality control process in the leveled training on basic level in network iscarried out by involving the inspector and supervisors, whose job is to ensure thequality of the training process that takes place in their respective regions, throughonline and offline processes.the follow-up to the post-training program is to provide assistance to the trainingalumni to take a competency test, both those carried out using grants andindependent funds from participants. the steps of this activity are as follows. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 318 submitting candidates for competency test participants to the competency testplace (tuk), the tuk submits an application to the competency certificationinstitute (lsk) to conduct testing; then the implementation of the competency testby lsk in tuk. conclusionthe conclusions of this study are as follows: (1) planning of leveled training on basiclevel in networking which is carried out by designing, designing learning tools,designing networks in the content management network network and learningmanagement network; (2) the implementation of leveled training on basic level inthe network uses three main strategies, that is online face-to-face learning, onlinetutorial learning and independent learning; (3) evaluation of the training level of basiclevel in the network is divided into two parts, the results of evaluation include (a)cognitive, (b) affective, (c) psychomotor and program evaluation. bibliographysudjana. d. (2000). pendidikan luar sekolah wawasan sejarah perkembangan falsafahteori pendukung asas. bandung: falah production_____(2000). manajemen program pendidikan untuk pendidikan luar sekolah danpengembangan sumberdaya manusia.. bandung: falah productionhamalik, oemar. (2000). pengembangan sumber daya manusia, manajemen pelatihanketenagakerjaan pendekatan terpadu.jakarta: bumi aksarabasri, hasan. (2015). manajemen pendidikan & pelatihan.bandung: pustaka setiaamtmodiwirio, soebagio (2002) manajemen pelatihan.jakarta: artadizya jayaarif, z, (1994). andragogi. bandung: angkasa.kamil, mustofa (2010). model pendidikan dan pelatihan, konsep dan aplikasi.bandung:alfabeta jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 30 skilled at writing children's stories with smartphone application (case study in paud terpadu bunda tami tasikmalaya) ayi maulidaikip siliwangibundaay.69@gmail.com abstractthis article is based on the research that aims to improve the skills of teachersin writing stories using the application of art filters and pictsay pro onsmartphone as a helper for teachers to make stories to paud students. theresearch method is done by using research and development approach (r &d), i.e. research that is followed up by producing the product and testing theeffectiveness of the product. this research involves teachers in paudterpadu bunda tami and also the students. the research procedureconsists of two stages, the first is introduction and the second is modeldevelopment. data were collected by using observation; interview,documentation, questionnaires and expert validation test, and the results wereanalyzed using qualitative analysis techniques. research shows that there is anincrease in teachers' skills in writing the story, because the existence of theseproducts provide new ideas and to develop a story with regard to theprinciples in paud development, such as holistic, contextual, meaningful, andfun. student activeness in story learning also increased, this is becausechildren can be the subject of the story so they feel enthusiastic and has a highinterest to listening, asking and telling themselves in an event or somewhereaccording to the theme of the learning process. keywords : writing, writing children's story, smartphone applications a. introductionthe rapid development of human civilization today, one of which is caused by theprocess of delivering information that went so smoothly. the development ofinformation has now reached all aspects of life in society. studying informationtechnology is one of the things that need to be done by communication activists becausecommunication cannot be separated with the development of information technology.one of the forms of information technology is a smartphone. smartphone is a mobilephone that has the ability to use and functions that resemble computer. this form ofinformation technology application is in great demand by the public. smartphone is amobile phone with a sophisticated portable operating system equipped with acomputer-like operating system. smartphones can implement various forms ofmultimedia just like computers, the advantage of a smartphone is that it has a highmobility and also can be operated more effectively. almost in all areas of life did notescape from the utilization and application of information technology. certainly, thetechnology is applied with different types of processed information. these fields are inthe field of education. the field of education can also feel the tremendous benefits of the jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 31 existence of this information technology. various learning models can be done easilyand quickly. besides, this information technology also can help the learning process orused as an educational media.usually in a smartphone there is a software application that is generally known as asystem or program that has a function as a digital facility that helps the users to finishtheir task or job such as words processing, images, numbers, sounds, and so on. notonly that, it has so many functions that are divided into several fields or categories suchas entertainment, business, education, etc. swafoto or more often known as selfie has now become the lifestyle of the society. thisis proved by the emergence of a smartphone with a sophisticated front camera tosoftware that can manipulate images as an additional feature. in addition, thedevelopers are also competing in creating camera applications as well as photo editingapplications to make the images stunning. one of them is art filter photo editor & selfiecamera and picsay pro. art filter photo editor & selfie camera allows users to createcartoon and pencil sketches and pop artwork with a stunning pop art filters. meanwhile,pictsay pro application that is created by shinycore is very useful for those who like todo photo editing. in order to use this application there is no different from most otherediting photo application. users are asked to take a picture that is already available inan album or take a picture directly. furthermore, the user can select various optionssuch as color settings, put stickers on the image or add other photos on the image.moreover, the user can add text to every image that they want. through these variousapplications, all phones now seem to be transformed into such a photographer. the userof these applications is dominated by women. this is because more women spend theirtime to play social media that will lure them to style (exist) with a variety of photoseither pictures of themselves or other images.in the field of education, this application can be used as educational media. for example,writing children's story. writing is one of the language skill which aims to express theideas, and feelings in writing or into the symbols of sound. by writing, a person willexperience the thought processes to express their ideas more broadly. writing is relatedto one factor of the development of free thinking, based on the underlying experience.such experience can be gained through reading, listening and discussion. besides,writing can also be a productive and an expressive activity. however, the fact of writingchildren's stories is often becomes a hard and difficult thing to do, especially for novicewriters, including paud teachers. in fact, the stories are very identical to their lives inorder to develop their imagination and broaden their horizon and knowledge.(rachmawati, 2014), said that mastery of a short story writing technique will helpsomeone to understand and know how to write a short story well.asserted that learning to compose has not been done well in school. because it lies onlyin the way the teachers teaches. generally less variation, less in stimulating, and less infrequency. discussion of student essay less implemented teacher (fajri, 2005).for that purpose, this research aims to improve the skills in writing stories by using theapplication of art filter and pictsay pro on smartphone as a supporting media forteachers to make stories for children. with these applications, teachers are expected tobe motivated for more creative in order to make a learning media for their students.this article presents the results of research in the form of storybook products throughthe use of applications on smartphones. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 32 b. theoretical review smartphone application (art filter photo editor & selfie camera)art filter photo editor, cartoon photo & selfie camera is an application from googleplay that could make cartoon and pencil sketch and pop artwork with a good pop artfilter. art filters transform photo objects into artwork using their artificial neuralnetwork algorithms. photo editor with cartoon filter using pencil sketch effect, photofilter and filter is a mixing from self-beauty and self-glamour camera. art filter is one ofthe stylish photo effect collections.other than that application, there is also an application named pictsay pro which is anandroid photo editing application that is easiest to use. the application that is inventedby shinycore has a very small size that is less than 2mb. for that reason, this applicationcan work very fast, and it can be used on all versions of android. besides its has verylight memory, this application is very simple to use too. after adding the filter section,android or smartphone users can add so many styles via text and animation accordingto the moment that contained in the photo. the understanding of writingstates that writing is to derive or represent graphic representations depicting alanguage that a person understands, so that others can read the graphic symbols if theyunderstand the graph language. (fajri, 2005)meanwhile, writing is part of the language in written form in order to express the ideato the readers (fajri, 2005). the purpose of writing is: (1) conveying a thought or ideato the reader; (2) delivering information about a story to the reader; (3) providingentertainment to the reader; (4) influencing or inviting the reader through writing.based on its purpose, writing can be divided into several types, which are scientificwriting and non-scientific writing (fictional). meanwhile, this research will be focusedon improving the ability to write fiction story (non-scientific). in non-scientific writing,the language that is used is informal language and it and can be a mixture of fiction(non-scientific) and ordinary stories. sometimes the characteristics of the story arelogical and sometimes illogical.writing narrative stories is a fictitious (imaginary) storytelling or stories that comefrom self-experience. in the narrative stories, there is usually a continuous story that ispresented with a clear description of the characters in the story, the storyline and thescene as a whole. therefore, as if the reader can experience the event directly deliveredby the author through the reading (fajri, 2005).according to (hernowo, 2003), writing is about the deepest thoughts and feelings aboutan event or experience which will even make the mood better with a positive outlook,and make health even better. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 33 writing fiction storiesto begin writing a story, every writer has different technique writing. when starting towrite a fictional story, let this be a continuation task, find out how much there is toknow about the materials that will be used to guide the story. if in the story it tells theevents completely based on memory, without wishing to make things up, do not evenwant to exaggerate and embellish or describe in detail, then the writing is a non-fictionstory. however, if the text is contrary to the above, then the writing is a fictional story(hernowo, 2003).according to (dadang sunendar, 2007), fiction and literature, fictional stories (novels,novels, etc.); 2 fictitious; fantasy; not based on reality; 3 statements that are based onlyon delusions or thoughts.fictional stories are more like lies or fiction. writer can start the story with somethingreal, but for a specific purpose (so as not to be caught, considered cheating and earningmoney) so that the author at least change one important point in the story. this is agood thing for writers as a place to express their ideas so they can be a whole story. the benefits of writing stories for teachersthe ability or mastery of fiction wriring techniques is helpful, even important forsomeone skilled at writing stories, expressing ideas, criticism, petition, moral values andeducational values. especially someone who is involved in education, to deliver his/hermassages, and then they can do it through stories that have been written. the implementation of art filter photo editor & selfie camera and pictsay pro application in making storiesaccording to (dadang sunendar, 2007) in big indonesian dictionary mentioned thatthe photo is a portrait image. (sudjana, 2013) states that photo media is one of thelearning media that is not projected to be observed and used for the purpose ofindividuals, small groups or large groups. meanwhile, photo medias is a medium that isoften used because a photo more express than a thousand words (sadiman, raharjo,2012). according to (susilana and riyana, 2009), silent image media is a visual media inthe form of images produced through the process of photography. this media type ofimage is a photo.art filter photo editor & selfie camera relies on images as a media in the learningprocess to children. these images or objects can be one of the main factors in thelearning process. in this application, each student can be the object or character in thestory. students can be photographed with a variety of styles, then use a suitablebackground or image, and then the photo can be merged through the editing processand made into a quality art. the story can be arranged in advance with the existingtheme, so before the learning process begin the teacher has prepared an image that willbe displayed either in the form of a card / flashcard or in the form of a large-size cartaand in the form of cartoon and pencil sketches and pop artwork and a good pop artfilter. meanwhile, the pictsay pro application can be used to add story text to imagesthat have been in the process of editing. so the shape of the story can be made like acomic. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 34 c. methodsthis research is conducted by using research and development (r & d) that is researchwhich is followed up with the development and dissemination. research developmentwill produce the product and will test the effectiveness of the product (prof. dr.sugiyono, 2017). the research procedure consists of two stages, the first is introductionand the second is model development. in the introduction, data collection was done toobtained an overview of what teachers needed and also the implementation of writingskills development in writing children stories for paud students. furthermore, ananalysis of story writing skills was conducted. from the results contained in theintroduction, used as a foundation for composing a model of developing the ability towrite using smartphone applications that are art filter photo editor & selfie cameraand pictsay pro. after that in the assessment phase the skills of writing is validated bythe validators (experts and teachers) then it should be revised based on the suggestionthat are given by the validators. the model development that already revised thentested in the field, which is implemented in teaching and learning activities inkindergarten.the research was conducted in paud bunda tami tasikmalaya district for 1 monthstarting from introduction to smartphone application development. the introductionwas done to the subject of study of "paud terpadu bunda tami" teachers to gain thedata about the importance of improving writing skills for teachers. determination of"early childhood" was chosen as the subject of the research conducted by purposivesampling that is the technique of determining the sample because the researcher has acertain consideration or goal which is adjusted to the purpose of the research.considerations of sample determination are: (1) attitude of openness to learninginnovation and willingness to collaborate both from teacher and head of "paud" whichhave been selected; and (2) the condition of the school is adequate both in terms offacilities and facilities that will be used for model development. research subjects infield trials are teachers who collaborate as learning implementers consisting of two"paud" teachers and “paud” students themselves.the methods used to collect data are field observation, interview, document review,expert review (klein, 2007) and questionnaire. in the introduction study, for 2 (two)weeks, data were collected by using observation method, interview, document review,and questionnaire. supporting instruments for collecting research data include:observation guides, field notes, audio recordings, documentation photographs,documents, and research scale. the data in this research uses quantitative andqualitative research. the quantitative data generated from a questionnaire about theconditions and needs of the teachers at the beginning of the study. meanwhile, thequalitative data is generated from interviews, observations and document studies onthe introduction and data development process. quantitative analysis techniques areused to process the data at the beginning of the introduction. the results of thequestionnaire were analyzed by percentage and described in qualitative. field test datais a result of model implementation in the field that is analyzed by using qualitativeanalysis technique of flow model (prof. dr. sugiyono, 2017). analytical activitiesinclude: data reduction, data presentation, conclusions and verification. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 35 d. result of the research and discussionthe results of the introduction to the conditions and needs of the teacher indicate thatall teachers prepare the plan in the form of rencana pelaksanaan pembelajaran mingguan (rppm) and rencana pelaksanaan pembelajaran harian (rpph) beforeimplementation begins. in preparing the plan, teachers do not experience difficulties.however, the difficulty experienced by teachers in developing children's story writingskills is to make stories as interesting as possible for children.observations were made during the story-writing lesson that was held in the paudterpadu bunda tami. in addition, interview sessions were conducted with teachersby knowing the results of the actual conditions that occur in the skills of writing storiesto children. from this initial observation there is also a problem in the way of telling thestory to the children.based on the result of the first observation, researcher found out that teachers areactually lacking in their skill of writing stories, it can be seen from the methods and theuse of media is monotonous and without involving students so that children tend to justlistening, speaking and reading. therefore, researchers collaborate with classroomteachers to obtain a solution to resolve the issue. after researcher and teachers held adiscussions, it was finally agreed that the use of the art filters photo editor & selfiecamera and pictsay pro application as a media to enhance students' attractivenesswhile developing and improving story-writing skills for teachers.furthermore, researchers try to socialize how to develop the stories with bothapplications by asking teachers to download both applications. after that, each teacheris asked to determine the theme of the story as well as designing the concept of thestory to be presented. if the concept has been properly arranged, then the teacher doesa photo shoot of the student with a pose that has been adjusted with the dialogue in thestory that has been designed previously. after that do the editing using bothapplications.besides that, researcher conducted interviews and questionnaires with teachersregarding the result product from art filters and photo editor selfie camera and pictsaypro application, feedback submitted by teachers turned out to be very responsive. theywere impressed with both applications that could support a story, which they knewbeforehand that these applications have been mostly only used for selfie and editing ona photo to produce an artistic image just as a pleasure.after that the researcher together with the teacher designed a plan to practice makingthe product with the children. here are some examples of results from the art filterphoto editor & selfie camera and pictsay pro application. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 36 picture 1 the result of utilizing the application in the form of flash card and comic with the theme around the world and fieldtripby involving students in the story as a character in a theme, it can make the studentsmotivated and active in following the story delivered by the teacher so it making thementhusiastic and interested in listening, asking, and telling themselves in an event orplace. this can be seen from the observations on the activities of students who areactive during the learning process takes place. students are no longer just listening tostories, but they can also tell about the image results from art filter photo editor &selfie camera and pictsay pro application.in the past the students had a tendency to not last long when listening to a story, theywould joke with friends or do other activities. other than that, using media in writingstories involving the students as the main subject, the teacher have the idea to developthe ability to write another story with different situations and different places withoutlosing the elements of good character. not only that, when students become charactersin the story children will feel confident, feel recognized and appreciated, so the processof delivering the story will be meaningful for children.based on the activities that have been presented, teachers can be said has beensuccessful in improving their skill in in writing children's story by using a smartphoneapplication. this is means that this art filter photo editor & selfie camera and pictsaypro application able to help the teachers in pouring the ideas they have so they canwrite stories for children. besides, these measures also increase the interest andmotivation of students in following the learning process at school.based on the result of analysis and field observation, researchers assumed that bydeveloping the media of art filter photo editor & selfie camera and picsay proapplication which is based on the learning process principles of paud, which areholistic, contextual, meaningful and fun. the holistic principle refers to the stage of jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 37 children development, which according to piaget is in a concrete pre-operational period.at this time, the children see the world as a whole. learning for children at this age isdone with a contextual, complete, concrete, and meaningful approach through a seriesof experiences. development activities are not done artificially, in some developmentactivities are done separately.media development of art filter photo editor & selfie camera and pictsay proapplication is done by applying thematic approach. this is not a new thing for paudteachers. but with the self-made product by the teacher and involving the students assubjects in a story can create a different impression. the emphasis contained in thisproduct is based on an effort to cultivate the character of the student with the theme /subtheme selection, and then begin to establish the purpose of developing the media.by creating a product from art filter photo editor & selfie camera and pictsay pro,teachers get benefit in the learning process that is they can improve their skills in storywriting. due to the application, teachers can get an idea that makes it possible to dophoto editing, sketching cartoons and pencil, as well as pop art with a stunning pop artfilter. meanwhile, pro pictsay application is useful for adding text or narration to thephotographs of children as subjects of the story. in order to use this application there isno different from most other editing photo application like prisma, etc.paud teachers can insert a picture that is already available in an album or take a pictureof the students directly. furthermore, the teacher can select various options such ascolor settings, put stickers on the image or add other photos on the image. moreover,teachers also can add text in the selected image. the second formulation is based on thestudents themselves, who are the subject of the story, and then this may increase theinterest and motivation of students to participate in learning activities. other than that,children will feel that they are directly involved in the story so they can tell aboutthemselves according to the content of the photo. however, this is surely done based onthe theme selection and considering the interests and needs of the students. theselection of activities is done through dialogue and exploration of the child's experiencerelated to the chosen sub theme so that the material and development activities becomefamiliar to the children.in choosing a theme or using a photo as an educational medium, the teacher should payattention to several things. according to (rinanto, 1982), there are four conditions thatneed to be considered in making the photo as an educational medium that is: (1) theimage must be authentic, (2) the image must be simple, (3) the picture must carry themessage, (4) the image must be dynamic . e. conclusionbased on the results of the research the development of teacher’s skills in writingchildren's story, it can be concluded that writing a story by using the media of art filterphoto editor & selfie camera and pictsay pro that are :1. improving teachers' skills in writing the story, because the existence of theseproducts gives the idea to develop a story with regard to the principles in pauddevelopment, which are holistic, contextual, meaningful and fun. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 38 2. student activeness in story learning also increased, this is because children can bethe subject of the story so they feel enthusiastic and has a high interest to listening,asking and telling themselves in an event or somewhere according to the theme ofthe learning process.3. increase children's confidence and create the feelings of acceptance andacknowledgment also appreciation. bibliographydadang sunendar. (2007). kamus besar bahasa indonesia. jakarta: balai pustaka.fajri. (2005). kamus besar bahasa indonesia. jakarta: difa publiser.hernowo. (2003). quantum writting. jogjakarta: mlc.klein, r. &. (2007). design and development research, methods, strategies, and issues.london: lawrence erlbaum associates.prof. dr. sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d (ke-26).bandung: alfabeta.prof. dr. sugiyono. (2017). metode penelitian dan pengembangan (research and developmemt/r&d) (ke-3). bandung: alfabeta.rachmawati, l. (2014). kemampuan menulis cerpen siswa kelas x 1 sma pgri 2 kotajambi tahun ajaran 2013/2014, 1–14.rinanto. (1982). peranan media audio visual dalam pendidikan. yogyakarta: yayasankanisius.sadiman, raharjo, & h. (2012). media pendidikan, pengertian, pengembangan dan pemanfaatannya. depok: rajawali pers.sudjana, n. (2013). media pengajaran. jakarta: sinar baru agesindo.susilana and riyana. (2009). media pembelajaran. hakikat, pengembangan, pemanfaatan dan penilaian. bandung: cv wacana prima. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 274 application of right technology in improving community independence through life skill programs (case study of appropriate technology for utilizing local potential of sente bulbs in karangsetra village, pandeglang district, banten province) rudhi hendharliikip siliwangirudhihendarli@gmail.com abstractthe purpose of this study is 1. to describe the planning of appropriatetechnology application in the cente-based tuber processing food business asa local potential. 2. to describe the process of applying appropriatetechnology in a cente-based tuber processing food business as a localpotential. 3. to describe the results of the application of appropriatetechnology in a cente-based tuber processing food business as a localpotential. 4. to describe the follow-up to the application of appropriatetechnology in the cente-based tuber processing food business as a localpotential. the methodology used in this study was to use descriptivequalitative methods using data collection of observation guidelines,interview guidelines, documentation and literature studies, with informantsmanaging melati paud and parents of melati paud students. the resultsshowed that the efforts of the management of paud melati in training theuse of appropriate technology to improve independence through centeprocessing, learning citizens were able to realize the results ofentrepreneurial life skills obtained through the learning of citizens towardsthe adoption of cente processing equipment technology, productdiversification from senti bulbs, increased insight into efforts atindependence in business and income. the conclusion in this study isproven to be able to increase the independence of trainees. trainingparticipants are able to market themselves or through marketing servicesthat are entrusted to paud melati managers the results of entrepreneurialtraining. based on the results of research and discussion that has beencarried out in this study, the researchers provide some suggestions forinstitutions and technical resource persons should conduct life trainingactivities using appropriate technology more intensive and more optimal infacilitating learning as one of the activities to improve the independence oftrainees. keywords : appropriate technology, independence, life skills education. introductionlaw no. 23 of 2014 concerning regional government states that the unitary state of therepublic of indonesia (nkri) is divided into provinces and regions of the provincedivided into regencies and cities. it was also stated in the law that the provincial and jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 275 regional regions of the regency each had regional governments. where is the conditionof the regency in indonesia consists of developed and underdeveloped regions, so thatin an effort to advance the general welfare and educate the life of the nation has notbeen fully realized because there are still gaps between developed regions andunderdeveloped regions.on this basis it is necessary to accelerate the development of disadvantaged regionsspecifically, planned, systematic, and sustainable. and in law 17/2007 on rpjpn 2005-2025 it has been mandated the need to prioritize the development of the welfare ofcommunity groups living in underdeveloped areas and large alignments from thegovernment. furthermore, the government has issued government regulation no. 78of 2014 which regulates the acceleration of development of disadvantaged areas(ppdt). the development of disadvantaged areas is defined as "a planned process,effort and action to improve the quality of the community and region which is anintegral part of national development".banten province has 2 regencies which are included in disadvantaged areas namelypandeglang and lebak regencies. (data source: presidential regulation (perpres)number 131/2015 concerning determination of disadvantaged areas for 2015-2019).pandeglang regency has many people who do not have jobs. the potential of manycrops that are found are sente sente tuber plants that grow wild, especially in karangsetra village, koroncong district, pandeglang regency. this plant has not been usedoptimally. the processing that has been made by the community is the making of chips,buntil for its centipede leaves, and the vegetable tuber of sente. the preparations areonly the majority of consumption for themselves / family. there is a group of peoplewho have tried to use appropriate technology but have not been followed by othercommunity groups, while appropriate technology can help increase production faster,better and more varied.poverty reduction in disadvantaged areas can be done through formal and non-formaleducation activities. one of the non-formal education efforts that can be done is byproviding life skills education.the results of observations in the field obtained information that there were manyunemployed and many crops of sente crops that had not been used as commodities thathad high selling value. therefore, it is necessary to have a life skills education programusing appropriate technology to contribute to the acceleration of development andcompletion of underdevelopment.based on the description of the background of the above problems, researchers areinterested in researching about the application of appropriate technology in improvingcommunity independence through the life skill program. methodthe methodology used in this study was to use descriptive qualitative methods usingdata collection observation guidelines, interview guidelines, documentation andliterature studies, with informants managing paud melati and parents of paud melatistudents in the karangsetra village, kec. koroncong district. pandeglang bantenprovince jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 276 results and discussion a. planning the application of appropriate technology in the business of processing tuber-based food as a local potential in karangsetra village, kec. koroncong, pandeglang regency, banten provincebased on the results of observations before the study, managers and researchers havedevised a plan to carry out the senti yam processing business plan.the stages of identification are carried out to find out the forming variables of thephenomena that are the object of study. the phenomenon referred to here is thecondition of the area that is the target of the implementation (implementation) of aprogram or activity in an area. the process of identifying variables is done throughmapping (maping) the conditions of the area. mapping the condition of an area iscarried out to find out its socio-economic conditions, so that based on this mapping canbe carried out socio-economy assessment. this socio-economic assessment includesgeneral overview of location data, socio-demographic characteristics, and socio-economic conditions of the community (including levels of income & expenditure,livelihoods, level of education, etc.).the application of appropriate technology in pandeglang district based on theidentification of the target is the community members who become paud parents andor paud managers in one of the disadvantaged villages, namely karangsetra village,koroncong district. the empowerment material is processing sente tubers into variousflavors and flavors.on the aspect of the cente-based tuber-based food business using a swot analysis thatincludes an analysis of internal factors to find out the strengths and weaknesses thatthey have. this can be seen in the results of interviews with managers with the initials cas follows:"we are aware that preparations that can be used as a basis for planning and at thesame time as our reference in implementing appropriate technology implementationactivities in improving community independence through life skill programs, to be moredirected, run efficiently and effectively. therefore, the paud melati manager alwaysprepares before identifying the needs of the life skill program participants. "from the results of the research, the researcher did get an idea that planning in theapplication of appropriate technology in the cente-based tuber processing food businessas a local potential carried out by melati paud managers is to encourage self-reliance,shape the competence and development of the entrepreneurial spirit.sondra stein (2000: 17) suggests that there are four standard categories that need to beprepared in the future, namely the ability for adults: 1) get information and ideas, 2)communicate with confidence the message and can be understood by others, 3) makingdecisions based on solid information and being able to analyze and be able to determinecarefully, 4) always learn not to miss. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 277 b. the process of applying appropriate technology in a cente-based tuber processing food business as a local potential in karangsetra village, kec. koroncong, pandeglang regency, banten provincein the implementation of appropriate technology implementation in cente tuberprocessing business with a free expression approach directed through a learningstrategy with "giving motivation" to arouse attention and stimulation of the birth of amotive that can be used as a basis for work, the researcher begins by conducting aplanning phase that includes activities:1) designing scenarios for the implementation of appropriate technology in the centeprocessing business as follows:a) managers with life skill trainees dialogue to arouse attention and stimulation bornof motivation that can be used as a basis in fostering the entrepreneurial spirit oflife skill program participants in increasing independence through sweet potatoprocessingb) the manager introduces appropriate technology tools to support programactivities, in stimulating participants of activities, arousing the attention andstimulation of program participants.2) researchers and managers prepare equipment and materials needed by programparticipants in the application of appropriate technology in the cente processingbusiness.based on the results of the interviews and observations above, it was obtainedinformation that in the implementation of appropriate technology application programactivities in the senti sweet potato processing business, successfully motivated programparticipants to be eager to participate in the implementation of appropriate technologyin increasing community independence through life skill programs. motivation is thedriving force of learning activities. learning motivation of life skill program participantsis closely related to the objectives to be achieved by participants. if the participant whois learning realizes that the goal to be achieved is useful or useful for him then themotivation of independence will emerge strongly. so, the implementation activity is theinitial activity in a program activity meeting aimed at generating motivation andfocusing the attention of the participants to actively participate in the process ofprogram implementation of appropriate technology in increasing communityindependence through life skill programs.the idea of appropriate technology (ttg) was originally proposed by dr. e.f.schumacher. he is an english economist. the thinker about the initial idea ofappropriate technology (ttg) was outlined in his very inspirational book entitled"small is beautiful" published in 1973. dr. schumacher was appointed as the britishcoal board advisor and government advisor for burma now myanmar and later forindia. thinkers about the concept of appropriate technology also influenced thethinking of india's first pm jawaharlah nehru. in 1961, pm nehru invited dr.schumacher at a development planning commission in india, then dr. schumacherproposed "intermediate technology" at the commission but did not take part in thecommission. in 1966, dr. schumacher founded a non-profit organization called jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 278 intermediate technology development group (itdg). the approach to technologydevelopment received considerable attention in the 1960s and was known as a socialmovement during the world energy crisis in the 1970s and was also known as anenvironmental movement. the concept of technology offered by dr. schumacher, whowas formerly called "intermediate technology", became known today as an appropriatetechnology.although there is still much debate about the concept of appropriate technology,currently it is recognized that in general the technology in question is technology that isimplemented on a small scale, decentralization, solid work, environmentally friendly,and paying attention to local wisdom. at present itdg (intermediate technologydevelopment group) still exists and aims to "show and advocate for sustainabledevelopment through the use of technology to reduce poverty in developing countries" c. the results of the application of appropriate technology in the business of processing tuber-based food as a local potential in karangsetra village, kec. koroncong, pandeglang regency, banten provincemastery of learning citizens towards the adoption of cente tuber processing equipmenttechnology is something related to learning activities because learning activities areprocesses while learning outcomes are some of the results achieved by a person afterexperiencing the learning process by first signifying an evaluation of the learningprocess undertaken. learning outcomes are the result of an interaction betweenlearning action and teaching action, the teaching action ends with the process ofevaluating learning outcomes. from the learning side, learning outcomes are the end ofteaching from the top of the learning process.in this study, researchers used criteria to determine the learning outcomes of learningcitizens' mastery on the adoption of tuber cente processing equipment technology inrelation to efforts to increase community independence.the ability of domestic food production from year to year is increasingly limited, whilepopulation growth is increasing. in order for national food sufficiency to be fulfilled, theefforts taken are to improve the productivity of fresh tubers with appropriatetechnology and food diversification efforts. food diversification efforts are veryimportant, because of the limited production capacity. to show the success ofdiversification, the way of serving food needs attention, because this method ofpresentation will determine how much (quantity) of the food is consumed.sente tuber commodities are tubers that can support food diversification, because thetuber is grown in the area of karangsetra village, kec. koroncong of pandeglangregency, banten province is very abundant, therefore the relevant communities andoffices are interested in processing sente tubers into various kinds of food that areuseful and have high selling value.diversification or diversification of products from the bulbs of the community learns theapplication of appropriate technology to welcome enthusiastically this activity, severalquestions are carried out and scramble to be able to help the implementation of the jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 279 practice of making processed products while feeling the results. with this program, it isexpected that there will be an increase in community independence in karangsetravillage, kec. koroncong, pandeglang regency, banten province, as well as an increase inthe economic value of cente tuber products so that it can increase income forhouseholds.sente tubers have the potential to be processed into various types of processing,including: as a staple food, as vegetables, as processed (taro chips, cakes, etc.), sentryflour. sente tuber plants are potential carbohydrates as a supplement / substitution ofrice or as a diversification of food, industrial raw materials and so on. sente tubers havegreat benefits to be developed because of various benefits and can be cultivated easilyso that the potential of sente tubers is quite large.according to lamman (in fatimah, 2006) states that independence is an individual'sability to regulate himself and not depend on others. the same thing was also expressedby brawer (in havinghurts, 1993) that independence is a behavior found in someonewho arises because of encouragement from within himself, not because of the influenceof others. according to maslow (in ali, 2005) that independence is one of the levels ofhuman needs referred to as the need for autonomy. he also added that a person whoachieves self-actualization has special characteristics of actualization, one of which isthe need for privacy and independence, where people who actualize themselves inmeeting their needs do not need others. in connection with that according to beller (inali, 2005), people who have low independence usually have special characteristicsincluding seeking help, seeking attention, seeking direction, and seeking support forothers.departing from these definitions, it can be understood that group independence isa. a condition in which a person / group of people has the desire to compete toadvance for the good of themselves / their group.b. able to make decisions with initiatives to overcome problems faced by the self /group.c. have confidence and carry out their duties.d. responsible for what he did. d. follow-up on the application of appropriate technology in the cente-based tuber processing food business as a local potential in karangsetra village, kec. koroncong, pandeglang regency, banten provinceskills development for parents of paud melati students in increasing independencethrough the cente tuber processing business is currently not optimal, while sente tuberas raw material is available locally, even now because it is less touched by technology,its use is still not convincing the community in karangsetra kec village . koroncong,pandeglang regency, banten province. therefore the managers of jasmine paud andpp-paud dikmas west java coordinate in increasing the independence of thekarangsetra village community in the district. koroncong, pandeglang regency, bantenprovince through life training of cente processing skills.technological factors can be opportunities and threats to business development carriedout by life learning skills residents in the centrifugal processing development program,because it will affect products, services, markets, competitors and customers. this is jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 280 highly considered by paud melati managers with the use of appropriate technology thathas several benefits including increasing the efficiency of production time, technicallyprocessing centrifugal tubers with modern tools, although some still use traditionaltools.basically partnership is a collaboration between two parties or more in a direct orindirect business relationship based on the principle of mutual need, trust, strengthenand benefit which involves business actors, the development of partnerships conductedby paud melati managers with several small and medium entrepreneurs is tofacilitating the marketing of the products of citizens learning life skills programs in thiscase parents of paud melati students so that parents of melati paud students are notconfused in marketing the sentient tuber products that have been produced.the implementation of life skill education (life skill) that integrates learning activitiesand business activities, both in the field of trade, services, industry and agriculture oranimal husbandry in accordance with the learning needs of learning citizens and thepotential available in their environment, basically has touched the efforts ofdevelopment and development entrepreneurship. entrepreneurship training is veryimportant for the community including school dropouts in the context of theempowerment process. empowerment is intended to shape the entrepreneurialpersonality, namely: (1) having high trust in hard work, independent work, andunderstanding the risk of failure as part of success, (2) having the ability to organizeand make goals, oriented and responsible for good or bad results events, (3) havingcreativity and finding ways to make it happen through entrepreneurship, and (4) likingchallenges and finding oneself through activities by realizing their ideas. steinhoff(1993) in sujana (2000: 131). conclusionthe application of appropriate technology in the business of processing tuber-basedfood as a local potential in karangsetra village, kec. koroncong, pandeglang regency,banten province basically includes four stages: planning, process, results, and follow-up.the four stages are related to each other and continuity in the process of activities sothat in the end it can contribute to the improvement of community independence in thecase of melati paud parents.1. planning the application of appropriate technology in the cente-based tuberprocessing food business as a local potential in karangsetra village, kec. koroncong,pandeglang regency, banten provinceplanning for the adoption of appropriate technology in tuber cente-based foodprocessing business as a local potential in karangsetra village, kec. koroncong,pandeglang regency, banten province through several stages, including:identification, determination of priority scale, strategy & method of achievement, aswell as appropriate technology innovation used, organizing learning residents andresource persons, developing teaching materials and learning strategies, preparingappropriate technology equipment for tuber processing sente, analysis of market andbusiness potential.2. the process of applying appropriate technology in a cente-based tuber processingfood business as a local potential in karangsetra village, kec. koroncong, pandeglangregency, banten province. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 281 the process of applying appropriate technology transfer by melati business grouplearning residents by using adult learning methods that emphasize more practicalaspects or mastery of skills using appropriate technology tools for cente tuberprocessing.3. the results of the application of appropriate technology in the production of tuber-based cente food processing as a local potential in karangsetra village, kec.koroncong, pandeglang regency, banten province.the result of the transfer of appropriate technology carried out by the melatibusiness group learning residents was the mastery of the learning residents towardsthe adoption of cente centrifugal processing equipment technology, thediversification of products from tuber cente fruit, increased insight into efforts atself-reliance in business and increased income.4. follow-up on the application of appropriate technology in the business of processingtuber-based food as a local potential in karangsetra village, kec. koroncong,pandeglang regency, banten province.follow-up of the planned transfer of appropriate technology is skills development,business development and partnership development. bibliographyali. ( 2005). kemandirian. : konsep kemandirian dan pembentukan kemandirian.jakarta. global mediaantonius (2002). konsep kemandirian : ciri-ciri kemandirian. jakarta. gunungagungarikunto (2002). metode penelitian : subjek dan lokasi penelitian. jakarta. alfabeabroling, (1989). pendidikan kecakapan hidup : program pendidikan kecakapanhidup. bandung. remaja rosdakaryacoombs dikutip djuju sudjana (2001). pendidikan luar sekolah. jakarta. rineka ciptadjuju sudjana (1991). pendidikan luar sekolah : tujuan pendidikan luar sekolah.jakarta. rineka ciptafatimah. (2006). kemandirian. : konsep kemandirian dan pembentukan kemandirian.jakarta. cahaya ilmuhavinghurts, (1993). kemandirian : kemandirian dengan proses sosialisasi. jakarta.gunung agungj.babari, (1996). pemberdayaan masyarakat menuju kemandirian. jakarta. globalmediakent davis (2000). pendidikan kecakapan hidup : konsep pendidikan kecakapanhidup. jakarta. cahaya ilmukinsey (1977). pendidikan luar sekolah : komponen-komponen pendidikan luarsekolah. jakarta. global media jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 282 lindzey & ritter. (2000). konsep kemandirian : ciri-ciri kemandirian. jakarta.gunung agungmoleong (2004). metode penelitian : penelitian deskriptif kualitatif . jakarta. rinekaciptamulyani sumantri, (2004). pendiddikan kecakapan hidup : tujuan pendidikankecakapan hidup. bandung. tarsitonasution (1996). metode penelitian kualitatif : prosedur penelitian. jakarta. gunungagungsantoso s. hamidjoyo (1973). pendidikan luar sekolah : konsep pendidikan luarsekolah. jakarta. rineka ciptaslamet ph (2002). pendidikan kecakapan hidup : tujuan pendidikan kecakapanhidup. jakarta. global mediasondra stein (2000). pendidikan kecakapan hidup : konsep pendidikan kecakapanhidup. gelora aksarasunaryo kartadinata, (1988). konsep kemandirian : ciri-ciri kemandirian. jakarta.cahaya ilmusujana (2000). pemberdayaan masyarakat : kemandirian masyarakat. jakarta. cahayailmusugiyono (2006). metode penelitian : penelitian deskriptif kualitatif. jakarta. rinekaciptawinarno surakhkman (1990) metode penelitian : teknik pengumpulan data. jakarta.global mediathoha (1993). kemandirian : ciri-ciri kemandirian masyarakat. jakarta. falahproductionundang-undang no. 23 tahun 2014 tentang pemerintahan daerah. jakarta. pt.gramediauu 17/2007 tentang rpjpn tahun 2005-2025 telah diamanatkan perlunya prioritaspembangunan kesejahteraan kelompok masyarakat yang hidup di wilayahtertinggal dan keberpihakan yang besar dari pemerintahundang-undang nomor 6 tahun 2014 tentang desa. : desa didefinisikan sebagai“kesatuan masyarakat hukum yang memiliki batas wilayah yangberwenang untuk mengatur dan mengurus urusan pemerintahan,kepentingan masyarakat setempat berdasarkan prakarsa masyarakat, hakasal usul, dan/atau hak tradisional yang diakui dan dihormati dalamsistem pemerintahan nkri”.undang undang no. 20 tahun 2003 tentang sistem pendidikan nasionalperaturan pemerintah no. 78 tahun 2014 yang mengatur mengenai percepatanpembangunan daerah tertinggal (ppdt).peraturan presiden nomor 131 tahun 2015 tentang penetapan daerah tertinggaltahun 2015-2019 jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 283 permendes pdtt nomor 21/2015 yang berisi penetapan prioritas dana desa tahun2016.peraturan presiden (perpres) nomor 131/2015 tentang penetapan daerah tertinggaltahun 2015–2019).yusuf. (2001). kemandirian. : konsep kemandirian dan pembentukan kemandirian.jakarta. global mediayetti hamdiati (2002). pemberdayaan masyarakat : kemandirian masyarakat. jakarta.cahaya ilmu reference of thesis and journalabdul muis (2005) yang berjudul “penyelenggaraan program pendidikankecakapan hidup (life skills) dan dampaknya terhadap kemandirianwarga belajar di desa langensari kecamatan lembang (studi kasus padakelompok belajar binaan bpplsp regional ii jayagiri)”.muhamad nizhomun niam (2017) penelitian ini bertujuan untuk mendiskripsikanpenanaman pendidikan life skill dalam meningkatkan kemandirian santri barudi pondok modern darussalam gontor putra ii, madusari, siman, ponorogotahun 2017/2018ardiwinata, j. s., & mulyono, d. (2018). community education in the development of thecommunity. empowerment, 7(1), 25-35.rossi yanita (2012) yang berjudul “dampak pelatihan kecakapan hidup home industrypengolahan hasil perikanan dalam meningkatkan pendapatan warga belajar(studi kasus di kelompok belajar binaan uptd sanggar kegiatan belajar kotabengkulu)”. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 166 the principle of adult education (ae) through the community empowerment in household waste management at bening saguling foundation indraikip siliwangiindra.darmawan77@gmail.com abstractadult education (ae) is the education which is more oriented to realisticapplication towards what is felt and faced in daily life. waste problems inmodern life have been very crucial concern and issues to be solved. throughthe empowerment which puts forward the change of the mindset aboutwaste from a problem into a blessing, establishment of waste managementinstitution, strengthening management capacity through training andmentoring continuously can be one of the solutions in household wastemanagement. the community empowerment in household wastemanagement can increase family’s income and conserve the environment, sothat the community which is independent economically and sustainableenvironment can occur. keywords: adult education, community empowerment, waste a. introductionthe adult education (ae) is the education the education which is more oriented torealistic application towards what is felt and faced in daily life. realities and experiencesof adults have enriched knowledge, thus the adults need a treatment which isappreciative, especially in taking a decision. the adults will refuse the learning situationwhose conditions contradict their life concepts as an independent person.the problem of people’s lives and dynamics of life are developing steadily fromgeneration to generation. in modern life like nowadays, the world are faced with wasteproblems and solutions as the effects from lifestyles. according to jambek, the averagepeople produce 0.6 kg waste per day, in which 75% of the waste is organic waste and25% is inorganic waste like plastic, metal, and paper.indonesia itself is the world second biggest plastic waste contributor after china, whichis about 3.32 million tons plastic waste are produced every year, so that it is no wonderif rivers and beaches in big cities like bali, bandung, and jakarta experience wastepollution which is at an alarming stage.waste solution which still applies collecting, carrying away, and disposing cannot beapplied anymore because in this system, the government’s role is really dominant,meanwhile the roles of community and private are less visible. a paradigm shift ofwaste solutions in which the waste is not useless junk which needs to be got rid of orthrown away by government is needed. the contribution of community in wastemanagement is needed by education approach and community empowerment, in which jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 167 in this process, the community is directed to be more powerful and capable ofindependently processing waste in their homes.based on the explanation above, therefore the researcher thinks that adult education(ae ) in empowering community through waste management can have positive impacton environmental conservation. thus, the researcher wants to study in order to find thetruth about how the impact of adults’ principle in empowering the community towardshousehold waste management is. b. theoretical frameworkaccording to unesco (townsend coles, 1977), the adult education (ae) is the wholeprocess of education which is organized, whatever the content, level, or method is, bothformal and informal, which continues and replaces the former education in schools,academies and universities as well as work-training, which makes people consideredmature by the community developing their abilities, enriching their knowledge,improving their technical or professional qualifications, and resulting in changes inattitudes and behavior in the perspective of dual overall personal development andparticipation in balanced and free social, economic and cultural development. the abovedefinition emphasizes the achievement of individual development and the increasing ofsocial participation.according to suprijanto (2007), adult education has 10 principles which can create aneffective and efficient learningatmosphere. those 10 principles are; (1). partnership(2). real experience (3). togetherness (4). participation (5). self-reliance (6).sustainability (7). benefits (8). readiness (9). locality (10). integration.based on law no. 18 of 2008 about waste management, waste management is defined asa systematic, comprehensive, and continuous activity which includes waste reductionand waste management. waste management cannot be solved only by the governmentby "collecting, carrying away, disposing" to the landfill, but it must be donecomprehensively and integrated from upstream to downstream to provide economicbenefits, health for the community and safety for the environment, and can changepeople's behavior.effective waste management is at its source or household-based, in which waste startsto be sorted and processed at home. the role of family education is very instrumentaland very strategic in helping to improve the environment, starting from the family asthe smallest environment to be accustomed to sort and process waste from the source.the involvement of the community in waste management with an approach to adulteducation through empowerment is very much in line with law no. 18 of 2008, thatpeople must actively participate in managing waste at the source with the 3r approach,which are reduce, reuse and recycle. according to damanhuri (2010) sorting activitiesand recycling are done as much as possible from the waste collection to the final wastedisposal. the operational technique of urban waste management which consists ofstorage activities to the final disposal of waste must be integrated by sorting from thesource. community involvement in waste management can be done through awareness, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 168 mentoring and empowerment, in which in this process the community is directed tobecome more powerful and able to process waste from the sources, so that waste is nolonger considered a burden but an asset which can provide added value to empower thecommunity.slamet (2003) explains in more detail that what is meant by empowered people arepeople who know, understand, get motivated, have opportunities, take advantage ofopportunities, have energy, are capable to work together, know various alternatives, areable to make decisions, are willing to take risks, are able to find and get information, andable to act in line with the situation. the empowered process which creates thecommunity whose behaviors are expected must be done continuously by optimizing theparticipation of the community in a responsible way. c. research methodsthe research method used in this research is descriptive method, which is used todepict the attempt which has been done by bening saguling foundation at kabupatenbandung barat in managing household waste by using the adult education (ae)approach and the community empowerment. d. discussionlaw no. 18 of 2008 states that waste is no longer dominated by the government, but theresponsibility of all parties, including the community, integrated waste managementmust start from home as a source of waste. therefore, the role of public educationrelated to waste management is very important, so that the waste problem will nolonger be the main problem which pollutes the environment, especially rivers and seas.the public education approach which is actualized through the communityempowerment can be an alternative solution, where waste is no longer seen as uselesswaste material and becomes a burden, but waste is positioned to be an asset that haseconomic, social, and environmental values that if it is managed can increase the level ofcommunity life.according to law no. 18 of 2008, waste management with community participation isoriented through reduce, reuse, and recycle, so that waste disposed in the landfill is onlya residue that has no economic value.meanwhile for the organic waste, the community can use it as compost or organicfertilizer with simple composter tools, takakura basket, vermicompost, biopore, andbiodigester, in which organic waste becomes energy by utilizing methane gas intobiogas.the approach of adult education (ae) which has empowerment, usefulness,partnership, sustainability principles in waste management can be actualized throughseveral stages including:1. changing mindsetadult education (ae) in waste management is started from the socialization ofwaste, where the community needs to be given an understanding of the concept ofwaste and changes the way they think from waste is economic and environmental jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 169 burdens to assets which can generate benefits in terms of economic, environmentaland social. the sorted organic waste can be processed into fertilizer, biogas and canincrease family income and reduce stacks in the landfill, while inorganic waste suchas plastic and metal can be recycled into various new products and add additionalincome for the family.2. the establishment of institutional waste managementafter there is a change in the way people think about waste, the next step is tostrengthen the community's contribution in waste management, by establishing ofcommunity institutions in waste management, the institutional form of wastemanagement can be various, it can be in the form of waste cooperative institutions,waste bank or waste management institutions. the institution of waste managementis intended to coordinate the waste management from households at the communitylevel, rt, rw, or village, so that the waste problem can be completed at thecommunity level while the residue in the form of new non-recyclable waste is sent tothe final disposal site. thus, there will be a reduction of waste volume which isdisposed directly to the landfill; thereby it reduces the cost burden that must beincurred by the government. the formation of waste management institutions willalso strengthen waste management in the regional level, the existence of wastemanagement institutions will increase community participation and welfare at thert, rw, or village level, where there will be a velocity of money in the form ofmanagement services, waste utilization results, and most importantly health qualityimprovement and clean environment.3. management training and waste sorting techniquesmanagement training and waste sorting techniques are parts of public education inmanaging household waste, where people need to know the waste sortingtechniques, both organic and inorganic waste. with an increase of knowledge wastesorting techniques and management, it will affect the quality of sorted waste and itwill increase the waste value to be processed at the next stage.4. market accessone of the obstacles faced by waste management business doers is market accessthat is still closed for them, so that the strengthening community empowerment inwaste management must be directed to strengthen the market access for them, withmore open market access, it will shorten distribution tracks, so that the selling valuewaste that will be recycled will also increase.5. continuous assistancethe most important thing in public education is continuity and usefulness, in whichin empowering the community through waste management in the household, it isnecessary to be accompanied, facilitated, and directed to the empowered stage.indicators of empowered communities include being able to work together, havingmotivation, being able to take advantage of opportunities and being sustainable.community assistance in managing household waste can be done by non-governmental organizations, private, and government. the role of the government incommunity assistance is very strategic; this is in accordance with law no. 18 of jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 170 2008 that the task of the government is to coordinate all the potencies in wastemanagement. e. conclusionadult education is oriented to real daily needs which are developed in the midst ofsociety, where adult education which has the principle of partnership, empowerment,and benefits are in line with the principle of community empowerment.waste problems become environmental issues which are developed and need acomprehensive solution, where garbage is no longer the responsibility of thegovernment, but all parties including the community. through household-basedgarbage procession where waste sorting and processing which is done in its source isno longer just a waste transport gathering, it will increase the age of the landfill.adult education is actualized through socialization and mindset changes, theestablishment of waste management institutions and waste sorting techniques willincrease the productivity and effectiveness of the community in household-based wastemanagement.through adult education which is actualized in community empowerment in managinghousehold waste, it will create an independent and sustainable environment. referencesardi winata, j. s., & mulyono, d. (2018). co mm unit y education in thedeve lopm ent o f the com munit y. empowe rment , 7(1), 2535.daman hu ri, e. dan p admi, t. ( 2011) teknologi pengelolaan sampah, bandung: itbenceng mulyana (2012) model tukar belajar ( learning exschange ) dalam prespektif pendidikan luar sekolahhasan s. engking (2008) penuntun penentuan proposal penelitian dan penulisan skripsi. stkip siliwangi bandungjamasy, o. (2004) keadilan, pemberdayaan, & penanggulangan kemiskinan. jakarta selatan: blantika.kartasasmita, g. (1996) power and empowermant: sebuah telaah mengenal konsep pemberdayaan masyarakat. jakarta: badan perencanaan pembangunan nasional.pranarka (ed). (1996). pemberdayaan: konsep, kebijakan dan implementasi. jakarta: center for strategic and international studies (csis).simon, h. (1993) hutan jati dan kemakmuran. problematika dan strategi pemecahannya. yogyakarta: aditya media.slamet, m. (2003) pemberdayaan masyarakat. dalam membetuk pola perilaku manusia pembangunan. disunting oleh ida yustina dan adjat sudradjat. bogor: ipb press.sujana,d. (2000) managemen program pendidikan non formal dan pengembangan sumberdaya manusia jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 224 utilization of life skills training results in enhancing self-employed alumni lkp nuning kota cimahi nisma nurul biladikip siliwanginismabilad@gmail.com abstractentrepreneurship is the right choice to improve the life of the economyindependently. whether it's the economy of ourselves personally, even theeconomy in general in a bigger scope. cimahi city as one of the cities inindonesia that has the number of unemployed as many as 2,903 people in2015. based on data obtained from the department of manpower cimahi cityin 2016, it is known that only about 25.2% alone the amount ofunemployment that can be absorbed on the job there is. based on theconditions in this field, needed an empowerment to overcome the condition.one of the empowerment activities that can be done to overcome thiscondition through life skills training in the field of bridal makeup organizedby course and training institute. but the activity of the alumni of post lifeskill training training needs to be seen again. like what the alumni areapplying the results of training in entrepreneurship.this research usesqualitative approach with descriptive method. the subject of this research isalumni of lkp nuning kota cimahi in bridal make up. data collectiontechniques in this study using interview techniques, observation, anddocumentation studies. the results of this study indicate that the life skillstraining process in bridal makeup field consists of preparation process,implementation process, evaluation process, and mentoring process. it can besaid that 75% of lkp nuning alumni in the field of bridal makeup havesuccessfully entrepreneurship independently. this bridal makeup trainingreally helps the alumni in improving their economic and social position in thecommunity. after the training, the alumni began to pioneer their businessindependently. promoting online and offline, improving existence throughprofessional organization activities, as well as setting aside funds forupgrading on her dressing skills. in addition, they begin to encounter theobstacles in it. in general, the obstacles faced are divided into 4 issuesnamely, capital constraints, business competition obstacles, barriers to trendchanges that are too fast, and hambantan management of businessmanagement. however, not all alumni succeeded in becoming bridalcosmetic. there are also alumni who return to their original job or remain ahousewife. keywords : entrepreneurship independence, life skills, bridal makeup jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 225 a. introductionentrepreneurship is the right choice to improve the life of the economy. whether it's theeconomy of ourselves personally, even the economy in general in a bigger scope. forthis reason, ilik (2010) in (takdir, mahmudin, & zaid, 2015) states thatentrepreneurship has a fundamental advantage that is, the opportunity to not dependon others, can manage financially, the opportunity to develop business concepts, havestrong moral legitimacy to achieve prosperity and create employment opportunities.entering the era of competitive and challenging globalization, much affect the economic,social, and cultural conditions in this country. if we just keep silent and become theaudience alone, of course we will only feel the negative impact. that is the narrownessof available jobs. the narrowness of employment makes the unemployment rateincreasing.cimahi city as one of the cities in indonesia that has the number of unemployed as manyas 2,903 people in 2016. based on data obtained from the office of manpower cimahicity, it is known that only about 25.2% alone the amount of unemployment can beabsorbed in the existing jobs. so there are still 74.8% unemployment that must besolved. referring to these conditions, needed a solution to overcome unemployment incimahi city. one of them by providing education, skills, and life skills for people whostill interfere with ragar can be independent.one education that can be a bridge for the progress of entrepreneurship is life skillseducation or life skills. life skills education is an education that can provide practical,usable skills related to the needs of the job market, business opportunity and potentialof the economy or industry in society (anwar, 2015). this is in line with the goal of anentrepreneurial process that requires individuals to be independent and useful for theircurrent and future environments.the education unit that organizes life skills training is the course and training institute(lkp). various areas of expertise are owned by the lkp in accordance with the needs ofthe community. one of the lkp in cimahi city is lkp nuning. the flagship program oflkp nuning is the field of bridal makeup. the reality in the field shows that the skills inthe field of bridal makeup have a good prospect and have high selling power. this isrelated to the needs of bridal makeup services as a primary requirement for familieswho organize wedding party celebrations.post-training needs to be done coaching and monitoring of alumni who have graduated.it aims to examine whether the bridal makeup training has succeeded in making itsalumni an independent entrepreneur or not. so in this case researchers will conductresearch on the utilization of life skills training results (rachman, 2009) bridal makeupfield to alumni lkp nuning. b. theory reviewmalik fajar. 2002 in (rachman, 2009) defines life skills as a skill to work in addition tothe skills to be oriented to academic pathways. while the broad-based education team jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 226 (2002) in (rachman, 2009) interprets life skills as the skills that a person has for willingand courageous to face human development. while brolin (1989) in (anwar, 2015)defines more simply the interaction of various knowledge and skills so that one is ableto live independently. based on the above three understandings about life skills can beconcluded that life skill is the ability to survive and develop through a variety ofknowledge and communication.one of the educational units that implement life skills is the institute of courses andtraining (lkp). the existence of course and training institutions in the process iscapable of generating empowerment activities. (mulyana, 2008) concludes that"empowerment is an effort to enable small communities or subordinates who have beenperceived as lacking role in increasing and having better capabilities with respect totheir status and role in the social system". the purpose of this empowerment is to leadto community independence. one means of achieving this independence by maximizingentrepreneurial potential.kindervatter 1979 in (mulyana, 2008) outlines 8 steps of outside school education asempowerment: "(1) organizes small groups as early recipients of empowermentprogram plans; (2) identifying groups of study participants at the regional level; (3)selecting and training group facilitators; (4) group activation; (5) organizing facilitatormeetings; (6) support the activities of the existing group; (7) developing relationshipsamong groups; (8) organizes a workshop for evaluation ".one form of empowerment activities can be realized in a bridal cosmetology training.bridal makeup is the whole set of someone to be beautiful. according to a largeindonesian dictionary, bridal makeup is an attempt to arrange decorations of an objectto be performed. while the bride is a person who is holding a marriage. according to(santoso, 2010) in the bridal makeup approach done in meriasnya done on the bridefrom hair to toe, which includes makeup, hair, clothing to accessories worn on thegroom and woman. so bridal makeup is the effort to make up the decoration of makeup,hair, clothing and bridal or bridal accessories that are going to be married to be shownin public.in learning bridal makeup is done with adult learning approach and called andragogy.knowles (1977) in (mulyana, 2008) says that "andragogy is the art and science ofhelping adults learn". (musa, 2010) mentions also that "adult education or andragogy isas an art and science to help adults do learning activities". so in adult education learningactivities are organized and have a clear purpose where the purpose of helping adultsimprove their skills, both with respect to aspects of knowledge, skills and attitudes forbehavior change.the main purpose of life skills training in bridal makeup is to create entrepreneurialsociety independently. mandiri is where a person wants and is able to realize his / herdesire that is seen in action / real action in order to produce something (goods /services) for the sake of fulfilling the needs of his life and each other. supporting thatopinion, (geoffrey & meredith, 1996) states that independence as a personality or jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 227 mental attitude that must be possessed by everyone in it contained elements with thecharacter of nature that is in it needs to be developed to grow together in everymovement of human life. the assumption shows that independence can determine theattitude and behavior of a person toward entrepreneurship.some characteristics of entrepreneurship according to some experts, kao.1991,meredith 1989 and inkeles 1974 in (mulyana, 2008) mention that:"entrepreneurialman has a high spirits enterprenezrrial, such as high moral, optimistic, proactive, hardwork, persistence and tenacity, sincerity, self-confidence, determination, achievement-oriented, responsible, enthusiastic, jovial and humorous, brave to bear the risk, jurdil ,motivation and compete high, originality, exemplary, task-and produck-oriented, andothers ". entrepreneurship is an attitude and entrepreneurial behavior.entrepreneurship is a mental and soul attitude that is always actively trying to improvethe results of his work in the sense of increasing income. entrepreneurship is a processof a person in order to pursue opportunities to meet needs and wants throughinnovation, regardless of the resources they control (takdir, mahmudin, & zaid, 2015).based on some opinions above opinion can be concluded that self-employmentindependence is a forward-thinking, courageous, innovative, creative, highly motivated,and dare to take risks for the actions taken for the creation of a profit-oriented ideasand activities for the welfare of life and each other. c. research methodsthe research method used is descriptive method with qualitative approach. datacollection techniques used are interview and observation techniques, while dataanalysis techniques with data descriptions, data reduction and conclusions. sources ofdata in this study as many as four informants consisting of one person lkp nuningleadership, one instructor and two alumni lkp nuning. d. results and discussion 1. life skills training process in improving self-employment alumni lkp independencelife skills training is a training that has the purpose to provide skills to a person tosurvive and thrive through a variety of knowledge and communication. life skillstraining is needed to improve skills in a job to deal with life problems. course andtraining institute (lkp) is one of the containers that can assist the training process. theexistence of course and training institutions in the process is capable of generatingempowerment activities. the purpose of this empowerment is to lead to communityindependence. one means of achieving this independence by maximizingentrepreneurial potential.one of the training programs held at lkp is the area of bridal makeup expertise. theoutput of this training is to make the graduates become professional and independentbridal make-up. this bridal cosmetology training uses a competency-based curriculum.so that learning not only emphasize on skill, but also must be given training in the caseof knowledge and attitude of work. this is in line with research conducted by (yuda jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 228 setia laksana, 2017) which shows that the model bridal make up training in thistraining is using an independent business learning model where individual / traineestake initiative with or without the help of others.some skills in bridal makeup training include facial makeup, hair styling, clothes pairingand accessories, as well as complementary skills such as flower meronce. bridal makeuptraining is a training with adult learning approach or andragogy. adult learning worksbest when it involves both physical and emotional. so it can be said that in adultlearning, the students can not be forced. the learners must have the desire and interestfrom within himself to learn. in addition, training activities in adult learning should bepacked with a fun atmosphere so that learners are not easily bored.practical activities are considered more enjoyable because they can be directly done bylearners, so that learners can directly measure their ability in the results of temporarytraining. often the learners are also quite critical in responding to the subject matterthat is adapted to the trend or the mode that is in popular society. as well as comparecompare with the training materials being taught. 2. results of life skills training utilization in improving self-employment alumni lkp nuning cimahipost training activities are important. post-training activities were undertaken to shapeand develop the entrepreneurial attitudes that exist in alumni bridal makeup training.in this guidance activity began to see the spirit of business, conflict, and prediction ofprogress of the alumni. one of the coaching activities conducted by lkp nuning is byholding monthly meetings of the alumni. this alumni gathering is a place to expandbusiness relation for junior alumni.through this alumni meeting, lkp nuning also socialized the bridal makeup professionorganization katalia. joining a professional organization is an important thing to do toform a wider partnership network. research conducted (ekasari, 2014) shows that thehigher the ability of a person in building relationships the higher the entrepreneurialmotivation he has. so this alumni meeting strategy is a solution to improve the businessrelation.sandjojo 2004 in (rakib, 2010) identifies factors that affect the growth of small-scaleenterprises, namely (1) business environment, (2) entrepreneurial nature, (3)entrepreneurial motivation, and (4) entrepreneurial learning. so through this monthlymeeting, is expected to form a business environment that is able to cultivateentrepreneurial motivation and become an entrepreneurial learning by sharingexperiences between alumni.referring to the research in the field, the initial goal of the alumni to follow life skillstraining in the field of bridal makeup is to be able to help the family economy throughskills that already have. this is in line with research conducted by russell m. knight(1983) in (alim, 2013) which states some of the motivation of one's entrepreneurship is"the housewife refugee where housewife who was initially busy taking care of her jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 229 household tries to help her husband in finance because of the growing needs of olderchildren".armed with the reason that alumni have entrepreneurial spirit with bridal makeupskills that they have today. although getting a job to be a major bridal wedding is quitedifficult. but being the assistant of bridal makeup was enough to deliver these alumni toentrepreneurship independently. the turnover earned by alumni in 2017 is around rp4,000,000 per month. they acknowledge that life skills training provides great benefitsand changes in their lives, especially in terms of improving the family economy.an entrepreneur must be required to always create new things by combining theresources around him, developing new technologies, finding new knowledge, findingnew ways to produce new products and services more efficiently, improving existingproducts and services, and find new ways to give satisfaction to consumers (takdir,mahmudin, & zaid, 2015). increasing consumer demand and demanding higher abilityto alumni make them desire to improve their skills in the world of makeup. so they setaside some of their income to follow other cosmetology courses as a form ofresponsibility as an entrepreneur who must follow the demands and developments ofthe times.the upgrading of these alumni skills is in line with the opinions of meredith (1989) andinkeles (1974) in (mulyana, 2008) which says some characteristics of entrepreneurialhuman beings are optimistic, proactive, hard work, persistence and tenacity, andachievement-oriented. through this skill improvement shows that the alumni are atenacious and willing to work hard to achieve success and appreciation in thecommunity. 3. obstacles faced by alumni lkp nuning cimahi city in entrepreneurship implementation as a result of life skills trainingin every business activity will always encountered obstacles that accompany it. basedon research in the field can be known some obstacles encountered by the alumni in theactivities of coaching and entrepreneurship process. these obstacles include businesscapital constraints, the two business competition, the third turn of trend in the world ofmakeup is very fast, the fourth is managing business management.the obstacles encountered in the field, in line with the opinion of wiyono (1999) in(rakib, 2010) which identifies the factors that influence the success of small industries,namely "(1) experience, (2) education, (3) outpouring time, (4) ) mentalentrepreneurship, and (5) amount of capital ". similarly, yusri (1998) in (rakib, 2010)said that "a beginner entrepreneur needs to integrate skills, knowledge, skills,opportunities, finances, with the resources available to the environment to achievesomething useful".some of the capital obstacles encountered in cosmetology include the high price of thebridal makeup. so that the alumni difficulty completing the capital. while thecompleteness of this bridal makeup affects consumer confidence in choosing a bridal jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 230 make-up. every entrepreneur must be able to survive and compete in his business.business competition in the world of cosmetology is arising because of the high interestof the community to do business in the world of wedding provider services. so alwayspopping up the new perfumes. often this barrier of competition is lowering the spirit ofeffort, because it takes a positive environment that can menja morale andentrepreneurship to stay awake.change is a sure thing in life. so that adaptive attitude is an attitude that must be ownedby an entrepreneur. changes in this trend are also influenced by rapid technologicaldevelopments. an entrepreneur must be able to develop quickly in terms of marketingthrough social media. various trend changes can also be known through some socialmedia. this should continue to be followed by the bridal make-up so that they are ableto adapt well.an entrepreneur should have good management skills. in line with the opinion ofzimmerer, and scarborough, 1998; kuratko & hoodgets, 2007) in (alim, 2013) whichsuggests one of the inherent characteristics of the entrepreneur is skill at organizingthat is to build a business from scratch requires the ability to organize resources ownedin the form of tangible economic resources and intangible economic resources to getmaximum benefits. management barriers that are often encountered are in terms ofseparating personal finance and business finance. and the confusion of the alumni tostart a business. e. conclusionsbased on the results of research and analysis of the author, to be able to meet the needsand demands of the business world and industry, no other efforts can be done except toprovide the best course services. as a lucrative course institution to increase knowledgeand skills to learners, as evidence of the above questions are described as follows:1. the life skill training process at lkp nuning begins with the planning,implementation and evaluation process. the training materials of bridal makeupinclude the basic theory of bridal makeup, theories about local bride culture, as wellas entrepreneurial theory. this theoretical material is useful to provide basicknowledge for the learners when entering the world of work or business world.skills taught in bridal makeup training include facial makeup skills, hair styling orhoods, pairing clothing, pairing accessories, and making complementary crafts forthe bridal style. in addition, the provision of entrepreneurial material is veryimportant to be done so that the alumni can develop into a person who is tenacious,disciplined, innovative, highly competitive and communicative.2. the result of life skills training in the field of bridal make up conducted by lkpnuning make the alumni have independent business in the field of makeup. it isrecognized by the alumni that the learning they get during the training is very usefulwhen applied in the field. through these bridal makeup skills the alumni can helpthe family's economy. so get the full support of the family for a career in the world ofmakeup. after completing the training in lkp nuning, the alumni are still trying toimprove their skills in the field of makeup by actively participating in the activities jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 231 of professional organizations of cosmetology, attending seminars or other trainingthat can improve their skills in terms of makeup.3. obstacles that alumni encounter when pioneering bridal makeup business, amongothers, business capital constraints, business competition obstacles, barriers tochanges in trends in the world of cosmetology is very fast, and barriers to businessmanagement management. bibliographyalim, mohammad cipto. motivasi dan semangat kerja dengan berwirausaha bagimahasiswa. volume 1. no. 1 desember 2013. jurnal penelitian pemikiranekonomi wacana equilibrium.anwar. 2015. pendidikan kecakapan wirausaha. bandung : alfabetadedi takdir, mahmudin, sudirman zaid. 2015. kewirausahaan. yogyakarta : wijanamahadi karya.ekasari, aldila kurnia. pengaruh dukungan orang tua dan kemampuanmembangun relasi terhadap motivasi berwirausaha pada mahasiswa fakultasekonomi universitas negeri semarang. jurnal ekonomi pendidikan dankewirausahaan vol 2 no @ tahun 2014.geoffrey, g. meredith, et. al. (1996). kewirausahaan teori dan praktek. jakarta: pt.pustaka binaman presindo.laksana, yudha setia. pelatihan tata rias pengantin bagi wanita tuna susila dalammeningkatkan kemandirian usaha. journal of nonformal education andcommunity empowerment volume 1 (1) : 43-54, juni 2017.mulyana, enceng. 2008. model tukar belajar (learning exchange) dalam perspektifpendidikan luar sekolah (pls). bandung : alfabeta.mulyono, d. (2017). menegaskan karakter pendidikan nonformal. empowerment, 1(1).musa, safuri. 2010. seni dan teknik fasilitasi pendidikan orang dewasa. bandung : y-pin indonesia.rakib, muhammad. pengaruh model komunikasi wirausaha, pembelajaranwirausaha, dan sikap kewirausahaan terhadap kinerja usaha kecil. jurnal ilmupendidikan, jilid 17, nomor 2, juni 2010,rachman, hari amarullah. 2009. dimensi kecakapan hidup (life skill) dalampembelajaran pendidikan jasmani. jurnal pendidikan jasmani indonesiavolume6, nomor 2, november 2009.santoso, tien. 2010. tata rias dan busana pengantin seluruh indonesia. jakarta :gramedia jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 337 the role of instructors in improving professionalism of polri interviews through education and training (case study at the west java regional police police school) dwi suciatiikip siliwangidwisuciati09@gmail.com abstracttraining is a short-term education process that uses systematic andorganized procedures. training will be carried out well and correctly andsmoothly as planned if supported by adequate education standards. the roleof the instructor is very supportive in enhancing the professionalism of thepolri police officer through the education and training center at thecisarua national police, west java regional police is the theme to be studied.the theoretical basis used in this study is the role, coordination andprofessionalism based on theories and concepts from: 1) role theory; 2)coordination theory; 3) professionalism theory. the research method usedis descriptive qualitative, data collection through: observation, interviews,documentation, literature study and questionnaire. the results of the studywere obtained: 1) efforts carried out by carrying out gradual coordination,the appointment of educators: educators must have academic competence,educator competence, have educator certification, and be physically andmentally healthy; 2) coordination between educators using trainingmanagement through stages: planning, pengoranisasian, implementation andcontrol; and 3) the role of the instructor contributes positively to the abilityof the trainees which will have an impact on improving the quality of thenational police officer. keywords: role of instructor, coordinator and professional preliminarythe indonesian national police (polri) is "a state tool that is responsible formaintaining public security and order, providing protection, and providing protection tothe community" (satjipto raharjo, 2009: 111).in act no. 2 of 2002 concerning the national police of the republic of indonesia inarticle 1 paragraph (1) explained that the police is "all matters relating to the functionsand institutions of the police in accordance with the legislation. the term police in thislaw contains two meanings, namely the function of the police and police institutions.the function of the police as one of the functions of the state government in themaintenance of public security and order, law enforcement, protection, protection andservant to the community. whereas the police institution is a "government organ that is jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 338 designated as an institution and is given the authority to carry out its functions based onlegislation" (sadjijono, 2008: 52-53).the development of science and technology at the end of the 20th century and thebeginning of the 21st century was felt very quickly, the community changed and neededadjustments to change. the police as public servants face the challenges of change. thecommunity must continually adjust to be able to exist in line with the changing timesand the increasing demands of public services. this is in line with the opinion of thechairman of commission iii of the house of representatives, bambang soesatyo inrepublika.co.id, jakarta, monday, july 10, 2017 "the challenges of the national policeare increasingly complex", who revealed the challenges of the indonesian nationalpolice are increasingly heavy and complex, the complexity of the challenges demandsthat the national police be able to adapt with changing times. the state must strengthenthe role and function of the national police.polri in any situation must be able to carry out their duties professionally.professionalism for polri officers is a key condition that cannot be negotiated, becausethe tasks of the polri are professional tasks which are essentially to serve and toprotect, namely tasks related to comfort and security of good life both personally andsocially and with regard to the security and safety of themselves, lives and property ofthose who are served and protected by the indonesian national police.professionalism is the performance or work shown by someone, namely a professional,through his actions and attitudes, where he knows what he is doing and producesquality work that is satisfying for those who are served or who order their work. aprofessional earns enough salary or money from the profession he is practicing (farris2005: 784-787).as an expert in the field a professional has the ability to use and apply theory to solveproblems faced, has the ability to create solutions, process and handle them, haveattachments to and prioritize the interests served, and have a sense of responsibility formore learn a lot and explore the various problems that exist and relate to the field ofprofession in order to carry out his professional duties better. a professional not onlyhas enough knowledge gained from a level of formal and general education but mustalso go through various types and stages of special training or specialization education,in accordance with the areas of expertise he is practicing. theoretical study a. concept of education and training (training)understanding of training according to mathis (2002: 5), which provides a definition of"training is a process where people achieve certain abilities to help achieveorganizational goals because of this, this process is tied to various organizational goals,training can be viewed narrowly or broadly "from the opinions of the expert above it can be concluded that training is part ofeducation organized in an organized manner, with planning tailored to the needs of itsmembers in order to improve the various skills needed to support the implementationof their duties. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 339 the training that was intended in this study was the technical function training andthe police coaching function programmed centrally by the polri education institutebased on the identification of the needs problems in their respective regions. b. concept of coordinationcoordination according to malayu s.p. hasibuan (2011: 85) is integrating, andcoordinating elements of management (6m) and the work of subordinates in achievingorganizational goals.from the above definitions of coordination, it can be concluded that coordination is abusiness, activities, cooperation and mutual agreement on a regular basis in harmony,harmony, balance and simultaneously in achieving a particular goal and preventingconflicts, chaos, strife, job vacancies and etc. in an organization. c. concept of professionalismaccording to djam'an satori (2007: 1.4), states that professionalization is:professionalization, refers to the process of improving qualifications as well as theability of the members of the profession in achieving the standard criteria in appearanceas a profession. professionalisation is basically a series of professional developmentprocesses (professional development), whether done through education or practice"prajabatan" or in-service training (inservice training). therefore, professionalization isa process that is lifelong and never ending, as long as someone has declared himself acitizen of a profession. sanusi et.al (1991: 19) in udin syaefudin saud (2010: 6) alsomentions that there is a link between profession, professionalism, professionalism, andprofessionalization. it is stated that the profession is a position or job that requiresexpertise (expertise) of its members. that is, it cannot be done by just anyone who isnot trained and not specifically prepared to do the job. expertise is obtained throughwhat is called professionalization, which is done either before someone goes throughthe profession or after undergoing a profession. professionals point to two things. first,the person who holds a profession, for example "he is a professional." second, theappearance of a person in doing his work in accordance with his profession. this secondunderstanding of professionals is contrasted with "non-professionals" or "amateurs."professionalism refers to the commitment of a member the profession to improve hisprofessional abilities and constantly develop strategies that he uses in doing work thatis in accordance with his profession.while professionalization refers to the process ofimproving qualifications and the ability of members of the profession in achieving thestandard criteria in his appearance as a member of a profession. if the work has thecharacteristics of a technical or ethical standard of a profession (oerip and utomo,2000: 264-265). d. concept of nonformal educationoutside school education is one of the sub-systems of the national education system,the scope is very broad and complex, the types of activities that can be carried out ineducation outside of school as a sub-system of education in addition to informaleducation as well as non-formal education which has been growing rapidly lately.out-of-school education is any educational effort in a broad sense in which there isregular and directed communication so that a person or group gets information about jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 340 knowledge, training and guidance in accordance with the level of age and needs of life(seameo, 1971 in soedjana, 2004: 46), the goal is to develop knowledge, attitudes,skills and values that allow for a person or group to participate efficiently andeffectively in the family, work, community and even as according to napitupulu (1981)in sudjana, 2004: 49), that education outside of school is every educational service thatis carried out, outside the school system, lasts a lifetime, is carried out intentionally,regularly and planned which aims to actualize human potential (attitudes, actions andworks) so that it can be fully realized. research methodthis research is a descriptive study with a qualitative approach. sampling or datasources in this study were conducted in a purposive manner and for the sample sizedetermined by snowball, collection techniques with triangulation (combined), dataanalysis was qualitative.and research results emphasize the meaning of generalization. the results of this studyonly describe or construct in-depth interviews of the research subjects so as to providea clear picture of the role of the instructor in enhancing the professionalism of thepolri officer through the training at the cisarua state police school, west javaregional police. discussion 1. efforts made by the west java regional police cisarua spn institution in order to appoint instructors for the implementation of regional function education and trainingthe effort according to the large indonesian dictionary (kbbi) is defined as an activitythat directs the mind's energy to achieving a goal. efforts according to muhammadngajenan (1990: 77) "having an approachable meaning or approach to achieving goals".the efforts made by the west java regional police in cisarua national institute ofeducation and regional education training in 2018 budget year are based on previousexplanations by the chief of police's training program decree number: kep / 1345 / xii/ 2017 , december 20, 2017 concerning the national police education and trainingprograms year anggara 2018. it has been carried out through research in coordinationwith the provisions contained in the national police regulation number: 19 of 2010concerning the implementation of the training of the indonesian national police,namely starting from the stage of problem identification, preparation of trainingprograms, socialization of training programs, equalization goals and the results oftraining are listed in the graduates competency standards, and the improvement of thecapacity of teaching staff (education administrators).however, for educators from the territorial function do not have educator certification,because to have certification educators must have followed "improving the ability ofeducators" as evidenced by certificates issued from the national police training andeducation institute. whereas those who carry out polri educator certification arepolri certification institutions (lsp). thus, in general, regional educators functiondoes not understand the tasks related to educator administration. but in this case it canbe overcome by the division of tasks between educators. responding to the lack ofregional function educators in educator administration techniques, it is necessary to jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 341 have a capacity building program for educators directly organized by the center (polrieducation institute). 2. coordination between regional functionary educators and west java regional police's spn educators in enhancing the professionalism of the polri police officer through education and training.coordination is a business, activities, cooperation and mutual agreement on a regularbasis in harmony, harmony, balance and simultaneously in achieving a specific goal andpreventing conflicts, chaos, strife, job vacancies and so on in an organization.coordination according to dr. awaluddin djamin, m.p.a in malayu. s.p. hasibuan (2011:86), is an effort of cooperation between agencies, agencies, units in the implementationof certain tasks in such a way, so that there is complementarity, mutual assistance, andcomplementarity.based on his explanation, the coordination between regional functionary educators andcisarua spn educators of west java regional police has been carried out as per number:19 of 2010 concerning the implementation of polri training, article 23 namely themanagement of polri training carried out through stages: planning, organizing,implementing and controlling (malayu s.p. hasibuan, 2011: 89). 3. the role of the instructor in enhancing the professionalism of the polri officer through the training at the cisarua spn west java regional policerole is an attitude or behavior expected by many people or groups of people towardssomeone who has a certain status or position. role according to miftah thoha (1997:82) is an orderly sequence caused by a position. humans as social beings have atendency to live in groups. in group life, there will be interaction between members ofthe community and other members of the community. the growth of interactionbetween them is interdependence. in social life it appears what is called a role. role is adynamic aspect of one's position, if a person carries out his rights and obligations inaccordance with his position, the person concerned carries out a role.the role of instructors/ educators in polri training according to perkap number: 19 of2010 concerning the implementation of polri training, is: as a facilitator in presentingvarious training materials; communicator to transfer knowledge to trainees; innovatorin the development of science; and motivators to increase the motivation of trainees.based on the results of the research in the form of questionnaires to instructors/educators and training participants that have been explained previously are in goodcategory and contribute positively in supporting professional polri officers, so that thegraduates of the polri training program can carry out their duties as members of thepolri with professionals along with the challenges of the times. conclusionend the research report writing about the role of instructors in enhancing theprofessionalism of the national police officer through education and training at thecisarua state police school, west java regional police, after passing the field verification jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 342 process which was escorted by three research questions, the researchers concluded thefollowing results:1. efforts made by the cisarua national police force agency in jaba police in theappointment and determination of educators are carried out in stages throughcoordination both internally within the cisarua nes spn institution as well asexternal coordination with the working unit of fostering functions and otherrelated functions directly related to each training function , in accordance withperkap number: 19 of 2010 concerning the implementation of polri training.appointment of educators in the training program in accordance with perkapnumber: 14 of 2015 concerning the polri education system, article 35 of perkapno. 14 of 2015 concerning the polri education system is explained in article 35,namely: the requirements of polri educators consist of: (1) having academicqualifications; (2) have educator competence (pedagogic, professionalism, social andpersonality); (3) having certification of educators in accordance with their duties,authorities and responsibilities; (4) physical and spiritual health.2. coordination between educators in enhancing professionalism polri officials,carried out in accordance with perkap number: 19 of 2010 concerning theimplementation of polri training, article 23 namely the management of polritraining is carried out through stages: planning, organizing, implementing andcontrolling (training monitoring and evaluation). with scheduled coordinationallows training to be well controlled.3. the role of educators in enhancing professionalism polri officers through theeducation and training have been carried out well, evidenced by the answers ofrespondents who gave a good assessment. instructors have contributed positively insupporting professional polri officers, so that it is expected that graduates of thepolri training program can carry out their duties as members of polri withprofessionals in line with the development of the challenges of the times. bibliography ardiwinata, j. s., & mulyono, d. (2018). community education in the development of the community. empowerment, 7(1), 25-35. farris, edward a. (2005). “professionalism”. dalam william g. bailey, editor. ensiklopedi ilmu kepolisian. hal 784-787. terjemahan. jakarta: ypkik , akses “https://polmas.wordpress.com/2014/10/22/kode-etik-untuk-menunjangprofesionalisme-polisi/28 juni 2018 pkl.18.10wib hasibuan, h. malayu s.p. 2001. manajemen dasar, pengertian dan masalah. jakarta : bumi aksara. hasibuan, malayu s.p. 2008. manajemen sumber daya manusia. cetakan ke-11. jakarta: pt.bumi aksara mathis (2002) pelatihan http://eprints.umk.ac.id/1798/2/bab_2.pdf=akses 30 juni 2018 pkl.05.45wib muhammad ngajenan” kamus etismologi bahasa indonesia: semarang : dahara prize (1990:77) : http://digilib.uin-suka.ac.id/21607/2/12480044_pdf . akses 27 juni 2018 pukul 12.05 wib jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 343 oerip, p. dan oetomo tatag, 2000. mengatasi krisis manusia di perusahaan. jakarta: grasindo sa’ud, udin syaefudin & makmun, abin syamsuddin. 2005. perencanaan pendidikan, suatu pendekatan komprehensif. bandung: pt. semaja rosdakarya.satjipto rahardjo, 2011. penegakan hukum (suatu tinjauan sosiologis), gentapublishing, yogyakarta. sadjijono, 2008, fungsi kepolisian dalam pelaksanaan good governance, yogyakarta : laksbang mediatama. sudjana, d (2000). manajemen program pendidikan untuk pendidikan luar sekolah dan pengembangan sumberdaya manusia. bandung : falah produktions sudjana,d (2004), pendidikan luar sekolah. bandung : falah produktion. thoha, miftah. 1997. dimensi-dimensi prima ilmu administrasi negara. jakarta: pt. grafindo pustaka persada,akses : ejournal ilmu pemerintahan, 2016, 4 (4): 1603.1614 issn 0000-0000, ejournal.ip.fisip-unmul.ac.id, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 88 the role of community-based children protection activist (patbm) in the child protection (case study in jayamekar village, padalarang district, west bandung regency) dianawatiikip siliwangicekas.cerdas@gmail.com abstractthis study based on the number of cases of child abuse, the exploitation ofchildren to be employed as a seller of "coet" and marriage on the child'sage. jayamekar village elected as research area because jayamekar villagehas an extremely high level of exploitation of children because there is onearea in the village which became the center of coet (mortar) manufacturewhich marketed in the city the city of west java and outside west java.this research uses qualitative approach and research method applied casestudy. the purpose of this research is the activities of the activist includestrengthening norms, improving parent skills related to parenting,improving the skills of children related to rejecting the violence, andresponding to child protection cases. the role of the activist as an agent ofinnovation includes the role of education, the role of dissemination ofinnovation, the role of facilitation, the role of consultation, the role ofadvocacy, the role of supervision and evaluation monitoring consists ofactivities: a. melting away with target communities b. mobilize thecommunity by making changes c. strengthening relations with targetcommunities. this research uses role theory, community-based education,and community empowerment. this research resulted in the role of patbmactivists who able to improve the quality of life, empowerment, andhatching of child protection issues in jayamekar village, padalarang, westbandung. keyword : child protection, community introductionin the year 2045, indonesia will get a demographic bonus with the birth of the goldgeneration, gold generation is the children today, according to bapenas the number ofchildren in indonesia about 33% of the total population of indonesia that must beprotected, so they are ready to face its future. according to the explanation of the lawof the republic of indonesia number 35 of 2014 regarding the amendment to lawnumber 23 of 2002 on child protection, it is explained that children are inseparablepart of human survival and the sustainability of a nation and state. in order to be ableand responsible for the sustainability of nation and state, every child needs to get thewidest opportunity to grow and develop optimally both physically, mentally and jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 89 socially. therefore, children protection should be made to realize the welfare ofchildren by guaranteeing the fulfillment of children rights without discriminatorytreatment. the protection of the rights of the child shall be based on the principle ofhuman rights that is respect, achievement, and protection of the rights of the child.child protection is based on the principle of non-discrimination, the best interests ofthe child, the appreciation of the child's opinion and the right to live, grow anddevelop. child protection is all activities to guarantee and protect children and theirrights in order to live, grow, develop and participate optimally in accordance with thedignity of humanity and protection from violence and discrimination (child protectionact no. 35 of 2014). the position and rights of the child viewed from a juridicalperspective are very apprehensive. data obtained from the central bureau of statistics(bps) of west java region 2015 (bps, 2016) shows that the population of west javafrom 27 cities/regencies in west java province amounted to 46.709.659 inhabitants.the total population below the age of 19 years amounted to 17,207,901 people with apopulation of 8,797,835 males and 8.410.066 female. the results of a child abusesurvey conducted by the government of the republic of indonesia in collaborationwith unicef in 2014 revealed that 1 in 3 teenage boys or an estimated 4.1 millionindonesian boys experienced violence. among adolescent girls, 1 in 4 people or anestimated 2.7 million indonesian girls experience violence, every 3 minutes 1 childdies before reaching five years of age because of preventable diseases, the thirdhighest in the world at 1.8 million children are not fully immunized, 61% of childrenare born without birth certificates. the number of cases of violence against children inthe province of west java is still quite high, according to the social service of westjava, the numbers of child toddlers abandoned is 63,670, abandoned children330.461, children against the law 325, street children 20.630, victims violence 5502,trafficking 444, children with social psychological problems 6,790. most perpetratorsof violence against children are the closest people who come from the familyenvironment, neighbors and schools. this condition is quite apprehensive because theenvironment that should protect children it becomes an environment that is notfriendly and not safe for children, including the family environment. rights relating tolaw, employment, health, social welfare, and education, are inadequate to providespecial protection for children. not all children are able to deal with this condition forvarious reasons, among others: the existence of social-economic constraints, socio-cultural, and others. the problems they experienced lacked responses from theirenvironment so that they were in a vulnerable and vulnerable condition to commitviolations of the various norms prevailing in the community environment (jabar,2016).a community-based integrated child protection program is initiated by the ministry ofwomen's empowerment and child protection of the republic of indonesia in 2016;each province is selected 2 (two) districts/cities which will be a pilot project of patbmpilot program. for the province of west java choose 2 (two) regions for the pilot area,2 (two) districts are cirebon and west bandung regency. for west bandung regencyselected 2 (two) villages namely tanjungwangi and jayamekar. jayamekar villageelected because of the research area in the village extremely high level of exploitationof children because there is one area in the village which became the center of coet(mortar)manufacture which marketed in the city the city of west java and outsidejava west. based on the above, the authors are interested in conducting research jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 90 related to the role of pediatric community-based integrated child protection activist(patbm) in child protection effort which is expected to foster the awareness of thecommunity that he guarded about the importance of the protection effort for thechildren. literature review role conceptsaccording to (soekanto, 2017) the notion of role is a dynamic aspect of status (status).when a person exercises his rights and obligations following his position, he carriesout a task. everyone has various roles that come from the patterns of socialinteraction. the position in social interaction must distinguish the role inherent in aperson. a person's position in society is a static element that shows the place of anindividual in a community organization. the role of more refers to function,adjustment and as a process. levinson in (jabar, 2016)the role may include threethings:a. roles include norms associated with a person's position or place in society. thepurpose in thissense is the set of rules that guide a person in the life of the community.b. the role is a concept of what an individual can do in society as an organizationc. the role can also be said to be an essential individual behavior for the socialstructure of society. the role of the activist's conceptaccording to the guidelines of integrated community-based child protection activistsissued. ministries of women's empowerment and child protection, community basedintegrated child protection activists (patbm) are those consisting of a person, orpersons, especially child counsellors, children's figures, children themselves, and orthose who have concern for children who are active and able to mobilize communityactivities at village or kelurahan level. lippit (1958) and rogers (1983) in (totokmardikanto, 2015) call it a change agent, a person who on behalf of the government orcommunity empowerment agency is obliged to influence the decision-making processby the (prospective) beneficiaries in adopting an innovation. concerning the roles andresponsibilities of each facilitator/activist as above, levin (1943) in (totokmardikanto, 2015) introduces 3 (three) kinds of extension roles consisting ofactivities:a. melting away with the target communityb. mobilize the community by making changesc. strengthening relationships with target communities.the three kinds of roles by lippit (1958) in (totok mardikanto, 2015)) developed intoseveral other more detailed roles:a. development of the need to make changes, in this stage, every facilitator/activistmust be able to play its role in activities:1) diagnose the problems or needs the real needs (real need) of the beneficiarycommunity jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 91 2) an analysis of the motivation and ability of the target community to makechanges, so that planned change efforts are clearly accepted and can beimplemented following the resources (funds, knowledge/skills, and institutions)that the community has3) selection of the right object of change, with the initial activity that is actuallybelieved to be successful and has a very strategic meaning for the continuation offurther changes in the subsequent periods.4) resource analysis that is available and or can be used by the facilitator / activistwho together beneficiaries for the changes as planned.5) selection of the most appropriate role of assistance to be undertaken by thefacilitator/activist, whether in the form of expert assistance,encouragement/support for change, change formation, institutional formation,or strengthening community cooperation or creating a particular atmosphere forthe creation of change.b. moving people to make changes. in this stage, the activities that thefacilitator/activist should do are:1) establish a close relationship with the beneficiary community2) show the beneficiaries the importance of the changes that must be made, byshowing the problems and needs that have not been felt by the beneficiarycommunity.3) together with communities, prioritize activities, mobilize resources (raisefunds, organize training, establish and develop institutions), and lead (take theinitiative, direct, and guide) planned changes.c. strengthen relationships with beneficiary communities through efforts to:1) continuous cooperation and good relations with the beneficiary community,especially its leaders (both informal and informal precise figures).2) together with community leaders to strengthen change efforts and design stepsof change that need implementation for the long term.3) continually contribute to professional change through research activities andformulation of the concept of evolution to be offered.totok mardikanto (2015) conveyed various roles of extensionist/facilitator/activist ofcommunity empowerment which he called as an improvement, that is an acronym from:a. the purpose of education: to act as an educator in the sense of developing thelearning process with the beneficiaries, and continuing to instill the importance oflifelong learning to the beneficiary community.b. the role of dissemination of innovation; namely the purpose of disseminatinginformation/innovation from "outside" to the beneficiary community, or vice versa,and from fellow citizens to other citizens (within and between different socialsystems).c. the role of facilitation, which is to facilitate funding or indicate the sources of easerequired by beneficiaries and other development stakeholders. regardingfacilitation, including the part of a mediation or as an intermediary betweendevelopment stakeholders.d. the role of consultation; i.e., as an advisor or alternative problem-solving providerfaced by its beneficiaries and other stakeholders. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 92 e. advocacy role; namely to provide the function of assistance to policyformulation/decision making in favor of the benefit of the beneficiary community(mainly for the lower classes)f. the role of supervision; namely the position as supervisor (supervisor)implementation of advocacy activities and community empowerment offered fundsor implemented by the beneficiary community.g. the role of monitoring (monitoring) and evaluation; namely the task of conductingobservations, measurements, and assessments of the processes and outcomes ofcommunity empowerment, both during on-going activities and before (formative)and after events (ex-post/summative).rogers in (totok mardikanto, 2015) suggests 4 (four) other things that became the keysuccess of extension/facilitator that is:a. change-agent efforts or hard work finished by counselors/facilitatorsb. client orientation, or always referring to (the circumstances, problems, and needs) ofthe beneficiariesc. compatibility with the client's needs, or must adapt its activities to the needs of thebeneficiaries;d. empathy or tolerance, namely the ability to understand, feel, and put themselves asbeneficiaries. community-based integrated child protection (patbm) as a community education model (penmas)according to the patbm activist training module (indonesia, patbm activist trainingmodule, 2016), community-based integrated child protection (patbm) is a movementof community networks or groups at the community level that works in a coordinatedway to achieve child protection goals. (indonesia, patbm management guidelines fordistrict / city & province government, 2017) several reasons explain why patbm isessential:a. community-based integrated child protection (patbm) respects the right ofparticipation, strengthens and organizes community participation in child protectionb. community-based integrated protection (patbm) reinforces community andgovernment commitment to child protectionc. community-based integrated child protection (patbm) empowers communitiesthe capacity of every citizen, children, and parents to prevent and respond toviolence against children is enhanced through structured intervention activities inpatbm such as through information, counseling, training, discussion, mentoring,provision of consultations, exhibitions, etc. moreover, through the involvement of thecommunity in all series of processes of patbm activities ranging from situationanalysis, planning, implementation of activities, evaluation as well as coordination,consultation and referral; communities are empowered to have the confidence andability to prevent and solve child problems independently.d. community-based integrated child protection (patbm) can reach the broadercommunity to control the behavior better.e. community-based integrated child protection (patbm) optimizes resourceutilization. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 93 f. community-based integrated child protection (patbm) strengthens governmentsynergy with the community.g. community-based integrated protection (patbm) guarantees sustainabilitywhen patbm increases commitment, community participation, government synergywith communities, and enlarges resource use, it ensures the sustainability of childprotection activities.h. community-based integrated child protection (patbm) can contribute substantiallyto effectiveness.the objectives of integrated community-based child protection (patbm) (indonesia,patbm activist training module, 2016) are:a. prevent child abusesome of the intermediate goals to achieve these goals are:1) the positive norms about nonviolence are socialized, implemented and enforcedand change the norm or understanding of norms that do not support non-violence.2) establishment of support and control systems at the community and family levelto realize care that supports safe relationships to prevent violence.3) increased life skills and self-defense of children in preventing violence.b. responding to violenceestablishment of effective mechanisms for identifying/detecting, helping andprotecting child victims of violence including to achieve justice for victims and childperpetrators. some of the intermediate goals to achieve these goals are:1) the ability of the community to detect early child victims of violence.2) service is available to receive reports and to assist the victim's child toimmediately obtain the necessary help that is easily accessible to the victim's orthe victim's or other rapporteur's family.establishment of a network of quality andaccessible service agencies to address victims and perpetrators and handlechildren at risk.hatimah (2016) outside school education has ample opportunity to educate the public,empirical studies have illustrated that out-of-school education programs continue towork and adapt to the demands and development of society. this is evident from thestrategy developed by the directorate of outside school education through empoweringapproach with community base education (cbe) concept. community-based educationis designed by the community to educate people, so they are empowered. it implies thatpeople are expected to have the power to build themselves through interaction withtheir environment. galbraith in (hatimah,2016), reveals the notion of community-basededucation that is: "community-based education could be defined as an educationalprocess which individuals (in this case adults) become more competent in their skillsattitudes and concept in an effort to live more control over local aspects of theircommunities again through democratic participationaccording to nurhattati fuad in hatimah (2016) the right value used as a foothold,guidance, or benchmark in the implementation of community-based education are:a. community-based education is an effort to improve the quality of community life(community life quality improvement). jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 94 b. community-based education is a direct formation of civilized individuals/societiesthat have high levels of civilization quality (morally, technologically, and have greatadaptation with the development of the times) which implies the realization of happyand prosperous life order.c. community-based education as an effort to improve the quality of life, empowermentand hatching community problems. the values that must created include the value ofsolidarity, solidarity, and togetherness.d. community-based education presents educational contents that are believed to havethe ability to realize possible values that are relevant to the real needs of thecommunity.e. community-based education as a community change effort, the content, and processof community education should be oriented towards the formation of independentleadership. the concept of child protectionin al-quran, allah swt warns that every muslim parent does not leave behind them aweak generation, both physically and mentally. allah speaks in the qur'an an-nisa (4)verse 9 which means: "and fear allah for those who should leave behind those weakchildren, whom they fear for (their welfare). therefore, let them fear allah and let themspeak the truth. "in the qur'an surat al-isra (17) verse 31 allah also says which means:"and kill not your children for fear of poverty. we are the ones who will give sustenanceto them and also to you. truly killing them is a great sin. every parent is obliged todeepen knowledge and insight and can follow the dynamics of child growth anddevelopment process. in this regard rasulullah saw advised that parents always payattention to the level of child development and the challenges they will face later.rasulullah saw said that means: "train your children, for indeed they are created fortheir day, not your day." and rasulullah saw once said in a hadith narrated by ibnmajah which means: "educate your children and make good their morals because thechildren are a gift for you." according to the convention on the rights of the child, theright of the child includes 4 (four) things:a. the right to survivalb. right to develop (development)c. right to protection (protection)d. right to participate in public life (participation) according to child protection law, number 35 of 2014 article 1 paragraph 1 is meantby a child is a person who is not yet 18 (eighteen) years of age, including a child who isstill in the womb. while the definition of child protection article 1 paragraph 2 of thechild protection act states that the protection of children is an activity to guarantee andprotect children and their rights to live, grow, develop and participate optimally byhuman dignity and dignity, and have protection from violence and discrimination. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 95 methodthis research uses qualitative approach and research method applied case study. datacollection techniques through; participant observation, interviews, documentationmaterials, and triangulation are defined as data collection techniques that combine fromvarious data collection techniques and data sources that already exist. the place studiedin the village jayamekar padalarang district west bandung regency. theactors/subjects studied are integrated community-based child protection activists inchild protection efforts. the researcher took the research subjects (actors) amountingto 5 (five) people consisting of chairman of patbm, village secretary, 3 (three)representatives of exploited children, victims of violence and parenting are not quiteright. results and discussionjayamekar is a village in padalarang district, west bandung regency, west java.jayamekar village is a village that resulted from the expansion of cibugel village in 1982at the time cibugel district is still kamantren. in the process of development jayamekarvillage has some potential and hope that needs to be improved, among others:1. increased awareness of child protection and public health.2. efforts to enhance the natural resources of education. given at the beginning of 2009there has been an early childhood education group in various villages that directlycontributes positively to education for early childhood. this is also influenced by thegrowth factor of the original villagers in 2016 with 16,770 villagers, over time in2017 there was an increase of villagers around more than 17,000 people so that thepopulation of 17,995 (men 9,210 and woman 8,785) about 31% of the total numberof children is 5,698 (2,920 men and 2,778 women)3. efforts to improve village office facilities to serve the community, especially regardingcomputer-based information and communication system for village governmentapparatus in providing services to the community. in the efforts to protect children in 2016 jayamekar village has the opportunity tobecome a pilot project of a national integrated child protection program (patbm), torun the program, elected by the village of 10 (ten) activists who will become cadres ofchild protection movement. the 10 (ten) activists consisted of representatives of pkk,bpd, karangtaruna, village party, religious leaders, educators. the ten activistsparticipated in the training conducted by west java province in the implementation ofpatbm. the training has been held 3 (three) times of training related to patbmmodel, program implementation and evaluation of patbm and thematic patbm.various activities undertaken by patbm activists are socialization related to childprotection, child protection campaign, iec related exploitation, child-friendly care,marriage age of the child, and case response related to child protection. activists tookthe steps in realizing the fulfillment of the rights and welfare of children incooperation with institutions around the village areas such as dkm, police, socialservices, women empowerment service, child protection and family planning kab.west bandung, p2tp2a. the activist's success factor is the spirit of activists andreliable networks with institutions that have goals related to child protection. the jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 96 number of media for socialization, information and education communication (iec)related to good parenting, child violence, drugs, stop child marriage through routinerecitals held in every rw, pkk team meeting, posyandu activities, new studentsadmission at school, during big day commemoration activities such as maulidnabi, 17august, child day, drug day. conclusionthe role of patbm activists in child protection efforts is carried out through variousactivities including strengthening existing positive norms in the community,strengthening parenting skills that are child-friendly, strengthening children skills inresisting violence, and case responses related to child protection cases. in carrying outits activities activists work together with child protection associated parties such aswomen's empowerment and child welfare and family planning, social services, policeheadquarters, schools, integrated empowerment centers for women's empowermentand child protection (p2tp2a), child forums, and babinmas. the success factors ofactivists in carrying out their roles supported by strong activist resources, strongvillage support, harmonious community cooperation, support from the stronger childprotection agency. the result of the role of the activist is seen by the reduction of casesrelated to violence in children, the exploitation of children to become sellers of "coet"(mortar), and marriage of child age which is currently significantly reduced. besides,the number of patbm activists whose origin is 10 (ten) people at this time increasedto 135 people in rt, 24 people in rw scope, and 12 people in the village. jayamekarvillage community is now aware of the importance of children's education so that theschool enrollment rate of children increases and the age of marriage decreases. peoplewill also react when seeing negative things related to children such as children who donot have time to ride motor vehicles, children try smoking, children play gamesdirectly report to activists patbm and activists respond quickly to cases the casesoon, the protection of children trying to make each the rights of the child are notharmed. child protection is complementary to other rights and ensures that childrenwill receive what they need for them to survive, grow and develop and be ready for thefuture. referencesardiwinata, j. s., & mulyono, d. (2018). community education in the development of thecommunity. empowerment, 7(1), 25-35.bps2016jawa barat dalam angka.bandung: bps jabarbps. (2016). jawa barat dalam angka. bandung: bps jabar.hatimah, i. (2016). pendidikan berbasis masyarakat. bandung: rizqi press.hidayati, n. (2014). perlindungan anak terhadap kejahatan kekerasan seksual(pedofilia). ragam jurnal pengembangan humaniora , 71.indonesia, k. p. (2016). modul pelatihan aktivis patbm. jakarta: kementerianpemberdayaan perempuan perlindungan anak indonesia. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 97 indonesia, k. p. (2017). petunjuk pengelolaan patbm bagi pemerintah daerah kab/kota & propinsi. jakarta: kementerian pemberdayaan perempuan dan perlindungananak indonesia.jabar, l. (2016). laporan tahunan. bandung: lpa jabar.mulyono, d. (2017). menegaskan karakter pendidikan nonformal. empowerment, 1(1).rumtianing, i. (2014). kota layak anak dalam perspektif perlindungan anak. pendidikan pancasila dan kewarganegaraan , 23.soekanto, s. (2017). sosiologi suatu pengantar. jakarta: pt. rajagrafindo persada.totok mardikanto, p. s. (2015). pemberdayaan masyarakat dalam perspektif kebijakan publik. bandung: alfabeta. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 319 the parent role in early childhood character building (descriptive study at sps dahlia desa sundawenang kecamatan parungkuda kab. sukabumi ) 1dwi hayantina sunarni, 2tita rosita1,2 ikip siliwangi1dhayantina10@gmail.com abstracthaving children who has a good character is every parent wish. for having thisgood character its need to be done from early age. all the parents has animportant role on building this character to their children. children as a goodimitators will do what they see, so that the parent in this case need to be a goodrole model to the children. like a wise words say an apple never fall far from thetree, so its mean childrens is the reflection of their childrens. if we want to havechildren with good character so the parent must have a good character too. sothat the parent has a main role to building this early age children. every child islike a clean white paper, they will follow every direction that been given tothem. not only the parents, school and the environtment having a huge role tobuilding this children character. but back again if the parents already put thevalues of the good character the children wont absorb other influence fromtheir environment. so it means that father and mother roles in the familybecoming the most important things on this children character building. otherthan that the parent responsibilities to their children character building need tobe their main concern. keywords : parents role, character education, earlty childhood preliminary basically every parents wish a smart and well behaved child in everyday life, so one daythey will be an excellent child and tough through every challenge in the future. but weneed to realize that an execellent generation like this wont grow by themselves. theyreally need a good environment that exist in that purpose, that making all childrenspotention grow possibly so its become more healthier, smart, and well behave. in thiscase parents has a main roles. full of loving atmoshpere, willing to accept childrens nomatter what they are, appreciate children potention, giving stimulations that rich withevery development aspect, whether cognitively, affective, socioemotional, morality,religion, and psikomotoric, all of that is a real answers for a well character generationgrowth in the future. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 320 the laws of the national education system said that education is a sharedresponsibility between family, society and government. school is a second fase from thefirst education in the family, because the first education and the basic is obtained bychild from their family. on this period a right and good learning foundation is important.on their development, a children not only need attentions from their family and schoolbut they need the attention from the society environment. this environment one daywill give a huge influence to a children development. ki hajar dewantara, as a father ofindonesian education said that : “ an education should be done cooperatively beetween family is the key because family is the main foundation on building intelligence quotiennt (iq) and emotional quotient (eq). haryoko (1997: 2) think that environment has a huge influence as a stimultant onchildren development. parents have a huge role on building children character. thereality around the society, that even without we notice every behavior along with theparent good character or not it will be imitates by the childrens. childrens doesn’t knowwhat have they done is good or not, because preschool age learn from what they seen.the education about attitude, behavior, and a good language will affect the goodchildren character building need to be done since early age. is a huge concern when seeing the reality at sps dahlia the parents seems doesn’t reallycare about their childrens, their values, future goals, and the motivations that will helpthem, even though they knowing that childrens not just only needed which right orwrong, but they need to making a right decisions and have they own responsibility. to building a good character to the children need a good cooperations between parents,and the society. the teacher or the educator have a main roles and major to a childrencharacter building, because in the school environment childrens will be created into ahigh quality humans after the educations that given by family. departed from thosebackground, the researcher is mean to further peeling the point of this parents role onbuilding early age children character (descriptive study at sps dahlia desasundawenang). theoritical review parent role in familyfamily is the smallest component in the society. keluarga consist of husband and wife;husband, wife, and children; husband and child; or wife and child. inside one family,parent has a main role on teach their childrens remembering the parent is a madrosatul uula because inside family human is born to grow and being adults. form and thecontent of the education ways on the family will always affect the growth and thedevelopment of their behavior and attitude on every humans. the education that gottenfrom the family will used by the children as the base to follows the next education inschool. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 321 parent is the family component that consist of father and mother, and is a result from alegal bond of marriagethat can create a family. parent have a responsibility to teach,nurturing, and lead their childrens to reach the certain stages that will deliver childrensto be ready on society life. while the above description about parent, cannot beseparated from the description of a family, because parent is a part of a big family whichthe most of it have been replaced by the main family that consist of father, ibu, andchildren. if it reviewed according to a laws no. 10 of 1972, family thatt consist of father,mother and childen of a blood ties or law. family on its relation with the childrenidentically as a place or nurturing institutions which can give much affection,breatfeeding activities, effective and economical. inside those family childrens is havingtheir first time direct early experience that will be use as their provision of life in thefuture through physical training, social, mental, emotional, and spiritual. after we knowing the parent description we can understand that parent has a main roleon giving education to the children. what parent give along children early life willimprint and carried until the children entered a next fase of life. so that parent play amain role to decide the childrens life. but the parent role not just only for the motherbut need a good cooperation between father and mother. as for the role and thefunction of the parents to the children education divide into: 1. mother roleon most family, mother is having the main role to their childrens. since the child wasborn, mother always stays beside them. mother giving foods and drinks, taking care, andalways hangout with the childrens. that’s why most of children always their mothermore than other family member. a mother education to their child is a basic educationthat cannot be ignored at all. so that, a mother need to be a wise and good at educatingtheir child. to some people says that a mother is a nation educator. its so real howheavy it is to be a good teacher and good household ruler. whether its good or bad themother education to their children will affected to their development and their childrenattitude one day. a mother will always worried and always fullfil what their childrenwants, even if its not good enough. as long as every expression contains love andaffection inside mothers heart, the childrens will easily obey like employee to their boss.as the functions itself and the responsibility as a family member, can be concluded thatmother role on children educations is a resource and lovers, caregiver and keeper, placeto pour out your heart, life caretaker inside household, personal life leader, emotionaleducators. 2. father rolelots of people thought that father just working for living to support family and motheris leading and educating childrens and doing house chores. however parents shouldworking together to educating children, not just the mother do. because father is a jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 322 leader, teacher, and family caretaker. the father attitude will affect to the childrenpersonality. father is a identification person to a chidren, the benchmark or a scale totheir behavior. children education is puposing to lead children to maturity ways so thechildren will having the balance between feelings and cultural sense and can create thebalance on their future life. without any mean to discrimate the job and father andmother responsibility in the family, reviewed from its function and the responsibility asa father, can be put forwarded here thatt fathers role in children educations that moredominant as a: control source inside the family, the family connector to society or theworld outside, a security giver to all the family member, the protector from outsiodethreats, judges or the one that will the law if theres any fights, educators from rasionalaspect. from above descriptions we can concluded that no matter its father or even mother willhave the same important role on educating their children especially on the childrencharacter building. so its mean that father and mother role is very important and havinga huge influence to a children life, so it need a cooperation issues between father andmother. character educationbefore we disscussing about these character education we need to know first what ischaracter mean. character is the values of a humans behavior that connected to the onealmighty god, themselves, to other humanbeing, environment, and the nation that beencreated inside mind, attitude, feelings, words, and action according to religious issues,law, manners, culture, and customs. character is a personal attitude that relativelystable to an indivual person that becoming a basic to a attitude appearance inside thestandart values and the high norm. charcter based on the values and the norm (prayitno and belferik manullang, 2010). ancharacter education is a system to a children character implant values which cover theeducation component, conciousness or desire, and an action to do those values, whetherto the one almighty god, themselves, eac other, environment, even the nations so thatbeoming an insan kamil humans. character leading is included inside the material that need to be taught and controlledand realized by the students on their everyday life. the problem is, along this timecharacter education in school just reach the norm intoductions stage or the values, andhavent done on the internalisation stage and real action around every day life.according to law no 20 of 2003 about national education system on article 13 chapter1 said that education ways is consist of formal education, non formal, and informal thatneed to complete each other and enriched it. informal education is a family andenvironment education ways. informal education is having a huge role and contributionin the education success. along this time, informal education especially inside the family jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 323 environment havent giving a certain contribution to support the result of thecompetention and student character building. bussiness and relatively high scale ofparent work activities, lack of understanding to educate their children inside familyenvironment, the influence of the association around, and the influece of electronicmedia can be a negative influence to a children character development. we need to be a good parents if we want to have a good character children.remembering that education inside family in included inside informal educationaccording to law no 20 of 2003 about national education system article 13 chapter 1above, so that the parent need to have an understanding and abilities to educate theirchildren in a good children character building. discussionparents role in early chilhood character building have a responsibility to creatingchildren personality which is teach or creating children to having a good attitudearound the society even in the front of the one almighty god. creating the childrenpersonality is to creating a children with good character. 1. teach about honestyhonesty isn’t a character that comes by itself and isn’t an attitude that comes by itself.parents is expected to giving an example about honest attitude in everythings in thefront of their child. we need to tell to the childrens that honesty will always win andevery lies will loose, and we need to say that theres no space for lies. 2. teaches courageteaches courage to children is mean to give them the understandings, and mentalattitude about courage. brave enough to do something which is consist with religiousguidance accompanied by responsibility courage. don’t let the children turn into a timidand cowardly person. some kind of this attitude will causing the children can not doinganything in the front of other people. we need to grow the assertive attitude andcourage to facing any obstacles. heres some ways to teach about courage:a) show the examples about the struggle that need courage.b) take childrens to see an even or a occasion that can upgrade the children couragec) teach the childrens about courage attitude, teach is mean to give childrens achances to having “courage” when asking the courage to appear. 3. patient lessonthe first step in order for children to be patient is not to spoil the children. the nextstep is giving the understanding and the example of a patient goodness to examparystory. patient can upgraded friend and it will comes the reward. the patient attitudewill give benefits to the childrens itself, which is:a. not easily discouraged jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 324 b. not envyc. receive (not complaining or not grumbled)d. mature child 4. simplicity lessonteaching the simplicity lesson is a part of giving a character according to prophetmuhammad saw. parents is responsible to equip their children with simplicity attitude,so one day the children wont ask too much. how to teach the simplicity is to give theexample of parents simplicity attitude. less talk but giving many examples is aneffective ways to teach the simplicity. parents are not allowed to give a luxury way ofliving lesson, simplicity is the best way. 5. straight thought lessona practical way of teaching the children to straight thinks is to make the children usetheir logical way to think. the law of cause and effect is important to deliver to thechildren as a straight thinks understatement support. to make children think straightand wide is to invite them to discuss, so that the communication between parent andthe children is expected not got to disconnected by working activities. children isformatted to be wide open in the front of their families. 6. responsibility lessonresponsibility is to do every tasks with well. to create responsibility we need to give avariety task or works to children. the thing that to be rembered by parents is the taskthat children do is not to see the result this just only to give them a responsibility, that’sthe important thing. if we seen children do some mistakes while they do their task, don’tget angry directly. scold them with a familiar, tender, and cool hearted words whileteach them how to do their task. teach responsibility to children is strived with aneffective ways and fun. 7. discipline lessonfrom the original language (discipline : english) mean orderlines. orderlines is tiedbetween someone attitude with rules/law/custom of the society where the someonebehavior is taking place. the purpose of the children discipline is to makes children canbehave like it been expected by the society environment. starting with routine task andeasy to monitorised. on giving the discipline attitude parent need to consistent to be agood examples. 8. teach the values of fighting spiritits very important to give children the values of a fighting spirit. do not the reverse act,children will growth the despair attitude, complaints, and not get excited to everything.people with desperation is a people with weak will, and this kind of attitude will end up jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 325 to careless attitude. everytime childrens will do their task make sure to give them spiritwith telling the benefits of the learning and the loss of not learning. beside the things above, the most important thing on building early children characteris :1. religious lessonreligious education should be done by the parent as early as its can so that they cantaking chances to get used the attitude where it should be taught by the p[arents. thepurpose is to lead human to maturity so that the student will having a balance betweenmind and attitude and can create the balance of the concrete deeds. so on with thereligious education, can lead children to faith maturity. 2. god lessonknowledge about god from parents next will enriched by children with their experienceand they believe. generally, the point of god to children is more fixed to father issues(alex sabrur, 1986). putting the understatement to children that god is “the khalik”which mean nature creator. the children don’t need to give the understanding aboutform and the subtance of allah swt, but the the habitude of its power that need to besaid to the children. the wise, the greatest, the strongest, the one and etc, its need tobe said to children. give them the understatement and the understanding that evernature phenomenon is happen by god’s will te most powerfull. god’s role is very greatand real. 3. faith lessonteach something to children don’t need to be too serious, constricted but its expectedwith a relax and fun atmosphere. included to faith lessorn. while singing, working,exercise, recreation, and other activities that can be inserted with faith lesson so thechildren wont feel bored and under pressure. little by little faith will attached and tiedby children heart which is the parent already formatted. 4. norm values lessonon the first year of the elementary school children is starting to act based on parentsmorarily, teacher, and certain adult on the of the society authorities and they with allthe rules that need to be obey. the growth and the development of children moralityalong with the intelligence development. way to teach the children about morality.giving experience – experiencing and giving example – a good morality example, needto be given since early chilhood. social interaction between the children and theirfriends that has a big role on their morality development. morality understatementabout which one was right or wrong, which one good or not good will owned by thechildren after having values from every experience and examples that they have beenexperiences. as the key of success teaching the morality values to the children is tocreate the children environment that safe and orderly. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 326 5. worship lessonparents main responsibility is giving a good examples of the worship behavior in thefront of their children. boys and girls are having a diversity and take lesson of theworship. boys, the experience will much more meaningfull than a thousand words ofwisdom. different with the girls, sometimes words of wisdom is needed more dominantthan do the direct activities. conclusionparents are having an important role on children character building. what the childrenhaving on their early age will forever stays inside the children on their next fase of life.this become a reason why parents should giving the best education to their kids sinceearly ages. parents should be a good example to their children because children willimitate what their parents do remembering that children is a good imitators. parents role inside the family becoming the center of the children character building.mother and father should share the roles while they teach their child so that will createa good cooperation and balance on educating children. other words parents should dotheir resposibility to their children. the most important thing from all of this is giving areligious lesson and morality since early age. bibliographyakhyadi, a. s., & mulyono, d. (2018). program parenting dalam meningkatkankualitas pendidikan keluarga. abdimas siliwangi, 1(1), 1-8.desmita. 2009. student psychology development. bandung: rosda karyasuyanto, s (2005) basic education of early childhood. yogyakarta: hikayat publishing.m.s hadisubrata, 1997. character deelopment for todler (jakarta : bpk gunung mulia)marliah, m., & kartika, p. (2018). kontribusi komunitas hayu maca dalammeningkatkan pendidikan karakter anak usia dini di kotacimahi. comm-edu (community education journal), 1(3).mulyadi, s, 2004. play and creativity (an attemp to children creativity developmentthrough playing). papas sinar sinanti : jakartananang fattah, 2000. the basic of the management of education, jakarta : remaja rosdakarya.paul h. mussen, 1989. “development and children perconality” (jakarta: arcan)rosa vasta, 1999. child psychology the modern science, usa : john willey & sons incsanafiah faisal, 1990. qualitative research; basic and aplication, malang: yayasan asahasih asuhsinggih d. gunarsa, 1997. basic and children developmennt theory, jakarta : gunungmuliasoenarno handayaningrat, 1994. introduction to the study of administrative scienceand control, jakarta : inti daya press jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 327 sontani, t., & kartika, p. (2018). peran pkg dalam upaya meningkatkankompetensi pedagogik pendidik paud di kecamatan jatinangorkabupaten sumedang. comm-edu (community education journal), 1(1),20-30.w.hultt. moral and development, 1999.http://chiron.valdosta.edu/whuit/col/morchr,htlm jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 213 use of media stimulation of beam housing to increase children's emotional social emotionality neng dewi yusrinasanggar kegiatan belajar (skb) kabupaten garutd3why.iwieyusrina@gmail.com abstractearly childhood has several aspects of development that need to beimproved. developing children's emotional social influenced by stimulifrom the surrounding environment, through teacher school environmentscan facilitate and provide stimulation to develop children's emotional socialoptimally. to be able to interact with the surrounding environment,emotional social ability is an initial ability that must be owned by the child.for children to interact with their wider environment. the learning processconducted in kartina kindergarten garut regency to improve the emotionalsocial intelligence of early childhood using the media stimulation of thebeam house. this is because the emotional social aspect of children stillneeds to be improved. this study focuses on the use of home media blocksto improve children's emotional social intelligence. this research wasconducted by using qualitative approach of case study method. datacollection techniques used are observation, interview, and documentation.with the subject of the study of students b1 grade 5-6 years of age, teachersand parents. the results obtained from this study show that: (1) thelearning process in katrina kindergarten garut regency has basically beentaken through the stages of programmed and systematic planning in theform of rkh (daily activity plan) that produce teaching materials andmedia used to be an implemented teacher; (2) the use of house block beamstimulation media in children aged 5-6 years in kartina kindergartentarogong kidul district garut regency quite effective in improvingemotional social intelligence; (3) increased emotional social intelligence ofchildren in realizing the development of the child in terms of empathy(sensitivity to the feelings of others); express feelings, restrain anger;independent; can adapt; able to solve personal problems; perseverance;solidarity; courtesy; and respect. keywords: media stimulation home beam, emotional social intelligence,early childhood preliminarycharacter education is present to answer and improve the moral crisis that occurred inindonesia. associated with character education in kindergarten needs to be done verycarefully as early childhood is a child who is in the stage of concrete pre-operationaldevelopment. hasan in enceng mulyana (2015: 41-49) presents 18 values of culturaleducation and national character, namely: religious, honest, tolerance, discipline, hard jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 214 work, creative, independent, democratic, curiosity, nationalism, water, appreciateachievement, friendly / communicative, love peace, love to read, care environment,social care, and responsibility.the immediate environment is necessary to optimize all aspects of child development.early childhood has several aspects of development that need to be improved. wortham(m. ramli, 2005: 50) states that aspects of child development include physical-motordevelopment, cognitive development, language development, and socio-emotionaldevelopment. the development of all these aspects affect each other. therefore, it takesan educational effort to develop all aspects of child development through the design oflearning that is fun for children.the child's emotional behavior is strongly influenced by social reactions to the child'semotional behavior. how to develop children's emotional social that is by providingstimulus, such stimuli include auditory stimuli, stimuli touch, social stimuli, visualstimuli. from that opinion it can be seen that in developing the emotional social ofchildren influenced by the stimulation of the surrounding environment, through theschool environment the teacher can facilitate and provide stimulation to develop thechild's emotional social optimally. to be able to interact with the surroundingenvironment, emotional social ability is an initial ability that must be owned by thechild. for children to interact with their wider environment. this is why many familiesand early childhood educators emphasize the importance of emotional socialdevelopment during early childhood or preschool years. thus, emotional socialdevelopment in children, it is appropriate to remember in this period the child enters anew environment that requires the ability to adapt to himself.based on the results of observations by researchers in 2017 in the process of learning inkartina kindergarten garut regency, researchers obtain information about theemotional social development of children, it is known that the emotional social aspectsof children still need to be improved. this can be seen from the development and theemotional social learning outcomes of children. there are behaviors that show thechild's emotional social needs to be improved. this can be seen from the developmentand the emotional social learning outcomes of children. there are behaviors thatindicate the emotional social of children who need to be upgraded. there are still 20%of children who want to win themselves and get angry, this is seen when the child isplaying together not willing to give up to take turns with his friend, 2% of children whoare still waiting for his parents, because he felt not familiar with the environment.besides it still looks emotional social capability of children that need to be improved,there are 10% of children who have not been able to control emotions, that is whenchildren get the learning outcomes that have been given by teachers in children who getsatisfactory learning outcomes then the child is too proud and show to his friend, 10%of children who do not want to help friends when there are friends who are cleaning uptoys, and there are 5% of children who do not want to share lend his stationery to hisfriends. children whose emotional social development is still low, when the learningprocess feel inferior and do not want to answer the teacher's questions.based on the results of observations and interviews conducted by researchers who havedescribed above, researchers collaborate with teachers to improve emotional socialskills in early childhood 5-6 years in kartina kindergarten garut regency by usingmedia that can attract the attention of children. the media in question is a beam house. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 215 house of beams is one of the media used by teachers to develop children's social skills.as a medium, house blocks become a messenger tool for children to develop theiremotional social potential. the use of home media beams can provide an opportunityfor children to observe the various forms in the house of beams consisting of cubeblocks, rectangles, tubes, prisms and cones, and observing the rooms and furnishings.more specifically, through home media beams, values developed in children, amongothers: cooperation; fair; and learners. methodthis research uses qualitative approach with descriptive study method. a qualitativeapproach is basically an approach used to observe how humans interact with theirenvironment, understanding their language and opinions about the world around them.in this study, subjects to be studied consisted of two parts, first, as a source ofinformation, ie respondents consisting of children aged 5-6 years class b1. second, thesource of the informant, the other data sources that can provide complementaryinformation about the things that are not revealed from the research subject, andsimultaneously as triangulation to ensure data accuracy. this informant was theheadmaster as manager and teacher. data collection techniques used are: (1)observation, (2) interview, and (3) documentation. in this study data were collectedthrough 3 methods. qualitative data collection, namely: in-depth interviews, directobservation or observation and study or documentation study. results and discussion a. social emotional learning in kartina kindergarten garut regency using house stimulation media beamdescription of learning activities conducted at kartina kindergarten about learningemotional social development in group b1 through media stimulation of block housedesigned by teacher to optimize learning activity. the data obtained by the authors arethe results of interviews and observations on respondents ie 1 person principal, 1teacher b1 class, 16 children.the results of the observation there is no child behavior that needs to be improved,there are still 20% of children who want to win themselves and quickly angry, 2% ofchildren who are still waiting for his parents, because he felt not familiar with theenvironment. besides it still looks emotional social capability of children that need to beimproved, there are 10% of children who have not been able to control emotions, that iswhen children get the learning outcomes that have been given by teachers in childrenwho get satisfactory learning outcomes then the child is too proud and show to hisfriend, 10% of children who do not want to help friends when there are friends who arecleaning up toys, and there are 5% of children who do not want to share lend hisstationery to his friends. children whose emotional social development is still low,when the learning process feel inferior and do not want to answer the teacher'squestions.the description of learning in kartina kindergarten garut regency to improve theemotional social intelligence of children through the media stimulus home blocks beginwith the planning of learning by a teacher when will do the learning process. becausethe planning in learning is done for the purpose of learning can be achieved well andcan meet various aspects of child development. according to abdul majid (2005: 17) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 216 that the planning of learning as the process of preparation of learning devices in a timeallocation that will be implemented at certain times in achieving the goals that havebeen determined.the results of interviews and observations, that the learning process in kartinakindergarten implemented based on the syllabus as a reference learning activities thathave been prepared previous educators. the preparation of a lesson plan developed bykartina kindergarten educators refers to the 2013 curriculum in accordance with theminister of education and culture of the republic of indonesia number 146 year 2014,syllabus and described in the promes, weekly activity plan (rkm), activity plans daily(rkh). according to oemar hamalik (2007: 24-25) in learning elements of teaching andlearning process is a vital role that is the teaching and learning process is done verydetermine the students in achieving the success of a learning done by the teacher.from the interview with tm as the principal explained that the implementation oflearning as in general that before the learning begins first made rkh as a reference ofteachers to teach that learning can be implemented properly. the syllabus and thesemester program (promes), as well as the weekly activity plan (rkm) are prepared atthe beginning of the school year. as for the weekly activity plan (rkh) kartinakindergarten educators compose it every week once every saturday. the reason,compiling every saturday is when the children off the educators to prepare teachingmaterials and media calmly, and so as not to disrupt the learning activities of children.this shows that the learning process in kartina kindergarten is done well in accordancewith the planning of learning. this learning planning is a process of discussion resultwith teachers and head of sekola which done routinely every week.the data on the learning process planning process mentioned above which isimplemented in kartina kindergarten is the obligatory agenda for the head and theeducator in every new academic year till the time of the implementation of childassistance. all educators in kartina kindergarten are required to make rkh and prepareape that will be used according to the theme to be delivered to their students.the result of the researcher interview with the ms teachers related to the themedetermination made that the learning planning in kartina kindergarten that thedevelopment of activity plan based on the theme because the theme is the material foropening the child's insight.from the results of daily discussions, then used as a reference for making learningplanning in the next week and for improvement in terms of teaching. this is doneroutinely conducted in kartina kindergarten. the activity plan is carried out inaccordance with the agreement of the results of the discussion to achieve the objectivesthat kkana kartina will achieve in optimizing the potential of the child in every aspectof development as stated in permendikbud no.137 of 2014.based on the results of observation, learning activities in kartina kindergarten class b1in the data about the process of implementation of learning activities that educators dolearning in accordance with the previous lesson plan. the process of teaching andlearning activities in kindergarten kartina is the result realized from the learningplanning that has been prepared previously. learning activities begin with a prayertogether, the implementation of learning tailored to the theme that will be given, rest, jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 217 eat together, and then performed the central activities in accordance with the specifiedschedule.the result of interview with ms class teacher b1 about the implementation of learningactivities that teaching and learning activities in kartina kindergarten conducted from08.00 wib until 12.10 wib which allocated the learning time with details as follows:a. opening activity: 08.00 08.10b. activity gathering: hours 08.10 08.30c. foothold before play: 08.30 09.30d. foothold while playing (core): at 09.30 10.30e. foothold after play (cover): at 10.30. 11:00f. end activities: 11 am 12:10 pmimplementation of learning activities by using learning media in the block beam insocial emosiaonal early childhood in kartina kindergarten, in general opening activity isan activity for heating and implemented by classical. in this opening activity that can bedone, among others, pray, say greetings, convey the theme and sub theme.the gathering activities are held like row and sports activities. with the aim of the childto do activities of heating exercise besides exercise is also taught to exercise in order tomaintain fitness.initial activities for learning activities begin with sub story telling activities to bedelivered. this storytelling activity was conducted with the aim that the child at thetime of the teacher deliver the material the child listens and can receive the messagedelivery well. as the teacher of class b1 explained, explained that the implementation oflearning usually begins with the method of storytelling with the aim that children easilyunderstand what material will be delivered by the teacher and familiarize the child tobe able to listen to others well and answer when others ask.from the initial activities, that the initial activity is a step to curb the classroomatmosphere so that children can focus on following the lessons and materials submittedby the teacher to be easily received well. furthermore, core activities or footingactivities while playing is an activity that can make children become active in followingthe learning.based on interviews with b1 class teachers that the core activities in kartinakindergarten learning are done differently each day. this activity is done with activitiesthat provide opportunities for children to explore and experiment so that children candevote their opinions in accordance with his thoughts. this can lead to independenceand will increase creativity in the work. the core activity by using learning media ofhouse of beam to improve children's emotional social intelligence is activity whichcarried out by group. the objectives are carried out in groups as they are in accordancewith the theme and development goals that will be achieved in the activity of increasingthe emotional social intelligence of children in kartina kindergarten by providingopportunities to explore, experiment and train children's concentration and buildcooperation with peers and creativity through cooperation, mutual respect in opinionaccording to the age of child development. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 218 after the core activities are delivered well, then there is the foothold activity afterplaying. this activity is an activity expected children can focus on one activity and canfinish the activity until complete. in addition, the teacher can teach the skills through bygiving the opportunity to share stories of the play experiences that had been done in acircle after the child played. this activity can also discipline the child to clean up thetools that have been used to be stored and reorganized in place that has been prepared.in this way the child is expected to learn how to group and manage the playenvironment appropriately.the final activity held in kartina kindergarten is a resting activity where the childrenwill do a joint meal. this activity is expected to give each other children food to friendswho do not bring food. after finishing meal together, this activity continued withpractice activity of prayer. practice practice is done to teach children early on to carryout their obligations to worship and improve faith and devotion in accordance with themission of kartina kindergarten is to be a good student. b. the use of learning media beam house to improve child emotional social intelligencereferring to permendikbud number 137 of 2014 on early childhood educationstandards, standards of achievement level of child development. stimulation is anactivity performed to provide stimulation to children with the aim to developintelligence in children. stimulation in this research activity is effort to grow emotionalsocial aspect through media of house of beam. according to izartin (2016: 272-278)explains that by applying the method of playing the beam the children's participation toperform the activity will be more creative and better in displaying his imagination.based on the description of the research and development process that researchers do,from planning, design, and development to the evaluation stage, the final result of thisresearch and development is the resulting product is a home media stimulation mediablock that serves as a medium to stimulate emotional social intelligence early childhood.this product is suitable for children aged 5-6 years, because the material contained inthe outline has been adjusted to the standards of achievement of development andemotional social intelligence of early childhood.the curriculum structure in the development of learning media for early childhoodmade by kartina kindergarten garut regency, refers to the structure of the curriculum,as follows; table 4.7 curriculum structure of learning media development level of progress basic competence1. self-awareness 1. demonstrate self-ability to adapt.2. showing vigilance to strangers3. know your own feelings and manage them fairly(control yourself fairly)2. sense ofresponsibility foryourself and 1. know the rights.2. obey class rules jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 219 level of progress basic competenceothers. 3. organize yourself4. responsible for his behavior for his own good3. prosocialbehavior 1. playing with peers2. empathize3. share with others4. respect the rights / opinions / works of others.5. using ways to cooperate in solving problems (usingthoughts to solve problems)6. be cooperative with friends.7. show tolerant attitude8. expressing emotions that fit the conditions9. know about etiquette and courtesy in accordance withsocio-cultural values. learning media home beams are used by teachers in the playroom / class whenpresenting he theme of the house as a medium that can be played by children in thefollowing way:1) the child sits in his / her own place which is provided by the teacher.2) the teacher conveys the theme of "my neighborhood" and proceeds to discuss thesub theme of "my house".3) teacher shows balok house media to all children consisting of 5 beams (cube,rectangle, tube, prism, and cone)4) the teacher gives the child the opportunity to observe and then open theconversation by discussing the benefits of the house, the space available at home,the usual house kit, and the various home furnishings5) the teacher chooses 5 children who dare to play the role of being an architect. eachchild chooses one of the forms of house beams, and the children work together tohouse the beams according to their creativity.6) the teacher gives opportunity to all children to play the role of architect in group.7) this activity is done to develop aspects of empathy (sensitivity to the feelings ofothers); express and understand feelings; allocate anger; independence; ability to fitin; ability to solve interpersonal problems; perseverance; solidarity; courtesy; andrespect.in the process of learning that is done sometimes there are always obstacles orobstacles experienced. this can hinder the performance of teachers. stimulation of thechild makes sense for every teacher to provide insight and insight for each child.classroom control so conducive is the main priority of learning in providing studentsknowledge. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 220 the use of learning media is one component of learning to assist each teacher in thedelivery of materials, because according to the ability of young children who are young,the media that became easy they catch and understand.classroom environment as a place to learn students to be a place to note, so that thenecessary steps in the management. centralized management in question is themanagement focus on one object, where the object is learners. giving children freedomand control during the teaching and learning activities, to provide confidence andresponsibility for each child.the use of learning media is used in every learning material, so what teachers can getfrom various trainings can be channeled into it. in addition, approaches are also oftendone in dealing with students who are less focused and do not even pay attention toteacher instruction and avoid the monotonous way of teaching. likewise with theincreasing and growing learning media can reduce the monotonous learning. learningis considered successful if students understand or understand even can followtheinstructions given by the teacher.thus, researchers can conclude that teachers who can choose and use appropriatelearning media for their students, will have implications for the stimulation ofemotional social development, one of them. this can be seen from the achievement ofthe ability of children who have the attitude: empathy (sensitivity to the feelings ofothers); express and respect others; managing emotions; independence; adaptability;ability to solve problems in cooperation; perseverance; solidarity; courtesy;and respect.utilization of media and learning resources for students is required even consideredobligatory to improve understanding of children. the real media learning and learningresources are useful in the ongoing process of teaching and learning in the classroom.based on the above statement, it can be concluded that the teacher has used media thatis considered very effective for teaching and learning activities. this can help teachersmake it easier for students to more quickly understand the teaching materials. themedia and learning resources used are also very helpful for teachers in providingteaching materials because it is considered more effective and efficient and practical inits utilization. learning resources are increasingly easy to get as wellas the source of theinternet increasingly multiply the knowledge and resources of teaching materials forteachers.classroom as a place of teaching and learning activities to be a factorsupporting the continuity of educational activities, as well as coupled with the medialearning is increasingly supportive.the enthusiasm of students in teaching materials in the classroom is more easilyfollowed by the use of teaching media by teachers. based on the above statement, it canbe concluded that the students are very enthusiastic and focused when teachers use theteaching media. however, teachers also try to practice so that students are moreinterested. therefore, the use of media helps teachers to attract students to be morefocused and active in learning. with the teaching media can also attract studentsto trynew things, as students have never experienced it.evaluation and assessment are important tasks of the teacher at the end of the materialor learning, in which each teacher must have a special note to convey. the following isan interview about how the teacher can know the student's learning outcomes.writing jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 221 progress reports of children as the most important data collection in the evaluation ofchildren's activities during the learning process takes place.based on the above statement, it can be concluded that regular evaluation, monitoringevery time and recording of child development reports during one full period is aneffective way and a material for the value of each kindergarten students.child development reports that include narratives on many aspects of childdevelopment and progress make teachers' tools in evaluating and evaluating. inaddition to reporting the development of children's teachers also observed the work ofstudents, where the students do not know up to students understand and can work is amore achievement for these students. a child development report is a tool forunderstanding student progress. therefore, assessment or evaluation to students can beused by writinga progress report. c. the results of the use of home media stimulation block in improving children's emotional social intelligence in kartina kindergarten tarogong kidul district garut regency.results from the use of media stimulation of house blocks in improving emotional socialintelligence of children aged 5-6 years in kartina kindergarten obtained observations ofobservations during learning activities. according to goleman (2006) argued that socialintelligence is a measure of a person's ability to socialize with the surroundingcommunity environment. while emotional development includes self-control, provision,and a capacity for self-motivation. as the expert states that eq is also called intelligenceto behave. hurlock (1980: 141) argues that the development of emotions follows apredictable pattern, there is still diversity because of the level of intelligence, family,education and so on. conny, r. semsubjekwan (2000: 149) in nurjanah (2017: 50-61)that early social emotional children have some very essential aspects that need to bedeveloped, these aspects include the development of emotions and relationships, thedevelopment of self-identity, the development of consciousness gender identity, andmoral development.the use of home learning media beams can boost the emotional social intelligence ofchildren in accordance with its development. further activities of children's work iscoloring the picture of the house. this activity is intended to train and stimulate thecreativity of children to express themselves. this is in accordance with the opinion ofdjuniartiningsih (2012: 1-20) that in the teaching process in the classroom teachersbegin to be able to motivate students in playing blocks, play blocks with groups, askquestions to students by utilizing props for early childhood development.based on the level of the effectiveness of children with imagination, children are able toshow success so that the application of the method of playing the beam is very good toimprove the creativity of early childhood. with the cooperation and good preparationbetween the child and the teacher when the learning activities play by using the mediastimulation of the children's beam house can know the shape of space in the media ofthe building blocks and can form a simple build, build up rather difficult, skillfully buildup the beam can increase creativity. even experienced an increase in the good categoryin listening to an explanation of the method of playing the beam. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 222 in addition, learning by using children's house block stimulation media can increasesocial and emotional aspects. this is seen when children follow the learning activitiesthrough the media of the house with the spirit and happy in doing this activity until theend of the activity. with the media stimulation of this block house the child is able tosocialize and cooperate with peers, and able to control his emotions by respectingothers.in line with that opinion, the result of learning by using media of house block beam atkk. tk kartina got the result of research of children who want to win their own and fastanger berukurang to 8% of children can control their emotions when solving problemswith peers. children who are still waiting for their parents was not awaited, childrenhave started to dare to socialize with others. there is a child 3% of children have startedhelping their friends and storing toys to the place, and there are 2% of children whowant to share. conclusionthe use of learning media "house blocks" in children aged 5-6 years in kartinakindergarten garut regency is quite effective in improving children's emotional socialintelligence. the use of media stimulation of house blocks in children aged 5-6 years inkartina kindergarten tarogong kidul district garut regency quite effective in improvingemotional social intelligence.emotional social intelligence in early childhood is not owned by children naturally, butmust be grown and developed by parents and paud educators by developing social andemotional aspects of early childhood. because factors that can influence thedevelopment of emotional social intelligence in early childhood are hereditary factors,environmental and public. in developing the emotional social intelligence of earlychildhood required various methods that can be used to develop it. one method thatpaud educators can use in developing the emotional social aspect of early childhood,through the stimulation media of the block house.increased emotional social intelligence of children embodies the development of thechild in terms of empathy (sensitivity to the feelings of others); express and understandfeelings. managing emotions; independence; adaptability; ability to solve problems incooperation; perseverance; solidarity; courtesy; and respect. bibliographyakhyadi, a. s., & mulyono, d. (2018). program parenting dalam meningkatkankualitas pendidikan keluarga. abdimas siliwangi, 1(1), 1-8.djuniartiningsih. (2012). application of playing beam methods can improve creativityof group b children in kindergarten merpati pos surabaya. 1-20.goleman, d. (2017). eemotional intelligence. jakarta: pt gramedia pustaka utama.hamalik, o. (2007). curriculum development management. bandung: pt remajarosdakarya.hurlock, e. (2003). developmental psychology: an approach along the range of life.jakarta: erland. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 223 izartin. (2016). application of playing methods to improve children creativity in paudcountry pembina palu utara. creative journal of tadulako online vol.4 no.7 issn2354-614x, 272-278.majid, a. (2005). learning planning developing standards. bandung: pt remajarosdakarya.mulyana, e. (2015). character education in the framework of national development.bandung: journal of empowerment, vol. 3 no. 1, february 2015, issn no. 2252-4738.mulyono, d. (2017). menegaskan karakter pendidikan nonformal. empowerment, 1(1).nurjanah. (2017). developing emotional social intelligence of early childhood throughexemplary. journal of counseling guidance and islamic da'wah vol. 14 no.1, 50-61.ramli, m. (2005). assistance of early childhood development. jakarta: depdiknas. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 62 the role of administration meeting to increase family ability to improve children's quality (study of analysis on families of beneficiaries of the family hope program in bandung city) darwadi ikip siliwangimasdarwadi@gmail.com abstractthe problem in this study is the extent to which the quality of the children ofthe family hope program (kpm) family hope program (pkh) after theparents, especially the mother, received assistance at pkh, known as theassistance of family capacity building meeting (p2k2). this study uses aqualitative method with a descriptive approach. based on the results of thestudy, the p2k2 mentoring program run by ppkh bandung which began in2017 has been able to improve the quality of children in the form ofincreasing numbers of children who are absent from school more than 85%and toddlers or pregnant women who do not routinely assess their health atthe service health facilities between 478% -687% from before theimplementation of p2k2 counterpart program in 2016. even so, the numberof school drop out (do) children and malnourished children also experienceda significant decline, from 48 children who do in 2016 to 17 children in theyear 2017, while children with malnutrition 0 (none) both in 2016 and 2017.even so, the process of p2k2 assistance will run less optimally during 2017as the average number of implementation is 62%, the presence of kpmfollows p2k2 assistance 79%, and the delivered curriculum is only about61%. thus the p2k2 mentoring program needs to continue to be developedbecause the results are good and to further maximize the implementationprocess. keywords : family hope program, p2k2 assistance, and child quality introductionthe quality of children is a reflection of the quality of world nations and civilizations.this is inseparable from the necessity that children today are leaders of the nation andheirs of civilization in the future. bj. habibie (antara news; 2016) reveals that thefuture of a nation is determined by the quality of human resources (hr), not fromnatural resources that tend to fluctuate in value. therefore, a nation and civilization thatwants to advance is very important to pay attention to the quality of their childrenthe republic of indonesia social affairs team (2015, 122) suggested that the indicatorsof quality of human resources (children) can be seen from: (1) declining malnutrition jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 63 status for children under five (2) increasing consumption of energy and protein foodsfor children, (3) increasing average length child school, (4) increasing the averagenumber of children's school participation, and (5) decreasing the number of workinghours of children or the absence of working children. thus, it is necessary for theindonesian people to improve access and quality of health services and education forchildren.facts on the ground based on data from the survey of the ministry of health of therepublic of indonesia, in 2015 of 165,000 children under five (under five years) in 496cities/ regencies in indonesia, the results were 3.8% (6,270) children under fiveexperienced malnutrition and 14,9 % (24,858) lack nutrition. even from 496cities/regencies as many as 404 cities/regencies are declared to have acute-chronicnutritional problems, and 20 cities/regencies have chronic status. in the educationsector, based on unicef's data in 2015 it was stated that 2.5 million indonesian childrendropped out of school, with 600,000 elementary schools (sd) children and 1.9 millionjunior high schools (smp) children. statistical data revealed by unicef (bisnis.com 2015)shows that there are certain groups of children who are most affected by highmalnutrition and high dropout rates are mostly from poor families. it was also revealedthat children from poor families had the possibility of dropping out 4 times more thanthose from poor families. for geographical statistics, the school dropout rate forelementary school children is 3: 1 compared to urban areas.indonesia as a developing country cannot be separated from poverty. based on therelease of the central statistics agency (bps) as of july 2017, the number of indonesianscategorized as poor (a population with per capita expenditure per month below thepoverty line) as of march 2017 reached 27.77 million people or around 10.64% of thetotal population of indonesia. the impact of poverty is the limited access for the poor toget good health and education services. this is not only due to the inability of the poorin the material aspects of accessing health and education facilities, but also the poorawareness of the importance of health and education for their children in the future.therefore, it is necessary to provide assistance programs for the poor who can provideenlightenment, knowledge, and skills to be able to improve the quality of their lives andtheir families as part of a program for poverty alleviation.the indonesian government issued a family hope program (pkh) as a governmenteffort to accelerate poverty reduction in the form of a conditional cash assistance(btb) program for very poor families (ksm) determined based on an integrateddatabase (bdt) with accompanying assistance and guidance for beneficiaries [ridepartment of social team (2015, 30)]. in the international world, this program knownas the conditional cash transfer (cct) has proven to be quite successful in tacklingpoverty faced in these countries, including the problem of chronic poverty.pkh target participants or pkh beneficiary families (kpm) are very poor families(ksm) based on the udb, who is recorded as having family members with healthcomponent requirements [ri ministry of social affairs team (2015, 31-32)]: (1)pregnant women and or childbirth, (2) under-five-year-old children (toddlers), and (3) jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 64 pre-school children (apras), and educational component requirements: (1) elementaryschool children (sd) / equivalent, (2) secondary school children first (junior highschool) / equivalent, and (3) high school (high school) / equivalent children. the finalgoal in pkh is to help break the poverty chain through efforts to improve the quality ofhuman resources from the children of pkh kpm. therefore, in pkh besides pkh kpmget material social assistance, also get coaching, education, and training to make qualitypkh kpm through pkh mentoring program which is technically facilitated by pkhfacilitators.the pkh program and pkh assistance have started since 2007, to date. in the city ofbandung itself, the pkh program and pkh assistance have been effective since 2014,with increasing membership. during the 2014-2016 period, there were poorlycategorized children's quality data based on indicators of absenteeism at least 85% ofeffective days and regular attendance at health facilities every month for toddlers. table 1. child quality data pkh kpm is categorized as low in 2014-2016 kualitas anak rendah jumlah total anak kualitas anak rendah jumlah total anak kualitas anak rendah jumlah total anak kualitas anak rendah jumlah total anak 2014 424 10754 391 10711 389 10689 378 10279 2015 325 10166 307 10157 211 10151 167 10142 2016 316 9871 284 9816 110 9799 104 9753 tahun tahap i tahap ii tahap iii tahap iv in 2017, simultaneously nationally, it was introduced and implemented an integrated,systematic and organized pkh mentoring program, which was labeled assistance forfamily ability meeting (p2k2) or also known as family development session (fds). theri department of social team (2015, 44), stated that p2k2 is a structured learningprocess to strengthen behavior changes in kpm. in p2k2 mentoring there is a specialmodule on family care, education, health, economy and child protection compiled by theministry of social affairs, bappenas, tnp2k, the world bank and unicef. theoretical review the concept of povertyustama (2009, 2) in his journal quoting alhumani (2006) which defines poverty is nolonger just an income discrepancy but more complex regarding incapability, lack ofknowledge and skills and lack of access on capital and resources (scarcity of capital andresources). so that further ustama (2009, 3) quotes or human capability in sen (2000)suggests that the basic element of human capability is education that plays a central rolein overcoming the problem of poverty. the concept of social assistanceaccording to suharto (2014, 94), social assistance is defined as a dynamic interactionbetween the poor and social workers to jointly face challenges such as: (1) designingprograms for improving socio-economic life, (2) mobilizing local resources, (3) solving jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 65 social problems, creating or opening access to fulfillment of needs; and (5) cooperatingwith various parties relevant to the context of community empowerment. the concept of mentoring family ability meeting (p2k2)the ri department of social team (2015, 44), stated that p2k2 is a structured learningprocess to strengthen behavior changes in kpm. coombs (1973) in marzuki (2011, 103)argues that community development or community development is one of the formatsof education outside of school. p2k2 assistance is part of community empowermentefforts, therefore p2k2 assistance is part of the implementation of education outside ofschool. the concept of quality of childrenaccording to the term in the big indonesian dictionary (w.s. poerwadarminta, 1985;603), the word quality means quality, namely the level of good and bad things. while theunderstanding of children (w.s. poerwadarminta, 1985, 125), is interpreted by humanswho are still small or humans who are immature. the republic of indonesia socialaffairs team (2015, 121) defines that the quality of children is a qualifying condition forchildren who have healthy physical and educated (educated) thoughts and gain alivelihood and proper treatment as an effort to achieve future goals.the ri department of social team (2015, 122) formulated the child quality indicatorsseen from:(1) poor nutritional status for children under five(2) increase consumption of energy and protein foods for children,(3) increasing average length of schooling for children,(4) increasing the average number of children's school participation, and(5) reduced number of working hours for children or the absence of working children methodthis study uses a qualitative approach with descriptive methods. qualitative researchmethods, according to moleong (2016, 6), our research that intends to understand thephenomenon of what is experienced by the subject of research such as behavior,motivation, perception and so forth holistically and in a description in the form of wordsand languages on a specific context natural and by utilizing various scientific methods.according to darmawan (2016, 37), a descriptive research approach is a research thatattempts to describe the existing problem solving based on data analyzing andinterpreting case studies. data collection techniques used are observation, interviews,and documentation studies. while data analysis techniques describe data, reduce data,display data, and draw conclusions. the source of data in this study were 8 informantsconsisting of 2 pkh coordinators, 3 pkh facilitators, 1 pkh operator, and 3 pkh kpm jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 66 results and discussionthe family hope program (pkh) has been nationwide since 2007, under thecoordination of the ppkh (implementing family hope program). however, thisprogram has only been running in the city of bandung as of august 2013, under thecoordination of the bandung city ppkh, with the secretariat office on jl. cipamokolanno. 40 bandung city. ppkh bandung city itself, as ppkh in the city. other regencies inindonesia, as of 2017 are sub-technical implementers of poverty reduction in the officeof social and poverty reduction in bandung.in its implementation, bandung city ppkh was assisted by the existence of ppkh ineach district. the ppkh at the sub-district level was formed in each sub-district withpkh participants. the ppkh subdistrict is the spearhead of pkh because theimplementers are directly in touch with pkh participants. in this district ppkhassignment or placement for each pkh companion. the duties and responsibilities ofthe pkh or ppkh subdistrict facilitators, in general, are to carry out mentoring tasks topkh kpm in the district concerned.at the beginning of the pkh program in 2013, from 30 sub-districts in bandung, the newpkh program was held in 22 sub-districts with 52 pkh facilitators and 3 pkh operators.only in 2016, all sub-districts (30 sub-districts) in bandung city have pkh programs.a. mentoring process family ability improvement meeting (p2k2) to improve thequality of childrenp2k2 mentoring process in 2017 in the city of bandung, can be viewed from 4 (four)aspects, (1) hr involved in p2k2 mentoring, (2) methods, (3) curriculum, and (4)progress in the development of p2k2 mentoring a.1. hr involved in p2k2 assistancethe human resources involved in p2k2 mentoring during 2017 consisted of (1)companion, as many as 84 people, (2) pkh coordinator for bandung city, 1 person, and(3) operators, as many as 7 people. whereas the new pkh supervisor was assigned in2018 because there was only recruitment in late 2017. although in p2k2 assistance in2017 there were 84 facilitators who did, because in this study using the control groupmodel to compare children's quality achievements after p2k2 assistance in 2017 withthe presence of p2k2 mentoring in 2016, the data was used, processed and analyzedand concluded in this study was p2k2 mentoring data from pkh facilitators who hadbeen pkh facilitators in 2016 and carried out p2k2 mentoring in 2017. a.2. p2k2 mentoring methodthe method used in p2k2 mentoring in 2017 is as follows:a. the facilitator grouped the assisted kpm into groups, totaling 10-30 kpm in eachgroup. the division of this group is based on the proximity of the domicile to the kpm'sresidence so as to facilitate coordination and efficiency. so that 1 group usually containsthe same 1 rw (rukun warga). each group of kpm was appointed 1 group leader. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 67 b. the agenda held in p2k2 mentoring is as follows:(1) opening• pkh facilitators open the event and record attendance of pkh participants or kpmattendance attendance• companion presents the theme or material of p2k2 education in this session and alsoconveys the purpose of the material• doing ice-breaking to create a fluid atmosphere or make participants comfortable withthe p2k2 mentoring atmosphere(2) submission of material. in this material disarmament, the method used 80% is apresentation or lecture from the speaker, with the material according to the scheduledcurriculum. the rest of the material is interspersed with discussions, simulations, role-plays and case studies(3) sharing session (discussion). this session is filled with question and answeractivities or provides responses to the material that has been submitted and sharesexperiences that are appropriate to the material.(4) information on complementary agendas, namely information in the form ofimportant pkh agendas that need to be conveyed or disseminated by pkh assistants tokpm, such as data collection on kpm data needs, cross-check receipt of pkh assistance.this agenda often dominates p2k2 assistance. there are even a number of facilitatorswho fill p2k2 assistance often prioritizing this activity compared to the delivery ofmaterial according to the curriculum because if there is a deadline for data collectionthen the facilitator prioritizes this work settlement.(5) closing. the closing of the event was done by a companion by giving motivation tothe pkh kpm and reminding p2k2 mentoring schedule the following month. somegroups ended the session with a shared meal agenda. a.3. p2k2 mentoring curriculumthe implementation of p2k2 assistance in 2017 at the ppkh of bandung city appliesthe curriculum set by the central ppkh. table 2. implementation of p2k2 mentoring module delivery in the implementation of bandung city p2k2 ppkh assistance in 2017 modul implementasia. modul pendidikan  sesi 1 menjadi orang tua yang lebih baik  sesi 2 memahami perilaku anak  sesi 3 memahami cara anak usia dinibelajar  sesi 4 membantu anak sukses di sekolah modul ini 100%terimplementasikan, baikterimplementasikan 100%dalam jumlah pendampingyang menyampaikan,maupun 100% materi puntersampaikan jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 68 modul implementasib. modul ekonomi  sesi 5 – mengelola keuangan keluarga  sesi 6 – cermat meminjam dan menabung  sesi 7 – memulai usaha modul ini disampaikansebanyak 80% dalampendampingan pkh dari totalpendamping yang melakukanpendampingan p2k2c. modul kesehatan  sesi 8 – 1000 (seribu) hari pertamakehidupan  sesi 9 – anak dan balita  sesi 10 – higinitas, sanitasi dan penyakit modul ini disampaikansebanyak 20% dalampendampingan pkh dari totalpendamping yang melakukanpendampingan p2k2d. modul perlidungan anak  sesi 11 pencegahan kekerasan terhadapanak  sesi 12 – pencegahan penelantaran &eksploitasi anak modul ini disampaikansebanyak 50% dalampendampingan pkh dari totalpendamping yang melakukanpendampingan p2k2e. modul perlindungan penyandang disabilitas  sesi 13 – perlindungan penyandangdisabilitas modul ini tidak tesampaikandalam pendampingan p2k2tahun 2017 f. modul kesejahteraan lanjut usia  sesi 14 – kesejahteraan lansia modul ini tidak tesampaikandalam pendampingan p2k2tahun 2017 source: p2k2 assistance report on the companion monthly reportthe number of modules that have not been delivered is due to several factors, forexample: (1) p2k2 assistance itself does not work, (2) companion prioritizes materialthat he can understand to be delivered, and (3) companion fills the p2k2 mentoringagenda not with material according to the available curriculum, for example, preferringto fill in with data retrieval to meet work deadlines related to data. a.4. the progress of p2k2 assistance implementationthe concept of grouping p2k2 mentoring in 1 group consisting of 10-30 people pkhkpm is the concept of learning effectiveness as well as time efficiency. effectiveness isderived from the dynamics of group learning. while the efficiency of time can be seen,for example, the average pkh facilitator in bandung city accompanies pkh kpmbetween 150 300 people, then a maximum of 1 pkh companion has 10 p2k2mentoring groups. so, if done optimally, with 1 day 1 group conducted by pkhfacilitators in p2k2 mentoring activities, it only takes 10 days from 1 month (20 days ofactive work) for pkh facilitators to provide p2k2 assistance. however, in reality, themajority of pkh facilitators did not fully assist p2k2, which is only 62% or 7 sessionsout of 12 sessions a year. likewise, pkh kpm, who participated in p2k2 mentoring was79%. the lack of implementation is due to the lack of an organized planning, control andevaluation role in p2k2 mentoring, where this role should be carried out by pkh jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 69 supervisors who are specifically tasked with the success of p2k2 mentoring, in whichpkh supervisors are not yet available. b. assistance role of family ability improvement meeting (p2k2) to improve the quality of childrento find out the role of p2k2 mentoring to improve the quality of children pkh kpm asindicated by the indicators formulated by the ministry of social affairs above, a controlgroup technique was carried out, namely comparing the quality data of children beforetheir parents (kpm pkh) received p2k2 assistance program in 2016 with data after getp2k2 assistance program in 2017. the data analyzed is the final data closing data paidfor the distribution of pkh assistance per triwulan in 2016 and 2017. from the data itwill be known, if there is a reduction in assistance to pkh kpm, it is certain that kpm'schildren are not committed pkh to check routine every month to health facilities if thechild is under five, or even the level of attendance at school is less than 85% of alleffective days of learning every 1 month for elementary, middle and high schoolchildren. table 3. number of pkh kpm commitments in bandung city ppkh 2016-2017data bayar 2016 (sebelum adapendampingan p2k2) data bayar 2017 (setelahada pendampingan p2k2) persentasepenurunantidakkomitmentahap / triwulan jumlah tidakkomitmen tahap /tri wulan jumlah tidakkomitmentahap i 316 kpm tahap i 46 kpm 687%tahap ii 284 kpm tahap ii 37 kpm 768%tahap iii 110 kpm tahap iii 23 kpm 478%tahap iv 104 kpm tahap iv 18 kpm 577% source: pay data every stage (tri-quarter) in 2016 and 2017 table 4. child nutrition data and drop out of pkh kpm children's school year 2016-2017 tahun 2016 2017gizi buruk 0 0drop out sekolah 48 14 source: updating pkh kpm data for 2016 and 2017the data above shows the significance of the decline in the number of pkh kpm's non-commitment as well as an indication of the quality of pkh kpm's children that increasedafter kpm received p2k2 assistance. the conclusion will be the role of p2k2 mentoringin improving the quality of children pkh kpm in line with the following concepts:a. the concept of the role of education in improving the quality of resources (humancapital) put forward by sachs (2005, 245-265) in ustama (2009, 4-5), combined with jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 70 the concept of coombs (1973) in marzuki (2011, 103) that development or socialassistance is part of the implementation of education outside of school, which bysantoso (1983) in marzuki (2011, 105) is defined as educational activities carried out inan organized, planned way outside the formal school system, aimed at individuals /groups in the community to improve quality his life. p2k2 assistance in line with a non-school education based on this definition is there in the process and goals of educationthat seeks to improve the quality of life of the poor to be empowered through the role ofnon-formal education in schools organized by learning systems, methods andcurriculum.b. the concept of social assistance in social welfare theories, for example what wasstated by suharto (2014, 95) that social assistance plays a role in empowering orstrengthening community capacity (capacity building) related to the function ofeducation and training, in which social assistance becomes a vehicle for exchangingideas a companion with the knowledge and experience of the people he accompanies toraise public awareness in improving the quality of themselves and their families. theskills possessed by pkh kpm with the means of social assistance in the field of familymanagement, education, health, economy, and so on, are embodied in the quality ofchildren of pkh kpm.c. the concept of the scheme of roles and assistance functions compiled by the ministryof social affairs (2017, 14) as a continuous learning process for pkh kpm with the aimof family independence in an effort to improve the quality of life, making pkh kpm whoattend p2k2 mentoring increasingly motivated to encourage their children to attendschool and deliver their children to health care facilities. they increasingly believe thatwhen their children are smart thanks to diligent schooling and their children arehealthy thanks to routine health checks, their children's hopes of life are better thantheir condition becomes bigger. c. driving factors and inhibiting the role of the mentoring process family ability meeting (p2k2) to improve the quality of childrenthe factors considered to be driving the success of p2k2 mentoring in improving thequality of children pkh kpm in 2017 are as follows:a. optimizing the implementation of p2k2 assistance. with the optimal p2k2 assistance,the process of transferring knowledge, skills, and inspiration to pkh kpm was created.for the creation of this optional p2k2 assistance, it is needed:(1) the motivation of companion and kpm pkh in organizing p2k2 assistance(2) the willingness of pkh kpm to attend p2k2 assistance(3) p2k2 assistance implements the curriculum that has been prepared because thiscurriculum is the spirit of learning that is in p2k2 mentoring.(4) continuous planning, monitoring, and evaluation of p2k2 mentoring process jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 71 b. pkh kpm is committed to its obligations as a pkh participant, namely the obligationin the field of health to check pregnancy and toddlers regularly to health facilities, andobligations in the field of education by encouraging the attendance of children at least85% of effective days of learning in school, which is actually an obligation this is in linewith the achievement of child quality indicators from pkh kpm.c. complementary programs for pkh kpm such as bpnt (non-cash food aid), kip(smart indonesia card) and kis (healthy indonesia card), also encourage pkh kpm toaccess education facilities and health facilities that are useful in improving the quality ofchildren from pkh kpm.while the inhibiting factor of the p2k2 mentoring role to improve the quality of childrenpkh kpm is the opposite of the driving points above that are not fulfilled or violated byppkh, companion, and pkh kpm. conclusionoverall, the results of the study can be summarized as follows:a. p2k2 mentoring began running in bandung city ppkh in 2017. in this initial phasethe mentoring process has been running optimally following the procedures andguidelines available, although the numbers are still in the middle range, ie implementedat 62%, achievement of materials according to the curriculum in numbers 61%. theabsence of pkh supervisors specifically held to oversee p2k2 assistance is quitesignificant in influencing the optimization of the p2k2 mentoring process.b. the role of p2k2 mentoring is very significant to improve the quality of children ofpkh kpm. this is marked by the drastic increase in the number of kpm childparticipation in education and health facilitiesc. commitment to optimizing the implementation of p2k2 assistance believed to be themain factor driving the success of p2k2 mentoring role to improve the quality ofchildren. bibliographydarmawan, deni (2016). quantitative research methods. bandung. pt. teenrosdakarya.marzuki, h.m. pious. (2012). non-formal education. bandung. pt. teen rosdakaryamulyono, d. (2018). the strategy of managers in moving business learning groupprogram in pkbm srikandi cimahi city. journal of educational experts (jee), 1(1),37-44.mulyono, d. (2017). menegaskan karakter pendidikan nonformal. empowerment, 1(1).moleong, lexy j. (2016). qualitative research methodology (revised edition). bandung.pt. teen rosdakarya. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 72 resdinana, enza. (2014). implementation of the family hope program (pkh) inimproving the quality of very poor family education (study in uppkh, sumenepcity district). sumenep. economic journal. the university of wirajaya sumenep.sahib, munawarrah. (2016). the influence of the family hope program (pkh) policy onpoverty reduction in bajeng district, gowa regency. makassar. thesis. master ofislamic economics alaudin islamic universitysugiyono (2014), research methods in education. bandung. pt. teen rosdakarya.suharto, edi (2014). building community empowering communities (strategic study ofsocial welfare development & social workers). bandung. reflika aditama.suprijanto (2012). adult education (from theory to application). jakarta. earth literacy.suwatno & doni priansa (2011). hr management in public and business organizations.bandung. pt. alfabeta.ri department of social team (2014). companion workbook and pkh operators.jakarta. printing of the indonesian ministry of social affairs._________________ (2015). general guidelines for the family hope program. jakarta.printing of the indonesian ministry of social affairs.ustama, dicky djatnika. (2009). the role of education in poverty alleviation. semarang.journal. administrative and public policy sciences, vo.6 no, 1. diponegorouniversity.utomo, et al. (2009). implementation of family hope program in improving the qualityof life of poor households (study in the implementing unit of harapan purwosarifamily program, kabupaten kediri). poor. journal of public administration (jap),vol. 2, no.1, faculty of administrative sciences, brawijaya university.wibowo, santoso (2015). study of the implementation of the family hope program asone of the programs for increasing the welfare of the poor in ngawi regency.surakarta. thesis. master of economics and development studies, university ofeleven marchwidjayakusuma, nurnita (2016). companion role in elderly social assistance and careprograms in the family environment (homecare). study of a companion at pitrahsejahtera foundation, north jakarta. jakarta. journal. vo. information 18, no. 02.ministry of social affairs education and training center.www.republika.co.id / data of poor residents of bandung city. april 6, 2016www.bps.co.id / central statistics agency (2017). indonesian poor population data.2017. jakarta. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 142 improvement strategy of early childhood language development through the role playing methods in macro play center at ra. baitussalam cimahi erika rufaidahikip siliwangiduis.deepojok@gmail.com abstractdevelopment of early childhood education (paud) learning includes thefield of developing behavioral formation and the field of developing basicskills. the field of developing behavioral formation includes religious andmoral and social emotional values. while the development of basic abilitiesincludes language, cognitive, and physical or motoric abilities. one area ofbasic development that needs to be developed is language development.language skills are important because speaking with children will expresstheir desires and can communicate with others around them. language is anexpression of mind and knowledge when children will interact with others.children who are growing and developing communicate the needs of theirthoughts and feelings through language, the objectives of this research are:(1) describe the planning strategy to improve the development of earlychildhood language through the role playing method in the macro playcenter. (2) describe the implementation of strategies to improve thedevelopment of early childhood language through the role playing method inthe macro play center. (3) describe the evaluation of strategies to improvethe development of early childhood language through the role playingmethod in the macro play center. (4) describe the results of strategies toimprove the development of early childhood language through role playingmethods in the macro play center. learning methods that can be used to helpimprove children's language development are through the role playingmethod in the macro play center. with the role playing method in the macroplay center, it is hoped that the development of children's language will beimproved. keywords: language development, early childhood, macro play center introductionearly childhood is a child who is at the age of 0-6 years (2003 national educationsystem law) and 0-8 years according to child education experts. early childhood is agroup of children who are in a unique process of growth and development (mansur,2005). they have a specific pattern of growth and development in accordance with theirlevel of growth and development. in this period is the golden age, because children jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 143 experience growth and development that is very rapid and irreplaceable in thefuture.according to various studies in the field of neurology proved that 50% ofchildren's intelligence is formed within the first 4 years. after an 8-year-old child, hisbrain development reaches 80% and at 18 years of age reaches 100% (suyanto, 2005).in the 2003 national education system law , article 28 states that : early childhoodeducation can be carried out through formal education channels (kindergartens,raudhatul athfal, or other equivalent forms ), non-formal education channels (playgroups, day care, or other equivalent forms) , and / or informal education channels inthe form of family education or education organized by the environment . earlychildhood education is basically the provision of efforts to stimulate, guide, care for andprovide learning activities that will produce children's abilities and skills. in general, theaim at early childhood education is to develop various potential children from an earlyage as a preparation for life and can adapt to their environment . in particular, theobjectives of early childhood education are (1) the creation of optimal early childhooddevelopment through the improvement to preschool services, (2) the creation ofincreased knowledge, skills and attitudes of parents in an effort to foster optimalgrowth and development of children (3) prepare children of age early in the futureready to enter elementary education. early childhood education has a number offunctions including: (1) to develop all the abilities of children in accordance with thestages of development, (2) introducing children to the world around, (3) developingchildren's socialization, (4) introducing regulations and instilling discipline for childrenand (5) giving children the opportunity to enjoy their playing period. in developingpolicies and technical standardization for early childhood education should not ignorethe four principles contained in the convention of children's rights, namely: (1) non-discrimination, children can taste early education without differentiating ethnicity,gender, language, religion, social level, have special / unfair needs. (2) conducted for thebest to children, the form of teaching, the curriculum must be adjusted to the level ofintellectual development, social, emotional, so that what is applied in early childhoodeducation can develop children's potential optimally. (3) recognizing the existence ofthe right to life, survival and development that already exists in the individual. (4)appreciation, for children, especially those concerning life, needs attention andresponse. as for the principle of learning early childhood education, several things mustbe considered: (1) oriented to the needs of children. (2) learning through playing orplaying while learning. (3) creative and innovative approaches. (4) a conduciveenvironment. (5) using integrated learning. (6) using various media and learningresources. (7) learning that is oriented to the principles of child development. (8)integrated stimulation. the definition of language development includes also thedevelopment of communication competencies, namely the ability to use all humanlanguage skills to express and interpret. language development is influenced by thechild's environment and the surrounding environment. interaction with people who aremore mature or more mature speakers play a very important role in helping to improvechildren's ability to communicate. child language mastery develops according to natural jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 144 law, which follows natural talent, nature and rhythm. according to lenneberg thedevelopment of child language goes according to its biological schedule (zubaidah,2006). this can be used as a basis for why a child at a certain age can speak, while at acertain age can not speak. the development of language is not determined at age, butleads to motoric development. but the development is strongly influenced by theenvironment. children's language will emerge and develop through various situations ofsocial interaction with adults (kartono, 1990). language has a very important role ineveryday life. (suhartono, 2005) states that the role of language for early childhood is asa means of thinking, a means to listen, a means to speak and a means for children to beable to read and write. through language, someone can convey their wishes andopinions to others. (mansur, 2005), states that language skills are closely related tochildren's cognitive abilities, although initially language and mind are two differentaspects. but in line with children's cognitive development, language becomes anexpression of the mind. the ability to use language in the mind is a key developmentthat helps children solve new problems, not merely trial and error. language is used bychildren to think, form concepts, remember, and solve problems. some things that affectlanguage acquisition in children, include: (1) nature and nurture. (2) cognition. (3)environment. (4) meaningful and understandable experiences. language in childrenwill develop if: (1) being actively involved in a conversation. (2) hear stories (directlyor read), both in small groups and individuals. (3) obtain sufficient (exposure)equivalents. (4) get a good speech model. the center of macro play or playing a macrorole is: play pretending by using play / objects with the real size where the childbecomes a character/actor. domain focus: creativity or creative, sequence, stage ofmemory or series of memories, acceptance of vocabulary, the concept of familyrelationships, self-control, taking spatial, affective, cognition viewpoints. the benefits ofrole playing: giving children the opportunity to develop their understanding of thesurrounding world through the roles played, children can exceed the currentdevelopment stage imagination is something that must be built because there is not yetin the consciousness of a young child. methodsthis study uses a qualitative approach and research methods used in case studies. datacollection techniques used are library studies, observation, interviews anddocumentation studies. while data analysis techniques describe data, data reductionand conclusions. the research subjects were children in group b aged 5-6 years at rabaitussalam cimahi city totaling 8 people who were selected based on the educationalbackground of different parents, children 's principals and parents. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 145 results and discussion a. planning for ra baitussalam teachers in an effort to improve early childhood language development through role playing methods at the center of macro playbased on the observation of planning strategies to improve the development of earlychildhood language through the role playing method in the macro play center, it wasarranged in writing well by the teacher, in the form of a daily activity plan and could beused as a reference in providing methods for playing the role of doctors in earlychildhood. it is written clearly about the time allocated, the objectives to be achievedand how to play, the methods used, and assessments. in the characteristics of languagedevelopment that has been conveyed, it can be seen that children aged 5-6 years (groupb) have been able to speak with a more complicated sentence structure and childrenlove to use language to tell ideas, experiences, knowledge and what they think to others,so role playing is chosen in order to improve children's speaking skills. this is done byasking the child to play a role. thus the ability to speak children can be known.interaction with people who are more mature or more mature speakers play a veryimportant role in helping to improve children's ability to communicate. languagedevelopment is influenced by the child's environment and the surroundingenvironment. interaction with people who are more mature or more mature speakersplay a very important role in helping to improve children's ability to communicate.(krobo, 2014) learning with activities that use methods that are carried out by actingout characters or objects together by developing imaginary power and appreciation ofthe development carried out. in the implementation of activities with role playingprograms in kindergarten. kartini desa bumi raya has carried out according to thecorrect and appropriate steps or procedures, steps for improvement before the action istaken. the success of this cleaning is very much determined by the teacher. this isevident from the process and recording. the focus aspect is the development ofincreased intrapersonal intelligence, namely; self-ability, ability and endurance of self,mind and emotions, reflective thoughts, expressing feelings properly increase. this isalso what was stated (adlan alif, 2013) center learning model is a learning approachthat is used in children in the learning process carried out in the "circle" (circle of times)and play centers. contribution approach and group of pious approaches who work withchildren who are in participating experiences in marine and now children in the houseby using 4 types of footing (scaffolding) to support children's development, namely (1)the main environmental footing; (2) footing before the main; (3) the main moment; (4)footing after the main (depdiknas, 2007: 6). sujiono & sujiono (2010: 81) suggestedseveral types of centers that can be applied in early childhood education institutionsincluding (1) center of play (center) (2) center of readiness center (3) centers of art (artcenter) (4) natural materials center (messy play center) (5) music center (music center)(6) block center (7) center of small role play (micro play center) (8) cooking centers(cooking) center). the macro role playing center fully supports language development jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 146 and social interaction. macro role playing is playing a role as if the child is playingaccording to the real thing. role play itself is: practice children in real life activities,allowing children to imagine themselves in the future and rediscover past conditions.the elements of the role playing are the development of role playing behavior / earlydevelopment behavior play symbolic / symbolic stage. in the role playing method thereare several things that must be considered by the teacher, namely (1) the teacher is notallowed to judge the good and bad of the role played especially in terms of opinions andfeelings of students. (2) the teacher must be able to act as a dynamic so that he canexplore problems from various dimensions, in other words the teacher must be able tocapture the essence and views of students, reflect and adapt them well. (3) studentsopened their insights that there are various alternative actors in a story line with thevarious consequences that accompany it, these various possibilities are good to explore,and (4) assess the accuracy of problem solving. (dhieni, 2009) b. the process of implementing improving early childhood language development through role playing methods at the center of macro playin the implementation of improving the development of early childhood language in ra.baitussalam cimahi is held in 3 meetings. the role playing role of doctors is carried outin accordance with the learning plan that has been prepared previously. in thepreliminary activity the teacher greets, and convey the learning objectives to bedelivered. furthermore, the teacher gives motivation to the child and explains to thechild about the activities to be carried out, namely playing the role of doctors. somechildren who are sitting behind are busy telling other things outside the learningmaterial.then the teacher gives apperception intended to explore the initial knowledge that thechild has about the role playing activities of doctors. from apperception activities, itturns out that the child's initial knowledge about doctor's role playing was very low, inother words the children did not know at all about playing the role of doctors. thusinitiating the core activities, the teacher provides an example of how to play the role ofdoctors to children. after the teacher believes that all children understand the roleplaying activities that are exemplified, the child is asked to try playing. entering the coreactivities, the teacher reminds again of how to play the role of doctors, then inviteschildren to play. in the closing activity, the teacher recalled the child to remind the childof the activities. in this activity the teacher asks all children to take turns playing. somechildren look still lacking in enthusiasm and seem lazy to try to play. this is in line withwhat was put forward by piaget playing is an activity that is carried out repeatedly andcauses pleasure / satisfaction for a person; while parten docket and fleer (sujiono:2009) views play as a means of socialization, it is hoped that through play can givechildren the opportunity to explore, find, express feelings, create and learn fun. inaddition, playing activities can help children know about themselves, who they live withand the environment in which they live. fun learning by playing can be done byremembering the following six domains: (1) learning is oriented towards the needs of jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 147 children. thus, every learning activity must always refer to the goal of meetingindividual development needs individually. (2) the world of children is the world of theplay, so learning for early childhood should be designed in the form of play. in essence,playing is learning, and learning is playing. children learn through playing, playing fun.through the center, the learning process is carried out by placing students in aproportional position. children are stimulated to actively play while learning. it shouldbe emphasized that playing fun can stimulate children to explore by using objects thatare nearby (happy learning). thus, the child can find knowledge of the objects he plays.(3) learning activities are carefully designed to build work / activity systematics. howchildren make choices from a series of activities, focus on what is done and try tocomplete the work that he has started completely. (4) learning activities are orientedtowards developing children's life skills, namely helping children to becomeindependent, disciplined, able to socialize, and have basic skills that are useful for theirfuture lives. (5) learning is carried out gradually and repeatedly by referring to theprinciples of child development. educational stimulation is comprehensive and coversall aspects of development. therefore, every activity must be able to develop or developvarious developments or intelligence of children to develop optimally. (6) children willget more knowledge if they get a foothold / support from the teacher while playing. c. evaluation improves the development of early childhood language through role playing methods at the macro play centerlearning evaluation as stated in article 16 of the ministry of education and culture 137of 2014 covers two important things, namely: (1) evaluation of the learning process. (2)evaluation of learning outcomes. evaluation of learning outcomes is carried out by theteacher by comparing the planning of learning with the results of learning. based on theresults of interviews with teachers regarding some of the shortcomings that occur in thefirst learning activity, it is necessary to make improvements in the delivery of learningmaterial as well as ways to provide direction to the children, so that children canparticipate in activities better learning. in the second lesson, according to the results ofinterviews with the teacher that the child began to be interested in playing a role, butdid not fully understand how to play the role of doctors, still following the teacher'sinstructions. the teacher guides the child in role playing, as there are still children whoappear to be less active. in the next scenario, all children can actively play the role ofdoctors and understand the direction of role playing. the teacher in this case observesand assesses child development. in the third study, according to the results ofinterviews with teachers in general the learning process was good, although there werestill weaknesses that there were children who were still not seriously in participating inrole playing learning, but this did not interfere with the learning process and results.according to the teacher, the third learning result showed an increase in languageintelligence of children aged 5-6 years in ra. baitussalam cimahi city. central learningobjectives are as follows: (1) improving the service of learning experiences to childrenin greater depth by giving freedom to explore in each of its centers. (2) train children to jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 148 be more independent because they do not depend on the class teacher only, but will bedirected to do activities with other teachers, especially those who are teacher centers.(3) with the teacher center, the center teacher will focus more on developing the center,which is his responsibility by pouring all the development of his creative ideas. (4) thelearning process is expected to take place naturally in the form of work activities,children experience, not the transfer of knowledge from teacher to child. (5) in thatcontext, children understand what learning means, what are the benefits, in what statusthey are, and how are they achieved, they realize that what they learn will be useful fortheir lives later. (6) the child can position himself as a self who needs a provision for hislife later, in this case the center teacher is assigned as a director and mentor orinspirator. characteristics of center learning models: (1) classrooms; classrooms can bemodified into small classes, called vak rooms or centers. each vak or central roomconsists of one area of development. there are language centers, centers of thought,centers of creativity, centers of religion (imtaq), centers of arts, centers of motor skills.by using main activities that include three types of play which includes three types ofplay (sensomotor, role and development). adequate ratio, ideal group size (maximum of10 children), large enough space (5-7 square meters per child). (2) teacher; everyteacher must love and master their respective fields of development. the teacher mustgive a general explanation to the children who visit the center according to the themebeing studied, giving guidance, watching and paying attention to the children whenusing the tools in accordance with the material they learn, then asking about thedifficulties experienced by the students in doing various tasks so that they can followthe tempo and rhythm of the development of each child in mastering teaching materialsor developmental tasks. in this learning center, one center teacher is only responsiblefor 7-12 children with moving classes every day from one center to another. (3) playing;making activities "play" as a core activity, children learn through their games. (4)footing; there are steps that lead advanced children or their own children to the nextstage of development. there are "circle times" (when the circle). (5) intensity anddensity; intensity is the amount of time a child needs to experience three types of playthroughout the day and throughout the year. while density is a variety of ways eachtype of play is provided to support the child's experience. (6) materials and tasks; theteaching materials of each center consist of minimal materials and additionalingredients. the minimum material is teaching material which contains a description ofthe development of the minimum abilities that must be mastered by each childaccording to their age. this material must be controlled by the child and is a target ofminimal ability in studying each particular center. (7) children and their duties; everychild will get a classic assignment and explanation. each child can choose the center hewill follow. he is free to determine the time and tools to complete his task. every child isnot allowed to do other tasks before the work done is done. to develop sociobility,children can do certain tasks together. in this way, children will have the opportunity tosocialize, work together, help each other. (8) evaluation of the progress of childdevelopment; recording of children's learning activities is carried out every meeting by jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 149 recording the development of children's abilities in gross, fine, language, social andother aspects. the recording of children's play activities is carried out by the teacher(educator). this is in accordance with (krobo, 2014) circumstances that occur inkindergarten. kartini, bumi raya sp1 kali bumi village, nabire regency, papuaprovince, regarding increasing intrapersonal intelligence through role playing activities,still has constraints, including; the arrangement of the place is not maximal, the child isstill hesitant to come forward, the child is still hesitant to argue in role playing, themotivation of the teacher to the child is being; the teacher does not talk about or relatethe theme of role playing that has been played on the previous day, the teacher does notgive children the freedom to choose roles that are of interest to children, the division ofplay or the task of playing an uneven role for each child so that there are children whoare bored, bored, sulking, and sullen. d. results of improving early childhood language development through role playing methods at the macro play centerlanguage development results of children aged 5-6 years in ra. baitussalam cimahi isobtained through observation. the following is a table of the initial recapitulationresults and the final recapitulation results from observations that have been madebefore, during and after being given material on doctor-role playing activities: table 1. summary of preliminary observations no. name assessment aspect exp. activeness speaking in expressing ideas the ability to speak with the correct pronunciation participation in role playing 1 2 3 4 5 61 ns v v vv u2 ar v v vv u3 cs v v vv u4 fl v v vv u5 mr v v vv u6 fh v v vv u7 ftr v v vv u jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 150 no. name assessment aspect exp. activeness speaking in expressing ideas the ability to speak with the correct pronunciation participation in role playing 1 2 3 4 5 68 st v v vv u information:v : undevelopedvv : start to growvvv : develops as expectedvvvv : develops very good the table above describes the initial conditions of language development of childrenaged 5-6 years at the time of initial observation before being given action. in theactiveness aspect speaking in expressing ideas, as a whole the child has not yetdeveloped yet does not want to talk much with his friend because there is no idea tounderstand activities that must be done when playing a role. in the aspect of theability to speak with the correct language, the overall ability of the child has notdeveloped, the child has not clearly recited the words he said, so that other peopledo not understand what is meant by his words. in the aspect of participation in roleplaying, the overall ability of the child begins to develop, the child begins to focus onwhat he has to do, starts to have a sense of sensitivity to friends, starts to use therole playing media, starts to have friendships with friends. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 151 table 2. final observation recapitulation no. name assessment aspect exp. activeness speaking in expressing ideas the ability to speak with the correct pronunciation participation in role playing 1 2 3 4 5 61 ns vvvv vvvv vvvv dae2 ar vvvv vvvv vvvv dae3 cs vvvv vvvv vvvv dae4 fl vvvv vvvv vvvv dae5 mr vvvv vvvv vvvv dae6 fh vvvv vvvv vvvv dae7 ftr vvvv vvvv vvvv dae8 st vvvv vvvv vvvv dae information:v : undevelopedvv : start to growvvv : develops as expectedvvvv : develops very good the table above illustrates the final condition of language development of children aged5-6 years after being given the role playing role. in the activeness aspect speaking inexpressing ideas, as a whole develops very well, children talk a lot with their friendsbecause there is an idea to understand activities that must be done during role playing.in the aspect of speaking ability with correct pronunciation, the child's overall abilitydevelops very well, the child clearly pronounces the words he says, so that the other jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 152 person understands what is meant by his words. in the aspect of participation in roleplaying, the child's overall ability to develop very well, the child begins to focus on whathe must do, has a sense of sensitivity to friends, want to use the role playing mediaprovided, have friendship with friends. after being seen from the evaluation resultsthere is an increase in children's language development. this proves that earlychildhood language development can be improved through role playing methods in themacro play center. this is in line with what was said by (komara, 2014), role playing isan activity to explore human relationships by demonstrating and discussing so thatpeople can explore feelings, attitudes, values, and various problem solving strategies.role playing can help children develop emotional social skills. children can expresstheir emotions without fear, shame and being rejected by their environment. he canalso release his pent-up emotions due to social pressure (ali nugraha, yeni rachmawati;, 2008). in addition, through playing the role of a child can play characters who areangry, kind, afraid, compassionate and so on, independently without interference andassistance from others. therefore role playing can be a vehicle for children's socialemotional development. when playing this role is done with friends, it will grow theability to interact, communicate, leadership and the ability to manage emotions.(shaleha, 2017) concludes that role playing has functions such as gaining insight,gaining inspiration and understanding to develop skills, and training children to speakin a pleasant atmosphere and the ability to interact, communicate, leadership and theability to manage social emotional children. in playing, children make choices, solveproblems, communicate, and negotiate. they create imaginary events, exercise physical,social and cognitive skills. when playing children can express and train emotions fromthe experiences and events they encounter every day. through playing together andtaking on different roles, children develop the ability to see things from other people'sperspectives and engage in leader or follower behaviors behaviors that they will needwhen interacting as adults. conclusionbased on the results of the discussion on strategies to improve the development of earlychildhood language through role playing methods in the macro play center, it can beconcluded from the research questions as follows:1. planning strategies to improve the development of early childhood languagethrough the role playing method in the macro play center is prepared in writing inthe form of learning implementation plans in the macro play center which is used asa reference in providing learning.2. the implementation of strategies to improve the development of early childhoodlanguage through the role playing method is carried out in several meetings, as wellas observations and assessments carried out in each learning implementation, thena reflection is done to see the results of the development of intelligence obtained, asmaterial to determine the next step of learning. jurnal empowerment volume 7 nomor 2, september 2018 e-issn : 2580-7692 p-issn : 2252-4738 153 3. evaluation of strategies to improve the development of early childhood languagethrough the role playing method is carried out in several stages: first, preparingevaluation guidelines and grids, second, making assessment instruments, third,determining indicators, and fourth, observing children during implementation, thenthrough interviews with teachers and children, observation, assignments, anddocumentation to obtain assessment results.4. the results of research on strategies to improve the development of early childhoodlanguage through role playing methods in the macro play center have contributedpositively to the development of early childhood language development. bibliographyadlan alif, w. w. 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